German Center for Vertigo and Balance Disorders, Klinikum der Universität München, Germany; Graduate School of Systemic Neurosciences, Ludwig-Maximilians-Universität München, Germany.
German Center for Vertigo and Balance Disorders, Klinikum der Universität München, Germany; Graduate School of Systemic Neurosciences, Ludwig-Maximilians-Universität München, Germany.
Neuroimage. 2020 Aug 1;216:116659. doi: 10.1016/j.neuroimage.2020.116659. Epub 2020 Feb 29.
While learning from an instructor by watching a 'how-to' video has become common practice, we know surprisingly 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 production 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.
虽然通过观看“操作方法”视频向讲师学习已经成为一种常见做法，但我们对讲师和观察者大脑活动之间的关系知之甚少。在这项 fMRI 研究中，我们使用主体间相关性，在学习折纸的自然环境中，研究了学习过程中讲师和观察者之间的时间同步性。我们将蒙住眼睛的讲师在动作产生过程中的大脑活动与观察者在观看讲师的录像动作时的大脑活动进行了比较。我们首次证明，在观察和学习复杂的手动任务并试图复制该任务的过程中，讲师和观察者的大脑中的 BOLD 活动是同步的。我们可以排除这种同步性源自视觉反馈。在第一次观看视频时，在腹侧运动前皮质中与讲师同步性更高的观察者，在之后复制折纸时会更成功。此外，在观察性学习过程中，小脑区域的讲师-观察者同步性发生变化，以及学习和折纸计数之间的讲师-观察者同步性存在差异，而折纸计数是我们的非学习控制。不仅已知的小脑运动产生区域显示出同步性，这为小脑在动作观察和学习中的参与提供了新的视角。
