In a meta-analysis of 113 experiments we examined neurophysiological outcomes of learning, and the relationship between neurophysiological and behavioral outcomes of learning. Findings showed neurophysiology yielding large effect sizes, with the majority of studies examining electroencephalography and eye-related outcome measures. Effect sizes on neurophysiological outcomes were smaller than effect sizes on behavioral outcomes, however. Neurophysiological outcomes were, but behavioral outcomes were not, influenced by several modulating factors. These factors included the sensory system in which learning took place, number of learning days, whether feedback on performance was provided, and age of participants. Controlling for these factors resulted in the effect size differences between behavior and neurophysiology to disappear. The findings of the current meta-analysis demonstrate that neurophysiology is an appropriate measure in assessing learning, particularly when taking into account factors that could have an influence on neurophysiology. We propose a first model to aid further studies that are needed to examine the exact interplay between learning, neurophysiology, behavior, individual differences, and task-related aspects.

在113个实验的荟萃分析中，我们研究了学习的神经生理学结果以及学习的神经生理学和行为学结果之间的关系。研究结果表明，神经生理学产生了很大的影响，大多数研究检查了脑电图和与眼睛相关的结局指标。然而，对神经生理结果的影响大小小于对行为结果的影响大小。神经生理学结局受多种调节因素影响，但行为结局不受影响。这些因素包括进行学习的感觉系统，学习天数，是否提供有关表现的反馈以及参与者的年龄。控制这些因素导致行为和神经生理学之间的效应大小差异消失。当前荟萃分析的结果表明，神经生理学是评估学习的适当措施，尤其是考虑到可能影响神经生理学的因素时。我们提出了第一个模型，以协助进行进一步的研究，以研究学习，神经生理学，行为，个体差异和与任务相关的方面之间的确切相互作用。