Learning differentially reorganizes brain activity and connectivity

TL;DR

This study investigates how brain activity and connectivity reorganize differently during learning, revealing distinct temporal and spatial patterns that correlate with early and late learning stages in a longitudinal fMRI experiment.

Contribution

It demonstrates that activity and connectivity in the brain reorganize in different ways during learning, with activity changing early and connectivity later, providing new insights into neural learning mechanisms.

Findings

Early activity reorganization correlates with initial learning performance.

Connectivity reorganization occurs later and persists into resting state.

Good performance is linked to persistent connectivity patterns.

Abstract

Human learning is a complex process in which future behavior is altered via the reorganization of brain activity and connectivity. It remains unknown whether activity and connectivity differentially reorganize during learning, and, if so, how that differential reorganization tracks stages of learning across distinct brain areas. Here, we address this gap in knowledge by measuring brain activity and functional connectivity in a longitudinal fMRI experiment in which healthy adult human participants learn the values of novel objects over the course of four days. An increasing similarity in activity or functional connectivity across subjects during learning reflects reorganization toward a common functional architecture. We assessed the presence of reorganization in activity and connectivity both during value learning and during the resting-state, allowing us to differentiate common elicited processes from intrinsic processes. We found a complex and dynamic reorganization of brain connectivity and activity--as a function of time, space, and performance--that occurs while subjects learn. Spatially localized brain activity reorganizes across the brain to a common functional architecture early in learning, and this reorganization tracks early learning performance. In contrast, spatially distributed connectivity reorganizes across the brain to a common functional architecture as training progresses, and this reorganization tracks later learning performance. Particularly good performance is associated with a sticky connectivity, that persists into the resting state. Broadly, our work uncovers distinct principles of reorganization in activity and connectivity at different phases of value learning, which inform the ongoing study of learning processes more generally.