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Updated: Mar 22, 2026
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The Comodification of Brain Activity, Functional Connectivity, and Behavior Following Learning
Yael Coldham1,2, Neta Haluts2,3, Eden Elbaz2,4
1Gray School of Medical Sciences, Gray Faculty of Medical & Health Sciences, Tel Aviv University, Tel Aviv 69978, Israel yaelshavit1@mail.tau.ac.il.
Summary
Learning a new skill like sign language reorganizes brain networks. Functional connectivity changes after learning predict both immediate and long-term success in sign language acquisition.
Area of Science:
- Neuroscience
- Cognitive Science
- Psychology
Background:
- Skill acquisition involves brain network reorganization, affecting both task-evoked activity and resting-state functional connectivity.
- The relationship between these two measures during new skill learning is not fully understood.
Purpose of the Study:
- To investigate functional connectivity alterations after learning a new skill (Israeli Sign Language).
- To examine the relationship between these connectivity changes, task-evoked activity changes, and behavioral learning outcomes.
Main Methods:
- Functional magnetic resonance imaging (fMRI) scans (task and resting-state) were conducted on 79 hearing adults before and after an Israeli Sign Language course.
- Behavioral sign language test scores were obtained immediately post-learning and at a six-month follow-up.
Main Results:
- Widespread changes in functional brain connectivity were observed post-learning.
- These connectivity changes spatially corresponded with changes in task-derived brain activation.
- Post-learning functional connectivity predicted behavioral sign language test scores at both immediate and six-month follow-up.
Conclusions:
- Skill acquisition, exemplified by sign language learning, induces coordinated reorganization in both task-evoked activity and functional connectivity.
- Altered functional connectivity is linked to both short-term and long-term behavioral outcomes in skill learning.
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