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Deng X, Chen Y, Chen K, Ludyga S, Zhang Z, Cheval B, Zhu W, Chen J, Ishihara T, Hou M, Gao Y, Kamijo K, Yu Q, Hillman CH, Kramer AF, Erickson KI, Delli Paoli AG, McMorris T, Gerber M, Kuang J, Cheng Z, Pindus D, Dupuy O, Heath M, Herold F, Zou L. A friend in need is a friend indeed: Acute tandem rope skipping enhances inter-brain synchrony of socially avoidant individuals. Brain Cogn 2024; 180:106205. [PMID: 39053200 DOI: 10.1016/j.bandc.2024.106205] [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: 04/09/2024] [Revised: 07/15/2024] [Accepted: 07/15/2024] [Indexed: 07/27/2024]
Abstract
Team-based physical activity (PA) can improve social cognition; however, few studies have investigated the neurobiological mechanism underlying this benefit. Accordingly, a hyper-scanning protocol aimed to determine whether the interbrain synchrony (IBS) is influenced by an acute bout of team-based PA (i.e., tandem rope skipping). Specifically, we had socially avoidant participants (SOA, N=15 dyads) and their age-matched controls (CO, N=16 dyads) performed a computer-based cooperative task while EEG was recorded before and after two different experimental conditions (i.e., 30-min of team-based PA versus sitting). Phase locking value (PLV) was used to measure IBS. Results showed improved frontal gamma band IBS after the team-based PA compared to sitting when participants received successful feedback in the task (Mskipping = 0.016, Msittting = -0.009, p = 0.082, ηp2 = 0.387). The CO group showed a larger change in frontal and central gamma band IBS when provided failure feedback in the task (Mskipping = 0.017, Msittting = -0.009, p = 0.075, ηp2 = 0.313). Thus, results suggest that socially avoidant individuals may benefit from team-based PA via improved interbrain synchrony. Moreover, our findings deepen our understanding of the neurobiological mechanism by which team-based PA may improve social cognition among individuals with or without social avoidance.
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Affiliation(s)
- Xinmei Deng
- School of Psychology, Shenzhen University, Shenzhen, China; The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health, Shenzhen University, Shenzhen, China
| | - Yangdi Chen
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Kexin Chen
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Sebastian Ludyga
- Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland
| | - Zhihao Zhang
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Boris Cheval
- Department of Sport Sciences and Physical Education, Ecole Normale Supérieure Rennes, Bruz, France; Laboratory VIPS2, University of Rennes, Rennes, France
| | - Weijia Zhu
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Jianyu Chen
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Toru Ishihara
- Graduate School of Human Development and Environment, Kobe University, Kobe, Japan
| | - Meijun Hou
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Yangping Gao
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Keita Kamijo
- Faculty of Liberal Arts and Sciences, Chukyo University, Nagoya 466-8666, Japan
| | - Qian Yu
- Faculty of Education, University of Macau, Macau
| | - Charles H Hillman
- Center for Cognitive and Brain Health, Northeastern University, Boston, MA, USA; Department of Psychology, Northeastern University, Boston, MA, 02115, USA; Department of Physical Therapy, Movement, & Rehabilitation Sciences, Northeastern University, Boston, MA, 02115, USA
| | - Arthur F Kramer
- Center for Cognitive and Brain Health, Northeastern University, Boston, MA, USA; Department of Psychology, Northeastern University, Boston, MA, 02115, USA; Beckman Institute, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA
| | - Kirk I Erickson
- AdventHealth Research Institute, Neuroscience, Orlando, FL, 32101; Department of Psychology, University of Pittsburgh, Pittsburgh 15260
| | | | - Terry McMorris
- Department Sport and Exercise Science, Institute for Sport, University of Chichester, College Lane, Chichester, West Sussex PO19 6PE, United Kingdom
| | - Markus Gerber
- Department of Sport, Exercise and Health, University of Basel, Basel, Switzerland
| | - Jin Kuang
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Zhihui Cheng
- School of Psychology, Shenzhen University, Shenzhen, China
| | - Dominika Pindus
- Beckman Institute, University of Illinois at Urbana-Champaign, Champaign, IL 61820, USA; Kinesiology and Community Health, University of Illinois at Chicago, Chicago, IL, USA; Neuroscience Program, University of Illinois at Urbana-Champaign, Urbana, IL, USA
| | - Olivier Dupuy
- Laboratory MOVE (EA 6314), Faculty of Sport Sciences, University of Poitiers, Poitiers, France; School of Kinesiology and Physical Activity Science (EKSAP), Faculty of Medicine. University of Montreal, Montreal, Canada
| | - Matthew Heath
- School of Kinesiology, Faculty of Health Sciences, University of Western Ontario, London ON N6A 3K7, Canada; Canadian Centre for Activity and Aging, University of Western Ontario, London ON, N6A 3K7, Canada; Graduate Program in Neuroscience, University of Western Ontario, London ON, N6A 3K7, Canada
| | - Fabian Herold
- Research Group Degenerative and Chronic Diseases, Movement, Faculty of Health Sciences Brandenburg, University of Potsdam, 14476 Potsdam, Germany
| | - Liye Zou
- School of Psychology, Shenzhen University, Shenzhen, China; Body-Brain-Mind Laboratory, School of Psychology, Shenzhen University, Shenzhen, China.
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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] [MESH Headings] [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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Zhang J, Wang Y, Mao Y, Leong C, Yuan Z. Shared Minds, Shared Feedback: tracing the influence of parental feedback on shared neural patterns. Cereb Cortex 2024; 34:bhad489. [PMID: 38163444 DOI: 10.1093/cercor/bhad489] [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: 08/28/2023] [Revised: 11/27/2023] [Accepted: 11/28/2023] [Indexed: 01/03/2024] Open
Abstract
Parental feedback affects children in multiple ways. However, little is known about how children, family, and feedback types affect parental feedback neural mechanisms. The current study used functional near-infrared spectroscopy-based hyperscanning to observe 47 mother-daughter pairs's (mean age of mothers: 35.95 ± 3.99 yr old; mean age of daughters: 6.97 ± 0.75 yr old) brain synchronization in a jigsaw game under various conditions. Between parental negative feedback and praise conditions, mother-daughter brain in supramarginal gyrus, left dorsolateral prefrontal cortex, right inferior frontal gyrus, and right primary somatic (S1) differed. When criticized, conformity family-communication-patterned families had much worse brain synchronization in S1, left dorsolateral prefrontal cortex, and right Wernicke's region than conversational families. Resilient children had better mother-child supramarginal gyrus synchronicity under negative feedback. This study supports the importance of studying children's neurological development in nurturing environments to assess their psychological development.
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Affiliation(s)
- Juan Zhang
- Faculty of Education, University of Macau, Avenida da Universidade, Taipa, Macau, China
- Centre for Cognitive and Brain Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China
| | - Yihui Wang
- Faculty of Education, University of Macau, Avenida da Universidade, Taipa, Macau, China
- Centre for Cognitive and Brain Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China
| | - Yidi Mao
- Faculty of Education, University of Macau, Avenida da Universidade, Taipa, Macau, China
- Centre for Cognitive and Brain Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China
| | - Chantat Leong
- Centre for Cognitive and Brain Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China
- Faculty of Health Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China
| | - Zhen Yuan
- Centre for Cognitive and Brain Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China
- Faculty of Health Sciences, University of Macau, Avenida da Universidade, Taipa, Macau, China
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Deng X, Lin M, Li X. Mindfulness meditation enhances interbrain synchrony of adolescents when experiencing different emotions simultaneously. Cereb Cortex 2024; 34:bhad474. [PMID: 38061691 DOI: 10.1093/cercor/bhad474] [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: 08/13/2023] [Revised: 11/15/2023] [Accepted: 11/16/2023] [Indexed: 01/19/2024] Open
Abstract
Mindfulness is considered to benefit social behavior and interpersonal communication. However, the underlying neural mechanism has not been fully examined. This study aimed to explore how mindfulness practice affected the interbrain synchrony within adolescent peer dyads when sharing emotional experience together by using the electroencephalograph hyperscanning approach. Thirty adolescent dyads were randomly assigned to a mindfulness group or a non-mindfulness group. Mindfulness group performed a 20-min mindfulness exercise. Non-mindfulness group were instructed to rest. Simultaneously, electroencephalograph was recorded when they completed a picture-processing task. Phase-locking-value in the gamma band was used to calculate adolescent dyads' brain-to-brain synchrony. Results showed that greater interbrain synchrony in the frontal region was observed when viewing different emotional stimuli together after the mindfulness than before the mindfulness in the mindfulness group. However, there was no significant difference in the interbrain synchrony in the non-mindfulness group. Moreover, greater interbrain synchrony was observed in the mindfulness group than in the non-mindfulness group after mindfulness or rest in the frontal region. However, there was no significant difference between the mindfulness and non-mindfulness group before mindfulness or rest. The findings are discussed in light of the broader theoretical questions of how mindfulness may promote interpersonal functioning from a psychophysiological perspective.
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Affiliation(s)
- Xinmei Deng
- School of Psychology, Shenzhen University, Shenzhen, China
- The Shenzhen Humanities & Social Sciences Key Research Bases of the Center for Mental Health, Shenzhen University, Shenzhen, China
| | - Mingping Lin
- School of Psychology, Shenzhen University, Shenzhen, China
- Lihu Subdistrict No. 1 Primary School, Zengcheng District, Guangzhou, China
| | - Xiaoling Li
- Overseas Chinese Town High School, Shenzhen, China
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