TY - GEN A1 - Kupferberg, Aleksandra A1 - Iacoboni, Marco A1 - Flanagin, Virginia A1 - Huber, Markus A1 - Kasparbauer, Anna A1 - Baumgartner, Thomas A1 - Hasler, Gregor A1 - Schmidt, Florian A1 - Borst, Christoph A1 - Glasauer, Stefan T1 - Fronto-parietal coding of goal-directed actions performed by artificial agents T2 - Human Brain Mapping Y1 - 2018 U6 - https://doi.org/10.1002/hbm.23905 SN - 1097-0193 SN - 1065-9471 VL - 39 IS - 3 SP - 1145 EP - 1162 ER - TY - GEN A1 - Kostorz, Kathrin A1 - Flanagin, Virginia A1 - Glasauer, Stefan T1 - Synchronization between instructor and observer when learning a complex bimanual skill T2 - Neuroimage N2 - While learning from an instructor by watching a ‘how-to’ video has become common practice, we know sur- prisingly little about the relation between brain activities in instructor and observers. In this fMRI study we investigated the temporal synchronization between instructor and observers using intersubject correlation in the naturalistic setting of learning to fold origami. Brain activity of the blindfolded instructor during action pro- duction was compared to the observers while they viewed the instructor’s video-taped actions. We demonstrate for the first time that the BOLD activity in the instructor’s and observer’s brain are synchronized while observing and learning a manual complex task with the goal of reproducing it. We can rule out that this synchrony originates from visual feedback. Observers exhibiting higher synchrony with the instructor in the ventral premotor cortex, while viewing the video for the first time, were more successful in reproducing the origami afterwards. Furthermore, changes in instructor-observer synchrony across observational learning sessions occur in cerebellar areas, as well as differences in instructor-observer synchrony between learning and the counting folds, our non- learning control. Not only known cerebellar motor production areas show synchrony, shedding new light on the involvement of the cerebellum in action observation and learning. Y1 - 2020 U6 - https://doi.org/10.1016/j.neuroimage.2020.116659 SN - 1053-8119 ER - TY - GEN A1 - Kostorz, Kathrin A1 - Flanagin, Virginia A1 - Glasauer, Stefan T1 - Instructor-observer synchronization of BOLD activity mediated by instructive origami videos T2 - Neuroscience 2018 Y1 - 2018 UR - https://www.abstractsonline.com/pp8/#!/4649/presentation/5751 ER - TY - GEN A1 - Kostorz, Kathrin A1 - Flanagin, Virginia A1 - Glasauer, Stefan T1 - Intersubject synchrony of viewers during naturalistic observational learning of a complex bimanual task T2 - Neuroimage: Reports N2 - Watching an instructional video has become a common way to learn a new task. However, we have but a sparse understanding of the neural processes involved during observational learning in naturalistic settings. Recently developed data driven methods for analyzing brain activity provide an opportunity for further investigation. Here, we evaluate intersubject synchrony during fMRI to understand common brain processes during naturalistic observational learning. Participants solitarily watched an instructional video and learned how to fold a paper figure. Three learning runs were sufficient to successfully solve the task. To assess interbrain synchrony, we extended previous principal component (PCA)-based methods to an intersubject principal component analysis (PCA), which offers multiple measures for additional insights into the nature of the synchrony. Using the different metrics of this method, we show a robust synchronous involvement of the action observation execution network (AOEN) in observational learning, between subjects as well as within subjects, regardless of the task or video content. Importantly, additional areas such as the cerebellum, primary motor cortex, control, and sensory integration areas also showed robust synchrony in observational learning. Complimentary to this robust general synchrony, individual regions of the AOEN exhibited task-related differences. Synchrony decreased during the learning process, likely reflecting task state and individual learning strategies. To test the stimulus as a possible source of synchrony, we quantified the temporal structure as the optic flow of the instructional video. Optic flow was strongly related to common activation of the somatomotor areas of the AOEN well beyond visual areas, but could not completely explain synchrony. Thus, although visual motion provides a proxy for meaningful hand actions, our results suggest that intersubject synchrony reflects common cognitive processing during observa- tional learning beyond sensory input. Y1 - 2022 U6 - https://doi.org/10.1016/j.ynirp.2022.100084 SN - 2666-9560 VL - 2 IS - 2 ER - TY - GEN A1 - Flanagin, Virginia A1 - Klinkowski, Svenja A1 - Brodt, Svenja A1 - Graetsch, Melanie A1 - Roselli, Carolina A1 - Glasauer, Stefan A1 - Gais, Steffen T1 - The precuneus as a central node in declarative memory retrieval T2 - Cerebral Cortex N2 - Both, the hippocampal formation and the neocortex are contributing to declarative memory, but their functional specialization remains unclear. We investigated the differential contribution of both memory systems during free recall of word lists. In total, 21 women and 17 men studied the same list but with the help of different encoding associations. Participants associated the words either sequentially with the previous word on the list, with spatial locations on a well-known path, or with unique autobiographical events. After intensive rehearsal, subjects recalled the words during functional magnetic resonance imaging (fMRI). Common activity to all three types of encoding associations was identified in the posterior parietal cortex, in particular in the precuneus. Additionally, when associating spatial or autobiographical material, retrosplenial cortex activity was elicited during word list recall, while hippocampal activity emerged only for autobiographically associated words. These findings support a general, critical function of the precuneus in episodic memory storage and retrieval. The encoding-retrieval repetitions during learning seem to have accelerated hippocampus-independence and lead to direct neocortical integration in the sequentially associated and spatially associated word list tasks. During recall of words associated with autobiographical memories, the hippocampus might add spatiotemporal information supporting detailed scenic and contextual memories. Y1 - 2023 U6 - https://doi.org/10.1093/cercor/bhac476 SN - 1460-2199 VL - 33 IS - 10 SP - 5981 EP - 5990 ER -