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Grootjans Y, Harrewijn A, Fornari L, Janssen T, de Bruijn ERA, van Atteveldt N, Franken IHA. Getting closer to social interactions using electroencephalography in developmental cognitive neuroscience. Dev Cogn Neurosci 2024; 67:101391. [PMID: 38759529 PMCID: PMC11127236 DOI: 10.1016/j.dcn.2024.101391] [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: 01/31/2024] [Revised: 04/12/2024] [Accepted: 05/10/2024] [Indexed: 05/19/2024] Open
Abstract
The field of developmental cognitive neuroscience is advancing rapidly, with large-scale, population-wide, longitudinal studies emerging as a key means of unraveling the complexity of the developing brain and cognitive processes in children. While numerous neuroscientific techniques like functional magnetic resonance imaging (fMRI), functional near-infrared spectroscopy (fNIRS), magnetoencephalography (MEG), and transcranial magnetic stimulation (TMS) have proved advantageous in such investigations, this perspective proposes a renewed focus on electroencephalography (EEG), leveraging underexplored possibilities of EEG. In addition to its temporal precision, low costs, and ease of application, EEG distinguishes itself with its ability to capture neural activity linked to social interactions in increasingly ecologically valid settings. Specifically, EEG can be measured during social interactions in the lab, hyperscanning can be used to study brain activity in two (or more) people simultaneously, and mobile EEG can be used to measure brain activity in real-life settings. This perspective paper summarizes research in these three areas, making a persuasive argument for the renewed inclusion of EEG into the toolkit of developmental cognitive and social neuroscientists.
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Affiliation(s)
- Yvette Grootjans
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands.
| | - Anita Harrewijn
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands
| | - Laura Fornari
- Department of Clinical, Neuro, and Developmental Psychology & Institute LEARN!, Vrije Universiteit Amsterdam, the Netherlands
| | - Tieme Janssen
- Department of Clinical, Neuro, and Developmental Psychology & Institute LEARN!, Vrije Universiteit Amsterdam, the Netherlands
| | | | - Nienke van Atteveldt
- Department of Clinical, Neuro, and Developmental Psychology & Institute LEARN!, Vrije Universiteit Amsterdam, the Netherlands
| | - Ingmar H A Franken
- Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, the Netherlands
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Fabbri M, Martoni M, Beracci A, Tonetti L, Natale V. Gender composition of pairs influences joint action effect. Front Psychol 2023; 14:1122427. [PMID: 36910794 PMCID: PMC9996039 DOI: 10.3389/fpsyg.2023.1122427] [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: 12/12/2022] [Accepted: 02/09/2023] [Indexed: 02/25/2023] Open
Abstract
Research on joint action has demonstrated that individuals are sensitive to a coactor's attentional relation to jointly attend stimuli. It has also been suggested that some features are necessary to resolve the discrimination problem (i.e., self-own and other-own actions). In the present study, we aimed to test whether the gender composition of interacting pairs modulated the joint action effect. Same- (female-female or male-male) and mixed- (female-male) gender pairs performed a joint version of flanker tasks in Experiment 1 (90 participants, 50% males), while in Experiment 2 (154 participants, 50% males) Navon tasks were performed. In Experiment 1, a higher joint flanker effect in same-gender pairs than in mixed-gender pairs, and this joint effect was similar to the classical flanker effect reported by males and females in a classical procedure of the task (70 participants, 50% males). In Experiment 2, the same-gender pairs reported a joint Navon effect, which was reversed in mixed-gender pairs. In conclusion, our findings support how the gender composition of interacting pairs plays a role in joint attentional tasks.
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Affiliation(s)
- Marco Fabbri
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy
| | - Monica Martoni
- Department of Medical and Surgical Sciences, Alma Mater Studiorum, University of Bologna, Bologna, Italy
| | - Alessia Beracci
- Department of Psychology, University of Campania Luigi Vanvitelli, Caserta, Italy.,Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
| | - Lorenzo Tonetti
- Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
| | - Vincenzo Natale
- Department of Psychology "Renzo Canestrari", University of Bologna, Bologna, Italy
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Sarasso P, Ronga I, Del Fante E, Barbieri P, Lozzi I, Rosaia N, Cicerale A, Neppi-Modona M, Sacco K. Physical but not virtual presence of others potentiates implicit and explicit learning. Sci Rep 2022; 12:21205. [PMID: 36481679 PMCID: PMC9732282 DOI: 10.1038/s41598-022-25273-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2022] [Accepted: 11/28/2022] [Indexed: 12/13/2022] Open
Abstract
E-learning activities are becoming more and more common. Whilst it is well known that the physical presence of others motivates individuals to engage in perceptual and learning tasks, systematic investigations comparing the effects of physical and virtual co-presence of others on knowledge acquisition are still scarce. Here we investigate the effects of physical and virtual co-presence of others on explicit and implicit learning. In Experiment 1 (discovery sample), retrieval accuracy in a spatial memory task and EEG indexes (mismatch negativity-MMN) of implicit perceptual learning were recorded when participants were alone or in presence of another individual. In Experiment 2 (replicating sample), we added a "virtual" condition, where the same tasks were performed during a video-conference call. In both experiments, MMN was demonstrated to encode for perceptual learning as revealed by the significant correlation with Bayesian Surprise (a consolidated information-theoretic index of Bayesian learning). Furthermore, In Experiments 1 and 2 physical co-presence systematically ameliorated memorization performances and increased MMN indexes related to implicit learning. These positive effects were absent in the virtual condition, thus suggesting that only physical, but not virtual co-presence is effective in potentiating learning dynamics.
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Affiliation(s)
- Pietro Sarasso
- grid.7605.40000 0001 2336 6580BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Via Verdi, 10, 10124 Turin, Italy
| | - Irene Ronga
- grid.7605.40000 0001 2336 6580BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Via Verdi, 10, 10124 Turin, Italy
| | - Elena Del Fante
- grid.7605.40000 0001 2336 6580BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Via Verdi, 10, 10124 Turin, Italy
| | - Paolo Barbieri
- grid.7605.40000 0001 2336 6580BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Via Verdi, 10, 10124 Turin, Italy
| | - Irene Lozzi
- grid.7605.40000 0001 2336 6580BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Via Verdi, 10, 10124 Turin, Italy
| | - Nicola Rosaia
- grid.38142.3c000000041936754XDepartment of Economics, Harvard University, Cambridge, MA USA
| | - Alessandro Cicerale
- grid.7605.40000 0001 2336 6580BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Via Verdi, 10, 10124 Turin, Italy
| | - Marco Neppi-Modona
- grid.7605.40000 0001 2336 6580BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Via Verdi, 10, 10124 Turin, Italy
| | - Katiuscia Sacco
- grid.7605.40000 0001 2336 6580BIP (BraIn Plasticity and Behaviour Changes) Research Group, Department of Psychology, University of Turin, Via Verdi, 10, 10124 Turin, Italy
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Response inhibition to emotional faces is modulated by functional hemispheric asymmetries linked to handedness. Brain Cogn 2020; 145:105629. [DOI: 10.1016/j.bandc.2020.105629] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2020] [Revised: 09/07/2020] [Accepted: 09/15/2020] [Indexed: 02/06/2023]
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Peterburs J, Frieling A, Bellebaum C. Asymmetric coupling of action and outcome valence in active and observational feedback learning. PSYCHOLOGICAL RESEARCH 2020; 85:1553-1566. [PMID: 32322967 PMCID: PMC8211594 DOI: 10.1007/s00426-020-01340-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Accepted: 04/07/2020] [Indexed: 11/23/2022]
Abstract
Learning to execute a response to obtain a reward or to inhibit a response to avoid punishment is much easier than learning the reverse, which has been referred to as “Pavlovian” biases. Despite a growing body of research into similarities and differences between active and observational learning, it is as yet unclear if Pavlovian learning biases are specific for active task performance, i.e., learning from feedback provided for one’s own actions, or if they persist also when learning by observing another person’s actions and subsequent outcomes. The present study, therefore, investigated the influence of action and outcome valence in active and observational feedback learning. Healthy adult volunteers completed a go/nogo task that decoupled outcome valence (win/loss) and action (execution/inhibition) either actively or by observing a virtual co-player’s responses and subsequent feedback. Moreover, in a more naturalistic follow-up experiment, pairs of subjects were tested with the same task, with one subject as active learner and the other as observational learner. The results revealed Pavlovian learning biases both in active and in observational learning, with learning of go responses facilitated in the context of reward obtainment, and learning of nogo responses facilitated in the context of loss avoidance. Although the neural correlates of active and observational feedback learning have been shown to differ to some extent, these findings suggest similar mechanisms to underlie both types of learning with respect to the influence of Pavlovian biases. Moreover, performance levels and result patterns were similar in those observational learners who had observed a virtual co-player and those who had completed the task together with an active learner, suggesting that inclusion of a virtual co-player in a computerized task provides an effective manipulation of agency.
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Affiliation(s)
- Jutta Peterburs
- Department of Biological Psychology, Institute of Experimental Psychology, Heinrich-Heine-University Düsseldorf, Universitätsstraße 1, 40225, Düsseldorf, Germany.
| | - Alena Frieling
- Department of Biological Psychology, Institute of Experimental Psychology, Heinrich-Heine-University Düsseldorf, Universitätsstraße 1, 40225, Düsseldorf, Germany
| | - Christian Bellebaum
- Department of Biological Psychology, Institute of Experimental Psychology, Heinrich-Heine-University Düsseldorf, Universitätsstraße 1, 40225, Düsseldorf, Germany
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Theory of mind and joint action in Parkinson’s disease. COGNITIVE AFFECTIVE & BEHAVIORAL NEUROSCIENCE 2018; 18:1320-1337. [DOI: 10.3758/s13415-018-0642-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Rauchbauer B, Pfabigan DM, Lamm C. Event-related potentials of automatic imitation are modulated by ethnicity during stimulus processing, but not during motor execution. Sci Rep 2018; 8:12760. [PMID: 30143671 PMCID: PMC6109053 DOI: 10.1038/s41598-018-30926-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2017] [Accepted: 08/01/2018] [Indexed: 12/17/2022] Open
Abstract
This study investigated neural processes underlying automatic imitation and its modulation by ethnically diverse hand stimuli (Black, White) using event-related brain potentials (ERPs). Automatic imitation relies on motor stimulus-response compatibility (SRC), i.e., response conflict caused by motoric (in)congruency between task-irrelevant hand stimuli and the required response. Our novel task aimed to separate two distinct neuro-cognitive processing stages of automatic imitation and its modulation by ethnicity: the stage of stimulus processing (i.e. perception), comprising presentation of stimulus ethnicity and SRC, and the stage of response execution (i.e. action). Effects of ethnicity were observed in ERPs of different stages of stimulus processing - during presentation of ethnicity (LPP) and SRC (N190, P3). ERPs at response execution, Pre-Motion Positivity (PMP) and Reafferent Potential (RAP), were only sensitive to congruency. The N190 results may index visual self-other distinction, while the neural timecourse of P3 and PMP variation could reflect a dynamical decision process linking perception to action, with motor initiation reflected in the PMP component. The PMP might further index motor-related self-other distinction regardless of ethnicity. Importantly, overt motor execution was not influenced by ethnically diverse stimuli, which suggests generalizability of the automatic imitation effect across ethnicities.
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Affiliation(s)
- Birgit Rauchbauer
- Social, Cognitive and Affective Neuroscience Unit, Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Liebiggasse 5, 1010, Vienna, Austria.,Cognitive Science Research Platform, University of Vienna, Universitätsstraße 7, 1010, Vienna, Austria.,Laboratoire de Neurosciences Cognitive - UMR 7291, Aix-Marseille Université, CNRS, 3 Place Victor Hugo, Marseille, 13331, France.,Institut de Neurosciences de la Timone - UMR 7289, Aix-Marseille Université, CNRS, 27 Boulevard Jean Moulin, Marseille, 13005, France
| | - Daniela M Pfabigan
- Social, Cognitive and Affective Neuroscience Unit, Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Liebiggasse 5, 1010, Vienna, Austria.,School of Psychological and Cognitive Sciences, PKU-IDG/McGovern Institute for Brain Research, Beijing Key Laboratory of Behavior and Mental Health, Peking University, 52 Haidian Road, 100871, Beijing, China
| | - Claus Lamm
- Social, Cognitive and Affective Neuroscience Unit, Department of Basic Psychological Research and Research Methods, Faculty of Psychology, University of Vienna, Liebiggasse 5, 1010, Vienna, Austria. .,Cognitive Science Research Platform, University of Vienna, Universitätsstraße 7, 1010, Vienna, Austria.
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