Comparison of EEG Changes in Learning and Overlearning of Nonsense Syllables

Abstract

A comparison between EEG changes occurring during learning and overlearning of nonsense syllables was made, with emphasis on activity related to occasional errors of well-learned material. Seventeen college students learned 12 nonsense syllables by the serial anticipation method, followed by 20 trials of overlearning. EEGs were recorded simultaneously and analyzed by a Burch Period Analyzer. Increased fast and decreased alpha activity were observed during learning. During overlearning, tracings returned toward control levels. Activity associated with errors during overlearning showed a marked increase in fast and decrease in alpha comparable to the changes noted in earlier stages of learning. The data are discussed in terms of the functional significance of the reticular system.