The more, the better? Learning rate and self-pacing in neurofeedback enhance cognitive performance in healthy adults

Real time electroencephalogram (EEG) based neurofeedback has been shown to be effective in regulating brain activity, thereby modifying cognitive performance and behavior. Nevertheless, individual variations in neurofeedback learning rates limit the overall efficacy of EEG based neurofeedback. In the present study we investigated the effects of learning rate and control over training realized by self-pacing on cognitive performance and electrocortical activity. Using a double-blind design, we randomly allocated 60 participants to either individual upper alpha (IUA) or sham neurofeedback and subsequently to self- or externally paced training. Participants receiving IUA neurofeedback improved their IUA activity more than participants receiving sham neurofeedback. Furthermore, the learning rate predicted enhancements in resting-state activity and mental rotation ability. The direction of this linear relationship depended on the neurofeedback condition being positive for IUA and negative for sham neurofeedback. Finally, self-paced training increased higher-level cognitive skills more than externally paced training. These results underpin the important role of learning rate in enhancing both resting-state activity and cognitive performance. Our design allowed us to differentiate the effect of learning rate between neurofeedback conditions, and to demonstrate the positive effect of self-paced training on cognitive performance in IUA neurofeedback.