Social reward improves the voluntary control over localized brain activity in fMRI-based neurofeedback training

Frontiers in Behavioral Neuroscience. 2015;9 DOI 10.3389/fnbeh.2015.00136


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Journal Title: Frontiers in Behavioral Neuroscience

ISSN: 1662-5153 (Online)

Publisher: Frontiers Media S.A.

LCC Subject Category: Medicine: Internal medicine: Neurosciences. Biological psychiatry. Neuropsychiatry

Country of publisher: Switzerland

Language of fulltext: English

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Krystyna Anna Mathiak (RWTH Aachen University)
Krystyna Anna Mathiak (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Krystyna Anna Mathiak (RWTH Aachen University)
Eliza Maysun Alawi (RWTH Aachen University)
Eliza Maysun Alawi (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Yury eKoush (RWTH Aachen University)
Yury eKoush (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Yury eKoush (University of Geneva)
Yury eKoush (Ecole Polytechnique Fédérale de Lausanne (EPFL))
Miriam eDyck (RWTH Aachen University)
Miriam eDyck (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Julia S Cordes (RWTH Aachen University)
Julia S Cordes (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Tilman eGaber (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Tilman eGaber (RWTH Aachen University)
Florian D Zepf (The University of Western Australia)
Florian D Zepf (Department of Health in Western Australia)
Nicola ePalomero-Gallagher (Research Centre Jülich)
Pegah eSarkheil (RWTH Aachen University)
Pegah eSarkheil (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Susanne eBergert (RWTH Aachen University)
Susanne eBergert (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Mikhail eZvyagintsev (RWTH Aachen University)
Mikhail eZvyagintsev (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)
Klaus eMathiak (RWTH Aachen University)
Klaus eMathiak (Jülich-Aachen Research Alliance (JARA)-Translational Brain Medicine)


Blind peer review

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Time From Submission to Publication: 14 weeks


Abstract | Full Text

Neurofeedback (NF) based on real-time functional magnetic resonance imaging (rt-fMRI) allows voluntary regulation of the activity in a selected brain region. For the training of this regulation, a well-designed feedback system is required. Social reward may serve as an effective incentive in NF paradigms, but its efficiency has not yet been tested. Therefore, we developed a social reward NF paradigm and assessed it in comparison with a typical visual NF paradigm (moving bar).We trained 24 healthy participants, on three consecutive days, to control activation in dorsal anterior cingulate cortex (ACC) with fMRI-based NF. In the social feedback group, an avatar gradually smiled when ACC activity increased, whereas in the standard feedback group, a moving bar indicated the activation level. To assess a transfer of the NF training both groups were asked to up-regulate their brain activity without receiving feedback immediately before and after the NF training (pre- and post-test). Finally, the effect of the acquired NF training on ACC function was evaluated in a cognitive interference task (Simon task) during the pre- and post-test.Social reward led to stronger activity in the ACC and reward-related areas during the NF training when compared to standard feedback. After the training, both groups were able to regulate ACC without receiving feedback, with a trend for stronger responses in the social feedback group. Moreover, despite a lack of behavioral differences, significant higher ACC activations emerged in the cognitive interference task, reflecting a stronger generalization of the NF training on cognitive interference processing after social feedback.Social reward can increase self-regulation in fMRI-based NF and strengthen its effects on neural processing in related tasks, such as cognitive interference. An advantage of social feedback is that a direct external reward is provided as in natural social interactions, opening perspectives for implicit learning.