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. 2021 Aug 27;17(4):367–376. doi: 10.1093/scan/nsab103

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© The Author(s) 2021. Published by Oxford University Press.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. For commercial re-use, please contact journals.permissions@oup.com

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Fig. 1. — fMRI task design. (A) A teacher was scanned in fMRI while giving a 32-min Lesson and a 7-min Review with slides, repeating each five times in the scanner while her voice was recorded. (B) The Lecture and Review introduced fMRI concepts. (C) Students in the Intact Learning condition took a Pre-test quiz and watched the Lesson in the scanner. On the following day, they were scanned watching the Review and then completed a Post-test quiz. (D) Subjects in the Scrambled condition took the same Pre- and Post-test quizzes, but watched a scrambled version of the Lesson.