Auditory feedback differentially modulates behavioral and neural markers of objective and subjective performance when tapping to your heartbeat

Andrés Canales-Johnson, Carolina Silva, David Huepe, Álvaro Rivera-Rei, Valdas Noreika, María Del Carmen Garcia, Walter Silva, Carlos Ciraolo, Esteban Vaucheret, Lucas Sedeño, Blas Couto, Lucila Kargieman, Fabricio Baglivo, Mariano Sigman, Srivas Chennu, Agustín Ibáñez, Eugenio Rodríguez, Tristan A. Bekinschtein

Research output: Contribution to journalArticlepeer-review

88 Scopus citations

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 feedbackwas 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.

Original languageEnglish
Pages (from-to)4490-4503
Number of pages14
JournalCerebral Cortex
Volume25
Issue number11
DOIs
StatePublished - Nov 2015

Keywords

  • Heartbeat-evoked potential
  • Interoception
  • Learning
  • Metacognitive awareness
  • Phase synchrony

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