Computational EEG Analysis for Hyperscanning and Social Neuroscience

Zhang, Dan

doi:10.1007/978-981-13-0908-3_10

Cited by 13 publications

(11 citation statements)

References 67 publications

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“…Performing such an event-related analysis is challenging for real-classroom data, in which the definition of one event is difficult or even impossible. The emerging inter-brain analysis approach may be a promising candidate to resolve this issue [30][31][32][33] . Instead of defining events, the inter-brain approach identifies the neural correlates of interest by investigating the inter-brain neural coupling among the people who receive the same complex stimuli [34][35][36] or are involved in the same interacting scenarios [37][38][39] .…”

Section: Introductionmentioning

confidence: 99%

Inter-brain coupling reflects disciplinary differences in real-world classroom learning

Chen

Qian

Gao

et al. 2022

Preprint

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While it is widely acknowledged that different disciplines are associated with distinct characteristics that would require different learning strategies and approaches, how the disciplinary differences are manifested in students' daily learning process remain largely underexplored. The present study investigated the disciplinary differences from the framework of hard and soft disciplines, by recording thirty-four high-school students' EEGs simultaneously in real-classroom settings during their regular Chinese (a soft discipline) and Math (a hard discipline) courses across a whole semester. Inter-brain coupling analysis was conducted to identify the neural correlates of successful learning for different disciplines. One's theta-band inter-brain coupling to all their classmates during both the Chinese and the Math sessions was found to be positively correlated with their final exam scores of Math, while one's alpha-band inter-brain coupling to their excellent peers was positively correlated with their final exam scores of Chinese. These results demonstrated the value of inter-brain coupling for reflecting students' learning outcomes for both hard and soft disciplines and highlighted excellent peers as a good candidate to represent a successful learning process for soft disciplines. Our findings provided a piece of neuroscience evidence towards the understanding of disciplinary differences during real-world classroom learning.

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Section: Introductionmentioning

confidence: 99%

Inter-brain coupling reflects disciplinary differences in real-world classroom learning

Chen

Qian

Gao

et al. 2022

Preprint

Self Cite

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“…In the last several years, hyperscanning techniques have expanded the field of social neuroscience and are yielding new insights into the neurodynamics that underlie interpersonal interaction (for reviews, see Babiloni and Astolfi, 2014; Liu et al, 2018; Wang et al, 2018; Zhang, 2018). By recording brain activity from two or more participants simultaneously using electroencephalography (EEG), near infrared spectroscopy (NIRS), or functional magnetic resonance imaging (fMRI), hyperscanning allows researchers to examine hyperbrain functional networks, which include the functional connectivity within the brain of each participant (intra-brain connectivity) as well as the functional connectivity between the brains of two or more participants (inter-brain connectivity).…”

Section: Introductionmentioning

confidence: 99%

Hyperscanning of Interactive Juggling: Expertise Influence on Source Level Functional Connectivity

Stone

Tamburro

Filho

et al. 2019

Front. Hum. Neurosci.

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Hyperscanning studies, wherein brain activity is recorded from multiple participants simultaneously, offer an opportunity to investigate interpersonal dynamics during interactive tasks at the neurophysiological level. In this study, we employed a dyadic juggling paradigm and electroencephalography (EEG) hyperscanning to evaluate functional connectivity between EEG sources within and between jugglers’ brains during individual and interactive juggling. We applied graph theoretical measures to identify significant differences in functional connectivity between the individual and interactive juggling conditions. Connectivity was measured in multiple juggler pairs with various skill levels where dyads were either skill-level matched or skill-level unmatched. We observed that global efficiency was reduced during paired juggling for less skilled jugglers and increased for more skilled jugglers. When jugglers were skill-level matched, additional reductions were found in the mean clustering coefficient and small-world topology during interactive juggling. A significant difference in hemispheric brain lateralization was detected between skill-level matched and skill-level unmatched jugglers during interactive juggling: matched jugglers had an increased right hemisphere lateralization while unmatched jugglers had an increased left hemisphere lateralization. These results reveal multiple differences in functional brain networks during individual and interactive juggling and suggest that similarities and disparities in individual skills can impact inter-brain dynamics in the performance and learning of motor tasks.

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“…Another method to measure brain‐to‐brain synchronization with dual‐EEG is phase synchronization of neural oscillations (i.e., the interpersonal synchronization of oscillatory signatures). This is based on a specific hypothesis that, like intrabrain synchronization (Fries, 2005), interbrain interactions are governed by specific brain waves (frequency) operating “in‐sync” (see example 3, Box 1 and Zhang, 2018). In the example, a dominant brain wave of the infant follows the brain wave of the mother (or vice versa) at a specific lag (Box 1).…”

Section: Dual‐eeg Analysis Techniquesmentioning

confidence: 99%

In sync with your child: The potential of parent–child electroencephalography in developmental research

Turk

Vroomen

Fonken

et al. 2022

Developmental Psychobiology

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Healthy interaction between parent and child is foundational for the child's socioemotional development. Recently, an innovative paradigm shift in electroencephalography (EEG) research has enabled the simultaneous measurement of neural activity in caregiver and child. This dual-EEG or hyperscanning approach, termed parent-child dual-EEG, combines the strength of both behavioral observations and EEG methods.In this review, we aim to inform on the potential of dual-EEG in parents and children (0-6 years) for developmental researchers. We first provide a general overview of the dual-EEG technique and continue by reviewing the first empirical work on the emerging field of parent-child dual-EEG, discussing the limited but fascinating findings on parent-child brain-to-behavior and brain-to-brain synchrony. We then continue by providing an overview of dual-EEG analysis techniques, including the technical challenges and solutions one may encounter. We finish by discussing the potential of parent-child dual-EEG for the future of developmental research. The analysis of multiple EEG data is technical and challenging, but when performed well, parent-child EEG may transform the way we understand how caregiver and child connect on a neurobiological level. Importantly, studying objective physiological measures of parent-child interactions could lead to the identification of novel brain-to-brain synchrony markers of interaction quality.

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Computational EEG Analysis for Hyperscanning and Social Neuroscience

Cited by 13 publications

References 67 publications

Inter-brain coupling reflects disciplinary differences in real-world classroom learning

Inter-brain coupling reflects disciplinary differences in real-world classroom learning

Hyperscanning of Interactive Juggling: Expertise Influence on Source Level Functional Connectivity

In sync with your child: The potential of parent–child electroencephalography in developmental research

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