Biology subjects

Dikker, S.

Publications and source records attributed to Dikker, S..

7 recordsLinked to original sources

bioRxiv2025

Promoting social connectedness through multi-person neurofeedback

Humans are inherently driven to build meaningful relationships, but attempts to socially connect with others are not always successful. This study investigates whether social connectedness can be improved by intentionally regulating inter-brain coupling, a neural correlate of successful social interactions. Using a multi-person neurofeedback system (i.e., a multi-brain computer interface), we showed dyads real-time visualizations of the extent to which their brainwaves (EEG signals) were "in sync". Our results showed that, compared to a sham control group, dyads who received multi-brain neurofeedback exhibited an increase in inter-brain coupling, and, critically, that this increase was associated with a higher sense of social connectedness. A chain mediation analysis suggested that this experience of enhanced social connectedness may have been driven by a sense of joint control and shared intentionality. Together, our findings showcase the potential for regulating inter-brain coupling to optimize human social relationships and behaviors.

neuroscience↗

bioRxiv2021

Making BrainWaves: Portable Brain Technologies in Biology Education

Neuroscience is one of the fastest growing STEM fields, yet its presence in K-12 science education is very limited, partially due to the lack of accessible teaching materials and tools. Here, we describe a new high school neuroscience curriculum ("BrainWaves"), where students utilize recent advances in low-cost, portable Electroencephalography (EEG) technology to investigate their own brain activity. This semester-long curriculum is supported by science mentors and an educational application that guides students through the process of recording and analyzing their own brain activity. Evaluation data collected in 5 public New York City schools in 2018/19 indicate significant positive shifts in content knowledge and self-efficacy among students who participated in BrainWaves compared to students in other courses of the same teacher. The quantitative findings are supported by interviews, where students reported increased appreciation for neuroscience and college readiness and discussed the benefits of collaborating with scientists and using portable brain technology in classrooms.

scientific communication and education↗

bioRxiv2021

Trait mindfulness predicts inter-brain coupling during naturalistic face-to-face interactions

In recent years, the benefits of practicing mindfulness have raised much public and academic interest. Mindfulness emphasizes cultivating awareness of our immediate experience, and has been associated with compassion, empathy and various other prosocial traits. However, experimental evidence pertaining to its prosocial benefits in social settings is lacking. In this study, we investigate neural correlates of trait mindfulness during naturalistic dyadic interactions, using both individual brain and inter-brain coupling measures. We used the Muse headset, a portable electroencephalogram (EEG) device, to record participants brain activity during a [~]10 minutes naturalistic dyadic interaction (N = 62) in an interactive art setting. They further completed the Mindful Attention Awareness Scale (MAAS) and the Interpersonal Reactivity Index (IRI). This allowed us to ask whether inter-brain coupling during naturalistic interactions can be predicted by dyads affective traits and trait mindfulness, respectively. First, we failed replicating prior laboratory-based findings with respect to individual brain responses as they relate to mindfulness. Trait mindfulness did, however, predict inter-brain coupling within dyads, in theta ([~]5-8 Hz, p < 0.001) and beta frequencies ([~]26-27Hz, p < 0.001). Finally, we found a negative correlation between personal distress and trait mindfulness (t(475) = -5.493, p < 0.001). These findings underscore the importance of conducting social neuroscience research in ecological settings and enrich our understanding of multi-brain neural correlates of mindfulness during social interaction, while raising critical practical considerations regarding the viability of commercially available EEG systems.

neuroscience↗

bioRxiv2021

Verbally mediated cooperation is consistently associated with inter-brain synchrony in frontal and temporoparietal areas: A mini-review and meta-analysis

Single-brain neuroimaging studies have shown that human cooperation is associated with neural activity in frontal and temporoparietal regions. However, it remains unclear whether single-brain studies are informative about cooperation in real life, where people interact dynamically. Such dynamic interactions have become the focus of inter-brain studies. An advantageous technique in this regard is functional near-infrared spectroscopy (fNIRS) because it is less susceptible to movement artifacts than more conventional techniques like EEG or fMRI. We conducted a systematic review and the first quantitative meta-analysis of fNIRS hyperscanning of cooperation, based on thirteen studies with 890 participants. Overall, the meta-analysis revealed evidence of statistically significant inter-brain synchrony while people were cooperating, with large overall effect sizes in both frontal and temporoparietal areas. All thirteen studies observed significant inter-brain synchrony in the prefrontal cortex (PFC), suggesting that this region is particularly relevant for cooperative behavior. The consistency in these findings is unlikely to be due to task-related activations, given that the relevant studies used diverse cooperation tasks. Together, the present findings support the importance of inter-brain synchronization of frontal and temporoparietal regions in interpersonal cooperation. Moreover, the present article highlights the usefulness of meta-analyses as a tool for discerning patterns in inter-brain dynamics.

neuroscience↗

bioRxiv2019

Crowdsourcing neuroscience: inter-brain coupling during face-to-face interactions outside the laboratory

When we feel connected or engaged during social behavior, are our brains in fact "in sync" in a formal, quantifiable sense? Most studies addressing this question use highly controlled tasks with homogenous subject pools. In an effort to take a more naturalistic approach, we collaborated with art institutions to crowd-source neuroscience data: Over the course of 5 years, we collected electroencephalogram (EEG) data from thousands of museum and festival visitors who volunteered to engage in a 10-minute face-to-face interaction. Pairs of participants with various levels of familiarity sat inside the Mutual Wave Machine--an art/science neurofeedback installation that uses Brain-Computer Interface technology (BCI) to translate real-time correlations of each pairs EEG activity into light patterns. Because such inter-participant EEG correlations are prone to noise contamination, in subsequent offline analyses we computed inter-brain synchrony using Imaginary Coherence and Projected Power Correlations, two synchrony metrics that are largely immune to instantaneous, noise-driven correlations. When applying these methods to two subsets of recorded data with the most consistent protocols, we found that pairs trait empathy, social closeness, engagement, and social behavior (joint action and eye contact) consistently predicted the extent to which their brain activity became synchronized, most prominently in low alpha ([~]7-10 Hz) and beta ([~]20-22 Hz) oscillations. These findings support an account where shared engagement and joint action drive coupled neural activity and behavior during dynamic, naturalistic social interactions. To our knowledge, this work constitutes a first demonstration that an interdisciplinary, real-world, crowdsourcing neuroscience approach may provide a promising method to collect large, rich datasets pertaining to real-life face-to-face interactions. Additionally, it is a demonstration of how the general public can participate and engage in the scientific process outside of the laboratory. Institutions such as museums, galleries, or any other organization where the public actively engages out of self-motivation, can help facilitate this type of citizen science research, and support the collection of large datasets under scientifically controlled experimental conditions. To further enhance the public interest for the out-of-the-lab experimental approach, the data and results of this study are disseminated through a website tailored to the general public (wp.nyu.edu/mutualwavemachine).

neuroscience↗

bioRxiv2019

Brain-to-brain coupling between instructors and learners discriminates between instructional approaches and predicts learning

The neural mechanisms that support naturalistic learning via effective pedagogical approaches remain elusive. Here we use functional near-infrared spectroscopy to measure brain activity from instructor-learner dyads simultaneously during dynamic conceptual learning. We report that brain-to-brain coupling is correlated with learning outcomes, and, crucially, appears to be driven by specific scaffolding behaviors on the part of the instructors (e.g., asking guiding questions or providing hints). Brain-to-brain coupling enhancement is absent when instructors use an explanation approach (e.g., providing definitions or clarifications). Finally, we find that machine-learning techniques are more successful when decoding instructional approaches (scaffolding vs. explanation) from brain-to-brain coupling data than when using a single-brain method. These findings suggest that brain-to-brain coupling as a pedagogically relevant measure tracks the naturalistic instructional process during instructor-learner interaction throughout constructive engagement, but not information clarification.

neuroscience↗

bioRxiv2019

Brain-to-brain synchrony predicts long-term memory retention more accurately than individual brain measures

Little is known about the brain mechanisms that underpin how humans learn while interacting with one another in ecologically-valid environments (1-3). This is because cognitive neuroscientists typically measure one participant at a time in a highly constrained environment (e.g., inside a brain scanner). In the past few years, researchers have begun comparing brain responses across individuals (4-6) demonstrating that brain-to-brain synchrony can predict subsequent memory retention (7-9). Yet previous research has been constrained to non-interacting individuals. Surprisingly, the one study that was conducted in a group setting found that brain synchrony between students in a classroom predicted how engaged the students were, but not how much information they retained (10). This is unexpected because brain-to-brain synchrony is hypothesized to be driven, at least partially, by shared attention (11, 12), and shared attention has been shown to affect subsequent memory (13). Here we used EEG to simultaneously record brain activity from groups of four students and a teacher in a simulated classroom to investigate whether brain-to-brain synchrony, both between students and between the students and the teacher, can predict learning outcomes (Fig. 1A). We found that brain-to-brain synchrony in the Alpha band (8-12Hz) predicted students delayed memory retention. Further, moment-to-moment variation in alpha-band brain-to-brain synchrony discriminated between content that was retained or forgotten. Whereas student-to-student brain synchrony best predicted delayed memory retention at a zero time lag, student-to-teacher brain synchrony best predicted memory retention when adjusting for a [~]200 millisecond lag in the students brain activity relative to the teachers brain activity. These findings provide key new evidence for the importance of brain data collected simultaneously from groups of individuals in ecologically-valid settings.\n\nO_FIG O_LINKSMALLFIG WIDTH=200 HEIGHT=173 SRC=\"FIGDIR/small/644047v2_fig1.gif\" ALT=\"Figure 1\">\nView larger version (43K):\norg.highwire.dtl.DTLVardef@21b335org.highwire.dtl.DTLVardef@7c9823org.highwire.dtl.DTLVardef@1e84b1dorg.highwire.dtl.DTLVardef@19b6f55_HPS_FORMAT_FIGEXP M_FIG O_FLOATNOFigure 1.C_FLOATNO Experimental setup and timeline. (A) Four students and a teacher were concurrently measured with EEG during a science lesson; (B) The lesson comprised four mini-lectures, each followed by a post-test. Pre-test and delayed post-tests were administered one week prior to and one week following the EEG recording session.\n\nC_FIG HighlightsO_LIElectroencephalogram (EEG) was concurrently recorded in a simulated classroom from groups of four students and a teacher.\nC_LIO_LIAlpha-band (8-12Hz) brain-to-brain synchrony predicted students performance in a delayed post-test.\nC_LIO_LIMoment-to-moment variation in alpha-band brain-to-brain synchrony indicated what specific information was retained by students.\nC_LIO_LIWhereas student-to-student brain synchrony best predicted learning at a zero time lag, student-to-teacher brain synchrony best predicted learning when adjusting for a [~]200 millisecond lag in the students brain activity relative to the teachers brain activity.\nC_LI

neuroscience↗