Automatic measure of imitation during social interaction: A behavioral and hyperscanning-EEG benchmark

Distinct social behavior and inter-brain connectivity in Dyads with autistic individuals

Autism Spectrum Disorder (ASD) is defined by distinctive socio-cognitive behaviors that deviate from typical patterns. Notably, social imitation skills appear to be particularly impacted, manifesting early on in development. This paper compared the behavior and inter-brain dynamics of dyads made up of two typically developing (TD) participants with mixed dyads made up of ASD and TD participants during social imitation tasks. By combining kinematics and EEG-hyperscanning, we show that individuals with ASD exhibited a preference for the follower rather than the lead role in imitating scenarios. Moreover, the study revealed inter-brain synchrony differences, with low-alpha inter-brain synchrony differentiating control and mixed dyads. The study's findings suggest the importance of studying interpersonal phenomena in dynamic and ecological settings and using hyperscanning methods to capture inter-brain dynamics during actual social interactions.

Age differences in interbrain synchronization during peer cooperation: an EEG hyperscanning study

Healthy peer relationships could provide emotional and social support for adolescents experiencing dramatic physical and environmental changes. Examining age differences in cognitive neural processing during peer interaction provides insight into adolescent interpersonal contact and "social brain" development. The present study compared the age differences between adolescents and adults by examining the behavior and interbrain synchronization of pairs in a cooperative computer game task. 32 pairs of adolescents and 31 pairs of adults were recruited as participants. The reaction times and interbrain synchronization of the participants were measured. The results revealed that interbrain synchronization activation following the onset of the "ready signal" was primarily detected in low-frequency bands such as delta and theta. Adolescent pairs' interbrain synchronization activations were significantly higher than those of adult pairs in the anterior and central brain regions, such as the frontal, frontal-central, and parietal lobes. Correlation analysis indicated a positive correlation between occipital region interbrain synchronization and behavioral performance. The findings provide behavioral and neurophysiological evidence for the characteristics of adolescent interpersonal cognitive processing and point to the significance of low-frequency interbrain synchronization in interpersonal coordination.

A Brain-To-Brain Mechanism for Social Transmission of Threat Learning

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.

Is there collaboration specific neurophysiological activation during collaborative task activity? An analysis of brain responses using electroencephalography and hyperscanning

Collaboration between two individuals is thought to be associated with the synchrony of two different brain activities. Indeed, prefrontal cortical activation and alpha frequency band modulation has been widely reported, but little is known about interbrain synchrony (IBS) changes occurring during social interaction such as collaboration or competition. In this study, we assess the dynamic of IBS variation in order to provide novel insights into the frequency band modulation underlying collaboration. To address this question, we used electroencephalography (EEG) to simultaneously record the brain activity of two individuals playing a computer-based game facing four different conditions: collaboration, competition, single participation, and passive observation. The computer-based game consisted of a fast button response task. Using data recorded in sensor space, we calculated an IBS value for each frequency band using both wavelet coherence transform and phase-locking value and performed single-subject analysis to compare each condition. We found significant IBS in frontal electrodes only present during collaboration associated with alpha frequency band modulation. In addition, we observed significant IBS in the theta frequency band for both collaboration and competition conditions, along with a significant single-subject cortical activity. Competition is distinguishable through single-subject activity in several regions and frequency bands of the brain. Performance is correlated with single-subject frontal activation during collaboration in the alpha and beta frequency band.

A Review of Hyperscanning and Its Use in Virtual Environments

Hyperscanning is a technique which simultaneously records the neural activity of two or more people. This is done using one of several neuroimaging methods, such as electroencephalography (EEG), functional magnetic resonance imaging (fMRI), and functional near-infrared spectroscopy (fNIRS). The use of hyperscanning has seen a dramatic rise in recent years to monitor social interactions between two or more people. Similarly, there has been an increase in the use of virtual reality (VR) for collaboration, and an increase in the frequency of social interactions being carried out in virtual environments (VE). In light of this, it is important to understand how interactions function within VEs, and how they can be enhanced to improve their quality in a VE. In this paper, we present some of the work that has been undertaken in the field of social neuroscience, with a special emphasis on hyperscanning. We also cover the literature detailing the work that has been carried out in the human–computer interaction domain that addresses remote collaboration. Finally, we present a way forward where these two research domains can be combined to explore how monitoring the neural activity of a group of participants in VE could enhance collaboration among them.

Brain-to-Brain Neural Synchrony During Social Interactions: A Systematic Review on Hyperscanning Studies

The aim of this study was to conduct a comprehensive review on hyperscanning research (measuring brain activity simultaneously from more than two people interacting) using an explicit systematic method, the preferred reporting items for systematic reviews and meta-analyses (PRISMA). Data were searched from IEEE Xplore, PubMed, Engineering Village, Web of Science and Scopus databases. Inclusion criteria were journal articles written in English from 2000 to 19 June 2019. A total of 126 empirical studies were screened out to address three specific questions regarding the neuroimaging method, the application domain, and the experiment paradigm. Results showed that the most used neuroimaging method with hyperscanning was magnetoencephalography/electroencephalography (MEG/EEG; 47%), and the least used neuroimaging method was hyper-transcranial Alternating Current Stimulation (tACS) (1%). Applications in cognition accounted for almost half the studies (48%), while educational applications accounted for less than 5% of the studies. Applications in decision-making tasks were the second most common (26%), shortly followed by applications in motor synchronization (23%). The findings from this systematic review that were based on documented, transparent and reproducible searches should help build cumulative knowledge and guide future research regarding inter-brain neural synchrony during social interactions, that is, hyperscanning research.

Interpersonal brain synchronization with instructor compensates for learner's sleep deprivation in interactive learning

Recent advances shifted the focus on single-brain functioning toward two-brain communication during learning interactions, following the demonstration that interpersonal brain synchronization (IBS) can track instructor-learner information exchange. Here, we investigated (i) whether sleep deprivation (SD) that potentially impacts both social interactions and learning abilities modulates IBS, and (ii) conversely whether and to what extent IBS might compensate for SD-related learning deficits. Instructors (always with regular sleep, RS) were asked to teach numerical reasoning strategies to learners (either SD or RS), during which the activity of both brains was simultaneously recorded using functional near-infrared spectroscopy (fNIRS). SD learners initially performed below their baseline level, worse than RS learners, but learning improvement was comparable between RS and SD conditions after learning with the instructor. IBS within the instructor-learner dyads was higher in the SD (vs. RS) condition in the left inferior frontal cortex. In addition, clustered IBS (estimated by nonnegative matrix factorization) was correlated with performance improvement. Finally, Granger Causality analyses revealed biased causality with higher instructor-to-learner than learner-to-instructor directionality in brain signal processing. Together, these results indicate that SD-related learning deficits can to some extent be compensated via interactions with an instructor, as reflected by increased IBS and preserved learning ability. It suggests an essential role of the instructor in driving synchrony between teaching and SD learning brains during interactions.

Framing a trust game as a power game greatly affects interbrain synchronicity between trustor and trustee

We used dual electroencephalography (EEG) to measure brain activity simultaneously in pairs of trustors and trustees playing a 15-round trust game framed as a "trust game" versus a "power game". Four major findings resulted: first, earnings in each round were higher in the trust than in the power game. Second, in the trust game, reaction time for strategic deliberations was significantly longer for the trustee than the trustor. In the power game, however, the trustee took longer to think about how much money to repay, whereas the trustor took longer to think about how much money to invest. Third, prediction accuracy for the amount exchanged was higher in the trust game than in the power game. Fourth, interbrain synchronicity gauged with the phase-locking value of alpha bands in the brain - especially the frontal and central regions - was higher in the power game than in the trust game. We infer that this last finding reflects elevated mutual strategic deliberation in the power game. These behavioral and neuroscience-based findings give a better understanding of the framing effects of a trust game on the strategic deliberations of both trustor and trustee seeking to attain wealth.

Inter-brain synchrony and cooperation context in interactive decision making

People engaged in interactive decision making rely on prior decision behaviors by other persons to make new choices and they exhibit inter-brain synchrony between each other. The functional meanings of such inter-brain synchrony, however, remains obscure. In the present study, dyads (15 pairs, all female) played the Prisoner's Dilemma game while their brain activities were recorded simultaneously by electroencephalography (EEG)-based hyperscanning technique. We manipulated the context of the game with higher versus lower cooperation index (HCI vs. LCI) and to each participant, we depicted the interaction as involving either another human partner or a machine (H-H vs. H-M). The results showed a higher cooperation rate and larger theta/alpha-band inter-brain synchrony in condition H-H than in H-M. In the condition H-H, there were larger centrofrontal theta-band and centroparietal alpha-band inter-brain synchrony in tasks set for high cooperation (HCI vs. LCI). Enhanced inter-brain synchrony covaried with increased cooperative choices observed between LCI and HCI. Furthermore, a subjective measure of perceived cooperativeness mediated the relationship between game context and inter-brain synchrony. These findings provide evidence for a role of cooperation on inter-brain synchrony during interactive decision making, and suggest distinct underlying neural processes recruited by cooperation contexts to enable high-level social cognitive processing in decision making.

Interbrain phase synchronization during turn-taking verbal interaction-a hyperscanning study using simultaneous EEG/MEG

Recently, neurophysiological findings about social interaction have been investigated widely, and hardware has been developed that can measure multiple subjects' brain activities simultaneously. These hyperscanning studies have enabled us to discover new and important evidences of interbrain interactions. Yet, very little is known about verbal interaction without any visual input. Therefore, we conducted a new hyperscanning study based on verbal, interbrain turn-taking interaction using simultaneous EEG/MEG, which measures rapidly changing brain activities. To establish turn-taking verbal interactions between a pair of subjects, we set up two EEG/MEG systems (19 and 146 channels of EEG and MEG, respectively) located ∼100 miles apart. Subjects engaged in verbal communication via condenser microphones and magnetic-compatible earphones, and a network time protocol synchronized the two systems. Ten subjects participated in this experiment and performed verbal interaction and noninteraction tasks separately. We found significant oscillations in EEG alpha and MEG alpha/gamma bands in several brain regions for all subjects. Furthermore, we estimated phase synchronization between two brains using the weighted phase lag index and found statistically significant synchronization in EEG and MEG data. Our novel paradigm and neurophysiological findings may foster a basic understanding of the functional mechanisms involved in human social interactions. Hum Brain Mapp 39:171-188, 2018. © 2017 Wiley Periodicals, Inc.

Examining ecological validity in social interaction: problems of visual fidelity, gaze, and social potential

Social interaction is an essential part of the human experience, and much work has been done to study it. However, several common approaches to examining social interactions in psychological research may inadvertently either unnaturally constrain the observed behaviour by causing it to deviate from naturalistic performance, or introduce unwanted sources of variance. In particular, these sources are the differences between naturalistic and experimental behaviour that occur from changes in visual fidelity (quality of the observed stimuli), gaze (whether it is controlled for in the stimuli), and social potential (potential for the stimuli to provide actual interaction). We expand on these possible sources of extraneous variance and why they may be important. We review the ways in which experimenters have developed novel designs to remove these sources of extraneous variance. New experimental designs using a 'two-person' approach are argued to be one of the most effective ways to develop more ecologically valid measures of social interaction, and we suggest that future work on social interaction should use these designs wherever possible.