Brain-to-Brain Synchrony Tracks Real-World Dynamic Group Interactions in the Classroom

Hypothesis: The highly folded brain surface might be structured and located so as to facilitate inter-brain synchronization

We integrate recent findings from neuro-anatomy, electroencephalography, quantum biology and social/neurodevelopment to propose that the brain surface might be specialised for communication with other brains.

Ground breaking, but still small-scale, research has demonstrated that human brains can act in synchrony and detect the brain activity of other human brains. Group aggregation, in all species, maximises community support and safety but does not depend on verbal or visual interaction. The morphology of the brain’s outermost layers, across a wide range of species, exhibits a highly folded fractal structure that is likely to maximise exchange at the surface: in humans, a reduced brain surface area is associated with disorders of social communication. The brain sits in a vulnerable exposed location where it is prone to damage, rather than being housed in a central location such as within the ribcage.

These observations have led us to the hypothesis that the brain surface might be specialised for interacting with other brains at its surface, allowing synchronous non-verbal interaction. To our knowledge, this has not previously been proposed or investigated.

Interpersonal Synchrony in Autism

PURPOSE OF REVIEW

We review evidence for the presence, quality, and correlates of interpersonal synchrony in autism spectrum disorder (ASD) across four domains: motor, conversational, physiological, and neural. We also propose cognitive and neural mechanisms for the disruption of interpersonal synchrony and investigate synchrony as a mechanism of intervention in ASD.

RECENT FINDINGS

Across domains, synchrony is present but reduced or atypical in individuals with ASD during interactions with individuals with typical development (TD). Atypical synchrony may reflect the contribution of both intrapersonal mechanisms, such as atypical motor timing, and interpersonal mechanisms, such as atypical interindividual coupling. Research suggests evidence for synchrony interventions leading to improvements in some aspects of social behavior. Understanding synchrony in ASD has the potential to lead to biomarkers and interventions to support social functioning. However, further research should clarify mechanisms of atypical synchrony in ASD including taking features of the dyad into account.

When do we fall in neural synchrony with others?

This study aimed to investigate the situation in which interpersonal brain synchronization (IBS) occurs during a collaborative task and examined its trajectory over time by developing a novel functional near-infrared spectroscopy (fNIRS)-based hyperscanning paradigm. Participants were asked to perform a collaborative task in three-person groups where two of the members are real participants and one is a confederate. Compared to dyads between real participants and confederates, real-participant pairings showed greater cooperation behavior and IBS between bilateral dorsolateral prefrontal cortex. And, IBS and cooperation increased over time in real-participant pairings, whereas they remained low and constant in dyads with the confederate. These findings indicate that IBS occurs between individuals engaging in interpersonal interaction during a collaborative task, during which both IBS and cooperatively interpersonal interaction tend to increase over time.

Strong health messages increase audience brain coupling

Mass media messaging is central for health communication. The success of these efforts, however, depends on whether health messages resonate with their target audiences. Here, we used electroencephalography (EEG) to capture brain responses of young adults - an important target group for alcohol prevention - while they viewed real-life video messages of varying perceived message effectiveness about risky alcohol use. We found that strong messages, which were rated to be more effective, prompted enhanced inter-subject correlation (ISC). In further analyses, we linked ISC to subsequent drinking behavior change and used time-resolved EEG-ISC to model functional neuroimaging data (fMRI) of an independent audience. The EEG measure was not only related to sensory-perceptual brain regions, but also to regions previously related to successful messaging, i.e., cortical midline regions and the insula. The findings suggest EEG-ISC as a marker for audience engagement and effectiveness of naturalistic health messages, which could quantify the impact of mass communication within the brains of small target audiences.

Two-Person Approaches to Studying Social Interaction in Psychiatry: Uses and Clinical Relevance

Social interaction is ubiquitous in human society. The two-person approach-a new, powerful tool to study information exchange and social behaviors-aims to characterize the behavioral dynamics and neural mechanisms of real-time social interactions. In this review, we discuss the benefits of two-person approaches compared to those for conventional, single-person approaches. We describe measures and paradigms that model social interaction in three dimensions (3-D), including eye-to-eye, body-to-body, and brain-to-brain relationships. We then discuss how these two-person measures and paradigms are used in psychiatric conditions (e.g., autism, mood disorders, schizophrenia, borderline personality disorder, and psychotherapy). Furthermore, the advantages of a two-person approach (e.g., dual brain stimulation, multi-person neurofeedback) in clinical interventions are described. Finally, we discuss the methodological and translational challenges surrounding the application of two-person approaches in psychiatry, as well as prospects for future two-/multi-person studies. We conclude that two-person approaches serve as useful additions to the range of behavioral and neuroscientific methods available to assess social interaction in psychiatric settings, for both diagnostic techniques and complementary interventions.

Ten challenges for EEG-based affective computing

The emerging field of affective computing focuses on enhancing computers’ ability to understand and appropriately respond to people’s affective states in human-computer interactions, and has revealed significant potential for a wide spectrum of applications. Recently, the electroencephalography (EEG) based affective computing has gained increasing interest for its good balance between mechanistic exploration and real-world practical application. The present work reviewed ten theoretical and operational challenges for the existing affective computing researches from an interdisciplinary perspective of information technology, psychology, and neuroscience. On the theoretical side, we suggest that researchers should be well aware of the limitations of the commonly used emotion models, and be cautious about the widely accepted assumptions on EEG-emotion relationships as well as the transferability of findings based on different research paradigms. On the practical side, we propose several operational recommendations for the challenges about data collection, feature extraction, model implementation, online system design, as well as the potential ethical issues. The present review is expected to contribute to an improved understanding of EEG-based affective computing and promote further applications.

Simultaneous EEG Acquisition System for Multiple Users: Development and Related Issues

Social interaction is one of humans' most important activities and many efforts have been made to understand the phenomenon. Recently, some investigators have attempted to apply advanced brain signal acquisition systems that allow dynamic brain activities to be measured simultaneously during social interactions. Most studies to date have investigated dyadic interactions, although multilateral interactions are more common in reality. However, it is believed that most studies have focused on such interactions because of methodological limitations, in that it is very difficult to design a well-controlled experiment for multiple users at a reasonable cost. Accordingly, there are few simultaneous acquisition systems for multiple users. In this study, we propose a design framework for an acquisition system that measures EEG data simultaneously in an environment with 10 or more people. Our proposed framework allowed us to acquire EEG data at up to 1 kHz frequency from up to 20 people simultaneously. Details of our acquisition system are described from hardware and software perspectives. In addition, various related issues that arose in the system's development-such as synchronization techniques, system loads, electrodes, and applications-are discussed. In addition, simultaneous visual ERP experiments were conducted with a group of nine people to validate the EEG acquisition framework proposed. We found that our framework worked reasonably well with respect to less than 4 ms delay and average loss rates of 1%. It is expected that this system can be used in various hyperscanning studies, such as those on crowd psychology, large-scale human interactions, and collaborative brain-computer interface, among others.

Prior physical synchrony enhances rapport and inter-brain synchronization during subsequent educational communication

Physical synchrony has been suggested to have positive effects on not only concurrent but also subsequent communication, but the underlying neural processes are unclear. Using functional near-infrared spectroscopy (fNIRS) hyperscanning, we tested the effects of preceding physical synchrony on subsequent dyadic teaching-learning communication. Thirty-two pairs of participants performed two experimental sessions. In each session, they underwent a rhythmic arm movement block with synchronous or asynchronous conditions, and then taught/learned unknown words to/from each other according to a given scenario. Neural activities in their medial and left lateral prefrontal cortex (PFC) were measured and inter-brain synchronization (IBS) during the teaching-learning blocks was evaluated. Participants rated their subjective rapport during the teaching-learning blocks, and took a word memory test. The analyses revealed that (1) prior physical synchrony enhanced teacher-learner rapport; (2) prior physical synchrony also enhanced IBS in the lateral PFC; and (3) IBS changes correlated positively with rapport changes. Physical synchrony did however not affect word memory performance. These results suggest that IBS can be useful to measure the effects of social-bonding facilitation activities for educational communication.

Real-Life Neuroscience: An Ecological Approach to Brain and Behavior Research

Owing to advances in neuroimaging technology, the past couple of decades have witnessed a surge of research on brain mechanisms that underlie human cognition. Despite the immense development in cognitive neuroscience, the vast majority of neuroimaging experiments examine isolated agents carrying out artificial tasks in sensory and socially deprived environments. Thus, the understanding of the mechanisms of various domains in cognitive neuroscience, including social cognition and episodic memory, is sorely lacking. Here we focus on social and memory research as representatives of cognitive functions and propose that mainstream, lab-based experimental designs in these fields suffer from two fundamental limitations, pertaining to person-dependent and situation-dependent factors. The person-dependent factor addresses the issue of limiting the active role of the participants in lab-based paradigms that may interfere with their sense of agency and embodiment. The situation-dependent factor addresses the issue of the artificial decontextualized environment in most available paradigms. Building on recent findings showing that real-life as opposed to controlled experimental paradigms involve different mechanisms, we argue that adopting a real-life approach may radically change our understanding of brain and behavior. Therefore, we advocate in favor of a paradigm shift toward a nonreductionist approach, exploiting portable technology in semicontrolled environments, to explore behavior in real life.

Measuring shared responses across subjects using intersubject correlation

Our capacity to jointly represent information about the world underpins our social experience. By leveraging one individual's brain activity to model another's, we can measure shared information across brains-even in dynamic, naturalistic scenarios where an explicit response model may be unobtainable. Introducing experimental manipulations allows us to measure, for example, shared responses between speakers and listeners or between perception and recall. In this tutorial, we develop the logic of intersubject correlation (ISC) analysis and discuss the family of neuroscientific questions that stem from this approach. We also extend this logic to spatially distributed response patterns and functional network estimation. We provide a thorough and accessible treatment of methodological considerations specific to ISC analysis and outline best practices.

Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes

Purpose

Student competency in science learning relies on students being able to interpret and use multimodal representations to communicate understandings. Moreover, collaborative learning, in which students may share physiological arousal, can positively affect group performance. This paper aims to observe changes in student attitudes and beliefs, physiology (electrodermal activity; EDA) and content knowledge before and after a multimodal, cooperative inquiry, science teaching intervention to determine associations with productive science learning and increased science knowledge.

Design/methodology/approach

A total of 214 students with a mean age of 11 years 6 months from seven primary schools participated in a multimodal, cooperative inquiry, science teaching intervention for eight weeks during a science curriculum unit. Students completed a series of questionnaires pertaining to attitudes and beliefs about science learning and science knowledge before (Time 1) and after (Time 2) the teaching intervention. Empatica E3 wristbands were worn by students during 1 to 3 of their regularly scheduled class sessions both before and after the intervention.

Findings

Increases in EDA, science knowledge, self-efficacy and a growth mindset, and decreases in self-esteem, confidence, motivation and use of cognitive strategies, were recorded post-intervention for the cohort. EDA was positively correlated with science knowledge, but negatively correlated with self-efficacy, motivation and use of cognitive strategies. Cluster analysis suggested three main clusters of students with differing physiological and psychological profiles.

Practical implications

First, teachers need to be aware of the importance of helping students to consolidate their current learning strategies as they transition to new learning approaches to counter decreased confidence. Second, teachers need to know that an effective teaching multimodal science intervention can not only be associated with increases in science knowledge but also increases in self-efficacy and movement towards a growth mindset. Finally, while there is evidence that there are positive associations between physiological arousal and science knowledge, physiological arousal was also associated with reductions in self-efficacy, intrinsic motivation and the use of cognitive strategies. This mixed result warrants further investigation.

Originality/value

Overall, this study proposes a need for teachers to counter decreased confidence in students who are learning new strategies, with further research required on the utility of monitoring physiological markers.

Correlated Neural Activity across the Brains of Socially Interacting Bats

Social interactions occur between multiple individuals, but what is the detailed relationship between the neural dynamics across their brains? To address this question across timescales and levels of neural activity, we used wireless electrophysiology to simultaneously record from pairs of bats engaged in a wide range of natural social interactions. We found that neural activity was remarkably correlated between their brains over timescales from seconds to hours. The correlation depended on a shared social environment and was most prominent in high frequency local field potentials (>30 Hz), followed by local spiking activity. Furthermore, the degree of neural correlation covaried with the extent of social interactions, and an increase in correlation preceded their initiation. These results show that inter-brain correlation is an inherent feature of natural social interactions, reveal the domain of neural activity where it is most prominent, and provide a foundation for studying its functional role in social behaviors.

Shared neural representations of syntax during online dyadic communication

When people communicate, they come to see the world in a similar way to each other by aligning their mental representations at such levels as syntax. Syntax is an essential feature of human language that distinguishes humans from other non-human animals. However, whether and how communicators share neural representations of syntax is not well understood. Here we addressed this issue by measuring the brain activity of both communicators in a series of dyadic communication contexts, by using functional near-infrared spectroscopy (fNIRS)-based hyperscanning. Two communicators alternatively spoke sentences either with the same or with different syntactic structures. Results showed a significantly higher-level increase of interpersonal neural synchronization (INS) at right posterior superior temporal cortex when communicators produced the same syntactic structures as each other compared to when they produced different syntactic structures. These increases of INS correlated significantly with communication quality. Our findings provide initial evidence for shared neural representations of syntax between communicators.

Multi-layer adaptation of group coordination in musical ensembles

Group coordination passes through an efficient integration of multimodal sources of information. This study examines complex non-verbal communication by recording movement kinematics from conductors and two sections of violinists of an orchestra adapting to a perturbation affecting their normal pattern of sensorimotor communication (rotation of half a turn of the first violinists’ section). We show that different coordination signals are channeled through ancillary (head kinematics) and instrumental movements (bow kinematics). Each one of them affect coordination either at the inter-group or intra-group levels, therefore tapping into different modes of cooperation: complementary versus imitative coordination. Our study suggests that the co-regulation of group behavior is based on the exchange of information across several layers, each one of them tuned to carry specific coordinative signals. Multi-layer sensorimotor communication may be the key musicians and, more generally humans, use to flexibly communicate between each other in interactive sensorimotor tasks.

Commentary: Broadening the scope of educational neuroscience, reflections on Thomas, Ansari, and Knowland (2019)

Educational neuroscience is more than the basic science of reading and math, and its translational potential extends far beyond the knowledge, and misconceptions, that have made their way into the classroom so far. Thomas, Ansari, and Knowland synthesize progress in educational neuroscience and set out an ambitious set of goals for its future. Their conceptualization of the field encourages scientists across disciplines to think about how their work can inform a more holistic understanding of how the brain shapes learning, and how learning shapes the brain.

Mobile EEG in research on neurodevelopmental disorders: Opportunities and challenges

Mobile electroencephalography (mobile EEG) represents a next-generation neuroscientific technology – to study real-time brain activity – that is relatively inexpensive, non-invasive and portable. Mobile EEG leverages state-of-the-art hardware alongside established advantages of traditional EEG and recent advances in signal processing. In this review, we propose that mobile EEG could open unprecedented possibilities for studying neurodevelopmental disorders. We first present a brief overview of recent developments in mobile EEG technologies, emphasising the proliferation of studies in several neuroscientific domains. As these developments have yet to be exploited by neurodevelopmentalists, we then identify three research opportunities: 1) increase in the ease and flexibility of brain data acquisition in neurodevelopmental populations; 2) integration into powerful developmentally-informative research designs; 3) development of innovative non-stationary EEG-based paradigms. Critically, we address key challenges that should be considered to fully realise the potential of mobile EEG for neurodevelopmental research and for understanding developmental psychopathology more broadly, and suggest future research directions.

Interplay between prior knowledge and communication mode on teaching effectiveness: Interpersonal neural synchronization as a neural marker

Teacher-student interaction allows students to combine prior knowledge with new information to develop new knowledge. It is widely understood that both communication mode and students' knowledge state contribute to the teaching effectiveness (i.e., higher students' scores), but the nature of the interplay of these factors and the underlying neural mechanism remain unknown. In the current study, we manipulated the communication modes (face-to-face [FTF] communication mode/computer-mediated communication [CMC] mode) and prior knowledge states (with vs. without) when teacher-student dyads participated in a teaching task. Using functional near-infrared spectroscopy, the brain activities of both the teacher and student in the dyads were recorded simultaneously. After teaching, perceived teacher-student interaction and teaching effectiveness were assessed. The behavioral results demonstrated that, during teaching with prior knowledge, FTF communication improved students' academic performance, as compared with CMC. Conversely, no such effect was found for teaching without prior knowledge. Accordingly, higher task-related interpersonal neural synchronization (INS) in the left prefrontal cortex (PFC) was found in the FTF teaching condition with prior knowledge. Such INS mediated the relationship between perceived interaction and students' test scores. Furthermore, the cumulative INS in the left PFC could predict the teaching effectiveness early in the teaching process (around 25-35 s into the teaching task) only in FTF teaching with prior knowledge. These findings provide insight into how the interplay between the communication mode and students' knowledge state affects teaching effectiveness. Moreover, our findings suggest that INS could be a possible neuromarker for dynamic evaluation of teacher-student interaction and teaching effectiveness.

Music synchronizes brainwaves across listeners with strong effects of repetition, familiarity and training

Music tends to be highly repetitive, both in terms of musical structure and in terms of listening behavior, yet little is known about how engagement changes with repeated exposure. Here we postulate that engagement with music affects the inter-subject correlation of brain responses during listening. We predict that repeated exposure to music will affect engagement and thus inter-subject correlation. Across repeated exposures to instrumental music, inter-subject correlation decreased for music written in a familiar style. Participants with formal musical training showed more inter-subject correlation, and sustained it across exposures to music in an unfamiliar style. This distinguishes music from other domains, where repetition has consistently been shown to decrease inter-subject correlation. Overall, the study suggests that listener engagement tends to decrease across repeated exposures of familiar music, but that unfamiliar musical styles can sustain an audience's interest, in particular in individuals with some musical training. Future work needs to validate the link proposed here between music engagement and inter-subject correlation of brain responses during listening.

Are We Ready for Real-world Neuroscience?

Real-world environments are typically dynamic, complex, and multisensory in nature and require the support of top-down attention and memory mechanisms for us to be able to drive a car, make a shopping list, or pour a cup of coffee. Fundamental principles of perception and functional brain organization have been established by research utilizing well-controlled but simplified paradigms with basic stimuli. The last 30 years ushered a revolution in computational power, brain mapping, and signal processing techniques. Drawing on those theoretical and methodological advances, over the years, research has departed more and more from traditional, rigorous, and well-understood paradigms to directly investigate cognitive functions and their underlying brain mechanisms in real-world environments. These investigations typically address the role of one or, more recently, multiple attributes of real-world environments. Fundamental assumptions about perception, attention, or brain functional organization have been challenged-by studies adapting the traditional paradigms to emulate, for example, the multisensory nature or varying relevance of stimulation or dynamically changing task demands. Here, we present the state of the field within the emerging heterogeneous domain of real-world neuroscience. To be precise, the aim of this Special Focus is to bring together a variety of the emerging "real-world neuroscientific" approaches. These approaches differ in their principal aims, assumptions, or even definitions of "real-world neuroscience" research. Here, we showcase the commonalities and distinctive features of the different "real-world neuroscience" approaches. To do so, four early-career researchers and the speakers of the Cognitive Neuroscience Society 2017 Meeting symposium under the same title answer questions pertaining to the added value of such approaches in bringing us closer to accurate models of functional brain organization and cognitive functions.

Brain and Cognitive Mechanisms of Top–Down Attentional Control in a Multisensory World: Benefits of Electrical Neuroimaging

In real-world environments, information is typically multisensory, and objects are a primary unit of information processing. Object recognition and action necessitate attentional selection of task-relevant from among task-irrelevant objects. However, the brain and cognitive mechanisms governing these processes remain not well understood. Here, we demonstrate that attentional selection of visual objects is controlled by integrated top–down audiovisual object representations (“attentional templates”) while revealing a new brain mechanism through which they can operate. In multistimulus (visual) arrays, attentional selection of objects in humans and animal models is traditionally quantified via “the N2pc component”: spatially selective enhancements of neural processing of objects within ventral visual cortices at approximately 150–300 msec poststimulus. In our adaptation of Folk et al.'s [Folk, C. L., Remington, R. W., & Johnston, J. C. Involuntary covert orienting is contingent on attentional control settings. Journal of Experimental Psychology: Human Perception and Performance, 18, 1030–1044, 1992] spatial cueing paradigm, visual cues elicited weaker behavioral attention capture and an attenuated N2pc during audiovisual versus visual search. To provide direct evidence for the brain, and so, cognitive, mechanisms underlying top–down control in multisensory search, we analyzed global features of the electrical field at the scalp across our N2pcs. In the N2pc time window (170–270 msec), color cues elicited brain responses differing in strength and their topography. This latter finding is indicative of changes in active brain sources. Thus, in multisensory environments, attentional selection is controlled via integrated top–down object representations, and so not only by separate sensory-specific top–down feature templates (as suggested by traditional N2pc analyses). We discuss how the electrical neuroimaging approach can aid research on top–down attentional control in naturalistic, multisensory settings and on other neurocognitive functions in the growing area of real-world neuroscience.

Differential brain-to-brain entrainment while speaking and listening in native and foreign languages

The study explores interbrain neural coupling when interlocutors engage in a conversation whether it be in their native or nonnative language. To this end, electroencephalographic hyperscanning was used to study brain-to-brain phase synchronization during a two-person turn-taking verbal exchange with no visual contact, in either a native or a foreign language context. Results show that the coupling strength between brain signals is increased in both, the native language context and the foreign language context, specifically, in the alpha frequency band. A difference in brain-to speech entrainment to native and foreign languages is also shown. These results indicate that between brain similarities in the timing of neural activations and their spatial distributions change depending on the language code used. We argue that factors like linguistic alignment, joint attention and brain-entrainment to speech operate with a language-idiosyncratic neural configuration, modulating the alignment of neural activity between speakers and listeners. Other possible factors leading to the differential interbrain synchronization patterns as well as the potential features of brain-to-brain entrainment as a mechanism are briefly discussed. We concluded that linguistic context should be considered when addressing interpersonal communication. The findings here open doors to quantifying linguistic interactions.

Wearable Neurophysiological Recordings in Middle-School Classroom Correlate With Students' Academic Performance

The rapid development of wearable bio-sensing techniques has made it possible to continuously record neurophysiological signals in naturalistic scenarios such as the classroom. The present study aims to explore the neurophysiological correlates of middle-school students' academic performance. The electrodermal signals (EDAs) and heart rates (HRs) were collected via wristband from 100 Grade seven students during their daily Chinese and math classes for 10 days in 2 weeks. Significant correlations were found between the academic performance as reflected by the students' final exam scores and the EDA responses. Further regression analyses revealed significant prediction of the academic performance mainly by the transient EDA responses (R ² = 0.083, p < 0.05, with Chinese classes only; R ² = 0.030, p < 0.05, with both Chinese and math classes included). By combining the self-report data about session-based general statuses and the neurophysiological data, the explained powers of the regression models were further improved (R ² = 0.095, p < 0.05, with Chinese classes only; R ² = 0.057, p < 0.05, with both Chinese and math classes included), and the neurophysiological data were shown to have independent contributions to the regression models. In addition, the regression models became non-significant by exchanging the academic performances of the Chinese and math classes as the dependent variables, suggesting at least partly distinct neurophysiological responses for the two types of classes. Our findings provide evidences supporting the feasibility of predicting educational outputs by wearable neurophysiological recordings.

How Dynamic Brain Networks Tune Social Behavior in Real Time

During social interaction, the brain has the enormous task of interpreting signals that are fleeting, subtle, contextual, abstract, and often ambiguous. Despite the signal complexity, the human brain has evolved to be highly successful in the social landscape. Here, we propose that the human brain makes sense of noisy dynamic signals through accumulation, integration, and prediction, resulting in a coherent representation of the social world. We propose that successful social interaction is critically dependent on a core set of highly connected hubs that dynamically accumulate and integrate complex social information and, in doing so, facilitate social tuning during moment-to-moment social discourse. Successful interactions, therefore, require adaptive flexibility generated by neural circuits composed of highly integrated hubs that coordinate context-appropriate responses. Adaptive properties of the neural substrate, including predictive and adaptive coding, and neural reuse, along with perceptual, inferential, and motivational inputs, provide the ingredients for pliable, hierarchical predictive models that guide our social interactions.

Interactive Brain Activity: Review and Progress on EEG-Based Hyperscanning in Social Interactions

When individuals interact with others, perceived information is transmitted among their brains. The EEG-based hyperscanning technique, which provides an approach to explore dynamic brain activities between two or more interactive individuals and their underlying neural mechanisms, has been applied to study different aspects of social interactions since 2010. Recently there has been an increase in research on EEG-based hyperscanning of social interactions. This paper summarizes the application of EEG-based hyperscanning on the dynamic brain activities during social interactions according to the experimental designs and contents, discusses the possibility of applying inter-brain synchrony to social communication systems and analyzes the contributions and the limitations of these investigations. Furthermore, this paper sheds light on some new challenges to future EEG-based hyperscanning studies and the emerging field of EEG-based hyperscanning for pursuing the broader research field of social interactions.

A Review on the Use of Wearable Functional Near-Infrared Spectroscopy in Naturalistic Environments. JAPANESE PSYCHOLOGICAL RESEARCH 2018;60:347-373. [PMID: 30643322 PMCID: PMC6329605 DOI: 10.1111/jpr.12206]

The development of novel miniaturized wireless and wearable functional Near-Infrared Spectroscopy (fNIRS) devices have paved the way to new functional brain imaging that can revolutionize the cognitive research fields. Over the past few decades, several studies have been conducted with conventional fNIRS systems that have demonstrated the suitability of this technology for a wide variety of populations and applications, to investigate both the healthy brain and the diseased brain. However, what makes wearable fNIRS even more appealing is its capability to allow measurements in everyday life scenarios that are not possible with other gold-standard neuroimaging modalities, such as functional Magnetic Resonance Imaging. This can have a huge impact on the way we explore the neural bases and mechanisms underpinning human brain functioning. The aim of this review is to provide an overview of studies conducted with wearable fNIRS in naturalistic settings in the field of cognitive neuroscience. In addition, we present the challenges associated with the use of wearable fNIRS in unrestrained contexts, discussing solutions that will allow accurate inference of functional brain activity. Finally, we provide an overview of the future perspectives in cognitive neuroscience that we believe would benefit the most by using wearable fNIRS.

Putting our heads together: interpersonal neural synchronization as a biological mechanism for shared intentionality

Shared intentionality, or collaborative interactions in which individuals have a shared goal and must coordinate their efforts, is a core component of human interaction. However, the biological bases of shared intentionality and, specifically, the processes by which the brain adjusts to the sharing of common goals, remain largely unknown. Using functional near infrared spectroscopy (fNIRS), coordination of cerebral hemodynamic activation was found in subject pairs when completing a puzzle together in contrast to a condition in which subjects completed identical but individual puzzles (same intention without shared intentionality). Interpersonal neural coordination was also greater when completing a puzzle together compared to two control conditions including the observation of another pair completing the same puzzle task or watching a movie with a partner (shared experience). Further, permutation testing revealed that the time course of neural activation of one subject predicted that of their partner, but not that of others completing the identical puzzle in different partner sets. Results indicate unique brain-to-brain coupling specific to shared intentionality beyond what has been previously found by investigating the fundamentals of social exchange.

Concurrent mapping of brain activation from multiple subjects during social interaction by hyperscanning: a mini-review

Social interaction plays an essential role in acquiring knowledge and developing our own personalities in our daily life. Meanwhile, functional magnetic resonance imaging (fMRI)-, electroencephalograph (EEG)-, and functional near inferred spectroscopy (fNIRS)-hyperscanning, enables us to concurrently map brain activation from two or more participants who are engaged in social interaction simultaneously. In this review, we first highlight the recent technologies advances and the most significant findings towards social interaction by using the hyperscanning method. In addition, we also illustrate several well-designed hyperscanning tasks that have been extensively adopted for the study of social interaction. Basically, hyperscanning contains six categories of experimental paradigms that can track the interactive neural process of interest. Furthermore, it contains two main elucidated neural systems which are involved in social interaction, including the mirror neuron system (MNS) and mentalizing system (MS). Finally, future research directions and clinical implications that are associated with hyperscanning are also highlighted and discussed.

Relationships between alpha oscillations during speech preparation and the listener N400 ERP to the produced speech

While previous studies separately demonstrate EEG spectral modulations during speech preparation and ERP responses to the listened speech, it is unclear whether these responses are related on a trial-by-trial basis between a speaker and listener. In order to determine whether these responses are related in real-time, Electroencephalography (EEG) responses were measured simultaneously within a speaker and listener using a 24 electrode Mobile EEG system (18 participants; 9 pairs) during a sentence completion task. Each trial consisted of a sentence prompt with an incomplete ending (e.g. "I took my dog for a ____"). The speaker was instructed to fill in the ending with something expected (e.g. "walk") (40 trials) or unexpected (e.g. "drink") (40 trials). The other participant listened to the speaker throughout the block. We found that lower alpha band activity was reduced when individuals prepared unexpected sentence endings compared to expected sentence endings. Greater reductions in the speaker's lower alpha activity during response preparation were correlated with a more negative N400 response in the listener to the unexpected word. These findings demonstrate that alpha suppression and the N400 ERP effect are present within a hyperscanning context and they are correlated between the speaker and listener during sentence completion.

Brain-to-brain synchronization across two persons predicts mutual prosociality

People tend to be more prosocial after synchronizing behaviors with others, yet the underlying neural mechanisms are rarely known. In this study, participant dyads performed either a coordination task or an independence task, with their brain activations recorded via the functional near-infrared spectroscopy hyperscanning technique. Participant dyads in the coordination group showed higher synchronized behaviors and greater subsequent inclination to help each other than those in the independence group, indicating the prosocial effect of interpersonal synchrony. Importantly, the coordination group demonstrated the significant task-related brain coherence, namely the interbrain synchronization, at the left middle frontal area. The detected interbrain synchronization was sensitive to shared intentionality between participants and was correlated with the mutual prosocial inclination. Further, the task-related brain coherence played a mediation role in the prosocial effect of interpersonal synchrony. This study reveals the relevance of brain-to-brain synchronization among individuals with subsequent mutual prosocial inclination and suggests the neural mechanism associating with shared cognition for the facilitation of interpersonal synchrony on prosociality.

Brain-to-Brain Synchrony and Learning Outcomes Vary by Student-Teacher Dynamics: Evidence from a Real-world Classroom Electroencephalography Study

How does the human brain support real-world learning? We used wireless electroencephalography to collect neurophysiological data from a group of 12 senior high school students and their teacher during regular biology lessons. Six scheduled classes over the course of the semester were organized such that class materials were presented using different teaching styles (videos and lectures), and students completed a multiple-choice quiz after each class to measure their retention of that lesson's content. Both students' brain-to-brain synchrony and their content retention were higher for videos than lectures across the six classes. Brain-to-brain synchrony between the teacher and students varied as a function of student engagement as well as teacher likeability: Students who reported greater social closeness to the teacher showed higher brain-to-brain synchrony with the teacher, but this was only the case for lectures-that is, when the teacher is an integral part of the content presentation. Furthermore, students' retention of the class content correlated with student-teacher closeness, but not with brain-to-brain synchrony. These findings expand on existing social neuroscience research by showing that social factors such as perceived closeness are reflected in brain-to-brain synchrony in real-world group settings and can predict cognitive outcomes such as students' academic performance.

Interbrain cortical synchronization encodes multiple aspects of social interactions in monkey pairs

While it is well known that the primate brain evolved to cope with complex social contingencies, the neurophysiological manifestation of social interactions in primates is not well understood. Here, concurrent wireless neuronal ensemble recordings from pairs of monkeys were conducted to measure interbrain cortical synchronization (ICS) during a whole-body navigation task that involved continuous social interaction of two monkeys. One monkey, the passenger, was carried in a robotic wheelchair to a food dispenser, while a second monkey, the observer, remained stationary, watching the passenger. The two monkeys alternated the passenger and the observer roles. Concurrent neuronal ensemble recordings from the monkeys' motor cortex and the premotor dorsal area revealed episodic occurrence of ICS with probability that depended on the wheelchair kinematics, the passenger-observer distance, and the passenger-food distance - the social-interaction factors previously described in behavioral studies. These results suggest that ICS represents specific aspects of primate social interactions.

Enhancement of teaching outcome through neural prediction of the students' knowledge state

The neural mechanism for the dyadic process of teaching is poorly understood. Although theories about teaching have proposed that before any teaching takes place, the teacher will predict the knowledge state of the student(s) to enhance the teaching outcome, this theoretical Prediction-Transmission hypothesis has not been tested with any neuroimaging studies. Using functional near-infrared spectroscopy-based hyperscanning, this study measured brain activities of the teacher-student pairs simultaneously. Results showed that better teaching outcome was associated with higher time-lagged interpersonal neural synchronization (INS) between right temporal-parietal junction (TPJ) of the teacher and anterior superior temporal cortex (aSTC) of the student, when the teacher's brain activity preceded that of the student. Moreover, time course analyses suggested that such INS could mark the quality of the teaching outcome at an early stage of the teaching process. These results provided key neural evidence for the Prediction-Transmission hypothesis about teaching, and suggested that the INS plays an important role in the successful teaching.

Hyperbrain network properties of guitarists playing in quartet

When playing music in an ensemble, musicians need to precisely coordinate their actions with one another. As shown in our previous studies on guitar duets, interbrain synchronization plays an essential role during such interactions. In this study, we simultaneously recorded electroencephalograms from four guitarists during quartet playing, to explore the extent and the functional significance of synchronized cortical activity across four brains. We found that hyperbrain networks based on intra- and interbrain connectivity across four brains dwell on higher frequencies for intrabrain communication and on lower frequencies for interbrain connections. The hyperbrain networks show small-world topology, with a tendency to become more random at lower frequencies and more regular at higher frequencies, such that local efficiency increases and global efficiency decreases with higher frequencies. We identified two different types of information flow within the hyperbrain networks-intra- versus intermodular-which are based on hyperbrain modules that include nodes from two, three, or even four brains. Furthermore, we found that hyperbrain networks are unstable and change their structure over time, often as a function of musical context. Our findings demonstrate complex hyperbrain network interactions in a guitar quartet and point to mechanisms that support temporally coordinated joint action.

Sharing the social world via intersubject neural synchronisation

Sociability and capability of shared mental states are hallmarks of the human species, and pursuing shared goals oftentimes requires coordinating both behaviour and mental states. Here we review recent work using indices of intersubject neural synchronisation for measuring similarity of mental states across individuals. We discuss the methodological advances and limitations in the analyses based on intersubject synchrony, and discuss how these kinds of model-free analysis techniques enable the investigation of the brain basis of complex social processes. We argue that similarity of brain activity across individuals can be used, under certain conditions, to index the similarity of their subjective states of consciousness, and thus be used for investigating brain basis of mutual understanding and cooperation.

Biosignals reflect pair-dynamics in collaborative work: EDA and ECG study of pair-programming in a classroom environment

Collaboration is a complex phenomenon, where intersubjective dynamics can greatly affect the productive outcome. Evaluation of collaboration is thus of great interest, and can potentially help achieve better outcomes and performance. However, quantitative measurement of collaboration is difficult, because much of the interaction occurs in the intersubjective space between collaborators. Manual observation and/or self-reports are subjective, laborious, and have a poor temporal resolution. The problem is compounded in natural settings where task-activity and response-compliance cannot be controlled. Physiological signals provide an objective mean to quantify intersubjective rapport (as synchrony), but require novel methods to support broad deployment outside the lab. We studied 28 student dyads during a self-directed classroom pair-programming exercise. Sympathetic and parasympathetic nervous system activation was measured during task performance using electrodermal activity and electrocardiography. Results suggest that (a) we can isolate cognitive processes (mental workload) from confounding environmental effects, and (b) electrodermal signals show role-specific but correlated affective response profiles. We demonstrate the potential for social physiological compliance to quantify pair-work in natural settings, with no experimental manipulation of participants required. Our objective approach has a high temporal resolution, is scalable, non-intrusive, and robust.

A Social-Interactive Neuroscience Approach to Understanding the Developing Brain

From birth onward, social interaction is central to our everyday lives. Our ability to seek out social partners, flexibly navigate and learn from social interactions, and develop social relationships is critically important for our social and cognitive development and for our mental and physical health. Despite the importance of our social interactions, the neurodevelopmental bases of such interactions are underexplored, as most research examines social processing in noninteractive contexts. We begin this chapter with evidence from behavioral work and adult neuroimaging studies demonstrating how social-interactive context fundamentally alters cognitive and neural processing. We then highlight four brain networks that play key roles in social interaction and, drawing on existing developmental neuroscience literature, posit the functional roles these networks may play in social-interactive development. We conclude by discussing how a social-interactive neuroscience approach holds great promise for advancing our understanding of both typical and atypical social development.

Distributed Neural Activity Patterns during Human-to-Human Competition

Interpersonal interaction is the essence of human social behavior. However, conventional neuroimaging techniques have tended to focus on social cognition in single individuals rather than on dyads or groups. As a result, relatively little is understood about the neural events that underlie face-to-face interaction. We resolved some of the technical obstacles inherent in studying interaction using a novel imaging modality and aimed to identify neural mechanisms engaged both within and across brains in an ecologically valid instance of interpersonal competition. Functional near-infrared spectroscopy was utilized to simultaneously measure hemodynamic signals representing neural activity in pairs of subjects playing poker against each other (human–human condition) or against computer opponents (human–computer condition). Previous fMRI findings concerning single subjects confirm that neural areas recruited during social cognition paradigms are individually sensitive to human–human and human–computer conditions. However, it is not known whether face-to-face interactions between opponents can extend these findings. We hypothesize distributed effects due to live processing and specific variations in across-brain coherence not observable in single-subject paradigms. Angular gyrus (AG), a component of the temporal-parietal junction (TPJ) previously found to be sensitive to socially relevant cues, was selected as a seed to measure within-brain functional connectivity. Increased connectivity was confirmed between AG and bilateral dorsolateral prefrontal cortex (dlPFC) as well as a complex including the left subcentral area (SCA) and somatosensory cortex (SS) during interaction with a human opponent. These distributed findings were supported by contrast measures that indicated increased activity at the left dlPFC and frontopolar area that partially overlapped with the region showing increased functional connectivity with AG. Across-brain analyses of neural coherence between the players revealed synchrony between dlPFC and supramarginal gyrus (SMG) and SS in addition to synchrony between AG and the fusiform gyrus (FG) and SMG. These findings present the first evidence of a frontal-parietal neural complex including the TPJ, dlPFC, SCA, SS, and FG that is more active during human-to-human social cognition both within brains (functional connectivity) and across brains (across-brain coherence), supporting a model of functional integration of socially and strategically relevant information during live face-to-face competitive behaviors.