scholarly journals Improving Social Interactive Learning through Dual Brain Stimulation

2019 ◽  
Author(s):  
Yafeng Pan ◽  
Giacomo Novembre ◽  
Bei Song ◽  
Yi Zhu ◽  
Yi Hu
Keyword(s):  
Social Behavior ◽  
Social Learning ◽  
Brain Stimulation ◽  
Information Transfer ◽  
Brain Research ◽  
Interactive Learning ◽  
Body Movement ◽  
Learning Task ◽  
Brain Regions ◽  
Learning Performance

AbstractSocial 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.

scholarly journals Dual brain stimulation enhances interpersonal learning through spontaneous movement synchrony

2020 ◽  
Author(s):  
Yafeng Pan ◽  
Giacomo Novembre ◽  
Bei Song ◽  
Yi Zhu ◽  
Yi Hu
Keyword(s):  
Brain Stimulation ◽  
Information Transfer ◽  
Interactive Learning ◽  
Brain Activity ◽  
Body Movement ◽  
Learning Task ◽  
Brain Regions ◽  
Learning Performance ◽  
Spontaneous Movement ◽  
Movement Synchrony

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.

scholarly journals Social and asocial learning in zebrafish are encoded by a shared brain network that is differentially modulated by local activation

2021 ◽  
Author(s):  
Julia Pinho ◽  
Vincent T. Cunliffe ◽  
Giovanni Petri ◽  
Rui Oliveira
Keyword(s):  
Social Learning ◽  
Brain Activity ◽  
Group Living ◽  
Brain Regions ◽  
Brain Network ◽  
Early Gene ◽  
Learning Performance ◽  
Social Stimulus ◽  
Visual Response ◽  
Learning Module

Group living animals can use social and asocial cues to predict the presence of a reward or a punishment in the environment through associative learning. The degree to which social and asocial learning share the same mechanisms is still a matter of debate, and, so far, studies investigating the neuronal basis of these two types of learning are scarce and have been restricted to primates, including humans, and rodents. Here we have used a Pavlovian fear conditioning paradigm in which a social (fish image) or an asocial (circle image) conditioned stimulus (CS) have been paired with an unconditioned stimulus (US=food), and we have used the expression of the immediate early gene c-fos to map the neural circuits associated with social and asocial learning. Our results show that the learning performance is similar with social (fish image) and asocial (circle image) CSs. However, the brain regions involved in each learning type are distinct. Social learning is associated with an increased expression of c-fos in olfactory bulbs, ventral zone of ventral telencephalic area, ventral habenula and ventromedial thalamus, whereas asocial learning is associated with a decreased expression of c-fos in dorsal habenula and anterior tubercular nucleus. Using egonetworks, we further show that each learning type has an associated pattern of functional connectivity across brain regions. Moreover, a community analysis of the network data reveals four segregated functional submodules, which seem to be associated with different cognitive functions involved in the learning tasks: a generalized attention module, a visual response module, a social stimulus integration module and a learning module. Together, these results suggest that, although there are localized differences in brain activity between social and asocial learning, the two learning types share a common learning module and social learning also recruits a specific social stimulus integration module. Therefore, our results support the occurrence of a common general-purpose learning module, that is differentially modulated by localized activation in social and asocial learning.

scholarly journals Grumpy Dogs Are Smart Learners—The Association between Dog–Owner Relationship and Dogs’ Performance in a Social Learning Task

Animals ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 961
Author(s):  
Péter Pongrácz ◽  
Gabriella Rieger ◽  
Kata Vékony
Keyword(s):  
Social Learning ◽  
Social Dynamics ◽  
Learning Task ◽  
Individual Variability ◽  
Learning Performance ◽  
Control Group ◽  
Human Relationship ◽  
Problem Behaviours ◽  
Integral Role ◽  
The Individual

We investigated how dog–owner relationship–with a focus on possible behavioural problems–might associate with the individual variability in dogs’ social learning performance. Dog owners first completed a questionnaire about their relationship with their dogs (N = 98). Then, dogs were tested in a detour test: a control group without demonstration, a group where the owner demonstrated the task and another group where the experimenter demonstrated the task. Finally, the dogs participated in two behaviour tests measuring their tractability and possessiveness. The two principal components from the questionnaire (called “overactive” and “irritable”) did not show significant association with dogs’ detour performance in the control group. “irritable” dogs performed better in the unfamiliar demonstrator group. These more persistent, goal-oriented dogs also looked back less at their owners during the detour. In the individual problem-solving context, the factor “overactive” had a similar effect on looking back at the owner, suggesting that the items of this component primarily are not connected to the dog–human relationship. Our results indicate that dog–human relationship has an integral role in the complex social behaviour of dogs, which warrants for the need of further empirical testing of the associations between social dynamics in dogs and their relationship with humans, including problem behaviours.

scholarly journals Attention and reinforcement learning in Parkinson’s disease

2020 ◽  
Author(s):  
Brónagh McCoy ◽  
Rebecca P. Lawson ◽  
Jan Theeuwes
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Reinforcement Learning ◽  
Interactive Effect ◽  
Learning Task ◽  
Brain Regions ◽  
Learning Performance ◽  
Activation Patterns ◽  
Probabilistic Classification ◽  
Dorsolateral Prefrontal

ABSTRACTDopamine is known to be involved in several important cognitive processes, most notably in learning from rewards and in the ability to attend to task-relevant aspects of the environment. Both of these features of dopaminergic signalling have been studied separately in research involving Parkinson’s disease (PD) patients, who exhibit diminished levels of dopamine. Here, we tie together some of the commonalities in the effects of dopamine on these aspects of cognition by having PD patients (ON and OFF dopaminergic medication) and healthy controls (HCs) perform two tasks that probe these processes. Within-patient behavioural measures of distractibility, from an attentional capture task, and learning performance, from a probabilistic classification reinforcement learning task, were included in one model to assess the role of distractibility during learning. Dopamine medication state and distractibility level were found to have an interactive effect on learning performance; less distractibility in PD ON was associated with higher accuracy during learning, and this was altered in PD OFF. Functional magnetic resonance imaging (fMRI) data acquired during the learning task furthermore allowed us to assess multivariate patterns of positive and negative outcomes in fronto-striatal and visual brain regions involved in both learning processes and the executive control of attention. Here, we demonstrate that while PD ON show a clearer distinction between outcomes than OFF in dorsolateral prefrontal cortex (DLPFC) and putamen, PD OFF show better distinction of activation patterns in visual regions that respond to the stimuli presented during the task. These results demonstrate that dopamine plays a key role in modulating the interaction between attention and learning at the level of both behaviour and activation patterns in the brain.

scholarly journals Effects of levodopa on cognition in healthy volunteers: implications for Parkinson’s disease

2015 ◽  
Vol 42 (S1) ◽  
pp. S17-S17
Author(s):  
A Vo ◽  
KN Seergobin ◽  
S Jiang ◽  
PA MacDonald
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Treatment Strategies ◽  
Critical Factor ◽  
Learning Task ◽  
Brain Regions ◽  
Healthy Adults ◽  
Learning Performance ◽  
Task Completion ◽  
Endogenous Dopamine

Background: Cognitive impairments are now recognized in Parkinson’s disease. Some of these deficits owe to disease pathology itself whereas others are due to paradoxical effects of dopaminergic medications, such as levodopa. The dopamine overdose hypothesis proposes that dissimilar effects of medication on cognition depend on baseline endogenous dopamine levels in underlying brain regions. We sought to directly test this prevalent theory. Methods: We tested healthy adults, who presumably have optimal endogenous dopamine levels, in two sessions. Participants received 100/25 mg of levodopa/carbidopa in one session and an equal volume of placebo in the other. During each session, participants completed a probabilistic reversal learning task. The number of trials to task completion was used as a behavioural proxy of learning performance. Results: A paired t-test covaried with drug-placebo order revealed that healthy adults learned more poorly on levodopa compared to placebo. Conclusions: Our findings suggest that baseline endogenous dopamine levels are a critical factor determining the effects of dopaminergic medications on cognition, independent of Parkinson’s disease pathology. Partitioning which cognitive functions are helped versus hindered by medication and improving our understanding of the underlying psychopharmacology of these effects is important for improving treatment strategies in Parkinson’s disease.

scholarly journals Spectral analysis of body movement during deep brain stimulation in Parkinson’s disease

2021 ◽  
Author(s):  
Mitesh Patel ◽  
Maria H. Nilsson ◽  
Stig Rehncrona ◽  
Fredrik Tjernström ◽  
Måns Magnusson ◽  
...  
Keyword(s):  
Parkinson’S Disease ◽  
Parkinson's Disease ◽  
Spectral Analysis ◽  
Deep Brain Stimulation ◽  
Brain Stimulation ◽  
Body Movement ◽  
Deep Brain

scholarly journals No sex differences in learning in wild bumblebees

2021 ◽  
Author(s):  
Felicity Muth ◽  
Amber D Tripodi ◽  
Rene Bonilla ◽  
James P Strange ◽  
Anne S Leonard
Keyword(s):  
Sex Differences ◽  
Associative Learning ◽  
Sierra Nevada ◽  
Comparative Cognition ◽  
Natural Populations ◽  
Interspecific Variation ◽  
Learning Task ◽  
Learning Ability ◽  
Learning Performance ◽  
Males And Females

Abstract Females and males often face different sources of selection, resulting in dimorphism in morphological, physiological, and even cognitive traits. Sex differences are often studied in respect to spatial cognition, yet the different ecological roles of males and females might shape cognition in multiple ways. For example, in dietary generalist bumblebees (Bombus), the ability to learn associations is critical to female workers, who face informationally rich foraging scenarios as they collect nectar and pollen from thousands of flowers over a period of weeks to months to feed the colony. While male bumblebees likely need to learn associations as well, they only forage for themselves while searching for potential mates. It is thus less clear whether foraging males would benefit from the same associative learning performance as foraging females. In this system, as in others, cognitive performance is typically studied in lab-reared animals under captive conditions, which may not be representative of patterns in the wild. In the first test of sex and species differences in cognition using wild bumblebees, we compared the performance of Bombus vancouverensis nearcticus (formerly bifarius) and Bombus vosnesenskii of both sexes on an associative learning task at Sierra Nevada (CA) field sites. Across both species, we found that males and females did not differ in their ability to learn, although males were slower to respond to the sucrose reward. These results offer the first evidence from natural populations that male bumblebees may be equally as able to learn associations as females, supporting findings from captive colonies of commercial bees. The observed interspecific variation in learning ability opens the door to using the Bombus system to test hypotheses about comparative cognition.

scholarly journals What Happened to Mirror Neurons?

2021 ◽  
pp. 174569162199063
Author(s):  
Cecilia Heyes ◽  
Caroline Catmur
Keyword(s):  
Speech Perception ◽  
Motor Learning ◽  
Brain Stimulation ◽  
Mirror Neurons ◽  
Body Movement ◽  
Mirror Neuron ◽  
Causal Role ◽  
Action Understanding ◽  
Brain Areas ◽  
Visual Motor

Ten years ago, Perspectives in Psychological Science published the Mirror Neuron Forum, in which authors debated the role of mirror neurons in action understanding, speech, imitation, and autism and asked whether mirror neurons are acquired through visual-motor learning. Subsequent research on these themes has made significant advances, which should encourage further, more systematic research. For action understanding, multivoxel pattern analysis, patient studies, and brain stimulation suggest that mirror-neuron brain areas contribute to low-level processing of observed actions (e.g., distinguishing types of grip) but not to high-level action interpretation (e.g., inferring actors’ intentions). In the area of speech perception, although it remains unclear whether mirror neurons play a specific, causal role in speech perception, there is compelling evidence for the involvement of the motor system in the discrimination of speech in perceptually noisy conditions. For imitation, there is strong evidence from patient, brain-stimulation, and brain-imaging studies that mirror-neuron brain areas play a causal role in copying of body movement topography. In the area of autism, studies using behavioral and neurological measures have tried and failed to find evidence supporting the “broken-mirror theory” of autism. Furthermore, research on the origin of mirror neurons has confirmed the importance of domain-general visual-motor associative learning rather than canalized visual-motor learning, or motor learning alone.

scholarly journals Deep brain stimulation of the subthalamic nucleus reestablishes neuronal information transmission in the 6-OHDA rat model of parkinsonism

2014 ◽  
Vol 111 (10) ◽  
pp. 1949-1959 ◽  
Author(s):  
Alan D. Dorval ◽  
Warren M. Grill
Keyword(s):  
Deep Brain Stimulation ◽  
Basal Ganglia ◽  
Information Transmission ◽  
Brain Stimulation ◽  
Rat Model ◽  
Information Transfer ◽  
Firing Pattern ◽  
Signal Propagation ◽  
Neuronal Firing ◽  
Deep Brain

Pathophysiological activity of basal ganglia neurons accompanies the motor symptoms of Parkinson's disease. High-frequency (>90 Hz) deep brain stimulation (DBS) reduces parkinsonian symptoms, but the mechanisms remain unclear. We hypothesize that parkinsonism-associated electrophysiological changes constitute an increase in neuronal firing pattern disorder and a concomitant decrease in information transmission through the ventral basal ganglia, and that effective DBS alleviates symptoms by decreasing neuronal disorder while simultaneously increasing information transfer through the same regions. We tested these hypotheses in the freely behaving, 6-hydroxydopamine-lesioned rat model of hemiparkinsonism. Following the onset of parkinsonism, mean neuronal firing rates were unchanged, despite a significant increase in firing pattern disorder (i.e., neuronal entropy), in both the globus pallidus and substantia nigra pars reticulata. This increase in neuronal entropy was reversed by symptom-alleviating DBS. Whereas increases in signal entropy are most commonly indicative of similar increases in information transmission, directed information through both regions was substantially reduced (>70%) following the onset of parkinsonism. Again, this decrease in information transmission was partially reversed by DBS. Together, these results suggest that the parkinsonian basal ganglia are rife with entropic activity and incapable of functional information transmission. Furthermore, they indicate that symptom-alleviating DBS works by lowering the entropic noise floor, enabling more information-rich signal propagation. In this view, the symptoms of parkinsonism may be more a default mode, normally overridden by healthy basal ganglia information. When that information is abolished by parkinsonian pathophysiology, hypokinetic symptoms emerge.

Copy the In-group: Group Membership Trumps Perceived Reliability, Warmth, and Competence in a Social-Learning Task

2021 ◽  
pp. 095679762110322
Author(s):  
Marcel Montrey ◽  
Thomas R. Shultz
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Learning Strategy ◽  
Group Membership ◽  
Social Groups ◽  
Learning Task ◽  
Minimal Group Paradigm ◽  
Learning Game ◽  
Group Members ◽  
Cumulative Cultural Evolution

Surprisingly little is known about how social groups influence social learning. Although several studies have shown that people prefer to copy in-group members, these studies have failed to resolve whether group membership genuinely affects who is copied or whether group membership merely correlates with other known factors, such as similarity and familiarity. Using the minimal-group paradigm, we disentangled these effects in an online social-learning game. In a sample of 540 adults, we found a robust in-group-copying bias that (a) was bolstered by a preference for observing in-group members; (b) overrode perceived reliability, warmth, and competence; (c) grew stronger when social information was scarce; and (d) even caused cultural divergence between intermixed groups. These results suggest that people genuinely employ a copy-the-in-group social-learning strategy, which could help explain how inefficient behaviors spread through social learning and how humans maintain the cultural diversity needed for cumulative cultural evolution.

Sign in / Sign up

Export Citation Format

Share Document