Synchronous brain activity during cooperative exchange depends on gender of partner: A fNIRS‐based hyperscanning study

Abstract

Previous studies have shown that brain activity between partners is synchronized during cooperative exchange. Whether this neural synchronization depends on the gender of partner (i.e., opposite or same to the participant) is open to be explored. In current study, we used functional near-infrared spectroscopy (fNIRS) based hyperscanning to study cooperation in a two-person game (female-female, female-male, and male-male) while assaying brain-to-brain interactions. Cooperation was greater in male-male pairs than in female-female pairs, with intermediate cooperation levels for female-male pairs. More importantly, in dyads with partners with opposite gender (female-male pairs), we found significant task-related cross-brain coherence in frontal regions (i.e., frontopolar cortex, orbitofrontal cortex, and left dorsolateral prefrontal cortex) whereas the cooperation in same gender dyads (female-female pairs and male-male pairs) was not associated with such synchronization. Moreover, the changes of such interbrain coherence across task blocks were significantly correlated with change in degree of cooperation only in mixed-sex dyads. These findings suggested that different neural processes underlie cooperation between mixed-sex and same-sex dyadic interactions.

Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

“…Although several studies have already reported a PFC activity in the right and/or left hemisphere during two-person interaction tasks (Funane et al, 2011; Cui et al, 2012; Holper et al, 2012, 2013; Cheng et al, 2015), the laterality of the PFC in social interaction remains to be clarified. Differences between tasks per se might partly contribute to the laterality of PFC activity observed during social interaction.…”

“…As previously described, teaching is a dynamic phenomenon that changes according to the feedback given and information transferred between teacher and student (Watanabe, 2013; Strauss et al, 2014). The PFC is of particular interest since it plays a significant role in social interaction (Sanger et al, 2011; Scholkmann et al, 2013; Liu and Pelowski, 2014; Cheng et al, 2015). Therefore, the observed changes in the PFC activity for student–teacher pairs may represent a reduced demand for social interaction following successful teaching–learning tasks.…”

“…The PFC is of particular interest due to its role in social cognitive interaction (Sanger et al, 2011; Scholkmann et al, 2013; Liu and Pelowski, 2014; Cheng et al, 2015). Therefore, we hypothesized that activity in the PFC in both teacher and student would change synchronously according to the teaching–learning state.…”

Steady Beat Sound Facilitates both Coordinated Group Walking and Inter-Subject Neural Synchrony

“…Furthermore, INS reportedly increased when two subjects more successfully interacted in the button-press task (Funane et al, 2011; Cui et al, 2012). Similarly, degree of relative successfulness of cooperative button-pressing by two subjects was reported to be associated with an increase/decrease in INS (Cheng et al, 2015). From these findings, brain-to-brain coupling is assumed to be caused by successful modeling, which is a learning process by observing behavior of the others, and prediction of the mental or physical states of peers during social interaction tasks.…”

“…The frontopolar region showed higher activity during cooperative button-pressing compared to other prefrontal parts (Funane et al, 2011). Furthermore, significant INS related to the button-press task was observed in the frontopolar region; INS derived from the frontopolar region tended to increase with increasing task performance (Cheng et al, 2015). …”