Direct eye contact between two individuals is a salient social behavior known to initiate and promote interpersonal interaction. However, the neural processes that underlie these live interactive behaviors and eye-to-eye contact are not well understood. The Dynamic Neural Coupling Hypothesis presents a general theoretical framework proposing that shared interactive behaviors are represented by cross-brain signal coherence. Using functional near-infrared spectroscopy (fNIRS) adapted for hyper scanning, we tested this hypothesis specifically for neural mechanisms associated with eye-to-eye gaze between human participants compared to similar direct eye-gaze at a dynamic video of a face and predicted that the coherence of neural signals between the two participants during reciprocal eye-to-eye contact would be greater than coherence observed during direct eye-gaze at a dynamic video for those signals originating in social and face processing systems. Consistent with this prediction cross-brain coherence was increased for signals within the angular gyrus (AG) during eye-to-eye contact relative to direct eye-gaze at a dynamic face video ( < 0.01). Further, activity in the right temporal-parietal junction (TPJ) was increased in the real eye-to-eye condition ( < 0.05, FDR corrected). Together, these findings advance a functional and mechanistic understanding of the AG and cross-brain neural coupling associated with real-time eye-to-eye contact.
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http://dx.doi.org/10.3389/fnhum.2020.00019 | DOI Listing |
Sci Rep
February 2024
Brain Function Laboratory, Department of Psychiatry, Yale School of Medicine, 300 George St., Suite 902, New Haven, CT, USA.
Social difficulties during interactions with others are central to autism spectrum disorder (ASD). Understanding the links between these social difficulties and their underlying neural processes is a primary aim focused on improved diagnosis and treatment. In keeping with this goal, we have developed a multivariate classification method based on neural data acquired by functional near infrared spectroscopy, fNIRS, during live eye-to-eye contact with adults who were either typically developed (TD) or individuals with ASD.
View Article and Find Full Text PDFCereb Cortex
January 2024
Tamagawa University Brain Science Institute, 6-1-1 Tamagawagakuen, Machida, Tokyo 194-8610, Japan.
Sci Rep
July 2023
Department of Psychology, McGill University, 1205 Dr Penfield Avenue, Montreal, QC, H3A 1B1, Canada.
Human eyes convey a wealth of social information, with mutual looks representing one of the hallmark gaze communication behaviors. However, it remains relatively unknown if such reciprocal communication requires eye-to-eye contact or if general face-to-face looking is sufficient. To address this question, while recording looking behavior in live interacting dyads using dual mobile eye trackers, we analyzed how often participants engaged in mutual looks as a function of looking towards the top (i.
View Article and Find Full Text PDFPLoS One
November 2022
Yale Child Study Center, New Haven, CT, United States of America.
Reluctance to make eye contact during natural interactions is a central diagnostic criterion for autism spectrum disorder (ASD). However, the underlying neural correlates for eye contacts in ASD are unknown, and diagnostic biomarkers are active areas of investigation. Here, neuroimaging, eye-tracking, and pupillometry data were acquired simultaneously using two-person functional near-infrared spectroscopy (fNIRS) during live "in-person" eye-to-eye contact and eye-gaze at a video face for typically-developed (TD) and participants with ASD to identify the neural correlates of live eye-to-eye contact in both groups.
View Article and Find Full Text PDFAdv Physiol Educ
September 2021
Department of Physiology, All India Institute of Medical Sciences, New Delhi, India.
Consequent to the unprecedented COVID-19 pandemic, pedagogic changes were introduced in postgraduate courses in Physiology, where face-to-face teaching was replaced with synchronous virtual mode for leader-centered (seminar, symposium) and participant-centered (journal club, group discussion) academic activities. We hypothesized that the effectiveness of virtual and face-to-face modes as perceived by postgraduate students in terms of facilitating their overall learning may differ across the spectrum of leader-centered and participant-centered activities. To assess the same, we designed and administered a comprehensive, structured, and validated feedback questionnaire.
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