Parenting links to parent-child interbrain synchrony: a real-time fNIRS hyperscanning study.

Parent-child interaction is crucial for children's cognitive and affective development. While bio-synchrony models propose that parenting influences interbrain synchrony during interpersonal interaction, the brain-to-brain mechanisms underlying real-time parent-child interactions remain largely understudied. Using functional near-infrared spectroscopy, we investigated interbrain synchrony in 88 parent-child dyads (Mage children = 8.07, 42.0% girls) during a collaborative task (the Etch-a-Sketch, a joint drawing task). Our findings revealed increased interbrain synchrony in the dorsolateral prefrontal cortex and temporo-parietal areas during interactive, collaborative sessions compared to non-interactive, resting sessions. Linear regression analysis demonstrated that interbrain synchrony in the left temporoparietal junction was associated with enhanced dyadic collaboration, shared positive affect, parental autonomy support, and parental emotional warmth. These associations remained significant after controlling for demographic variables including child age, child gender, and parent gender. Additionally, differences between fathers and mothers were observed. These results highlight the significant association between brain-to-brain synchrony in parent-child dyads, the quality of the parent-child relationship, and supportive parenting behaviors. Interbrain synchrony may serve as a neurobiological marker of real-time parent-child interaction, potentially underscoring the pivotal role of supportive parenting in shaping these interbrain synchrony mechanisms.

Autistic Traits Modulate Social Synchronizations Between School-Aged Children: Insights From Three fNIRS Hyperscanning Experiments.

The current study investigated how autistic traits modulate peer interactions using functional near-infrared spectroscopy (fNIRS) hyperscanning. Across three experiments, we tested the effect of copresence, joint activity, and a tangible goal during cooperative interactions on interbrain coherence (IBC) in school-aged children between 9 and 11 years old. Twenty-three dyads of children watched a video alone or together in Experiment 1, engaged in joint or self-paced book reading in Experiment 2, and pretended to play a Jenga game or played for real in Experiment 3. We found that all three formats of social interactions increased IBC in the frontotemporoparietal networks, which have been reported to support social interaction. Further, our results revealed the shared and unique interbrain connections that were predictive of the lower and higher parent-reported autism-spectrum quotient scores, which indicated child autistic traits. Results from a convergence of three experiments provide the first evidence to date that IBC is modulated by child autistic traits.

Three heads are better than one: cooperative learning brains wire together when a consensus is reached.

Theories of human learning converge on the view that individuals working together learn better than do those working independently. Little is known, however, about the neural mechanisms of learning through cooperation. We addressed this research gap by leveraging functional near-infrared spectroscopy to record the brain activity of triad members in a group simultaneously. Triads were instructed to analyze an ancient Chinese poem either cooperatively or independently. Four main findings emerged. First, we observed significant within-group neural synchronization (GNS) in the left superior temporal cortex, supramarginal gyrus, and postcentral gyrus during cooperative learning compared with independent learning. Second, the enhancement of GNS in triads was amplified when a consensus was reached (vs. elaboration or argument) during cooperative learning. Third, GNS was predictive of learning outcome at an early stage (156-170 s after learning was initiated). Fourth, social factors such as social closeness (e.g. how much learners liked one other) were reflected in GNS and co-varied with learning engagement. These results provide neuroscientific support for Piaget's theory of cognitive development and favor the notion that successful learning through cooperation involves dynamic consensus-building, which is captured in neural patterns shared across learners in a group.

Cross-Frequency Coupling Between Brain and Body Biosignals: A Systemic Physiology Augmented Functional Near-Infrared Spectroscopy Hyperscanning Study.

BACKGROUND: Understanding the brain and body processes during interaction or cooperation between two or more subjects is an important topic in current neuroscientific research. In a previous study, we introduced a novel approach that enables investigation of the coupling of biosignals (brain and systemic physiology, SP) from two subjects: systemic physiology augmented functional near-infrared spectroscopy (SPA-fNIRS) hyperscanning. AIM: The aim was to extend our signal analysis approach by the cross-frequency time-dependent wavelet transform coherence (WTC) of the fNIRS and SP biosignals to gain new insights into the nature and cause of functional hyperconnectivity. SUBJECTS AND METHODS: 24 pairs of adults took part in a closed-eye versus prolonged eye-contact task of 10 min each. Brain and body activity was measured continuously by SPA-fNIRS hyperscanning. We calculated the time-dependent WTC of the biosignals for four different frequency bands: very low-frequency band (VLF, 0.002-0.08 Hz), low-frequency band 1 (LF1, 0.015-0.15 Hz), low-frequency band 2 (LF2, 0.08-0.15 Hz) and heart rate band (HR, 1-2 Hz). We then performed the cross-frequency correlated-coherence coupling analysis. RESULTS: A stronger cross-frequency coupling during the eye-contact condition (between 99 pairs of biosignals) was found than during the eye-closed condition (between 50 pairs of biosignals). Prolonged eye contact led to entrainment of the brain and body between different frequency bands and two subjects. The strongest hyperconnectivity was between the LF1-VLF frequency band. DISCUSSION AND CONCLUSION: With this exploratory study, we reveal further benefits of the SPA-fNIRS approach for future hyperscanning studies.

Machine Learning Distinguishes Familiar from Unfamiliar Pairs of Subjects Performing an Eye Contact Task: A Systemic Physiology Augmented Functional Near-Infrared Spectroscopy Hyperscanning Study.

BACKGROUND: Eye contact is an important aspect of human communication and social interactions. Changes in brain and systemic physiological activity associated with interactions between humans can be measured with systemic physiology augmented functional near-infrared spectroscopy (SPA-fNIRS) hyperscanning, enabling inter-brain and inter-body synchronisation to be determined. In a previous study, we found that pairs of subjects that are socially connected show higher brain and body synchrony. AIM: To enable a deeper understanding, our aim was to build and automatically detect the best set of features to distinguish between two different groups (familiar and unfamiliar pairs). MATERIAL AND METHODS: We defined several features based on the Spearman correlation and wavelet transform coherence (WTC) of biosignals measured on 23 pairs of subjects (13 familiar and 10 unfamiliar pairs) during eye contact for 10 min. Additional custom features that identify the maximum brain-to-body coupling instants between pairs were generated. RESULTS: After testing on combinations of different feature extraction methods, four subsets of features with the strongest discrimination power were taken into account to train a decision tree (DT) machine learning (ML) algorithm. We have obtained 95.65% classification accuracy using a leave-one-out cross-validation. The coupling features which represent the two maximum mean values resulting from the sum of 7 time-dependent WTC signals (oxyhaemoglobin concentration of the right prefrontal region, total haemoglobin concentration of the left and right prefrontal region, heart rate, electrodermal activity on the left and right wrist, and skin temperature on the right wrist) played an essential role in the classification accuracy. CONCLUSION: Training the DT-ML algorithm with combined brain and systemic physiology data provided higher accuracy than training it only with brain or systemic data alone. The results demonstrate the power of the SPA-fNIRS hyperscanning approach and the potential in applying ML to investigate the strength of social bonds in a wide range of social interaction contexts.

Instructor-learner brain coupling discriminates between instructional approaches and predicts learning.

The neural mechanisms that support naturalistic learning via effective pedagogical approaches remain elusive. Here we used functional near-infrared spectroscopy to measure brain activity from instructor-learner dyads simultaneously during dynamic conceptual learning. Results revealed that brain-to-brain coupling was correlated with learning outcomes, and, crucially, appeared to be driven by specific scaffolding behaviors on the part of the instructors (e.g., asking guiding questions or providing hints). Brain-to-brain coupling enhancement was absent when instructors used an explanation approach (e.g., providing definitions or clarifications). Finally, we found that machine-learning techniques were more successful when decoding instructional approaches (scaffolding vs. explanation) from brain-to-brain coupling data than when using a single-brain method. These findings suggest that brain-to-brain coupling as a pedagogically relevant measure tracks the naturalistic instructional process during instructor-learner interaction throughout constructive engagement, but not information clarification.

Brain-to-brain synchrony in parent-child dyads and the relationship with emotion regulation revealed by fNIRS-based hyperscanning.

Parent-child synchrony, the coupling of behavioral and biological signals during social contact, may fine-tune the child's brain circuitries associated with emotional bond formation and the child's development of emotion regulation. Here, we examined the neurobiological underpinnings of these processes by measuring parent's and child's prefrontal neural activity concurrently with functional near-infrared spectroscopy hyperscanning. Each child played both a cooperative and a competitive game with the parent, mostly the mother, as well as an adult stranger. During cooperation, parent's and child's brain activities synchronized in the dorsolateral prefrontal and frontopolar cortex (FPC), which was predictive for their cooperative performance in subsequent trials. No significant brain-to-brain synchrony was observed in the conditions parent-child competition, stranger-child cooperation and stranger-child competition. Furthermore, parent-child compared to stranger-child brain-to-brain synchrony during cooperation in the FPC mediated the association between the parent's and the child's emotion regulation, as assessed by questionnaires. Thus, we conclude that brain-to-brain synchrony may represent an underlying neural mechanism of the emotional connection between parent and child, which is linked to the child's development of adaptive emotion regulation. Future studies may uncover whether brain-to-brain synchrony can serve as a neurobiological marker of the dyad's socio-emotional interaction, which is sensitive to risk conditions, and can be modified by interventions.

Interpersonal synchronization of inferior frontal cortices tracks social interactive learning of a song.

Much of human learning emerges as a result of interaction with others. Yet, this interpersonal process has been poorly characterized from a neurophysiological perspective. This study investigated (i) whether Interpersonal Brain Synchronization (IBS) can reliably mark social interactive learning, and specifically (ii) during what kind of interactive behavior. We recorded brain activity from learner-instructor dyads using functional Near-Infrared Spectroscopy (fNIRS) during the acquisition of a music song. We made four fundamental observations. First, during the interactive learning task, brain activity recorded from the bilateral Inferior Frontal Cortex (IFC) synchronized across the learner and the instructor. Second, such IBS was observed in particular when the learner was observing the instructor's vocal behavior and when the learning experience entailed a turn-taking and more active mode of interaction. Third, this specific enhancement of IBS predicted learner's behavioral performance. Fourth, Granger causality analyses further disclosed that the signal recorded from the instructor's brain better predicted that recorded from the learner's brain than vice versa. Together, these results indicate that social interactive learning can be neurophysiologically characterized in terms of IBS. Furthermore, they suggest that the learner's involvement in the learning experience, alongside the instructor's modeling, are key factors driving the alignment of neural processes across learner and instructor. Such alignment impacts upon the real-time acquisition of new information and eventually upon the learning (behavioral) performance. Hence, besides providing a biological characterization of social interactive learning, our results hold relevance for clinical and pedagogical practices.

Having a chat and then watching a movie: how social interaction synchronises our brains during co-watching.

How does co-presence change our neural experience of the world? Can a conversation change how we synchronise with our partner during later events? Using fNIRS hyperscanning, we measured brain activity from 27 pairs of familiar adults simultaneously over frontal, temporal and parietal regions bilaterally, as they co-watched two different episodes of a short cartoon. In-between the two episodes, each pair engaged in a face-to-face conversation on topics unrelated to the cartoon episodes. Brain synchrony was calculated using wavelet transform coherence and computed separately for real pairs and shuffled pseudo) pairs. Findings reveal that real pairs showed increased brain synchrony over right Dorso-Lateral Pre-Frontal cortex (DLPFC) and right Superior Parietal Lobe (SPL), compared to pseudo pairs (who had never seen each other and watched the same movie at different times; uncorrected for multiple comparisons). In addition, co-watching after a conversation was associated with greater synchrony over right TPJ compared to co-watching before a conversation, and this effect was significantly higher in real pairs (who engaged in conversation with each other) compared to pseudo pairs (who had a conversation with someone else; uncorrected for multiple comparisons). The present study has shed the light on the role of social interaction in modulating brain synchrony across people not just during social interaction, but even for subsequent non-social activities. These results have implications in the growing domain of naturalistic neuroimaging and interactive neuroscience.

Spontaneous movement synchrony as an exogenous source for interbrain synchronization in cooperative learning.

Learning through cooperation with conspecifics-'cooperative learning'-is critical to cultural evolution and survival. Recent progress has established that interbrain synchronization (IBS) between individuals predicts success in cooperative learning. However, the likely sources of IBS during learning interactions remain poorly understood. To address this dearth of knowledge, we tested whether movement synchrony serves as an exogenous factor that drives IBS, taking an embodiment perspective. We formed dyads of individuals with varying levels of prior knowledge (high-high (HH), high-low (HL), low-low (LL) dyads) and instructed them to collaboratively analyse an ancient Chinese poem. During the task, we simultaneously recorded their brain activity using functional near-infrared spectroscopy and filmed the entire experiment to parse interpersonal movement synchrony using the computer-vision motion energy analysis. Interestingly, the homogeneous groups (HH and/or LL) exhibited stronger movement synchrony and IBS compared with the heterogeneous group. Importantly, mediation analysis revealed that spontaneous and synchronized body movements between individuals contribute to IBS, hence facilitating learning. This study therefore fills a critical gap in our understanding of how interpersonal transmission of information between individual brains, associated with behavioural entrainment, shapes social learning. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.

Increased Interpersonal Brain Synchronization in Romantic Couples Is Associated with Higher Honesty: An fNIRS Hyperscanning Study.

Previous studies on the brain-brain interaction of deception have shown different patterns of interpersonal brain synchronization (IBS) between different genders. However, the brain-brain mechanisms in the cross-sex composition need to be better understood. Furthermore, there needs to be more discussion about how relationships (e.g., romantic couples vs. strangers) affect the brain-brain mechanism under interactive deception. To elaborate on these issues, we used the functional near-infrared spectroscopy (fNIRS)-based hyperscanning approach to simultaneously measure interpersonal brain synchronization (IBS) in romantic couples (heterosexual) and cross-sex stranger dyads during the sender-receiver game. The behavioral results found that the deception rate of males was lower than that of females, and romantic couples were deceived less than strangers. Significantly increased IBS was observed in the frontopolar cortex (FPC) and right temporoparietal junction (rTPJ) of the romantic couple group. Moreover, the IBS is negatively correlated with the deception rate. No significantly increased IBS was observed in cross-sex stranger dyads. The result corroborated the lower deception of males and romantic couples in cross-sex interactions. Furthermore, IBS in the PFC and rTPJ was the underlying dual-brain neural basis for supporting honesty in romantic couples.

The effect of speech-gesture asynchrony on the neural coupling of interlocutors in interpreter-mediated communication.

In everyday face-to-face communication, speakers use speech to transfer information and rely on co-occurring nonverbal cues, such as hand and facial gestures. The integration of speech and gestures facilitates both language comprehension and the skill of the theory of mind. Consecutive dialogue interpreting (DI) allows dyads of different linguistic backgrounds to communicate with each other. The interpreter interprets after the interlocutor has finished a turn, so the interlocutor watches the gesture first and hears the target language a few seconds later, resulting in speech-gesture asynchrony. In this study, we used the functional near-infrared spectroscopy hyperscanning technique to investigate the influence of speech-gesture asynchrony on different levels of communication. Twenty groups were recruited for the DI experiments. The results showed that when the interpreter performed consecutive interpreting, the time-lagged neural coupling at the temporoparietal junction decreased compared to simultaneous interpreting. It suggests that speech-gesture asynchrony significantly weakened the ability of interlocutors to understand each other's mental state, and the decreased neural coupling was significantly correlated with the interpreter's interpretation skill. In addition, the time-aligned neural coupling at the left inferior frontal gyrus increased, which suggests that, as compensation, the interlocutor's verbal working memory increases in line with the communication process.

Musical Meter Induces Interbrain Synchronization during Interpersonal Coordination.

Music induces people to coordinate with one another. Here, we conduct two experiments to examine the underlying mechanism of the interbrain synchronization (IBS) that is induced by interpersonal coordination when people are exposed to musical beat and meter. In experiment 1, brain signals at the frontal cortex were recorded simultaneously from two participants of a dyad by using functional near-infrared spectroscopy (fNIRS) hyperscanning, while each tapped their fingers to aural feedback from their partner (coordination task) or from themselves (independence task) with and without the musical meter. The results showed enhanced IBS at the left-middle frontal cortex in case of the coordination task with musical beat and meter. The IBS was significantly correlated with the participants performance in terms of coordination. In experiment 2, we further examined the IBS while the participants coordinated their behaviors in various metrical contexts, such as strong and weak meters (i.e., high/low loudness of acoustically accenting beats). The results showed that strong meters elicited higher IBS at the middle frontal cortex than weak meters. These findings reveal that the musical beat and meter can affect brain-to-brain coupling in action coordination between people, and provide insights into the interbrain mechanism underlying the effects of music on cooperation.

Distinct neural couplings to shared goal and action coordination in joint action: evidence based on fNIRS hyperscanning.

Joint action is central to human nature, enabling individuals to coordinate in time and space to achieve a joint outcome. Such interaction typically involves two key elements: shared goal and action coordination. Yet, the substrates entrained to these two components in joint action remained unclear. In the current study, dyads performed two tasks involving both sharing goal and action coordination, i.e. complementary joint action and imitative joint action, a task only involving shared goal and a task only involving action coordination, while their brain activities were recorded by the functional near-infrared spectroscopy hyperscanning technique. The results showed that both complementary and imitative joint action (i.e. involving shared goal and action coordination) elicited better behavioral performance than the task only involving shared goal/action coordination. We observed that the interbrain synchronization (IBS) at the right inferior frontal cortex (IFC) entrained more to shared goal, while left-IFC IBS entrained more to action coordination. We also observed that the right-IFC IBS was greater during completing a complementary action than an imitative action. Our results suggest that IFC plays an important role in joint action, with distinct lateralization for the sub-components of joint action.

Experiencing happiness together facilitates dyadic coordination through the enhanced interpersonal neural synchronization.

Experiencing positive emotions together facilitates interpersonal understanding and promotes subsequent social interaction among individuals. However, the neural underpinnings of such emotional-social effect remain to be discovered. The current study employed the functional near-infrared spectroscopy-based hyperscanning to investigate the abovementioned relationship. After participants in dyad watched movie clips with happily or neutral emotion, they were asked to perform the interpersonal cooperative task, with their neural activation of prefrontal cortex being recorded simultaneously via functional near-infrared spectroscopy. Results suggested that compared with the neutral movie watching together, a higher interpersonal neural synchronization (INS) in left inferior frontal gyrus during participant dyads watching happiness movie together was observed. Subsequently, dyads in happiness showed more effective coordination interaction during the interpersonal cooperation task compared to those in the neutral condition, and such facilitated effect was associated with increased cooperation-related INS at left middle frontal cortex. A mediation analysis showed that the coordination interaction fully mediated the relationship between the emotion-induced INS during the happiness movie-viewing and the cooperation-related INS in interpersonal cooperation. Taken together, our findings suggest that the faciliatory effect experiencing happiness together has on interpersonal cooperation can be reliably reflected by the INS magnitude at the brain level.

Dyad sex composition effect on inter-brain synchronization in face-to-face cooperation.

Human cooperation behavior based on reciprocal altruism has been a hallmark of ancient and modern societies. Prior studies have indicated that inter-brain synchronization (IBS) between partners could exist during cooperation. However, how the sex composition of dyads influences the neural synchronization is still poorly understood. Here, we adopted functional near-infrared spectroscopy (fNIRS) based hyperscanning and a task of building blocks to investigate the sex composition effect on IBS in face-to-face cooperation in a natural situation, by evaluating brain-to-brain interactions of forty-five same-sex and mixed-sex dyads. Results showed significantly stronger inter-brain synchronization in Brodmann area 10 (BA10) in cooperation. In addition, variance analysis indicated that only male-male dyads showed increased inter-brain synchronization in left inferior frontal region (i.e., BA10) specific to cooperation. More importantly, the inter-brain synchronization in male-male dyads was significantly greater than that in male-female and female-female dyads. These findings provide support for the impact of sex composition on social cooperation in a naturalistic interactive setting and extend our knowledge on the neural basis of face-to-face cooperation.

Interpersonal brain synchronization with instructor compensates for learner's sleep deprivation in interactive learning.

Recent advances shifted the focus on single-brain functioning toward two-brain communication during learning interactions, following the demonstration that interpersonal brain synchronization (IBS) can track instructor-learner information exchange. Here, we investigated (i) whether sleep deprivation (SD) that potentially impacts both social interactions and learning abilities modulates IBS, and (ii) conversely whether and to what extent IBS might compensate for SD-related learning deficits. Instructors (always with regular sleep, RS) were asked to teach numerical reasoning strategies to learners (either SD or RS), during which the activity of both brains was simultaneously recorded using functional near-infrared spectroscopy (fNIRS). SD learners initially performed below their baseline level, worse than RS learners, but learning improvement was comparable between RS and SD conditions after learning with the instructor. IBS within the instructor-learner dyads was higher in the SD (vs. RS) condition in the left inferior frontal cortex. In addition, clustered IBS (estimated by nonnegative matrix factorization) was correlated with performance improvement. Finally, Granger Causality analyses revealed biased causality with higher instructor-to-learner than learner-to-instructor directionality in brain signal processing. Together, these results indicate that SD-related learning deficits can to some extent be compensated via interactions with an instructor, as reflected by increased IBS and preserved learning ability. It suggests an essential role of the instructor in driving synchrony between teaching and SD learning brains during interactions.

Prefrontal Inter-brain Synchronization Reflects Convergence and Divergence of Flow Dynamics in Collaborative Learning: A Pilot Study.

Flow is a highly motivated and affectively positive state in which a person is deeply engaged in an activity and feeling enjoyment from it. In collaborative activities, it would be optimal if all participants were in a state of flow. However, flow states fluctuate amongst individuals due to differences in the dynamics of motivation and cognition. To explore the possibility that inter-brain synchronization can provide a quantitative measure of the convergence and divergence of collective motivational dynamics, we conducted a pilot study to investigate the relationship between inter-brain synchronization and the interpersonal similarity of flow state dynamics during the collaborative learning process. In two English as a Foreign Language (EFL) classes, students were divided into groups of three-four and seated at desks facing each other while conducting a 60-min group work. In both classes, two groups with four members were randomly selected, and their medial prefrontal neural activities were measured simultaneously using wireless functional near-infrared spectroscopy (fNIRS) devices. Later the participants observed their own activities on recorded videos and retrospectively rated their subjective degree of flow state on a seven-point scale for each 2-min period. For the pairs of students whose neural activities were measured, the similarity of their flow experience dynamics was evaluated by the temporal correlation between their flow ratings. Prefrontal inter-brain synchronization of the same student pairs during group work was evaluated using wavelet transform coherence. Statistical analyses revealed that: (1) flow dynamics were significantly more similar for the student pairs within the same group compared to the pairs of students assigned across different groups; (2) prefrontal inter-brain synchronization in the relatively short time scale (9.3-13.9 s) was significantly higher for the within-group pairs than for the cross-group pairs; and (3) the prefrontal inter-brain synchronization at the same short time scale was significantly and positively correlated with the similarity of flow dynamics, even after controlling for the effects of within- vs. cross-group pair types from the two variables. These suggest that inter-brain synchronization can indeed provide a quantitative measure for converging and diverging collective motivational dynamics during collaborative learning, with higher inter-brain synchronization corresponding to a more convergent flow experience.

Brain and motor synchrony in children and adolescents with ASD-a fNIRS hyperscanning study.

Brain-to-brain synchrony has been proposed as an important mechanism underlying social interaction. While first findings indicate that it may be modulated in children with autism spectrum disorder (ASD), no study to date has investigated the influence of different interaction partners and task characteristics. Using functional near-infrared spectroscopy hyperscanning, we assessed brain-to-brain synchrony in 41 male typically developing (TD) children (8-18 years; control sample), as well as 18 children with ASD and age-matched TD children (matched sample), while performing cooperative and competitive tasks with their parents and an adult stranger. Dyads were instructed either to respond jointly in response to a target (cooperation) or to respond faster than the other player (competition). Wavelet coherence was calculated for oxy- and deoxyhemoglobin brain signals. In the control sample, a widespread enhanced coherence was observed for parent-child competition, and a more localized coherence for parent-child cooperation in the frontopolar cortex. While behaviorally, children with ASD showed a lower motor synchrony than children in the TD group, no significant group differences were observed on the neural level. In order to identify biomarkers for typical and atypical social interactions in the long run, more research is needed to investigate the neurobiological underpinnings of reduced synchrony in ASD.

Interpersonal brain synchronization under bluffing in strategic games.

People commonly use bluffing as a strategy to manipulate other people's beliefs about them for gain. Although bluffing is an important part of successful strategic thinking, the inter-brain mechanisms underlying bluffing remain unclear. Here, we employed a functional near-infrared spectroscopy hyperscanning technique to simultaneously record the brain activity in the right temporal-parietal junction in 32 pairs of participants when they played a bluffing game against each other or with computer opponents separately. We also manipulated the penalty for bluffing (high vs low). Under the condition of high relative to low penalty, results showed a higher bluffing rate and a higher calling rate in human-to-human as compared to human-to-computer pairing. At the neural level, high relative to low penalty condition increased the interpersonal brain synchronization (IBS) in the right angular gyrus (rAG) during human-to-human as compared to human-to-computer interaction. Importantly, bluffing relative to non-bluffing, under the high penalty and human-to-human condition, resulted in an increase in response time and enhanced IBS in the rAG. Participants who bluffed more frequently also elicited stronger IBS. Our findings support the view that regions associated with mentalizing become synchronized during bluffing games, especially under the high penalty and human-to-human condition.