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Jin Z, Yin J, Pan Y, Zhang Y, Li Y, Xu X, Luo J. Teach a Man to Fish: Hyper-brain Evidence on Scaffolding Strategy Enhancing Creativity Acquisition and Transfer. Neuroimage 2024; 297:120757. [PMID: 39067552 DOI: 10.1016/j.neuroimage.2024.120757] [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: 02/27/2024] [Revised: 07/04/2024] [Accepted: 07/25/2024] [Indexed: 07/30/2024] Open
Abstract
Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant of educational outcomes, on the creativity-fostering process remains an unresolved mystery. We proposed that instructional strategy affects creativity cultivation and further investigated the intricate neural mechanisms underlying this relationship. In a naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, and control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals in the prefrontal cortex and temporal-parietal junction regions. Results indicated that learners instructed with a scaffolding strategy demonstrated superior creative performance both in acquisition (direct learning) and transfer (use in a novel context) of creativity skills, compared to pretest levels. In contrast, the control and explanation groups did not exhibit such effects. Notably, we also observed remarkable interbrain neural synchronization (INS) between instructors and learners in the left superior frontal cortex in the scaffolding group, but not in the explanation or control groups. Furthermore, INS positively predicted enhancements in creativity performance (acquisition and transfer), indicating that it is a crucial neural mechanism in the creativity-fostering process. These findings reveal that scaffolding facilitates the acquisition and transfer of creativity and deepen our understanding of the neural mechanisms underlying the process of creativity-fostering. The current study provides valuable insights for implementing teaching strategies to fostering creativity.
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Affiliation(s)
- Zheyu Jin
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China
| | - Junting Yin
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China
| | - Yafeng Pan
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou, 310058, China
| | - Yuxuan Zhang
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China
| | - Yangzhuo Li
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China.
| | - Xiongwei Xu
- School of Education Faculty Development Center, Shanghai Normal University, Shanghai, 200234, China.
| | - Junlong Luo
- School of Psychology, Shanghai Normal University, Shanghai, 200234, China; Lab for Educational Big Data and Policymaking, Ministry of Education, Shanghai Normal University, Shanghai, 200234, China.
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2
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Takeuchi N. A dual-brain therapeutic approach using noninvasive brain stimulation based on two-person neuroscience: A perspective review. MATHEMATICAL BIOSCIENCES AND ENGINEERING : MBE 2024; 21:5118-5137. [PMID: 38872529 DOI: 10.3934/mbe.2024226] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2024]
Abstract
Our actions and decisions in everyday life are heavily influenced by social interactions, which are dynamic feedback loops involving actions, reactions, and internal cognitive processes between individual agents. Social interactions induce interpersonal synchrony, which occurs at different biobehavioral levels and comprises behavioral, physiological, and neurological activities. Hyperscanning-a neuroimaging technique that simultaneously measures the activity of multiple brain regions-has provided a powerful second-person neuroscience tool for investigating the phase alignment of neural processes during interactive social behavior. Neural synchronization, revealed by hyperscanning, is a phenomenon called inter-brain synchrony- a process that purportedly facilitates social interactions by prompting appropriate anticipation of and responses to each other's social behaviors during ongoing shared interactions. In this review, I explored the therapeutic dual-brain approach using noninvasive brain stimulation to target inter-brain synchrony based on second-person neuroscience to modulate social interaction. Artificially inducing synchrony between the brains is a potential adjunct technique to physiotherapy, psychotherapy, and pain treatment- which are strongly influenced by the social interaction between the therapist and patient. Dual-brain approaches to personalize stimulation parameters must consider temporal, spatial, and oscillatory factors. Multiple data fusion analysis, the assessment of inter-brain plasticity, a closed-loop system, and a brain-to-brain interface can support personalized stimulation.
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Affiliation(s)
- Naoyuki Takeuchi
- Department of Physical Therapy, Akita University Graduate School of Health Sciences, 1-1-1 Hondo, Akita, 010-8543, Japan
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3
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Cheng X, Wang S, Guo B, Wang Q, Hu Y, Pan Y. How self-disclosure of negative experiences shapes prosociality? Soc Cogn Affect Neurosci 2024; 19:nsae003. [PMID: 38324732 PMCID: PMC10868127 DOI: 10.1093/scan/nsae003] [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: 08/02/2023] [Revised: 11/15/2023] [Accepted: 01/18/2024] [Indexed: 02/09/2024] Open
Abstract
People frequently share their negative experiences and feelings with others. Little is known, however, about the social outcomes of sharing negative experiences and the underlying neural mechanisms. We addressed this dearth of knowledge by leveraging functional near-infrared spectroscopy (fNIRS) hyperscanning: while dyad participants took turns to share their own (self-disclosure group) or a stranger's (non-disclosure group) negative and neutral experiences, their respective brain activity was recorded simultaneously by fNIRS. We observed that sharing negative (relative to neutral) experiences enhanced greater mutual prosociality, emotional empathy and interpersonal neural synchronization (INS) at the left superior frontal cortex in the self-disclosure group compared to the non-disclosure group. Importantly, mediation analyses further revealed that in the self-disclosure (but not non-disclosure) group, the increased emotional empathy and INS elicited by sharing negative experiences relative to sharing neutral experiences promoted the enhanced prosociality through increasing interpersonal liking. These results indicate that self-disclosure of negative experiences can promote prosocial behaviors via social dynamics (defined as social affective and cognitive factors, including empathy and liking) and shared neural responses. Our findings suggest that when people express negative sentiments, they incline to follow up with positive actions.
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Affiliation(s)
- Xiaojun Cheng
- School of Psychology, Shenzhen University, Shenzhen 518060, China
| | - Shuqi Wang
- School of Psychology, Shenzhen University, Shenzhen 518060, China
| | - Bing Guo
- School of Psychology, Shenzhen University, Shenzhen 518060, China
| | - Qiao Wang
- School of Psychology, Shenzhen University, Shenzhen 518060, China
| | - Yinying Hu
- School of Psychology, Shanghai Normal University, Shanghai 200234, China
| | - Yafeng Pan
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China
- The State Key Lab of Brain-Machine Intelligence, Zhejiang University, Hangzhou 310058, China
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4
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Zhang J, Wang Y, Leong C, Mao Y, Yuan Z. Bridging Stories and Science: An fNIRS-based hyperscanning investigation into child learning in STEM. Neuroimage 2024; 285:120486. [PMID: 38070436 DOI: 10.1016/j.neuroimage.2023.120486] [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: 08/21/2023] [Revised: 10/08/2023] [Accepted: 12/04/2023] [Indexed: 01/13/2024] Open
Abstract
Early STEM education is crucial for later learning. This novel study utilised fNIRS to examine how STEM teaching methods (i.e., traditional, storytelling, storyboarding) affect neural activity synchronisation between teachers and students. Our results showed that left and right inferior frontal gyrus (IFG) for storytelling teaching versus traditional teaching, superior temporal gyrus for storyboard teaching versus traditional teaching, and left angular gyrus for storyboard and storytelling teaching were significant different in brain synchronisation. In the storytelling teaching condition, left supramarginal gyrus brain synchrony was found to improve STEM learning outcomes. In the storyboard teaching condition, IFG brain synchrony correlated positively with STEM learning improvement. The findings confirmed that story-based teaching and storyboarding can improve STEM learning efficacy at the neural level and unscored the significant role of neural synchronization as a predictor of learning outcomes.
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Affiliation(s)
- Juan Zhang
- Faculty of Education, University of Macau, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China.
| | - Yihui Wang
- Faculty of Education, University of Macau, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China.
| | - Chantat Leong
- Faculty of Health Sciences, University of Macau, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China
| | - Yidi Mao
- Faculty of Education, University of Macau, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China
| | - Zhen Yuan
- Faculty of Health Sciences, University of Macau, Macau SAR, China; Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China.
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5
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Tan SHJ, Wong JN, Teo WP. Is neuroimaging ready for the classroom? A systematic review of hyperscanning studies in learning. Neuroimage 2023; 281:120367. [PMID: 37689175 DOI: 10.1016/j.neuroimage.2023.120367] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Revised: 08/17/2023] [Accepted: 09/06/2023] [Indexed: 09/11/2023] Open
Abstract
Whether education research can be informed by findings from neuroscience studies has been hotly debated since Bruer's (1997) famous claim that neuroscience and education are "a bridge too far". However, this claim came before recent advancements in portable electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS) technologies, and second-person neuroscience techniques that brought about significant headway in understanding instructor-learner interactions in the classroom. To explore whether neuroscience and education are still two very separate fields, we systematically review 15 hyperscanning studies that were conducted in real-world classrooms or that implemented a teaching-learning task to investigate instructor-learner dynamics. Findings from this investigation illustrate that inter-brain synchrony between instructor and learner is an additional and valuable dimension to understand the complex web of instructor- and learner-related variables that influence learning. Importantly, these findings demonstrate the possibility of conducting real-world classroom studies with portable neuroimaging techniques and highlight the potential of such studies in providing translatable real-world implications. Once thought of as incompatible, a successful coupling between neuroscience and education is now within sight.
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Affiliation(s)
- S H Jessica Tan
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore.
| | - Jin Nen Wong
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore
| | - Wei-Peng Teo
- Science of Learning in Education Centre, Office of Education Research, National Institute of Education, Nanyang Technological University, Singapore; Physical Education and Sport Science Academic Group, National Institute of Education, Nanyang Technological University, Singapore
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6
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Harel Y, Cyr A, Boyle J, Pinsard B, Bernard J, Fourcade MF, Aggarwal H, Ponce AF, Thirion B, Jerbi K, Bellec P. Open design of a reproducible videogame controller for MRI and MEG. PLoS One 2023; 18:e0290158. [PMID: 37910557 PMCID: PMC10619825 DOI: 10.1371/journal.pone.0290158] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Accepted: 08/03/2023] [Indexed: 11/03/2023] Open
Abstract
Videogames are emerging as a promising experimental paradigm in neuroimaging. Acquiring gameplay in a scanner remains challenging due to the lack of a scanner-compatible videogame controller that provides a similar experience to standard, commercial devices. In this paper, we introduce a videogame controller designed for use in the functional magnetic resonance imaging as well as magnetoencephalography. The controller is made exclusively of 3D-printed and commercially available parts. We evaluated the quality of our controller by comparing it to a non-MRI compatible controller that was kept outside the scanner. The comparison of response latencies showed reliable button press accuracies of adequate precision. Comparison of the subjects' motion during fMRI recordings of various tasks showed that the use of our controller did not increase the amount of motion produced compared to a regular MR compatible button press box. Motion levels during an ecological videogame task were of moderate amplitude. In addition, we found that the controller only had marginal effect on temporal SNR in fMRI, as well as on covariance between sensors in MEG, as expected due to the use of non-magnetic building materials. Finally, the reproducibility of the controller was demonstrated by having team members who were not involved in the design build a reproduction using only the documentation. This new videogame controller opens new avenues for ecological tasks in fMRI, including challenging videogames and more generally tasks with complex responses. The detailed controller documentation and build instructions are released under an Open Source Hardware license to increase accessibility, and reproducibility and enable the neuroimaging research community to improve or modify the controller for future experiments.
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Affiliation(s)
- Yann Harel
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
- Psychology department, University of Montréal, Montréal, Canada
| | - André Cyr
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
- Unité de Neuroimagerie Fonctionnelle, Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
| | - Julie Boyle
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
- Psychology department, University of Montréal, Montréal, Canada
- Unité de Neuroimagerie Fonctionnelle, Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
| | - Basile Pinsard
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
- Unité de Neuroimagerie Fonctionnelle, Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
| | | | | | | | | | | | - Karim Jerbi
- Psychology department, University of Montréal, Montréal, Canada
- Unité de Neuroimagerie Fonctionnelle, Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
- MILA, Montréal, Canada
- MEG Imaging Center, University of Montréal, Montréal, Canada
| | - Pierre Bellec
- Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
- Psychology department, University of Montréal, Montréal, Canada
- Unité de Neuroimagerie Fonctionnelle, Centre de Recherche de l’Institut Universitaire de Gériatrie de Montréal, Montréal, Canada
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7
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Barraza P, Rodríguez E. Executive Functions and Theory of Mind in Teachers and Non-Teachers. Heliyon 2023; 9:e19915. [PMID: 37809925 PMCID: PMC10559320 DOI: 10.1016/j.heliyon.2023.e19915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2023] [Revised: 08/22/2023] [Accepted: 09/05/2023] [Indexed: 10/10/2023] Open
Abstract
Human teaching is a key behavior for the socialization of cultural knowledge. Previous studies suggest that human teaching behavior would support the development of executive and ToM skills, which in turn would refine the teaching behavior. Given this connection, it raises the question of whether subjects with professional training in teaching also have more efficient executive and ToM systems. To shed light on this issue, in the present study we compared the performance of professional teachers (N = 20, age range = 35-61 years) with a matched control group of non-teachers (N = 20, age range: 29-64 years) on tasks measuring working memory (Sternberg Task), cognitive flexibility (Wisconsin Card Sorting Test), executive control (Attention Network Test), along with online ToM skills (Frith-Happé Animations Task), emotion recognition (Reading the Mind in the Eyes Test) and first-order and second-order ToM (Yoni Task). We found that teachers were significantly more accurate on tasks involving cognitive flexibility (p = .014) and working memory (p = .040), and more efficient on tasks requiring executive control of attention (p = .046), compared to non-teachers. In ToM tasks, differences in accuracy between teachers and non-teachers were not found. But, teachers were slower to respond than non-teachers (about 2 s difference) on tasks involving emotion recognition (p = .0007) and the use of second-order affective ToM (p = .006). Collectively, our findings raise an interesting link between professional teaching and the development of cognitive skills critical for decision-making in challenging social contexts such as the classroom. Future research could explore ways to foster teachers' strengths in cognitive flexibility, working memory, and executive control of attention to enhance teaching strategies and student learning outcomes. Additionally, exploring factors behind slower response times in affective ToM tasks can guide teacher-training programs focused on interpersonal skills and improve teacher-student interactions.
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Affiliation(s)
- Paulo Barraza
- Center for Advanced Research in Education (CIAE), University of Chile, 8330014, Santiago, Chile
- Institute for Advanced Studies in Education (IE), University of Chile, 8330014, Santiago, Chile
| | - Eugenio Rodríguez
- School of Psychology, Pontifical Catholic University of Chile, 7820436, Santiago, Chile
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8
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Sun B, Wang Y, Ye Q, Pan Y. Associations of Empathy with Teacher-Student Interactions: A Potential Ternary Model. Brain Sci 2023; 13:brainsci13050767. [PMID: 37239239 DOI: 10.3390/brainsci13050767] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 04/27/2023] [Accepted: 05/04/2023] [Indexed: 05/28/2023] Open
Abstract
Empathy has garnered increasing recognition as a pivotal component of teacher-student interactions and a notable determinant of student achievement. Nevertheless, the exact impact of empathy on teacher-student interactions remains elusive, despite research endeavors into the neural mechanisms of teacher empathy. Our article examines the cognitive neural processes of teacher empathy during various forms of teacher-student interactions. To this end, we first present a concise review of theoretical considerations related to empathy and interactions, followed by an extensive discussion of teacher-student interactions and teacher empathy through both "single-brain" and "dual-brain" perspectives. Drawing on these discussions, we propose a potential model of empathy that integrates the affective contagion, cognitive evaluation, and behavior prediction aspects of teacher-student interactions. Finally, future research directions are discussed.
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Affiliation(s)
- Binghai Sun
- Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China
- Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
| | - Yaoyao Wang
- Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China
- Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
| | - Qun Ye
- Intelligent Laboratory of Child and Adolescent Mental Health and Crisis Intervention of Zhejiang Province, School of Psychology, Zhejiang Normal University, Jinhua 321004, China
- Key Laboratory of Intelligent Education Technology and Application of Zhejiang Province, Zhejiang Normal University, Jinhua 321004, China
| | - Yafeng Pan
- Department of Psychology and Behavioral Sciences, Zhejiang University, Hangzhou 310058, China
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9
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Pan Y, Cheng X, Hu Y. Three heads are better than one: cooperative learning brains wire together when a consensus is reached. Cereb Cortex 2023; 33:1155-1169. [PMID: 35348653 DOI: 10.1093/cercor/bhac127] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2022] [Revised: 03/05/2022] [Accepted: 03/06/2022] [Indexed: 11/14/2022] Open
Abstract
Theories of human learning converge on the view that individuals working together learn better than do those working independently. Little is known, however, about the neural mechanisms of learning through cooperation. We addressed this research gap by leveraging functional near-infrared spectroscopy to record the brain activity of triad members in a group simultaneously. Triads were instructed to analyze an ancient Chinese poem either cooperatively or independently. Four main findings emerged. First, we observed significant within-group neural synchronization (GNS) in the left superior temporal cortex, supramarginal gyrus, and postcentral gyrus during cooperative learning compared with independent learning. Second, the enhancement of GNS in triads was amplified when a consensus was reached (vs. elaboration or argument) during cooperative learning. Third, GNS was predictive of learning outcome at an early stage (156-170 s after learning was initiated). Fourth, social factors such as social closeness (e.g. how much learners liked one other) were reflected in GNS and co-varied with learning engagement. These results provide neuroscientific support for Piaget's theory of cognitive development and favor the notion that successful learning through cooperation involves dynamic consensus-building, which is captured in neural patterns shared across learners in a group.
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Affiliation(s)
- Yafeng Pan
- Department of Psychology and Behavioral Sciences, Zhejiang University, 310063 Hangzhou, China.,Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 200062 Shanghai, China
| | - Xiaojun Cheng
- School of Psychology, Shenzhen University, 518060 Shenzhen, China
| | - Yi Hu
- Shanghai Key Laboratory of Mental Health and Psychological Crisis Intervention, Institute of Brain and Education Innovation, School of Psychology and Cognitive Science, East China Normal University, 200062 Shanghai, China.,Shanghai Center for Brain Science and Brain-Inspired Technology, 200031 Shanghai, China
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10
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Zeng J, Meng J, Wang C, Leng W, Zhong X, Gong A, Bo S, Jiang C. High vagally mediated resting-state heart rate variability is associated with superior working memory function. Front Neurosci 2023; 17:1119405. [PMID: 36891458 PMCID: PMC9986304 DOI: 10.3389/fnins.2023.1119405] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Accepted: 01/30/2023] [Indexed: 02/22/2023] Open
Abstract
Background Heart rate variability (HRV), a cardiac vagal tone indicator, has been proven to predict performance on some cognitive tasks that rely on the prefrontal cortex. However, the relationship between vagal tone and working memory remains understudied. This study explores the link between vagal tone and working memory function, combined with behavioral tasks and functional near-infrared spectroscopy (fNIRS). Methods A total of 42 undergraduate students were tested for 5-min resting-state HRV to obtain the root mean square of successive differences (rMSSD) data, and then divided into high and low vagal tone groups according to the median of rMSSD data. The two groups underwent the n-back test, and fNIRS was used to measure the neural activity in the test state. ANOVA and the independent sample t-test were performed to compare group mean differences, and the Pearson correlation coefficient was used for correlation analysis. Results The high vagal tone group had a shorter reaction time, higher accuracy, lower inverse efficiency score, and lower oxy-Hb concentration in the bilateral prefrontal cortex in the working memory tasks state. Furthermore, there were associations between behavioral performance, oxy-Hb concentration, and resting-state rMSSD. Conclusion Our findings suggest that high vagally mediated resting-state HRV is associated with working memory performance. High vagal tone means a higher efficiency of neural resources, beneficial to presenting a better working memory function.
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Affiliation(s)
- Jia Zeng
- The Center of Neuroscience and Sports, Capital University of Physical Education and Sports, Beijing, China
| | - Jiao Meng
- The Center of Neuroscience and Sports, Capital University of Physical Education and Sports, Beijing, China
| | - Chen Wang
- The Center of Neuroscience and Sports, Capital University of Physical Education and Sports, Beijing, China
| | - Wenwu Leng
- The Center of Neuroscience and Sports, Capital University of Physical Education and Sports, Beijing, China
| | - Xiaoke Zhong
- The Center of Neuroscience and Sports, Capital University of Physical Education and Sports, Beijing, China
| | - Anmin Gong
- School of Information Engineering, Engineering University of People's Armed Police, Xi'an, China
| | - Shumin Bo
- School of Kinesiology and Health, Capital University of Physical Education and Sports, Beijing, China
| | - Changhao Jiang
- The Center of Neuroscience and Sports, Capital University of Physical Education and Sports, Beijing, China.,School of Kinesiology and Health, Capital University of Physical Education and Sports, Beijing, China
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11
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Bazhydai M, Ke H, Thomas H, Wong MKY, Westermann G. Investigating the effect of synchronized movement on toddlers' word learning. Front Psychol 2022; 13:1008404. [PMID: 36506988 PMCID: PMC9731293 DOI: 10.3389/fpsyg.2022.1008404] [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: 07/31/2022] [Accepted: 10/25/2022] [Indexed: 11/25/2022] Open
Abstract
The effect of interpersonal behavioral synchrony on children's behavior is an emerging field rich with research potential. While studies demonstrate its effect on affiliative and prosocial outcomes, the role of synchronized movement on children's specific learning outcomes has not yet been investigated experimentally. One possibility is that synchrony, as a coordinated social activity, encourages perceived social bonds, leading to heightened attention, and better information retention. Equally likely is that physiological, rather than social learning, mechanisms mediate the effect, given the previously demonstrated role of autonomic arousal in attentional fluctuations, cognitive engagement, problem solving, exploration, and curiosity. The present study investigated the behavioral and physiological effects of synchrony conceptualized as induced, interpersonal, behavioral, movement-based interaction, on word learning in 2.5-year-old children. In a laboratory experiment, toddlers engaged in either a synchronous or an asynchronous movement-based interaction with an adult experimenter while listening to an upbeat children's song. After the (a)synchronous movement episode, the same experimenter engaged children in a word learning task. During the (a)synchrony and learning phases, children's physiological arousal was continuously recorded, resulting in heart rate and skin conductance response measures. Following a caregiver-child free play break, children were tested on their novel word retention. The results indicated that children learned novel labels at equal rates during the learning phase in both conditions, and their retention at test did not differ between conditions: although above chance retention of novel labels was found only following the synchronous, but not the asynchronous episode, the cross-episode comparisons did not reach statistical significance. Physiological arousal indices following the (a)synchrony episode did not differ between conditions and did not predict better word learning, although skin conductance response was higher during the learning than the movement episode. This study contributes to our understanding of the underlying cognitive and physiological mechanisms of interpersonal behavioral synchrony in the knowledge acquisition domain and paves the way to future investigations.
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Affiliation(s)
- Marina Bazhydai
- Department of Psychology, Lancaster University, Lancaster, United Kingdom,*Correspondence: Marina Bazhydai,
| | - Han Ke
- Psychology School of Social Science, Nanyang Technological University, Singapore, Singapore
| | - Hannah Thomas
- Department of Psychology, Lancaster University, Lancaster, United Kingdom
| | - Malcolm K. Y. Wong
- Department of Psychology, Lancaster University, Lancaster, United Kingdom
| | - Gert Westermann
- Department of Psychology, Lancaster University, Lancaster, United Kingdom
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12
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Zhang L, Xu X, Li Z, Chen L, Feng L. Interpersonal Neural Synchronization Predicting Learning Outcomes From Teaching-Learning Interaction: A Meta-Analysis. Front Psychol 2022; 13:835147. [PMID: 35295390 PMCID: PMC8918582 DOI: 10.3389/fpsyg.2022.835147] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 02/03/2022] [Indexed: 11/13/2022] Open
Abstract
In school education, teaching-learning interaction is deemed as a core process in the classroom. The fundamental neural basis underlying teaching-learning interaction is proposed to be essential for tuning learning outcomes. However, the neural basis of this process as well as the relationship between the neural dynamics and the learning outcomes are largely unclear. With non-invasive technologies such as fNIRS (functional near-infrared spectroscopy), hyperscanning techniques have been developed since the last decade and been applied to the field of educational neuroscience for simultaneous multi-brain scanning. Hyperscanning studies suggest that the interpersonal neural synchronization (INS) during teaching-learning interaction might be an ideal neural biomarker for predicting learning outcomes. To systematically evaluate such a relationship, this meta-analysis ran on a random-effects model on 16 studies with 23 independent samples (effect sizes). Further moderator analyses were also performed to examine the potential influences of the style, mode, content, and the assessment method of learning outcomes. The random-effects modeling results confirmed a robust positive correlation between INS and learning outcomes. Subsequent analyses revealed that such relationship was mainly affected by both interaction style and mode. Therefore, the present meta-analysis provided a confirmatory neurocognitive foundation for teaching-learning interaction, as well as its relation to the learning outcomes, consolidated future learning and teaching studies in various disciplines including second language education with a firm methodological reference.
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Affiliation(s)
- Liaoyuan Zhang
- College of Chinese Language and Culture, Beijing Normal University, Beijing, China
| | - Xiaoxiong Xu
- College of Chinese Language and Culture, Beijing Normal University, Beijing, China
| | - Zhongshan Li
- School of Foreign Languages and Literature, Beijing Normal University, Beijing, China
| | - Luyao Chen
- College of Chinese Language and Culture, Beijing Normal University, Beijing, China
- Max Planck Partner Group, College of Chinese Language and Culture, Beijing Normal University, Beijing, China
- *Correspondence: Luyao Chen,
| | - Liping Feng
- College of Chinese Language and Culture, Beijing Normal University, Beijing, China
- Liping Feng,
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13
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Takeuchi N. Perspectives on Rehabilitation Using Non-invasive Brain Stimulation Based on Second-Person Neuroscience of Teaching-Learning Interactions. Front Psychol 2022; 12:789637. [PMID: 35069374 PMCID: PMC8769209 DOI: 10.3389/fpsyg.2021.789637] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 11/24/2021] [Indexed: 11/13/2022] Open
Abstract
Recent advances in second-person neuroscience have allowed the underlying neural mechanisms involved in teaching-learning interactions to be better understood. Teaching is not merely a one-way transfer of information from teacher to student; it is a complex interaction that requires metacognitive and mentalizing skills to understand others’ intentions and integrate information regarding oneself and others. Physiotherapy involving therapists instructing patients on how to improve their motor skills is a clinical field in which teaching-learning interactions play a central role. Accumulating evidence suggests that non-invasive brain stimulation (NIBS) modulates cognitive functions; however, NIBS approaches to teaching-learning interactions are yet to be utilized in rehabilitation. In this review, I evaluate the present research into NIBS and its role in enhancing metacognitive and mentalizing abilities; I then review hyperscanning studies of teaching-learning interactions and explore the potential clinical applications of NIBS in rehabilitation. Dual-brain stimulation using NIBS has been developed based on findings of brain-to-brain synchrony in hyperscanning studies, and it is delivered simultaneously to two individuals to increase inter-brain synchronized oscillations at the stimulated frequency. Artificial induction of brain-to-brain synchrony has the potential to promote instruction-based learning. The brain-to-brain interface, which induces inter-brain synchronization by adjusting the patient’s brain activity, using NIBS, to the therapist’s brain activity, could have a positive effect on both therapist-patient interactions and rehabilitation outcomes. NIBS based on second-person neuroscience has the potential to serve as a useful addition to the current neuroscientific methods used in complementary interventions for rehabilitation.
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Affiliation(s)
- Naoyuki Takeuchi
- Department of Physical Therapy, Akita University Graduate School of Health Sciences, Akita, Japan
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14
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Pan Y, Novembre G, Olsson A. The Interpersonal Neuroscience of Social Learning. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2021; 17:680-695. [PMID: 34637374 DOI: 10.1177/17456916211008429] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The study of the brain mechanisms underpinning social behavior is currently undergoing a paradigm shift, moving its focus from single individuals to the real-time interaction among groups of individuals. Although this development opens unprecedented opportunities to study how interpersonal brain activity shapes behaviors through learning, there have been few direct connections to the rich field of learning science. Our article examines how the rapidly developing field of interpersonal neuroscience is (and could be) contributing to our understanding of social learning. To this end, we first review recent research extracting indices of brain-to-brain coupling (BtBC) in the context of social behaviors and, in particular, social learning. We then discuss how studying communicative behaviors during learning can aid the interpretation of BtBC and how studying BtBC can inform our understanding of such behaviors. We then discuss how BtBC and communicative behaviors collectively can predict learning outcomes, and we suggest several causative and mechanistic models. Finally, we highlight key methodological and interpretational challenges as well as exciting opportunities for integrating research in interpersonal neuroscience with social learning, and we propose a multiperson framework for understanding how interpersonal transmission of information between individual brains shapes social learning.
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Affiliation(s)
- Yafeng Pan
- Department of Clinical Neuroscience, Karolinska Institutet
| | - Giacomo Novembre
- Neuroscience of Perception and Action Lab, Italian Institute of Technology
| | - Andreas Olsson
- Department of Clinical Neuroscience, Karolinska Institutet
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15
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Takeuchi N, Izumi SI. Motor Learning Based on Oscillatory Brain Activity Using Transcranial Alternating Current Stimulation: A Review. Brain Sci 2021; 11:1095. [PMID: 34439714 PMCID: PMC8392205 DOI: 10.3390/brainsci11081095] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Revised: 08/17/2021] [Accepted: 08/18/2021] [Indexed: 12/15/2022] Open
Abstract
Developing effective tools and strategies to promote motor learning is a high-priority scientific and clinical goal. In particular, motor-related areas have been investigated as potential targets to facilitate motor learning by noninvasive brain stimulation (NIBS). In addition to shedding light on the relationship between motor function and oscillatory brain activity, transcranial alternating current stimulation (tACS), which can noninvasively entrain oscillatory brain activity and modulate oscillatory brain communication, has attracted attention as a possible technique to promote motor learning. This review focuses on the use of tACS to enhance motor learning through the manipulation of oscillatory brain activity and its potential clinical applications. We discuss a potential tACS-based approach to ameliorate motor deficits by correcting abnormal oscillatory brain activity and promoting appropriate oscillatory communication in patients after stroke or with Parkinson's disease. Interpersonal tACS approaches to manipulate intra- and inter-brain communication may result in pro-social effects and could promote the teaching-learning process during rehabilitation sessions with a therapist. The approach of re-establishing oscillatory brain communication through tACS could be effective for motor recovery and might eventually drive the design of new neurorehabilitation approaches based on motor learning.
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Affiliation(s)
- Naoyuki Takeuchi
- Department of Physical Therapy, Akita University Graduate School of Health Sciences 1-1-1, Hondo, Akita 010-8543, Japan
| | - Shin-Ichi Izumi
- Department of Physical Medicine and Rehabilitation, Tohoku University Graduate School of Medicine, Sendai 980-8575, Japan;
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16
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Zheng L, Liu W, Long Y, Zhai Y, Zhao H, Bai X, Zhou S, Li K, Zhang H, Liu L, Guo T, Ding G, Lu C. Affiliative bonding between teachers and students through interpersonal synchronisation in brain activity. Soc Cogn Affect Neurosci 2021; 15:97-109. [PMID: 32022237 PMCID: PMC7171379 DOI: 10.1093/scan/nsaa016] [Citation(s) in RCA: 28] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2019] [Revised: 01/17/2020] [Accepted: 01/20/2020] [Indexed: 12/28/2022] Open
Abstract
Human beings organise socially. Theories have posited that interpersonal neural synchronisation might underlie the creation of affiliative bonds. Previous studies tested this hypothesis mainly during a social interaction, making it difficult to determine whether the identified synchronisation is associated with affiliative bonding or with social interaction. This study addressed this issue by focusing on the teacher–student relationship in the resting state both before and after a teaching period. Brain activity was simultaneously measured in both individuals using functional near-infrared spectroscopy. The results showed a significant increase in brain synchronisation at the right sensorimotor cortex between the teacher and student in the resting state after, but not before, the teaching period. Moreover, the synchronisation increased only after a turn-taking mode of teaching but not after a lecturing or video mode of teaching. A chain mediation analysis showed that brain synchronisation during teaching partially mediated the relationship between the brain synchronisation increase in the resting state and strength of the affiliative bond. Finally, both role assignment and social interaction were found to be required for affiliative bonding. Together, these results support the hypothesis that interpersonal synchronisation in brain activity underlies affiliative bonding and that social interaction mechanically mediates the bonding process.
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Affiliation(s)
- Lifen Zheng
- Center for Teacher Education Research, Faculty of Education, Beijing Normal University, Beijing 100875, China
| | - Wenda Liu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Yuhang Long
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Yu Zhai
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Hui Zhao
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Xialu Bai
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Siyuan Zhou
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Kanyu Li
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Huan Zhang
- Key Research Base of Humanities and Social Sciences of the Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300074, China.,Faculty of Psychology, Tianjin Normal University, Tianjin 300387, China.,Center of Collaborative Innovation for Assessment and Promotion of Mental Health, Tianjin 300074, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Taomei Guo
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Guosheng Ding
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China
| | - Chunming Lu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875, China.,IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
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17
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Barreto C, Bruneri GDA, Brockington G, Ayaz H, Sato JR. A New Statistical Approach for fNIRS Hyperscanning to Predict Brain Activity of Preschoolers' Using Teacher's. Front Hum Neurosci 2021; 15:622146. [PMID: 34025373 PMCID: PMC8137814 DOI: 10.3389/fnhum.2021.622146] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2020] [Accepted: 03/17/2021] [Indexed: 11/18/2022] Open
Abstract
Hyperscanning studies using functional Near-Infrared Spectroscopy (fNIRS) have been performed to understand the neural mechanisms underlying human-human interactions. In this study, we propose a novel methodological approach that is developed for fNIRS multi-brain analysis. Our method uses support vector regression (SVR) to predict one brain activity time series using another as the predictor. We applied the proposed methodology to explore the teacher-student interaction, which plays a critical role in the formal learning process. In an illustrative application, we collected fNIRS data of the teacher and preschoolers’ dyads performing an interaction task. The teacher explained to the child how to add two numbers in the context of a game. The Prefrontal cortex and temporal-parietal junction of both teacher and student were recorded. A multivariate regression model was built for each channel in each dyad, with the student’s signal as the response variable and the teacher’s ones as the predictors. We compared the predictions of SVR with the conventional ordinary least square (OLS) predictor. The results predicted by the SVR model were statistically significantly correlated with the actual test data at least one channel-pair for all dyads. Overall, 29/90 channel-pairs across the five dyads (18 channels 5 dyads = 90 channel-pairs) presented significant signal predictions withthe SVR approach. The conventional OLS resulted in only 4 out of 90 valid predictions. These results demonstrated that the SVR could be used to perform channel-wise predictions across individuals, and the teachers’ cortical activity can be used to predict the student brain hemodynamic response.
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Affiliation(s)
- Candida Barreto
- Center of Mathematics, Computing and Cognition, Federal University of ABC, Sao Bernardo do Campo, Brazil
| | | | - Guilherme Brockington
- Center for Natural and Human Sciences, Universidade Federal do ABC, Santo André, Brazil
| | - Hasan Ayaz
- School of Biomedical Engineering, Science and Health Systems, Drexel University, Philadelphia, PA, United States.,Department of Psychology, College of Arts and Sciences, Drexel University, Philadelphia, PA, United States.,Drexel Solutions Institute, Drexel University, Philadelphia, PA, United States.,Department of Family and Community Health, University of Pennsylvania, Philadelphia, PA, United States.,Center for Injury Research and Prevention, Children's Hospital of Philadelphia, Philadelphia, PA, United States
| | - Joao Ricardo Sato
- Center of Mathematics, Computing and Cognition, Federal University of ABC, Sao Bernardo do Campo, Brazil.,Interdisciplinary Unit for Applied Neuroscience, Federal University of ABC, Sao Bernardo do Campo, Brazil
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18
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Pan Y, Novembre G, Song B, Zhu Y, Hu Y. Dual brain stimulation enhances interpersonal learning through spontaneous movement synchrony. Soc Cogn Affect Neurosci 2021; 16:210-221. [PMID: 32591830 PMCID: PMC7812617 DOI: 10.1093/scan/nsaa080] [Citation(s) in RCA: 39] [Impact Index Per Article: 13.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Revised: 04/15/2020] [Accepted: 06/08/2020] [Indexed: 12/22/2022] Open
Abstract
Social interactive learning denotes the ability to acquire new information from a conspecific-a prerequisite for cultural evolution and survival. As inspired by recent neurophysiological research, here we tested whether social interactive learning can be augmented by exogenously synchronizing oscillatory brain activity across an instructor and a learner engaged in a naturalistic song-learning task. We used a dual brain stimulation protocol entailing the trans-cranial delivery of synchronized electric currents in two individuals simultaneously. When we stimulated inferior frontal brain regions, with 6 Hz alternating currents being in-phase between the instructor and the learner, the dyad exhibited spontaneous and synchronized body movement. Remarkably, this stimulation also led to enhanced learning performance. These effects were both phase- and frequency-specific: 6 Hz anti-phase stimulation or 10 Hz in-phase stimulation, did not yield comparable results. Furthermore, a mediation analysis disclosed that interpersonal movement synchrony acted as a partial mediator of the effect of dual brain stimulation on learning performance, i.e. possibly facilitating the effect of dual brain stimulation on learning. Our results provide a causal demonstration that inter-brain synchronization is a sufficient condition to improve real-time information transfer between pairs of individuals.
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Affiliation(s)
- Yafeng Pan
- School of Psychology and Cognitive Science, Institute of Brain and Education Innovation, East China Normal University, 200062 Shanghai, China
- Neuropsychology and Functional Neuroimaging Research Unit (UR2NF), Université Libre de Bruxelles, B-1050 Bruxelles, Belgium
- Department of Clinical Neuroscience, Karolinska Institutet, 17165 Stockholm, Sweden
| | - Giacomo Novembre
- Neuroscience and Behaviour Laboratory, Istituto Italiano di Tecnologia, 00161 Rome, Italy
- Department of Neuroscience, Physiology and Parmacology, University College London, WC1E 6BT London, UK
| | - Bei Song
- School of Psychology and Cognitive Science, Institute of Brain and Education Innovation, East China Normal University, 200062 Shanghai, China
- Department of Musicology, Harbin Conservatory of Music, 150070 Heilongjiang, China
| | - Yi Zhu
- School of Psychology and Cognitive Science, Institute of Brain and Education Innovation, East China Normal University, 200062 Shanghai, China
| | - Yi Hu
- School of Psychology and Cognitive Science, Institute of Brain and Education Innovation, East China Normal University, 200062 Shanghai, China
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19
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Balters S, Baker JM, Hawthorne G, Reiss AL. Capturing Human Interaction in the Virtual Age: A Perspective on the Future of fNIRS Hyperscanning. Front Hum Neurosci 2020; 14:588494. [PMID: 33240067 PMCID: PMC7669622 DOI: 10.3389/fnhum.2020.588494] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Accepted: 10/02/2020] [Indexed: 01/09/2023] Open
Abstract
Advances in video conferencing capabilities combined with dramatic socio-dynamic shifts brought about by COVID-19, have redefined the ways in which humans interact in modern society. From business meetings to medical exams, or from classroom instruction to yoga class, virtual interfacing has permeated nearly every aspect of our daily lives. A seemingly endless stream of technological advances combined with our newfound reliance on virtual interfacing makes it likely that humans will continue to use this modern form of social interaction into the future. However, emergent evidence suggests that virtual interfacing may not be equivalent to face-to-face interactions. Ultimately, too little is currently understood about the mechanisms that underlie human interactions over the virtual divide, including how these mechanisms differ from traditional face-to-face interaction. Here, we propose functional near-infrared spectroscopy (fNIRS) hyperscanning—simultaneous measurement of two or more brains—as an optimal approach to quantify potential neurocognitive differences between virtual and in-person interactions. We argue that increased focus on this understudied domain will help elucidate the reasons why virtual conferencing doesn't always stack up to in-person meetings and will also serve to spur new technologies designed to improve the virtual interaction experience. On the basis of existing fNIRS hyperscanning literature, we highlight the current gaps in research regarding virtual interactions. Furthermore, we provide insight into current hurdles regarding fNIRS hyperscanning hardware and methodology that should be addressed in order to shed light on this newly critical element of everyday life.
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Affiliation(s)
- Stephanie Balters
- Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, United States
| | - Joseph M Baker
- Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, United States
| | - Grace Hawthorne
- Hasso Plattner Institute of Design, Stanford University, Stanford, CA, United States
| | - Allan L Reiss
- Department of Psychiatry and Behavioral Sciences, School of Medicine, Stanford University, Stanford, CA, United States.,Department of Radiology, School of Medicine, Stanford University, Stanford, CA, United States.,Department of Pediatrics, School of Medicine, Stanford University, Stanford, CA, United States
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20
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Bizzego A, Balagtas JPM, Esposito G. Commentary: Current Status and Issues Regarding Pre-processing of fNIRS Neuroimaging Data: An Investigation of Diverse Signal Filtering Methods Within a General Linear Model Framework. Front Hum Neurosci 2020; 14:247. [PMID: 32760261 PMCID: PMC7373176 DOI: 10.3389/fnhum.2020.00247] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Accepted: 06/03/2020] [Indexed: 01/28/2023] Open
Affiliation(s)
- Andrea Bizzego
- Department of Psychology and Cognitive Science, University of Trento, Trento, Italy
| | - Jan Paolo M Balagtas
- Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore, Singapore
| | - Gianluca Esposito
- Department of Psychology and Cognitive Science, University of Trento, Trento, Italy.,Psychology Program, School of Social Sciences, Nanyang Technological University, Singapore, Singapore.,Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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21
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Interpersonal brain synchronization with instructor compensates for learner's sleep deprivation in interactive learning. Biochem Pharmacol 2020; 191:114111. [PMID: 32569629 DOI: 10.1016/j.bcp.2020.114111] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2020] [Revised: 06/13/2020] [Accepted: 06/17/2020] [Indexed: 12/23/2022]
Abstract
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.
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22
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Instructor-learner brain coupling discriminates between instructional approaches and predicts learning. Neuroimage 2020; 211:116657. [DOI: 10.1016/j.neuroimage.2020.116657] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2019] [Revised: 12/23/2019] [Accepted: 02/13/2020] [Indexed: 12/22/2022] Open
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23
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Sun B, Xiao W, Feng X, Shao Y, Zhang W, Li W. Behavioral and brain synchronization differences between expert and novice teachers when collaborating with students. Brain Cogn 2019; 139:105513. [PMID: 31887711 DOI: 10.1016/j.bandc.2019.105513] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2019] [Revised: 12/16/2019] [Accepted: 12/18/2019] [Indexed: 01/12/2023]
Abstract
Differences in behavior and neural mechanisms between expert and novice teachers when collaborating with students are poorly understood. This study investigated whether expert teachers do better in collaborating with students than novice teachers and explored the neural basis of such differences. Novice teacher and student (NT-S) dyads and expert teacher and student (ET-S) dyads were recruited to complete an interactive task consisting of a cooperation and an independent condition. During the experiment, neural activity in the prefrontal cortex of the participants was recorded with functional near-infrared spectroscopy. The results show higher accuracy for the ET-S dyads than the NT-S dyads in the cooperation condition; however, no difference was found in the independent condition. Increased interpersonal brain synchronization (IBS) was detected in the left dorsolateral prefrontal cortex of participants in ET-S dyads, but not in NT-S dyads in the cooperation condition. Moreover, an interaction effect of dyad type and conditions on IBS was observed, revealing IBS was stronger in ET-S dyads than in NT-S dyads. In ET-S dyads, IBS was positively correlated with the teachers' perspective-taking ability and accuracy. These findings suggest that expert teachers collaborate better with students than novice teachers, and IBS might be the neural marker for this difference.
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Affiliation(s)
- Binghai Sun
- School of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang, China; Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, Zhejiang, China
| | - Weilong Xiao
- School of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang, China; Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, Zhejiang, China
| | - Xiaodan Feng
- School of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang, China; Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, Zhejiang, China
| | - Yuting Shao
- School of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang, China; Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, Zhejiang, China
| | - Wenhai Zhang
- School of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang, China; Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, Zhejiang, China.
| | - Weijian Li
- School of Teacher Education, Zhejiang Normal University, Jinhua, Zhejiang, China; Research Center of Tin Ka Ping Moral Education, Zhejiang Normal University, Jinhua, Zhejiang, China.
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24
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Burin D, Yamaya N, Ogitsu R, Kawashima R. Virtual training leads to real acute physical, cognitive, and neural benefits on healthy adults: study protocol for a randomized controlled trial. Trials 2019; 20:559. [PMID: 31511036 PMCID: PMC6737639 DOI: 10.1186/s13063-019-3591-1] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/09/2019] [Accepted: 07/16/2019] [Indexed: 12/24/2022] Open
Abstract
BACKGROUND Keeping a certain level of physical activity has beneficial effects on the body itself but also, surprisingly, on cognition: specifically, physical high-intensity intermittent aerobic exercise (HIE) can show improvement on cognitive executive functions. Although, in some cases performing strength or aerobic training is problematic or not feasible. Immersive virtual reality (IVR) can induce the illusory feeling of ownership and agency over a moving virtual body, therefore showing comparable physiological reactions: for example, if an individual is sitting on a chair but his virtual body climbs a hill, the individual's heart rate increases coherently, as if he is actually walking. In this study, we investigate whether this same illusion can show beneficial consequences on the body as well as on executive functions (using the color-word matching Stroop task) and on its neural substrates (using functional near-infrared spectroscopy [fNIRS]). METHODS In a cross-over randomized controlled trial, 30 healthy young adults will experience HIE training in IVR (i.e. the virtual body will perform eight sets of 30 s of running followed by 30 s of slow walking, while the participant is completely still) according to two random-ordered conditions: during the experimental condition, the virtual body is displayed in first-person perspective (1PP), while in the control condition, the virtual body is displayed in third-person perspective (3PP). To confirm that individuals have the illusion of ownership and agency over the virtual body in 1PP (and not in 3PP), we will record the heart rate, in addition to subjective questionnaires. Before and after every IVR sessions (one week apart), we will measure cortical hemodynamic changes in the participants' prefrontal cortex using the fNIRS device during the Stroop task's execution. DISCUSSION From a theoretical perspective, we could prove that the sense of body ownership and agency can modulate physical and cognitive parameters, even in the absence of actual movements; from a clinical perspective, these results could be useful to train cognition and body simultaneously, in a completely safe environment. TRIAL REGISTRATION University Hospital Medical Information Network Clinical Trial Registry, UMIN000034255 . Registered on 1 October 2018.
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Affiliation(s)
- Dalila Burin
- Smart Aging International Research Center (SAIRC), Tohoku University, 4-1 Seiryocho, Aobaku, Sendai, 980-8575 Japan
- Institute of Development, Aging and Cancer (IDAC), Tohoku University, 4-1 Seiryocho, Aobaku, Sendai, 980-8575 Japan
| | - Noriki Yamaya
- Smart Aging International Research Center (SAIRC), Tohoku University, 4-1 Seiryocho, Aobaku, Sendai, 980-8575 Japan
| | - Rie Ogitsu
- Smart Aging International Research Center (SAIRC), Tohoku University, 4-1 Seiryocho, Aobaku, Sendai, 980-8575 Japan
| | - Ryuta Kawashima
- Smart Aging International Research Center (SAIRC), Tohoku University, 4-1 Seiryocho, Aobaku, Sendai, 980-8575 Japan
- Institute of Development, Aging and Cancer (IDAC), Tohoku University, 4-1 Seiryocho, Aobaku, Sendai, 980-8575 Japan
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25
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Prior physical synchrony enhances rapport and inter-brain synchronization during subsequent educational communication. Sci Rep 2019; 9:12747. [PMID: 31484977 PMCID: PMC6726616 DOI: 10.1038/s41598-019-49257-z] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/15/2019] [Accepted: 08/22/2019] [Indexed: 12/11/2022] Open
Abstract
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.
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26
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Okazaki S, Muraoka Y, Osu R. Teacher-learner interaction quantifies scaffolding behaviour in imitation learning. Sci Rep 2019; 9:7543. [PMID: 31101874 PMCID: PMC6525160 DOI: 10.1038/s41598-019-44049-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2018] [Accepted: 04/30/2019] [Indexed: 12/01/2022] Open
Abstract
Teachers often believe that they take into account learners’ ongoing learning progress in their teaching. Can behavioural data support this belief? To address this question, we investigated the interactive behavioural coordination between teachers and learners during imitation learning to solve a puzzle. The teacher manually demonstrated the puzzle solution to a learner who immediately imitated and learned it. Manual movements of teachers and learners were analysed using a bivariate autoregressive model. To identify bidirectional information exchange and information shared between the two agents, we calculated causality and noise covariance from the model. Information transfer observed from teacher to learner in the lateral component of their motion indicated imitation of the spatial information of the puzzle solution. Information transfer from learner to teacher in the vertical component of their motion indicated the monitoring process through which teachers adjust their timing of demonstration to the learner’s progress. The shared information in the lateral component increased as learning progressed, indicating the knowledge was shared between the two agents. Our findings demonstrated that the teacher interactively engaged in and contingently supported (i.e. scaffolded) imitation. We thus provide a behavioural signature of the teacher’s intention to promote learning indispensable for understanding the nature of teaching.
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Affiliation(s)
| | | | - Rieko Osu
- Faculty of Human Sciences, Waseda University, Saitama, Japan
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Lu K, Qiao X, Hao N. Praising or keeping silent on partner’s ideas: Leading brainstorming in particular ways. Neuropsychologia 2019; 124:19-30. [DOI: 10.1016/j.neuropsychologia.2019.01.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2018] [Revised: 01/07/2019] [Accepted: 01/07/2019] [Indexed: 01/27/2023]
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28
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Interpersonal synchronization of inferior frontal cortices tracks social interactive learning of a song. Neuroimage 2018; 183:280-290. [DOI: 10.1016/j.neuroimage.2018.08.005] [Citation(s) in RCA: 77] [Impact Index Per Article: 12.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2017] [Revised: 07/19/2018] [Accepted: 08/03/2018] [Indexed: 01/17/2023] Open
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29
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Zheng L, Chen C, Liu W, Long Y, Zhao H, Bai X, Zhang Z, Han Z, Liu L, Guo T, Chen B, Ding G, Lu C. Enhancement of teaching outcome through neural prediction of the students' knowledge state. Hum Brain Mapp 2018; 39:3046-3057. [PMID: 29575392 DOI: 10.1002/hbm.24059] [Citation(s) in RCA: 60] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2018] [Revised: 03/12/2018] [Accepted: 03/13/2018] [Indexed: 11/07/2022] Open
Abstract
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.
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Affiliation(s)
- Lifen Zheng
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Chuansheng Chen
- Department of Psychology and Social Behavior, University of California, Irvine, California, 92697
| | - Wenda Liu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Yuhang Long
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Hui Zhao
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Xialu Bai
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Zhanjun Zhang
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Zaizhu Han
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Li Liu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Taomei Guo
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Baoguo Chen
- Beijing Key Laboratory of Applied Experimental Psychology, School of Psychology, Beijing Normal University, Beijing, 100875, China
| | - Guosheng Ding
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China
| | - Chunming Lu
- State Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing, 100875, China.,IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing, 100875, China
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Funane T, Numata T, Sato H, Hiraizumi S, Hasegawa Y, Kuwabara H, Hasegawa K, Kiguchi M. Rearrangeable and exchangeable optical module with system-on-chip for wearable functional near-infrared spectroscopy system. NEUROPHOTONICS 2018; 5:011007. [PMID: 28924567 PMCID: PMC5591581 DOI: 10.1117/1.nph.5.1.011007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2017] [Accepted: 08/14/2017] [Indexed: 05/04/2023]
Abstract
We developed a system-on-chip (SoC)-incorporated light-emitting diode (LED) and avalanche photodiode (APD) modules to improve the usability and flexibility of a fiberless wearable functional near-infrared spectroscopy (fNIRS) system. The SoC has a microprocessing unit and programmable circuits. The time division method and the lock-in method were used for separately detecting signals from different positions and signals of different wavelengths, respectively. Each module autonomously works for this time-divided-lock-in measurement with a high sensitivity for haired regions. By supplying [Formula: see text] of power and base and data clocks, the LED module emits both 730- and 855-nm wavelengths of light, amplitudes of which are modulated in each lock-in frequency generated from the base clock, and the APD module provides the lock-in detected signals synchronizing with the data clock. The SoC provided many functions, including automatic-power-control of the LED, automatic judgment of detected power level, and automatic-gain-control of the programmable gain amplifier. The number and the arrangement of modules can be adaptively changed by connecting this exchangeable modules in a daisy chain and setting the parameters dependent on the probing position. Therefore, users can configure a variety of arrangements (single- or multidistance combinations) of them with this module-based system.
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Affiliation(s)
- Tsukasa Funane
- Hitachi, Ltd., Research & Development Group, Center for Exploratory Research, Hatoyama, Saitama, Japan
- Address all correspondence to: Tsukasa Funane, E-mail:
| | - Takashi Numata
- Hitachi, Ltd., Research & Development Group, Center for Exploratory Research, Hatoyama, Saitama, Japan
| | - Hiroki Sato
- Hitachi, Ltd., Research & Development Group, Center for Exploratory Research, Hatoyama, Saitama, Japan
| | | | | | | | | | - Masashi Kiguchi
- Hitachi, Ltd., Research & Development Group, Center for Exploratory Research, Hatoyama, Saitama, Japan
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