Multimodal characterization of inter-individual differences during auditory statistical learning

Motivation: Learning abilities present important variations across individuals. Yet, learning is often assessed at group levels and in pre/post paradigms. Goal(s): Our goal was to characterize the cerebral activity sustaining learning using BOLD variability and EEG synchronization, and to associate these patterns with behavioral scores. Approach: 18 young healthy adults performed an auditory statistical learning task during a joint EEG-fMRI acquisition. Results: Better learning outcomes were associated with higher temporal BOLD variability, lower BOLD variability in the fusiform, occipital and calcarine gyri, as well as with a higher task-specific synchronization of the right temporal EEG signals. Impact: We show that BOLD variability and EEG entrainment are appropriate markers to assess learning-specific brain activity patterns. In addition, outcomes from these distinct imaging modalities present similarities in spatial localization and explainability of behavioral outcomes.