Sound stimulation during sleep can enhance memory

Slow oscillations in brain activity, which occur during so-called slow-wave sleep, are critical for retaining memories. Researchers reporting online April 11 in the Cell Press journal Neuron have found that playing sounds synchronized to the rhythm of the slow brain oscillations of people who are sleeping enhances these oscillations and boosts their memory. This demonstrates an easy and noninvasive way to influence human brain activity to improve sleep and enhance memory.

"The beauty lies in the simplicity to apply auditory stimulation at low intensities—an approach that is both practical and ethical, if compared for example with electrical stimulation—and therefore portrays a straightforward tool for clinical settings to enhance sleep rhythms," says coauthor Dr. Jan Born, of the University of Tübingen, in Germany.

Dr. Born and his colleagues conducted their tests on 11 individuals on different nights, during which they were exposed to sound stimulations or to sham stimulations. When the volunteers were exposed to stimulating sounds that were in sync with the brain’s slow oscillation rhythm, they were better able to remember word associations they had learned the evening before. Stimulation out of phase with the brain’s slow oscillation rhythm was ineffective.

"Importantly, the sound stimulation is effective only when the sounds occur in synchrony with the ongoing slow oscillation rhythm during deep sleep. We presented the acoustic stimuli whenever a slow oscillation "up state" was upcoming, and in this way we were able to strengthen the slow oscillation, showing higher amplitude and occurring for longer periods," explains Dr. Born.

The researchers suspect that this approach might also be used more generally to improve sleep. “Moreover, it might be even used to enhance other brain rhythms with obvious functional significance—like rhythms that occur during wakefulness and are involved in the regulation of attention,” says Dr. Born.

Research team discovers: brain does not process sensory information sufficiently

The reason why some people are worse at learning than others has been revealed by a research team from Berlin, Bochum, and Leipzig, operating within the framework of the Germany-wide network “Bernstein Focus State Dependencies of Learning”. They have discovered that the main problem is not that learning processes are inefficient per se, but that the brain insufficiently processes the information to be learned. The scientists trained the subjects’ sense of touch to be more sensitive. In subjects who responded well to the training, the EEG revealed characteristic changes in brain activity, more specifically in the alpha waves. These alpha waves show, among other things, how effectively the brain exploits the sensory information needed for learning. “An exciting question now is to what extent the alpha activity can be deliberately influenced with biofeedback”, says PD Dr. Hubert Dinse from the Neural Plasticity Lab of the Ruhr-Universität Bochum. “This could have enormous implications for therapy after brain injury or, quite generally, for the understanding of learning processes.” The research team from the Ruhr-Universität, the Humboldt Universität zu Berlin, Charité – Universitätsmedizin Berlin and the Max Planck Institute (MPI) for Human Cognitive and Brain Sciences reported their findings in the Journal of Neuroscience.

Learning without attention: passive training of the sense of touch

How well we learn depends on genetic aspects, the individual brain anatomy, and, not least, on attention. “In recent years we have established a procedure with which we trigger learning processes in people that do not require attention”, says Hubert Dinse. The researchers were, therefore, able to exclude attention as a factor. They repeatedly stimulated the participants’ sense of touch for 30 minutes by electrically stimulating the skin of the hand. Before and after this passive training, they tested the so-called “two-point discrimination threshold”, a measure of the sensitivity of touch. For this, they applied gentle pressure to the hand with two needles and determined the smallest distance between the needles at which the patient still perceived them as separate stimuli. On average, the passive training improved the discrimination threshold by twelve percent—but not in all of the 26 participants. Using EEG, the team studied why some people learned better than others.

Imaging the brain state using EEG: the alpha waves are decisive

The cooperation partners from Berlin and Leipzig, PD Dr. Petra Ritter, Dr. Frank Freyer, and Dr. Robert Becker recorded the subjects’ spontaneous EEG before and during passive training. They then identified the components of the brain activity related to improvement in the discrimination test. The alpha activity was decisive, i.e., the brain activity was in the frequency range 8 to 12 hertz. The higher the alpha activity before the passive training, the better the people learned. In addition, the more the alpha activity decreased during passive training, the more easily they learned. These effects occurred in the somatosensory cortex, that is, where the sense of touch is located in the brain.

Researchers seek new methods for therapy

“How the alpha rhythm manages to affect learning is something we investigate with computer models”, says PD Dr. Petra Ritter, Head of the Working Group “Brain Modes” at the MPI Leipzig and the Berlin Charité. “Only when we understand the complex information processing in the brain, can we intervene specifically in the processes to help disorders”, adds Petra Ritter. New therapies are the aim of the cooperation network, which Ritter coordinates, the international “Virtual Brain” project, which her team collaborates on, and the “Neural Plasticity Lab”, chaired by Hubert Dinse at the RUB.

Learning is dependent on access to sensory information

A high level of alpha activity counts as a marker of the readiness of the brain to exploit new incoming information. Conversely, a strong decrease of alpha activity during sensory stimulation counts as an indicator that the brain processes stimuli particularly efficiently. The results, therefore, suggest that perception-based learning is highly dependent on how accessible the sensory information is. The alpha activity, as a marker of constantly changing brain states, modulates this accessibility.

Duetting musicians sync brainwaves even when playing different notes

According to a study published by a team of psychologists, musicians playing different parts of a duet aren’t just syncing time — they synchronise brainwaves.

Johanna Sänger of Berlin’s Max Planck Institute for Human Development gathered 32 guitarists and arranged them in pairs to play Sonata in G Major by Christian Gottlieb Scheidler. Each musician was hooked up to electrodes, so Sänger and her team could monitor their brain activity the 60 times they were asked to play the composition. An earlier study from the Institute had already demonstrated that guitarists playing the exact same tune begin to share brainwave patterns. However, in this study Sänger asked the musicians to play different parts from the same piece of music. As well as playing totally different notes, one was asked to take the lead and set the tempo for the other to follow. Her hypothesis was that, if the brainwave patterns again aligned, then it would demonstrate they have an inherently important role in musicians’ “interpersonally coordinated behaviour” — or, their ability to play well as a pair. All pairs did in fact present with synchronised brain oscillations.

"When people coordinate their own actions, small networks between brain regions are formed," said Sänger. "But we also observed similar network properties between the brains of the individual players, especially when mutual coordination is very important; for example at the joint onset of a piece of music."

The synchronisation is known as “phase locking”, and took place largely where the frontal and central electrodes were placed (the frontal lobe is responsible for retaining long term memory, aligning emotion memory with social norms and predicting an action’s consequences).

The results prove, says the paper, that synchronisation of brain patterns plays “a functional role in music performance”, but also “that brain mechanisms indexed by phase locking, phase coherence, and structural properties of within-brain and hyperbrain networks support interpersonal action coordination”.

Sänger also found that the “leader’s” brainwaves were stronger and began before the music did, demonstrating their “decision to begin playing at a certain moment in time” as represented by well-coordinated frontal lobe activity.