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Gu C, Peng Y, Nastase SA, Mayer RE, Li P. Onscreen presence of instructors in video lectures affects learners' neural synchrony and visual attention during multimedia learning. Proc Natl Acad Sci U S A 2024; 121:e2309054121. [PMID: 38466840 PMCID: PMC10963011 DOI: 10.1073/pnas.2309054121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 01/20/2024] [Indexed: 03/13/2024] Open
Abstract
COVID-19 forced students to rely on online learning using multimedia tools, and multimedia learning continues to impact education beyond the pandemic. In this study, we combined behavioral, eye-tracking, and neuroimaging paradigms to identify multimedia learning processes and outcomes. College students viewed four video lectures including slides with either an onscreen human instructor, an animated instructor, or no onscreen instructor. Brain activity was recorded via fMRI, visual attention was recorded via eye-tracking, and learning outcome was assessed via post-tests. Onscreen presence of instructor, compared with no instructor presence, resulted in superior post-test performance, less visual attention on the slide, more synchronized eye movements during learning, and higher neural synchronization in cortical networks associated with socio-emotional processing and working memory. Individual variation in cognitive and socio-emotional abilities and intersubject neural synchronization revealed different levels of cognitive and socio-emotional processing in different learning conditions. The instructor-present condition evoked increased synchronization, likely reflecting extra processing demands in attentional control, working memory engagement, and socio-emotional processing. Although human instructors and animated instructors led to comparable learning outcomes, the effects were due to the dynamic interplay of information processing vs. attentional distraction. These findings reflect a benefit-cost trade-off where multimedia learning outcome is enhanced only when the cognitive benefits motivated by the social presence of onscreen instructor outweigh the cognitive costs brought about by concurrent attentional distraction unrelated to learning.
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Affiliation(s)
- Chanyuan Gu
- Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Yingying Peng
- Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University, Hong Kong SAR, China
| | - Samuel A. Nastase
- Princeton Neuroscience Institute, Princeton University, Princeton, NJ08540
| | - Richard E. Mayer
- Department of Psychological and Brain Sciences, University of California, Santa Barbara, CA93106
| | - Ping Li
- Department of Chinese and Bilingual Studies, Faculty of Humanities, The Hong Kong Polytechnic University, Hong Kong SAR, China
- Centre for Immersive Learning and Metaverse in Education, The Hong Kong Polytechnic University, Hong Kong SAR, China
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2
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Shimon-Raz O, Yeshurun Y, Ulmer-Yaniv A, Levinkron A, Salomon R, Feldman R. Attachment Reminders Trigger Widespread Synchrony across Multiple Brains. J Neurosci 2023; 43:7213-7225. [PMID: 37813569 PMCID: PMC10601370 DOI: 10.1523/jneurosci.0026-23.2023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2023] [Revised: 08/15/2023] [Accepted: 09/04/2023] [Indexed: 10/17/2023] Open
Abstract
Infant stimuli elicit widespread neural and behavioral response in human adults, and such massive allocation of resources attests to the evolutionary significance of the primary attachment. Here, we examined whether attachment reminders also trigger cross-brain concordance and generate greater neural uniformity, as indicated by intersubject correlation. Human mothers were imaged twice in oxytocin/placebo administration design, and stimuli included four ecological videos of a standard unfamiliar mother and infant: two infant/mother alone (Alone) and two mother-infant dyadic contexts (Social). Theory-driven analysis measured cross-brain synchrony in preregistered nodes of the parental caregiving network (PCN), which integrates subcortical structures underpinning mammalian mothering with cortical areas implicated in simulation, mentalization, and emotion regulation, and data-driven analysis assessed brain-wide concordance using whole-brain parcellation. Results demonstrated widespread cross-brain synchrony in both the PCN and across the neuroaxis, from primary sensory/somatosensory areas, through insular-cingulate regions, to temporal and prefrontal cortices. The Social context yielded significantly more cross-brain concordance, with PCNs striatum, parahippocampal gyrus, superior temporal sulcus, ACC, and PFC displaying cross-brain synchrony only to mother-infant social cues. Moment-by-moment fluctuations in mother-infant social synchrony, ranging from episodes of low synchrony to tightly coordinated positive bouts, were tracked online by cross-brain concordance in the preregistered ACC. Findings indicate that social attachment stimuli, representing evolutionary-salient universal cues that require no verbal narrative, trigger substantial interbrain concordance and suggest that the mother-infant bond, an icon standing at the heart of human civilization, may function to glue brains into a unified experience and bind humans into social groups.SIGNIFICANCE STATEMENT Infant stimuli elicit widespread neural response in human adults, attesting to their evolutionary significance, but do they also trigger cross-brain concordance and induce neural uniformity among perceivers? We measured cross-brain synchrony to ecological mother-infant videos. We used theory-driven analysis, measuring cross-brain concordance in the parenting network, and data-driven analysis, assessing brain-wide concordance using whole-brain parcellation. Attachment cues triggered widespread cross-brain concordance in both the parenting network and across the neuroaxis. Moment-by-moment fluctuations in behavioral synchrony were tracked online by cross-brain variability in ACC. Attachment reminders bind humans' brains into a unitary experience and stimuli characterized by social synchrony enhance neural similarity among participants, describing one mechanism by which attachment bonds provide the neural template for the consolidation of social groups.
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Affiliation(s)
| | - Yaara Yeshurun
- School of Psychological Sciences, Tel Aviv University, Tel Aviv, 69978, Israel
- Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, 69978, Israel
| | | | - Ayelet Levinkron
- Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, 69978, Israel
| | - Roy Salomon
- Department of Cognitive Sciences, University of Haifa, Haifa, 3498838, Israel
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3
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Pan Y, Vinding MC, Zhang L, Lundqvist D, Olsson A. A Brain-To-Brain Mechanism for Social Transmission of Threat Learning. ADVANCED SCIENCE (WEINHEIM, BADEN-WURTTEMBERG, GERMANY) 2023; 10:e2304037. [PMID: 37544901 PMCID: PMC10558655 DOI: 10.1002/advs.202304037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/19/2023] [Indexed: 08/08/2023]
Abstract
Survival and adaptation in environments require swift and efficacious learning about what is dangerous. Across species, much of such threat learning is acquired socially, e.g., through the observation of others' ("demonstrators'") defensive behaviors. However, the specific neural mechanisms responsible for the integration of information shared between demonstrators and observers remain largely unknown. This dearth of knowledge is addressed by performing magnetoencephalography (MEG) neuroimaging in demonstrator-observer dyads. A set of stimuli are first shown to a demonstrator whose defensive responses are filmed and later presented to an observer, while neuronal activity is recorded sequentially from both individuals who never interacted directly. These results show that brain-to-brain coupling (BtBC) in the fronto-limbic circuit (including insula, ventromedial, and dorsolateral prefrontal cortex) within demonstrator-observer dyads predict subsequent expressions of learning in the observer. Importantly, the predictive power of BtBC magnifies when a threat is imminent to the demonstrator. Furthermore, BtBC depends on how observers perceive their social status relative to the demonstrator, likely driven by shared attention and emotion, as bolstered by dyadic pupillary coupling. Taken together, this study describes a brain-to-brain mechanism for social threat learning, involving BtBC, which reflects social relationships and predicts adaptive, learned behaviors.
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Affiliation(s)
- Yafeng Pan
- Department of Psychology and Behavioral SciencesZhejiang UniversityHangzhou310058China
- Department of Clinical NeuroscienceKarolinska InstitutetStockholm17165Sweden
| | - Mikkel C. Vinding
- Department of Clinical NeuroscienceKarolinska InstitutetStockholm17165Sweden
- Danish Research Centre for Magnetic Resonance, Centre for Functional and Diagnostic Imaging and ResearchCopenhagen University Hospital ‐ Amager and HvidovreCopenhagen2650Denmark
| | - Lei Zhang
- Centre for Human Brain HealthSchool of PsychologyUniversity of BirminghamBirminghamB15 2TTUK
- Institute for Mental HealthSchool of PsychologyUniversity of BirminghamBirminghamB15 2TTUK
- SocialCognitive and Affective Neuroscience UnitDepartment of CognitionEmotionand Methods in PsychologyFaculty of PsychologyUniversity of ViennaVienna1010Austria
| | - Daniel Lundqvist
- Department of Clinical NeuroscienceKarolinska InstitutetStockholm17165Sweden
| | - Andreas Olsson
- Department of Clinical NeuroscienceKarolinska InstitutetStockholm17165Sweden
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Lotter LD, Kohl SH, Gerloff C, Bell L, Niephaus A, Kruppa JA, Dukart J, Schulte-Rüther M, Reindl V, Konrad K. Revealing the neurobiology underlying interpersonal neural synchronization with multimodal data fusion. Neurosci Biobehav Rev 2023; 146:105042. [PMID: 36641012 DOI: 10.1016/j.neubiorev.2023.105042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Revised: 12/22/2022] [Accepted: 01/10/2023] [Indexed: 01/13/2023]
Abstract
Humans synchronize with one another to foster successful interactions. Here, we use a multimodal data fusion approach with the aim of elucidating the neurobiological mechanisms by which interpersonal neural synchronization (INS) occurs. Our meta-analysis of 22 functional magnetic resonance imaging and 69 near-infrared spectroscopy hyperscanning experiments (740 and 3721 subjects) revealed robust brain regional correlates of INS in the right temporoparietal junction and left ventral prefrontal cortex. Integrating this meta-analytic information with public databases, biobehavioral and brain-functional association analyses suggested that INS involves sensory-integrative hubs with functional connections to mentalizing and attention networks. On the molecular and genetic levels, we found INS to be associated with GABAergic neurotransmission and layer IV/V neuronal circuits, protracted developmental gene expression patterns, and disorders of neurodevelopment. Although limited by the indirect nature of phenotypic-molecular association analyses, our findings generate new testable hypotheses on the neurobiological basis of INS.
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Affiliation(s)
- Leon D Lotter
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany; Institute of Neuroscience and Medicine - Brain & Behaviour (INM-7), Jülich Research Centre, Jülich, Germany; Institute of Systems Neuroscience, Medical Faculty, Heinrich Heine University Düsseldorf, Düsseldorf, Germany; Max Planck School of Cognition, Stephanstrasse 1A, 04103 Leipzig, Germany.
| | - Simon H Kohl
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany; JARA Brain Institute II, Molecular Neuroscience and Neuroimaging (INM-11), Jülich Research Centre, Jülich, Germany
| | - Christian Gerloff
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany; JARA Brain Institute II, Molecular Neuroscience and Neuroimaging (INM-11), Jülich Research Centre, Jülich, Germany; Chair II of Mathematics, Faculty of Mathematics, Computer Science and Natural Sciences, RWTH Aachen University, Aachen, Germany
| | - Laura Bell
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany; Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Alexandra Niephaus
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany
| | - Jana A Kruppa
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany; JARA Brain Institute II, Molecular Neuroscience and Neuroimaging (INM-11), Jülich Research Centre, Jülich, Germany; Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center Göttingen, Göttingen, Germany
| | - Juergen Dukart
- Institute of Neuroscience and Medicine - Brain & Behaviour (INM-7), Jülich Research Centre, Jülich, Germany; Institute of Systems Neuroscience, Medical Faculty, Heinrich Heine University Düsseldorf, Düsseldorf, Germany
| | - Martin Schulte-Rüther
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany; JARA Brain Institute II, Molecular Neuroscience and Neuroimaging (INM-11), Jülich Research Centre, Jülich, Germany; Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Center Göttingen, Göttingen, Germany
| | - Vanessa Reindl
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany; JARA Brain Institute II, Molecular Neuroscience and Neuroimaging (INM-11), Jülich Research Centre, Jülich, Germany; Psychology, School of Social Sciences, Nanyang Technological University, S639818, Singapore
| | - Kerstin Konrad
- Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, University Hospital RWTH Aachen, Aachen, Germany; JARA Brain Institute II, Molecular Neuroscience and Neuroimaging (INM-11), Jülich Research Centre, Jülich, Germany
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5
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Van Malderen S, Hehl M, Verstraelen S, Swinnen SP, Cuypers K. Dual-site TMS as a tool to probe effective interactions within the motor network: a review. Rev Neurosci 2023; 34:129-221. [PMID: 36065080 DOI: 10.1515/revneuro-2022-0020] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 07/02/2022] [Indexed: 02/07/2023]
Abstract
Dual-site transcranial magnetic stimulation (ds-TMS) is well suited to investigate the causal effect of distant brain regions on the primary motor cortex, both at rest and during motor performance and learning. However, given the broad set of stimulation parameters, clarity about which parameters are most effective for identifying particular interactions is lacking. Here, evidence describing inter- and intra-hemispheric interactions during rest and in the context of motor tasks is reviewed. Our aims are threefold: (1) provide a detailed overview of ds-TMS literature regarding inter- and intra-hemispheric connectivity; (2) describe the applicability and contributions of these interactions to motor control, and; (3) discuss the practical implications and future directions. Of the 3659 studies screened, 109 were included and discussed. Overall, there is remarkable variability in the experimental context for assessing ds-TMS interactions, as well as in the use and reporting of stimulation parameters, hindering a quantitative comparison of results across studies. Further studies examining ds-TMS interactions in a systematic manner, and in which all critical parameters are carefully reported, are needed.
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Affiliation(s)
- Shanti Van Malderen
- Department of Movement Sciences, Movement Control & Neuroplasticity Research Group, Group Biomedical Sciences, KU Leuven, Heverlee 3001, Belgium.,Neuroplasticity and Movement Control Research Group, Rehabilitation Research Institute (REVAL), Hasselt University, Diepenbeek 3590, Belgium
| | - Melina Hehl
- Department of Movement Sciences, Movement Control & Neuroplasticity Research Group, Group Biomedical Sciences, KU Leuven, Heverlee 3001, Belgium.,Neuroplasticity and Movement Control Research Group, Rehabilitation Research Institute (REVAL), Hasselt University, Diepenbeek 3590, Belgium
| | - Stefanie Verstraelen
- Neuroplasticity and Movement Control Research Group, Rehabilitation Research Institute (REVAL), Hasselt University, Diepenbeek 3590, Belgium
| | - Stephan P Swinnen
- Department of Movement Sciences, Movement Control & Neuroplasticity Research Group, Group Biomedical Sciences, KU Leuven, Heverlee 3001, Belgium.,KU Leuven, Leuven Brain Institute (LBI), Leuven, Belgium
| | - Koen Cuypers
- Department of Movement Sciences, Movement Control & Neuroplasticity Research Group, Group Biomedical Sciences, KU Leuven, Heverlee 3001, Belgium.,Neuroplasticity and Movement Control Research Group, Rehabilitation Research Institute (REVAL), Hasselt University, Diepenbeek 3590, Belgium
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6
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Doublet T, Ghestem A, Bernard C. Deficit in observational learning in experimental epilepsy. Epilepsia 2022; 63:e150-e155. [PMID: 36197904 PMCID: PMC10092486 DOI: 10.1111/epi.17421] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Revised: 09/26/2022] [Accepted: 09/26/2022] [Indexed: 01/11/2023]
Abstract
Individuals use the observation of a conspecific to learn new behaviors and skills in many species. Whether observational learning is affected in epilepsy is not known. Using the pilocarpine rat model of epilepsy, we assessed learning by observation in a spatial task. The task involves a naive animal observing a demonstrator animal seeking a reward at a specific spatial location. After five observational sessions, the observer is allowed to explore the rewarded space and look for the reward. Although control observer rats succeed in finding the reward when allowed to explore the rewarded space, epileptic animals fail. However, epileptic animals are able to successfully learn the location of the reward through their own experience after several trial sessions. Thus, epileptic animals show a clear deficit in learning by observation. This result may be clinically relevant, in particular in children who strongly rely on observational learning.
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Affiliation(s)
- Thomas Doublet
- Institute of Systems Neuroscience, Aix-Marseille University, Marseille, France
| | - Antoine Ghestem
- Institute of Systems Neuroscience, Aix-Marseille University, Marseille, France
| | - Christophe Bernard
- Institute of Systems Neuroscience, Aix-Marseille University, Marseille, France
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7
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Finn ES, Glerean E, Hasson U, Vanderwal T. Naturalistic imaging: The use of ecologically valid conditions to study brain function. Neuroimage 2021; 247:118776. [PMID: 34864153 DOI: 10.1016/j.neuroimage.2021.118776] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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8
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Pan Y, Novembre G, Olsson A. The Interpersonal Neuroscience of Social Learning. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2021; 17:680-695. [PMID: 34637374 DOI: 10.1177/17456916211008429] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The study of the brain mechanisms underpinning social behavior is currently undergoing a paradigm shift, moving its focus from single individuals to the real-time interaction among groups of individuals. Although this development opens unprecedented opportunities to study how interpersonal brain activity shapes behaviors through learning, there have been few direct connections to the rich field of learning science. Our article examines how the rapidly developing field of interpersonal neuroscience is (and could be) contributing to our understanding of social learning. To this end, we first review recent research extracting indices of brain-to-brain coupling (BtBC) in the context of social behaviors and, in particular, social learning. We then discuss how studying communicative behaviors during learning can aid the interpretation of BtBC and how studying BtBC can inform our understanding of such behaviors. We then discuss how BtBC and communicative behaviors collectively can predict learning outcomes, and we suggest several causative and mechanistic models. Finally, we highlight key methodological and interpretational challenges as well as exciting opportunities for integrating research in interpersonal neuroscience with social learning, and we propose a multiperson framework for understanding how interpersonal transmission of information between individual brains shapes social learning.
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Affiliation(s)
- Yafeng Pan
- Department of Clinical Neuroscience, Karolinska Institutet
| | - Giacomo Novembre
- Neuroscience of Perception and Action Lab, Italian Institute of Technology
| | - Andreas Olsson
- Department of Clinical Neuroscience, Karolinska Institutet
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9
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Barreto C, Bruneri GDA, Brockington G, Ayaz H, Sato JR. A New Statistical Approach for fNIRS Hyperscanning to Predict Brain Activity of Preschoolers' Using Teacher's. Front Hum Neurosci 2021; 15:622146. [PMID: 34025373 PMCID: PMC8137814 DOI: 10.3389/fnhum.2021.622146] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 03/17/2021] [Indexed: 11/18/2022] Open
Abstract
Hyperscanning studies using functional Near-Infrared Spectroscopy (fNIRS) have been performed to understand the neural mechanisms underlying human-human interactions. In this study, we propose a novel methodological approach that is developed for fNIRS multi-brain analysis. Our method uses support vector regression (SVR) to predict one brain activity time series using another as the predictor. We applied the proposed methodology to explore the teacher-student interaction, which plays a critical role in the formal learning process. In an illustrative application, we collected fNIRS data of the teacher and preschoolers’ dyads performing an interaction task. The teacher explained to the child how to add two numbers in the context of a game. The Prefrontal cortex and temporal-parietal junction of both teacher and student were recorded. A multivariate regression model was built for each channel in each dyad, with the student’s signal as the response variable and the teacher’s ones as the predictors. We compared the predictions of SVR with the conventional ordinary least square (OLS) predictor. The results predicted by the SVR model were statistically significantly correlated with the actual test data at least one channel-pair for all dyads. Overall, 29/90 channel-pairs across the five dyads (18 channels 5 dyads = 90 channel-pairs) presented significant signal predictions withthe SVR approach. The conventional OLS resulted in only 4 out of 90 valid predictions. These results demonstrated that the SVR could be used to perform channel-wise predictions across individuals, and the teachers’ cortical activity can be used to predict the student brain hemodynamic response.
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Affiliation(s)
- Candida Barreto
- Center of Mathematics, Computing and Cognition, Federal University of ABC, Sao Bernardo do Campo, Brazil
| | | | - Guilherme Brockington
- Center for Natural and Human Sciences, Universidade Federal do ABC, Santo André, Brazil
| | - Hasan Ayaz
- School of Biomedical Engineering, Science and Health Systems, Drexel University, Philadelphia, PA, United States.,Department of Psychology, College of Arts and Sciences, Drexel University, Philadelphia, PA, United States.,Drexel Solutions Institute, Drexel University, Philadelphia, PA, United States.,Department of Family and Community Health, University of Pennsylvania, Philadelphia, PA, United States.,Center for Injury Research and Prevention, Children's Hospital of Philadelphia, Philadelphia, PA, United States
| | - Joao Ricardo Sato
- Center of Mathematics, Computing and Cognition, Federal University of ABC, Sao Bernardo do Campo, Brazil.,Interdisciplinary Unit for Applied Neuroscience, Federal University of ABC, Sao Bernardo do Campo, Brazil
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10
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Crone CL, Rigoli LM, Patil G, Pini S, Sutton J, Kallen RW, Richardson MJ. Synchronous vs. non-synchronous imitation: Using dance to explore interpersonal coordination during observational learning. Hum Mov Sci 2021; 76:102776. [PMID: 33639354 DOI: 10.1016/j.humov.2021.102776] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 01/31/2021] [Accepted: 02/16/2021] [Indexed: 10/22/2022]
Abstract
Observational learning can enhance the acquisition and performance quality of complex motor skills. While an extensive body of research has focused on the benefits of synchronous (i.e., concurrent physical practice) and non-synchronous (i.e., delayed physical practice) observational learning strategies, the question remains as to whether these approaches differentially influence performance outcomes. Accordingly, we investigate the differential outcomes of synchronous and non-synchronous observational training contexts using a novel dance sequence. Using multidimensional cross-recurrence quantification analysis, movement time-series were recorded for novice dancers who either synchronised with (n = 22) or observed and then imitated (n = 20) an expert dancer. Participants performed a 16-count choreographed dance sequence for 20 trials assisted by the expert, followed by one final, unassisted performance trial. Although end-state performance did not significantly differ between synchronous and non-synchronous learners, a significant decline in performance quality from imitation to independent replication was shown for synchronous learners. A non-significant positive trend in performance accuracy was shown for non-synchronous learners. For all participants, better imitative performance across training trials led to better end-state performance, but only for the accuracy (and not timing) of movement reproduction. Collectively, the results suggest that synchronous learners came to rely on a real-time mapping process between visual input from the expert and their own visual and proprioceptive intrinsic feedback, to the detriment of learning. Thus, the act of synchronising alone does not ensure an appropriate training context for advanced sequence learning.
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Affiliation(s)
- Cassandra L Crone
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia.
| | - Lillian M Rigoli
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Gaurav Patil
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Sarah Pini
- Department of Cognitive Science, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia; Centre for Elite Performance, Expertise, and Training, Macquarie University, Sydney, NSW, Australia
| | - John Sutton
- Department of Cognitive Science, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia; Centre for Elite Performance, Expertise, and Training, Macquarie University, Sydney, NSW, Australia
| | - Rachel W Kallen
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia; Centre for Elite Performance, Expertise, and Training, Macquarie University, Sydney, NSW, Australia
| | - Michael J Richardson
- Department of Psychology, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia; Centre for Elite Performance, Expertise, and Training, Macquarie University, Sydney, NSW, Australia.
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11
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Putnam PT, Chang SWC. Social processing by the primate medial frontal cortex. INTERNATIONAL REVIEW OF NEUROBIOLOGY 2021; 158:213-248. [PMID: 33785146 DOI: 10.1016/bs.irn.2020.12.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
The primate medial frontal cortex is comprised of several brain regions that are consistently implicated in regulating complex social behaviors. The medial frontal cortex is also critically involved in many non-social behaviors, such as those involved in reward, affective, and decision-making processes, broadly implicating the fundamental role of the medial frontal cortex in internally guided cognition. An essential question therefore is what unique contributions, if any, does the medial frontal cortex make to social behaviors? In this chapter, we outline several neural algorithms necessary for mediating adaptive social interactions and discuss selected evidence from behavioral neurophysiology experiments supporting the role of the medial frontal cortex in implementing these algorithms. By doing so, we primarily focus on research in nonhuman primates and examine several key attributes of the medial frontal cortex. Specifically, we review neuronal substrates in the medial frontal cortex uniquely suitable for enabling social monitoring, observational and vicarious learning, as well as predicting the behaviors of social partners. Moreover, by utilizing the three levels of organization in information processing systems proposed by Marr (1982) and recently adapted by Lockwood, Apps, and Chang (2020) for social information processing, we survey selected social functions of the medial frontal cortex through the lens of socially relevant algorithms and implementations. Overall, this chapter provides a broad overview of the behavioral neurophysiology literature endorsing the importance of socially relevant neural algorithms implemented by the primate medial frontal cortex for regulating social interactions.
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Affiliation(s)
- Philip T Putnam
- Department of Psychology, Yale University, New Haven, CT, United States.
| | - Steve W C Chang
- Department of Psychology, Yale University, New Haven, CT, United States; Department of Neuroscience, Yale University School of Medicine, New Haven, CT, United States; Kavli Institute for Neuroscience, Yale University School of Medicine, New Haven, CT, United States
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