Goal-Directed Movement Enhances Body Representation Updating

Wen, Wen; Muramatsu, Katsutoshi; Hamasaki, Shunsuke; An, Qi; Yamakawa, Hiroshi; Tamura, Yusuke; Yamashita, Atsushi; Asama, Hajime

doi:10.3389/fnhum.2016.00329

Cited by 24 publications

(24 citation statements)

References 44 publications

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“…Thus, this analysis addressed spontaneous, as opposed to intentional (i.e. goal directed, Wen et al., 2016 ), body movement, which is meant to be a functionally distinct cognitive and neurobiological process ( Nusseck and Wanderley, 2009 ; Keller, 2014 ).…”

Section: Discussionmentioning

confidence: 99%

Dual brain stimulation enhances interpersonal learning through spontaneous movement synchrony

Pan

Novembre

Song

et al. 2020

Social Cognitive and Affective Neuroscience

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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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Section: Discussionmentioning

confidence: 99%

Dual brain stimulation enhances interpersonal learning through spontaneous movement synchrony

Pan

Novembre

Song

et al. 2020

Social Cognitive and Affective Neuroscience

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“…A second limitation of the current study is that tactile stimulation in the stroking condition may be considered as an action effect that is known to enhance agency (Choi et al, 2016;Riemer et al, 2019;Wen et al, 2016) and that could strengthen the induced body illusion. However, the repetitive stroking movement was intransitive and no discrete goal or effect was obtained in executing the stroking.…”

Section: Discussionmentioning

confidence: 99%

Availability of synchronous information in an additional sensory modality does not enhance the full body illusion

Swinkels

Veling

Dijksterhuis

et al. 2020

Psychological Research

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The Full body illusion (FBI) is an illusion in which participants experience a change in self-location to a body that is perceived from a third-person perspective. The FBI is usually induced through experimenter generated stroking but can also be induced through self-generated stroking. In four experiments (three preregistered) we compared a self-generated stroking induction condition to a self-generated movement condition, where the only difference between conditions was the presence or absence of touch. We investigated whether the illusion reflects an all-or-nothing phenomenon or whether the illusion is influenced by the availability of synchronous information in an additional sensory modality. As a prerequisite, we investigated whether the FBI can also be induced using just self-generated movement in the absence of synchronous touch. Illusion strength was measured through illusion statements. Participants reported an equally strong illusion for both induction methods in Experiments 1, 2 and 3. In the third experiment, we additionally measured the time of illusion onset. Like the illusion strength measures, the illusion onset times did not differ between the two induction methods. In the fourth experiment participants only completed the self-generated movement condition. Again, they reported the FBI, demonstrating that the findings of Experiments 1, 2 and 3 were not dependent on the presence of a condition that used synchronous touch. Together, these findings confirm the hypothesis that the FBI is an all-or-nothing phenomenon and that adding additional multisensory synchronicity does not help to enhance the strength, onset time or onset probability of the illusion.

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“…Thus, this analysis addressed spontaneous, as opposed to intentional (i.e. goal-directed) (35), body movement, which is meant to be a functionally distinct cognitive and neurobiological process (36,37).…”

Section: Discussionmentioning

confidence: 99%

Improving Social Interactive Learning through Dual Brain Stimulation

Pan

Novembre

Song

et al. 2019

Preprint

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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. A mediation analysis further 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 synchrony is a sufficient condition to improve real-time information transfer between pairs of individuals. SignificanceThe study of social behavior, including but not limited to social learning, is undergoing a paradigm shift moving from single-to multi-person brain research. Yet, nearly all evidence in this area is purely correlational: inter-dependencies between brains' signals are used to predict success in social behavior. For instance, inter-brain synchrony has been shown to be associated with successful communication, cooperation, and joint attention. Here we took a radically different approach. We stimulated two brains simultaneously, hence manipulating inter-brain synchrony, and measured the resulting effect upon behavior in the context of a social learning task.We report that frequency-and phase-specific dual brain stimulation can lead to the emergence of spontaneous synchronized body movement between an instructor and a learner. Remarkably, this can also augment learning performance.

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Goal-Directed Movement Enhances Body Representation Updating

Cited by 24 publications

References 44 publications

Dual brain stimulation enhances interpersonal learning through spontaneous movement synchrony

Dual brain stimulation enhances interpersonal learning through spontaneous movement synchrony

Availability of synchronous information in an additional sensory modality does not enhance the full body illusion

Improving Social Interactive Learning through Dual Brain Stimulation

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