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<p>This study explores the influence of long-term learning behavior on brain cross-frequency coupling (CFC) mechanisms and their effects on working memory. The research included 40 third-year university students from the same major, divided into two groups: one group (20 students) was actively involved in academic activities for three years, while the other group (20 students) had minimal academic engagement. Using electroencephalogram (EEG) data collected during resting-state and Sternberg Working Memory Task (STB) periods, the study analyzed changes in amplitude–amplitude coupling (AAC) and phase-amplitude coupling (PAC) to understand the relationship between learning behavior and cognitive function. During the resting state, no significant differences in AAC and PAC were observed, suggesting stable neural networks. However, the STB task revealed significant differences in coupling in specific EEG channels: AAC differed notably in T8 and P3, while PAC showed distinctions in C3. These differences point to potential variations in information processing and cognitive regulation mechanisms between the groups. Although these variations did not directly impact task performance, they provide insights into how long-term learning affects neural processing pathways. This research highlights the importance of analyzing neural coupling patterns in specific cognitive tasks to assess the impact of educational interventions. The findings can guide the design of tailored educational strategies and cognitive training programs, underscoring the significance of long-term learning for brain function.</p>

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Influence of study time differences on electroencephalographic cross-frequency coupling during working memory tasks

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月26日

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  • Zhiwei Xu,
  • Siyu Zhang,
  • Siqi Liu,
  • Yaqi Yang

摘要

This study explores the influence of long-term learning behavior on brain cross-frequency coupling (CFC) mechanisms and their effects on working memory. The research included 40 third-year university students from the same major, divided into two groups: one group (20 students) was actively involved in academic activities for three years, while the other group (20 students) had minimal academic engagement. Using electroencephalogram (EEG) data collected during resting-state and Sternberg Working Memory Task (STB) periods, the study analyzed changes in amplitude–amplitude coupling (AAC) and phase-amplitude coupling (PAC) to understand the relationship between learning behavior and cognitive function. During the resting state, no significant differences in AAC and PAC were observed, suggesting stable neural networks. However, the STB task revealed significant differences in coupling in specific EEG channels: AAC differed notably in T8 and P3, while PAC showed distinctions in C3. These differences point to potential variations in information processing and cognitive regulation mechanisms between the groups. Although these variations did not directly impact task performance, they provide insights into how long-term learning affects neural processing pathways. This research highlights the importance of analyzing neural coupling patterns in specific cognitive tasks to assess the impact of educational interventions. The findings can guide the design of tailored educational strategies and cognitive training programs, underscoring the significance of long-term learning for brain function.