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Journal of Modern Foreign Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-4977

DOI: https://doi.org/10.17759/jmfp

License: CC BY-NC 4.0

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Journal of Modern Foreign Psychology
2020. Vol. 9, no. 2, 34–45
doi:10.17759/jmfp.2020090203
ISSN: 2304-4977 (online)

Components of Event-Related Potentials in studies of perceptual learning 101

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Kleeva D.F.
Research assistant, Sirius University of Science and Technology, Moscow, Russia
ORCID: https://orcid.org/0000-0002-6040-2154
e-mail: dkleeva@gmail.com

Rebreikina A.B.
PhD in Biology, Researcher, Sirius University of Science and Technology, Moscow, Russia
ORCID: https://orcid.org/0000-0001-5714-2040
e-mail: anna.rebreikina@gmail.com

Sysoeva O.V.
PhD in Psychology, Leading Researcher, Sirius University of Science and Technology, Moscow, Russia
ORCID: https://orcid.org/0000-0002-4005-9512
e-mail: olga.v.sysoeva@gmail.com

Abstract
Perceptual learning is defined by increased effectiveness of completing perceptual tasks as a result of experience or training. This review presents the analysis of changes in the components of event-related potentials (ERPs) after visual and auditory perceptual learning in humans. The use of the EEG method, which has a high temporal resolution, makes it possible to trace the spatio-temporal dynamics of changes in the functioning of the brain during learning, which remains hidden in behavioral experimental studies. A review of neurophysiological studies indicates that perceptual learning induces changes across all levels of cortical hierarchy, starting with the early sensory components of ERPs (C1) and ending with the later integrative components (N170, MMN, P2). We also analyzed the short-term and long-term effects of learning. The reviewed neurophysiological data can serve as the basis for the development of new approaches of effective learning, as well as for the objective evaluation of existing methodics by assessing neuronal dynamics at different stages of stimuli processing.

Keywords: perceptual learning, event-related potentials, N1, N170, MMN, P2, expertise

Column: Cognitive pedagogy

DOI: https://doi.org/10.17759/jmfp.2020090203

For Reference

Funding

The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 19-313-51039.

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