Effects of tDCS on visual statistical learning. (November 2020) - Nydam, Abbey S.
Abstract: Visual statistical learning describes the encoding of structure in sensory input, and it has important consequences for cognition and behaviour. Higher-order brain regions in the prefrontal and posterior parietal cortices have been associated with statistical learning behaviours. Yet causal evidence of a cortical contribution remains limited. In a recent study, the modulation of cortical activity by transcranial direct current stimulation (tDCS) disrupted statistical learning in a spatial contextual cueing phenomenon; supporting a cortical role. Here, we examined whether the same tDCS protocol would influence statistical learning assessed by the Visual Statistical Learning phenomenon (i.e., Fiser and Aslin, 2001), which uses identity-based regularities while controlling for spatial location. In Experiment 1, we employed the popular exposure-test design to tap the learning of structure after passive viewing. Using a large sample (N = 150), we found no effect of the tDCS protocol when compared to a sham control nor to an active control region. In Experiment 2 (N = 80), we developed an online task that was sensitive to the timecourse of learning. Under these task conditions, we did observe a stimulation effect on learning, consistent with the previous work. The way tDCS affected learning appeared to be task-specific; expediting statistical learning in this case. Together with the existing evidence, these findings support the hypothesis that cortical areas are involved in the visual statistical learning process, and suggest the mechanisms of cortical involvement may be task-dependent and dynamic across time. Highlights: When using an offline recognition test, electrical brain stimulation did not influence visual statistical learning. When using an online search task, stimulation did influence statistical learning. The tDCS protocol affected early cuing behaviour. Cortical involvement in statistical learning may generalize across tasks, but the behavioural effects appear task-dependent.