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Transcranial direct current stimulation’s effect on novice versus experienced learning

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Abstract

Transcranial direct current stimulation (TDCS) is a non-invasive form of brain stimulation applied via a weak electrical current passed between electrodes on the scalp. In recent studies, TDCS has been shown to improve learning when applied to the prefrontal cortex (e.g., Kincses et al. in Neuropsychologia 42:113–117, 2003; Clark et al. Neuroimage in 2010). The present study examined the effects of TDCS delivered at the beginning of training (novice) or after an hour of training (experienced) on participants’ ability to detect cues indicative of covert threats. Participants completed two 1-h training sessions. During the first 30 min of each training session, either 0.1 mA or 2.0 mA of anodal TDCS was delivered to the participant. The anode was positioned near F8, and the cathode was placed on the upper left arm. Testing trials immediately followed training. Accuracy in classification of images containing and not-containing threat stimuli during the testing sessions indicated: (1) that mastery of threat detection significantly increased with training, (2) that anodal TDCS at 2 mA significantly enhanced learning, and (3) TDCS was significantly more effective in enhancing test performance when applied in novice learners than in experienced learners. The enhanced performance following training with TDCS persisted into the second session when TDCS was delivered early in training.

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Acknowledgments

This work was supported by The Defense Advanced Research Projects Agency (Government Contract No. NBCHC070103; Approved for Public Release, Distribution Unlimited). The views, opinions, and/or findings contained in this article/presentation are those of the author/presenter and should not be interpreted as representing the official views or policies, either expressed or implied, of the Defense Advanced Research Projects Agency or the Department of Defense. The authors acknowledge their collaboration with Eric M. Wassermann, Donald Puffer, and Elaine M. Raybourn.

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Authors and Affiliations

  1. The Mind Research Network, Albuquerque, NM, USA

    L. M. Bullard, V. P. Clark, B. A. Coffman, R. E. Jung, A. J. van der Merwe, K. M. Paulson, A. A. Vakhtin, C. L. Wootton & M. P. Weisend

  2. Psychology Department, University of New Mexico, Albuquerque, NM, USA

    E. S. Browning, V. P. Clark, B. A. Coffman & C. M. Garcia

  3. Department of Neurosurgery, University of New Mexico, Albuquerque, NM, USA

    R. E. Jung

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  1. L. M. Bullard
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  2. E. S. Browning
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  3. V. P. Clark
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  4. B. A. Coffman
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  5. C. M. Garcia
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  7. A. J. van der Merwe
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  11. M. P. Weisend
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Correspondence to L. M. Bullard.

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Bullard, L.M., Browning, E.S., Clark, V.P. et al. Transcranial direct current stimulation’s effect on novice versus experienced learning. Exp Brain Res 213, 9–14 (2011). https://doi.org/10.1007/s00221-011-2764-2

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  • DOI: https://doi.org/10.1007/s00221-011-2764-2

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