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Auditory Feedback Differentially Modulates Behavioral and Neural Markers of Objective and Subjective Performance When Tapping to Your Heartbeat

Canales-Johnson, Andrés, Silva, Carolina, Huepe, David, Rivera-Rei, Álvaro, Noreika, Valdas, Garcia, María del Carmen, Silva, Walter, Ciraolo, Carlos, Vaucheret, Esteban, Sedeño, Lucas, and others. (2015) Auditory Feedback Differentially Modulates Behavioral and Neural Markers of Objective and Subjective Performance When Tapping to Your Heartbeat. Cerebral Cortex, 25 (11). pp. 4490-4503. ISSN 1047-3211. E-ISSN 1460-2199. (doi:10.1093/cercor/bhv076) (The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided)

The full text of this publication is not currently available from this repository. You may be able to access a copy if URLs are provided. (Contact us about this Publication)
Official URL
http://dx.doi.org/10.1093/cercor/bhv076

Abstract

Interoception, the perception of our body internal signals, plays a key role in maintaining homeostasis and guiding our behavior. Sometimes, we become aware of our body signals and use them in planning and strategic thinking. Here, we show behavioral and neural dissociations between learning to follow one's own heartbeat and metacognitive awareness of one's performance, in a heartbeat-tapping task performed before and after auditory feedback. The electroencephalography amplitude of the heartbeat-evoked potential in interoceptive learners, that is, participants whose accuracy of tapping to their heartbeat improved after auditory feedback, was higher compared with non-learners. However, an increase in gamma phase synchrony (30–45 Hz) after the heartbeat auditory feedback was present only in those participants showing agreement between objective interoceptive performance and metacognitive awareness. Source localization in a group of participants and direct cortical recordings in a single patient identified a network hub for interoceptive learning in the insular cortex. In summary, interoceptive learning may be mediated by the right insular response to the heartbeat, whereas metacognitive awareness of learning may be mediated by widespread cortical synchronization patterns.

Item Type: Article
DOI/Identification number: 10.1093/cercor/bhv076
Uncontrolled keywords: heartbeat-evoked potential; interoception; learning; metacognitive awareness; phase synchrony
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculties > Sciences > School of Computing
Depositing User: S. Chennu
Date Deposited: 13 Apr 2016 10:05 UTC
Last Modified: 29 May 2019 17:07 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/54633 (The current URI for this page, for reference purposes)
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