Stress Elevates Frontal Midline Theta in Feedback-based Category Learning of Exceptions

• Published in: Journal of cognitive neuroscience Vol. 30; no. 6; pp. 799 - 813
• Main Authors: Paul, Marcus, Fellner, Marie-Christin, Waldhauser, Gerd T., Minda, John Paul, Axmacher, Nikolai, Suchan, Boris, Wolf, Oliver T.
• Format: Journal Article
• Language: English
• Published: One Rogers Street, Cambridge, MA 02142-1209, USA MIT Press 01.06.2018; MIT Press Journals, The
• Subjects: Behavior; Cognitive ability; Computational neuroscience; EEG; Feedback; Learning; Neurosciences; Stress; Theta rhythms
• ISSN: 0898-929X; 1530-8898
• DOI: 10.1162/jocn_a_01241

Adapting behavior based on category knowledge is a fundamental cognitive function, which can be achieved via different learning strategies relying on different systems in the brain. Whereas the learning of typical category members has been linked to implicit, prototype abstraction learning, which relies predominantly on prefrontal areas, the learning of exceptions is associated with explicit, exemplar-based learning, which has been linked to the hippocampus. Stress is known to foster implicit learning strategies at the expense of explicit learning. Procedural, prefrontal learning and cognitive control processes are reflected in frontal midline theta (4–8 Hz) oscillations during feedback processing. In the current study, we examined the effect of acute stress on feedback-based category learning of typical category members and exceptions and the oscillatory correlates of feedback processing in the EEG. A computational modeling procedure was applied to estimate the use of abstraction and exemplar strategies during category learning. We tested healthy, male participants who underwent either the socially evaluated cold pressor test or a nonstressful control procedure before they learned to categorize typical members and exceptions based on feedback. The groups did not differ significantly in their categorization accuracy or use of categorization strategies. In the EEG, however, stressed participants revealed elevated theta power specifically during the learning of exceptions, whereas the theta power during the learning of typical members did not differ between the groups. Elevated frontal theta power may reflect an increased involvement of medial prefrontal areas in the learning of exceptions under stress.