According to a recent study from the Universities of Surrey and Oxford, Loughborough University, and Radboud University in the Netherlands, electrical noise stimulation may help people who have trouble learning mathematics by activating a brain region in that area. This investigation was released in PL0S Biology.
In this special study, researchers looked into how neurostimulation affects learning. Although this non-invasive method is gaining popularity, little is understood about the neurophysiological changes it causes and how they affect learning.
Researchers discovered that applying electrical noise stimulation to the frontal region of the brain improved the mathematical skills of individuals whose brains were less stimulated (by mathematics) prior to the stimulation. Both the groups receiving placebos and those who experienced high levels of brain excitation during the initial assessment did not show any improvement in their math scores. In order to increase cortical excitability, scientists theorize that electrical noise stimulation acts on the sodium channels in the brain by interfering with the cell membrane of the neurons.
This project was directed by Professor Roi Cohen Kadosh, Professor of Cognitive Neuroscience and Head of the School of Psychology at the University of Surrey. “Learning is key to everything we do in life – from developing new skills, such as driving a car, to learning how to code. Our brains are constantly absorbing and acquiring new knowledge. Previously, we have shown that a person’s ability to learn is associated with neuronal excitation in their brains. What we wanted to discover in this case is if our novel stimulation protocol could boost, in other words excite, this activity and improve mathematical skills.”
102 participants were chosen for the study, and a series of multiplication problems were used to gauge each participant’s mathematical proficiency. The participants were then divided into four groups: a learning group that received high-frequency random electrical noise stimulation; a group that overlearned by repeatedly practicing multiplication after they had mastered it. The two remaining groups, which were made up of a learning and an overlearning group, were subjected to a sham (i.e., placebo) condition, which was designed to simulate real stimulation without using strong electrical currents. To measure brain activity, EEG readings were taken before and after the stimulation.
Dr Nienke van Bueren from Radboud University, who led this work under Professor Cohen Kadosh’s supervision, said:
“These findings highlight that individuals with lower brain excitability may be more receptive to noise stimulation, leading to enhanced learning outcomes, while those with high brain excitability might not experience the same benefits in their mathematical abilities.”
Professor Cohen Kadosh said, “What we have found is how this promising neurostimulation works and under which conditions the stimulation protocol is most effective. This discovery could not only pave the way for a more tailored approach in a person’s learning journey but also shed light on the optimal timing and duration of its application.”
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