The Underlying neural mechanisms of interpersonal situations on collaborative ability: A hyperscanning study using functional near-infrared spectroscopy

Brain-to-brain synchrony during dyadic action co-representation under acute stress: evidence from fNIRS-based hyperscanning

“…The Joint Simon Task was programmed and presented by E-prime 2.0. Aligning with the standard Simon task and prior studies, the present study adopted the red and green squares as the task stimuli ( Yang et al, 2021 ). The experimental timeline of one trial has been illustrated in Figure 1B .…”

“…With the reference to the prior studies, the accuracy rate (%) and the reaction time (RT) for the correct responses were adopted in the behavioral data analysis ( Yang et al, 2021 ). The trials with the reaction time that exceeded ±2.5 SDs were precluded in the following analysis.…”

“…Relevant clinical evidence also reported that the schizophrenia patients with the lesion or dysfunction in the TPJ exhibited no Joint Simon Effect (JSE), indicating the deficits in the self-other integration in the schizophrenia patients ( Liepelt et al, 2012 ). The latest advance adopting the hyperscanning technique reported that the brain-to-brain synchrony in bilateral TPJ was recruited in the action co-representation in both competitive and cooperative contexts, and the brain-to-brain synchrony was significantly associated with the joint action performance ( Yang et al, 2021 ). It was also found that under the unpredictable threatening circumstances, the enhanced brain-to-brain synchrony at the r-TPJ was also observed in the cooperative interactive tasks ( Zhao et al, 2022 ; Yin et al, 2023 ).…”

Creative Thinking and Collaborative Ability of Elementary Students With the Implementation of the Stem Integrated Project-Based Learning Model

“…With regard to collaborative abilities, based on research, certain indicators appear namely (1) self-confidence (including attitudes of students, namely willingness and effort, optimistic and independent attitudes), (2) positive attitudes (including statements with positive attitudes towards other people related to abilities as well as the expected roles, discussing group members positively, and appreciating the results of the work obtained by the group, and playing an active role in group activities), (3) respect (includes respect for the input/expertise of others, willing to learn from each member in the group , asking group members for ideas and opinions in making decisions), (4) providing encouragement (students openly praise team members who work well, encourage and empower team members, make team members feel strong and important), (5) building team spirit (including creating a friendly atmosphere and work morale, resolving disputes happening within the group, protecting/promoting the reputation of the group). Collaborative ability is the result of coordinating individuals in groups, then producing joint performance (Yang et al, 2021). Collaborative ability was analyzed using observation sheets.…”

“…State that collaboration will ultimately show the personal characteristics, knowledge, experience and skills of teachers/students (Weinberger and Shonfeld, 2018). Collaborative ability is the result of coordinating individuals in groups, then producing joint performance (Yang et al, 2021).…”