Learning-Induced Changes in Auditory Processing: An MEG Investigation Using an Active Learning Task and Oddball Paradigm

The present study investigated the effects of an active learning task on rapid plasticity in auditory processing using an oddball paradigm combined with magnetoencephalography (MEG). Twenty-nine healthy participants completed two passive oddball tasks, with an active one-armed bandit learning task between them. We analyzed the mismatch negativity (MMN), P3a, and late positive potential (LPP) components of the event-related fields to assess learning-induced changes in auditory processing. While the active learning task did not significantly enhance the amplitudes of these components, we found a significant correlation between learning performance and changes in the P3a component. Specifically, better learning of the associations between sounds and monetary outcomes was related to a decrease in P3a amplitude for the optimally learned sound. These findings suggest that the P3a component may serve as a neural marker of rapid, learning-induced plasticity in auditory processing. Our study contributes to the understanding of the dynamic nature of auditory processing and its relationship to learning and decision-making, with potential applications in educational and clinical settings.