Neural signatures of memory gain through active exploration in an oculomotor‐auditory learning task.

Active engagement improves learning and memory, and self‐ versus externally generated stimuli are processed differently: perceptual intensity and neural responses are attenuated. Whether the attenuation is linked to memory formation remains unclear. This study investigates whether active oculomotor control over auditory stimuli—controlling for movement and stimulus predictability—benefits associative learning, and studies the underlying neural mechanisms. Using EEG and eye tracking we explored the impact of control during learning on the processing and memory recall of arbitrary oculomotor‐auditory associations. Participants (N = 23) learned associations through active exploration or passive observation, using a gaze‐controlled interface to generate sounds. Our results show faster learning progress in the active condition. ERPs time‐locked to the onset of sound stimuli showed that learning progress was linked to an attenuation of the P3a component. The detection of matching movement‐sound pairs triggered a target‐matching P3b. There was no general modulation of ERPs through active learning. However, we found continuous variation in the strength of the memory benefit across participants: some benefited more strongly from active control during learning than others. This was paralleled in the strength of the N1 attenuation effect for self‐generated stimuli, which was correlated with memory gain in active learning. Our results show that control helps learning and memory and modulates sensory responses. Individual differences during sensory processing predict the strength of the memory benefit. Taken together, these results help to disentangle the effects of agency, unspecific motor‐based neuromodulation, and predictability on ERP components and establish a link between self‐generation effects and active learning memory gain. In a study using eye movements to control sound stimuli, we show that individual differences during sound processing can be linked to the stimuli's encoding in memory. This is the first study to show that the strength of the self‐generation effects on sensory processing can predict the learning outcome in an associative memory task. [ABSTRACT FROM AUTHOR]