Lang W, Lang M, Uhl F, Kornhuber A, Deecke L, Kornhuber H H
Neurological Clinic, University of Vienna, Austria.
Exp Brain Res. 1988;70(1):99-108. doi: 10.1007/BF00271852.
In the present experiment pairs of words had to be memorized. The words were either meaningful or meaningless. The experimental design compares conditions of preestablished learning (L-) with active learning (L+). The effects of these two factors, "semantic content (S)" and "learning (L)", on the slow potential shifts accompanying presentation and processing of the verbal material were tested. In the memorizing tasks, the two words were given in a fixed temporal sequence. A slow negative potential shift having a maximum in parietal leads emerged within the inter-stimulus-interval. Its amplitudes were larger in the learning tasks (L+) than in conditions of pre-established learning (L-). This difference of amplitudes may reflect different levels of attention: In L-, the second word could be anticipated, but not in the L+ tasks. After the presentation of the second item, learning tasks (L+) were characterized by a slow negative potential shift in the recordings of the left dorso-lateral frontal lobe. It is assumed that this potential shift may indicate an importance of the left frontal lobe in the elaborative encoding of verbal material.
