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This study revisited the link between psychological well-being and prosociality during a global crisis from a cross-cultural perspective. We surveyed two large samples of Chinese (

Background To analyze the gender differences in epidemiology and survival of elderly females with laryngeal cancer, and possible clinical countermeasures to reduce the differences. Methods Patients aged ≥ 65 years with laryngeal cancer in the Surveillance, Epidemiology, and End Results database from 2010–2018 were collected. The Kaplan-Meier method was performed to calculate overall survival (OS) and evaluate univariate factors affecting OS. Multivariate Cox regression analysis was conducted on variables with P-value

Social functioning impairment is a hallmark of mental illness. As one of the most intractable and severe psychiatric disorders, schizophrenia showed deficits on multiple social cognitive domains. In particular, interpersonal coordination failures in schizophrenia are closely linked to significant prognostic indicators, such as symptom remission and quality of life. Despite the surge of interest in the psychological and neural mechanisms of interpersonal coordination in schizophrenia, important gaps in our understanding remain. Notably, the study of the mechanisms underpinning interpersonal coordination is currently undergoing a methodological shift, moving its focus from single-person tasks to multi-person paradigms, and from model-free analyses to model-based analyses. Notwithstanding, applications of these advanced approaches in schizophrenia has been slow. Here, we provide a concise update on the uses of multi-person paradigms to study interpersonal coordination and mathematical models to dissect its computational mechanisms, at both behavioral and neural levels. We then review prior studies on the interpersonal coordination deficits in schizophrenia and large-scale neuroimaging studies that explore brain correlates of social functions. Finally, we highlight key challenges as well as exciting opportunities for integrating research in computational psychiatry with multi-person approaches in investigating interpersonal coordination deficits in schizophrenia.

The study of the brain mechanisms underpinning social behavior is currently undergoing a paradigm shift, moving its focus from single individuals to the real-time interaction among groups of individuals. Although this development opens unprecedented opportunities to study how interpersonal brain activity shapes behaviors through learning, there have been few direct connections to the rich field of learning science. Our article examines how the rapidly developing field of interpersonal neuroscience is (and could be) contributing to our understanding of social learning. To this end, we first review recent research extracting indices of brain-to-brain coupling (BtBC) in the context of social behaviors and, in particular, social learning. We then discuss how studying communicative behaviors during learning can aid the interpretation of BtBC and how studying BtBC can inform our understanding of such behaviors. We then discuss how BtBC and communicative behaviors collectively can predict learning outcomes, and we suggest several causative and mechanistic models. Finally, we highlight key methodological and interpretational challenges as well as exciting opportunities for integrating research in interpersonal neuroscience with social learning, and we propose a multiperson framework for understanding how interpersonal transmission of information between individual brains shapes social learning.

Survival and adaptation in environments require swift and efficacious learning about what is dangerous. Across species, much of such threat learning is acquired socially, for example, through the observation of others’ (“demonstrators’”) defensive behaviors. However, the specific mechanisms responsible for the integration of information flowing between demonstrators and observers remain largely unknown. We addressed this dearth of knowledge by sequentially performing magnetoencephalography (MEG) imaging in demonstrator-observer dyads: a set of stimuli were first shown to a demonstrator whose defensive responses were filmed and later presented to an observer, with neuronal activity recorded from both individuals. Observers exhibited successful learning, as revealed by physiological responses and computational modeling. Sensor- and source-level results consistently demonstrated brain-to-brain coupling (BtBC) within demonstrator-observer dyads. Strikingly, BtBC in the fronto-limbic circuit (including insula, ventromedial and dorsolateral prefrontal cortex) predicted ensuing learning outcomes (i.e., conditioned responses). A machine learning algorithm revealed that the predictive power of BtBC on learning was magnified when a threat was imminent to the demonstrator. BtBC depended on how observers perceived their social status relative to the demonstrator, and was likely to be driven by shared attention and emotion, as bolstered by dyadic pupillary coupling. Taken together, our study describes a multi-brain mechanism for social threat learning, involving BtBC, which reflects social relationships and predicts adaptive learned behaviors.

At the beginning of 2020, COVID-19 became a global problem. Despite all the efforts to emphasize the relevance of preventive measures, not everyone adhered to them. Thus, learning more about the characteristics determining attitudinal and behavioral responses to the pandemic is crucial to improving future interventions. In this study, we applied machine learning on the multinational data collected by the International Collaboration on the Social and Moral Psychology of COVID-19 (N = 51,404) to test the predictive efficacy of constructs from social, moral, cognitive, and personality psychology, as well as socio-demographic factors, in the attitudinal and behavioral responses to the pandemic. The results point to several valuable insights. Internalized moral identity provided the most consistent predictive contribution—individuals perceiving moral traits as central to their self-concept reported higher adherence to preventive measures. Similar results were found for morality as cooperation, symbolized moral identity, self-control, open-mindedness, and collective narcissism, while the inverse relationship was evident for the endorsement of conspiracy theories. However, we also found a non-neglible variability in the explained variance and predictive contributions with respect to macro-level factors such as the pandemic stage or cultural region. Overall, the results underscore the importance of morality-related and contextual factors in understanding adherence to public health recommendations during the pandemic., PNAS Nexus, 1 (3), ISSN:2752-6542

Awareness of death has been shown to influence human cognition and behavior. Yet, how mortality threat (MT) impacts our daily social behavior remains elusive. To address this issue, we developed a dyadic experimental model and recruited 86 adults (43 dyads) to complete two computer-based tasks (i.e. competitive and cooperative button-pressing). We manipulated dyads’ awareness of death [MT vs neutral control (NC)] and simultaneously measured their neurophysiological activity using electroencephalography during the task. Several fundamental observations were made. First, the MT group showed significantly attenuated competition and slightly promoted cooperation. Second, compared to NC, MT significantly decreased gamma-band inter-brain synchronization (IBS) in the competitive context, which was associated with increased subjective fear of death within dyads. Notably, those effects were context-specific: we did not observe comparable results in the cooperative context. Finally, a machine-learning approach was successfully used to discriminate between the MT and NC groups based on accumulated IBS. Together, these findings indicate that MT to some extent mitigates interpersonal competition, and such mitigation might be associated with changes in gamma-band IBS.

Humans gain knowledge about threats not only from their own experiences but also from observing others' behavior. A neutral stimulus is associated with a threat stimulus for several times and the neutral stimulus will evoke fear responses, which is known as fear conditioning. When encountering a new event that is similar to one previously associated with a threat, one may feel afraid and produce fear responses. This is called fear generalization. Previous studies have mostly focused on fear conditioning and generalization based on direct learning, but few have explored how observational fear learning affects fear conditioning and generalization. To the best of our knowledge, no previous study has focused on the neural correlations of fear conditioning and generalization based on observational learning. In the present study, 58 participants performed a differential conditioning paradigm in which they learned the associations between neutral cues (i.e., geometric figures) and threat stimuli (i.e., electric shock). The learning occurred on their own (i.e., direct learning) and by observing other participant's responses (i.e., observational learning); the study used a within-subjects design. After each learning condition, a fear generalization paradigm was conducted by each participant independently while their behavioral responses (i.e., expectation of a shock) and electroencephalography (EEG) recordings or responses were recorded. The shock expectancy ratings showed that observational learning, compared to direct learning, reduced the differentiation between the conditioned threatening stimuli and safety stimuli and the increased shock expectancy to the generalization stimuli. The EEG indicated that in fear learning, threatening conditioned stimuli in observational and direct learning increased early discrimination (P1) and late motivated attention (late positive potential [LPP]), compared with safety conditioned stimuli. In fear generalization, early discrimination, late motivated attention, and orienting attention (alpha-event-related desynchronization [alpha-ERD]) to generalization stimuli were reduced in the observational learning condition. These findings suggest that compared to direct learning, observational learning reduces differential fear learning and increases the generalization of fear, and this might be associated with reduced discrimination and attentional function related to generalization stimuli.

Objective To explore the survival value of lymph node dissection (LND) in elderly patients with T3-T4 laryngeal cancer, analyze the risk factors of lymph node metastasis, and construct a preoperative prediction model. Materials and Methods The study included 996 patients aged ≥65 years with laryngectomy confirmed T3-T4 laryngeal cancer queried from Surveillance, Epidemiology and End Results (SEER) database between 2010 and 2017. Propensity score matching (PSM) was applied to balance the effects of confounding factors. Kaplan–Meier (K–M) analysis and competitive risk model were used to compare the overall survival (OS) and cancer-specific survival (CSS) between LND and no-LND (N-LND) group. Combined with risk factors of multivariate logistic regression, a nomogram was built to predict lymph node metastasis preoperatively. The performance was assessed in the training set and the validation set, and internal validation was assessed. Results Among the cohort, 822 patients underwent LND and 410 patients had positive lymph nodes. The OS and CSS of patients who underwent LND were not better than that of N-LND patients (P>0.05). The prognosis of patients with lymph node metastases was significantly worse than that of negative patients (P 5cm and grade 3–4 classification were associated with significantly greater odds of lymph node metastasis. The nomogram showed favorable predictive efficacy and good calibration (in the training cohort C-index=0.700; in the validation cohort C-index=0.721). Conclusion For elderly patients with T3-T4 laryngeal cancer, LND did not bring significant survival values. Supraglottis cancer, tumor size >5cm and grade 3–4 classification were independent risk factors of lymph node metastasis, which means poor prognosis. The nomogram developed was an easy-to-use tool for lymph node prediction.

Studies have confirmed that microRNAs play important roles in the development and progression of cancer. Therefore, to identify the differentially expressed microRNAs between the cancer and the normal tissues, microRNAs will provide new clues for exploring the molecular mechanisms of cancer development and potential targeted therapies. In the present study, we found that miR-338-3p was downregulated in hypopharyngeal carcinoma and inversely correlated with the pathological grade. When the miR-338-3p was further downregulated, the migration and invasion ability of the FaDu hypopharyngeal carcinoma cells were enhanced, and these functions were inhibited when the miR-338-3p was upregulated. In addition, we demonstrated that ADAM17 was a target of miR-338-3p, and that ADAM17 directly activated the wnt/β-catenin signaling pathway and promoted the expression of its target gene MMP2, Nanog and SOX2, which affected the growth, migration and invasion of hypopharyngeal carcinoma cells. In conclusion, our results demonstrate for the first time that miR-338-3p targets ADAM17 and blocks the development of hypopharyngeal carcinoma involving the wnt/β-catenin signaling pathway, which may be a new target for clinical intervention in human cancer.

Social interactive learning denotes the ability to acquire new information from a conspecific—a prerequisite for cultural evolution and survival. As inspired by recent neurophysiological research, here we tested whether social interactive learning can be augmented by exogenously synchronizing oscillatory brain activity across an instructor and a learner engaged in a naturalistic song-learning task. We used a dual brain stimulation protocol entailing the trans-cranial delivery of synchronized electric currents in two individuals simultaneously. When we stimulated inferior frontal brain regions, with 6 Hz alternating currents being in-phase between the instructor and the learner, the dyad exhibited spontaneous and synchronized body movement. Remarkably, this stimulation also led to enhanced learning performance. These effects were both phase- and frequency-specific: 6 Hz anti-phase stimulation or 10 Hz in-phase stimulation, did not yield comparable results. Furthermore, a mediation analysis disclosed that interpersonal movement synchrony acted as a partial mediator of the effect of dual brain stimulation on learning performance, i.e. possibly facilitating the effect of dual brain stimulation on learning. Our results provide a causal demonstration that inter-brain synchronization is a sufficient condition to improve real-time information transfer between pairs of individuals.

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.

Theories of human learning converge on the view that individuals working together learn better than do those working alone. Little is known, however, about the neural mechanisms of learning through cooperation. We addressed this research gap by leveraging functional near-infrared spectroscopy (fNIRS) 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 to 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 neurophysiological 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.Significance StatementConverging evidence has shown that cooperative learning is more effective than independent learning. An influential pedagogical theory postulates that learners benefit from cooperation through different forms of cognitive elaboration, such as providing elaborated clarifications to others. Alternatively, Piaget’s theory of cognitive development posits that cooperation encourages learners with diverse opinions to reach a consensus during the learning process. Here, we report that unlike individuals who worked alone, the brains of students who worked cooperatively with one another became synchronized. This within-group neural synchronization (GNS) was magnified when learners built mutual consensuses. These findings suggest that successful cooperative learning involves dynamic consensus building, which is reflected in the interpersonal coordination of cerebral activity.

The dynamics between coupled brains of individuals have been increasingly represented by inter-brain synchronization (IBS) when they coordinate with each other, mostly using simultaneous-recording signals of brains (namely hyperscanning) with fNIRS. In fNIRS hyperscanning studies, IBS has been commonly assessed through the wavelet transform coherence (WTC) method because of its advantage on expanding time series into time-frequency space where oscillations can be seen in a highly intuitive way. The observed IBS can be further validated via the permutation-based random pairing of the trial, partner, and condition. Here, a protocol is presented to describe how to obtain brain signals via fNIRS technology, calculate IBS through the WTC method, and validate IBS by permutation in a hyperscanning study. Further, we discuss the critical issues when using the above methods, including the choice of fNIRS signals, methods of data preprocessing, and optional parameters of computations. In summary, using the WTC method and permutation is a potentially standard pipeline for analyzing IBS in fNIRS hyperscanning studies, contributing to both the reproducibility and reliability of IBS.

Functional near-infrared spectroscopy (fNIRS) is an optical diffusion technique that allows the non-invasive imaging of cortical activity. During the last two decades, rapid technical and methodological advances have made fNIRS a powerful tool to investigate the cerebral correlates of human performance and cognitive functions, including fatigue, sleep deprivation and social cognition. Despite intrinsic limitations such as restricted brain depth and spatial resolution, its applicability, low cost, ecological validity, and tolerance to movements make fNIRS advantageous for scientific research and clinical applications. It can be viewed as a valid and promising brain imaging approach to investigate applied societal problems (e.g. safety, children development, sport science) and complement other neuroimaging techniques. The intrinsic power of fNIRS measurements for the study of social cognition is magnified when applied to the hyperscanning paradigm (i.e. measuring activity in two or more brains simultaneously). Besides consolidating existing findings, future fNIRS research should focus on methodological advances (e.g. artefacts correction, connectivity approaches) and standardization of analysis pipelines, and expand currently used paradigms in more naturalistic but controlled settings., SCOPUS: re.j, info:eu-repo/semantics/published

Graphene has attracted great interest for its distinctive band structure and physical properties. Results from previous studies show that a graphene cathode can provide stable field emission and intense emission in a vacuum. In this paper, a graphene cathode was fabricated using chemical vapor deposition (CVD) on copper electrodes, and the breakdown of the cathode in a high-pressure gas was studied. A low-jitter, self-breakdown gas spark switch based on a graphene cathode is proposed in this paper. The impulse-breakdown characteristics of this switch in a quasi-uniform electric field were studied. When the gap length is 5 mm, and the gas pressure is 0.6 MPa, the average breakdown voltage ( $U_{\mathrm {BD}}$ ) is nearly 85.9 kV, and the voltage jitter is only 3.2%; these values are much lower than those for pure copper cathodes and graphite cathodes. The graphene cathode is found to be a suitable choice for use as a high-power gas switch in applications requiring an intense emission source.

The purpose of this study was to investigate the prognostic factors and the value of surgical treatment of patients with newly diagnosed laryngeal cancer with distant metastasis (DM). The Surveillance, Epidemiology and End Result database (SEER) was used to analyze 446 patients with laryngeal cancer with DM at the time of initial diagnosis from 2010 to 2014.The survival prognosis of patients with DM was performed by using Kaplan–Meier and log-rank test. The prognostic factors and the effect of surgery were analyzed using the Cox regression analysis and R-language data package. The incidence of DM was 3.21% (446/13865). Lung was the most common distant metastatic site of laryngeal cancer (62.6%), and brain metastases had the worst prognosis in patients at 2 months. T stage and brain metastasis were independent risk factors affecting the survival (P

The provision of feedback with complex information beyond the correct answer, i.e., elaborated feedback, can powerfully shape learning outcomes such as transfer, i.e., the ability to extend what has been learned in one context to new contexts. However, an understanding of neurocognitive processes of elaborated feedback during instructor-learner interactions remains elusive. Here, a two-person interactive design is used during simultaneous recording of functional near-infrared spectroscopy (fNIRS) signals from adult instructor-learner dyads. Instructors either provided elaborated feedback (i.e., correct answer and an example) or simple feedback (i.e., correct answer only) to learners during a concept learning task. Our results showed that elaborated feedback produced comparable levels of retention to simple feedback, however, transfer was significantly enhanced by elaboration. We also noted significant instructor-learner neural synchronization in frontoparietal regions during the provision of elaborated feedback, especially when examples were provided. Further, interpersonal neural synchronization in the parietal cortex successfully predicted transfer of knowledge to novel contexts. This prediction was retained for both learner-delayed and learner-preceding neural synchronization. These findings point toward transfer effects of elaborated feedback provided in a social context can be predictable through interpersonal neural synchronization, which may hold important implications for real-world learning and pedagogical efficacy.Educational Impact and Implications StatementFeedback provides learners with crucial information regarding the gap between what has currently been achieved and what remains to be achieved, and thus plays a critical role in any learning process. In real-world settings, feedback is typically provided and received through social interaction, and high-quality “elaborated feedback” contains complex information that goes beyond the correct answer. This study aims to elucidate the neurocognitive processes underpinning elaborated feedback during instructor-learner interactions. We detected significant instructor-learner neural synchronization in mutual frontoparietal brain regions during elaborated feedback, particularly during the provision of specific elaborated information (i.e., concrete examples). Moreover, this synchronization (including learner-delayed and learner-preceded synchronization) in the parietal region predicted whether the learners transferred learning to novel examples of learned psychology concepts. This study advances current understanding on the neural mechanisms for elaborated feedback and the role of social interaction in feedback effects. These results may have important implications for successful real-world learning and communication, and related pedagogical applications in educational settings.

Changing collective behaviour and supporting non-pharmaceutical interventions is an important component in mitigating virus transmission during a pandemic. In a large international collaboration (Study 1, N = 49,968 across 67 countries), we investigated self-reported factors that associated with people reported adopting public health behaviours (e.g., spatial distancing and stricter hygiene) and endorsed public policy interventions (e.g., closing bars and restaurants) during the early stage of the pandemic (April-May 2020). Respondents who reported identifying more strongly with their nation consistently reported greater engagement in public health behaviours and support for public health policies. Results were similar for representative and non-representative national samples. Study 2 (N = 42 countries) conceptually replicated the central finding using aggregate indices of national identity (obtained using the World Values Survey) and a measure of actual behaviour change during the pandemic (obtained from Google mobility reports). Higher levels of national identification prior to the pandemic predicted lower mobility during the early stage of the pandemic (r = -.40). We discuss the potential implications of links between national identity, leadership, and public health for managing COVID-19 and future pandemics.

Social learning offers an efficient route to transmit information about threat and safety. To better isolate the processes that contribute to the efficacy of social safety learning, we developed a novel dyadic model of associative threat and extinction learning. In three separate social groups, we manipulated whether safety information during extinction was acquired via direct exposure to the conditioned stimulus (CS) in the presence of another individual (Direct exposure), via observation of other’s safety behavior (Vicarious exposure), or via the combination of both (Shared exposure). These groups were contrasted against a fourth group receiving direct CS exposure alone (Asocial exposure). Based on skin conductance responses, we observed that all social groups outperformed asocial learning in inhibiting the recovery of threat, but only Shared exposure abolished threat recovery. These results suggest that social safety learning is optimized by a combination of direct exposure and vicariously transmitted safety signals.Statement of relevanceHumans, like other social animals, learn about threats and safety in the environment through social cues. Yet, the processes that contribute to the efficacy of social safety learning during threat transmission remain unknown. Here, we used a two-person approach to analyze skin conductance responses as participants engaged in a standard fear conditioning procedure (acquisition, extinction, and reinstatement). We found that during extinction, both (i) direct (conditioned stimulus) exposure in the presence of another individual and (ii) vicarious safety signals alone is sufficient to inhibit subsequent threat recovery, but that abolishing the recovery of conditioned threat responses requires a combination of both. This study has relevance for understanding how social information can optimize standard, asocial safety learning procedures to augment the effects of exposure on previously acquired fears. Thus, our work might help identify psychological and social strategies that can be used to counteract maladaptive fears in humans.

The difference between transient-field distribution (TFD) and electrostatic-field distribution (EFD) is investigated by establishing models for a coaxial line with a supporting dielectric in it and a vacuum insulator with an equivalent load. By simulating the coaxial line model, it is found that the TFD is totally different from the EFD in that the maximum electric field strength ( $E_{\mathrm {max}}$ ) of the TFD is almost 2 times of the $E_{\mathrm {max}}$ of the EFD. It is considered that the wave reflection leads to the increase of $E_{\mathrm {max}}$ of the TFD. By simulating the vacuum insulator model, it is found that the TFD on the insulator surface is dependent on the impedance of the load ( $Z_{\mathrm {load}}$ ), whereas the EFD keeps constant as $Z_{\mathrm {load}}$ changes. Factors such as load impedance, gap between insulator and metal, pulsewidth, and pulse rise time are selected to further research the differences between the TFD and the EFD methods. It found that the load impedance and the gap between insulator and metal influence the TFD greatly, whereas the pulsewidth and pulse rise time have less influence on the TFD. The difference of TFD and EFD can be used to calculate the impedance distribution of an insulator in practice.

To produce pulses with good flat-top quality, pulse-forming lines (PFLs) have been widely used in the field of Tesla-type pulse generators. To shorten the physical length of the PFL, a double-width PFL (DWPFL) is proposed that doubles the output pulse width while maintaining flat-top quality. A repetitively 10 GW Tesla-type long-pulse generator producing pulses with flat-top width of about 110 ns was developed with a coaxial DWPFL to produce high-current electron beams. Electron beams of about 10 GW with flat-top widths of about 110 ns were obtained on a planar vacuum diode load. With this pulse generator and a C-band high-power microwave system, microwaves of ~2.2 GW power and full-width at half-maximum of 101 ns were generated. The experiment demonstrates the feasibility and ideal output waveform quality of the DWPFL.

The relation between PDs and the growth of the discharge channel in polymers in a cumulative breakdown process under short pulses is investigated. By comparison with the Pachen Curve, it is found that the critical size for voids to discharge is in μm class. The heat deposition on the wall of voids is also calculated with a result that the temperature rise (ΔΤ) after one discharge is in a class of hundreds of Kelvin (K) and ΔΤ under a repetition rate greater than 100 Hz is tens of K for different types of polymers. The temperature rise has two effects on the voids in polymers: one is to cause the voids to crack along the direction of the applied electric field and the other is to cause local thermal breakdowns to occur in the vicinity of the void wall. Both of these effects lead to the growth of a discharge channel in polymers. The images observed in the cumulative breakdown process of PMMA (organic glass) using an on-line microscope under short pulses are presented to support the analysis.

Previous studies have consistently demonstrated that superior mnemonists (SMs) outperform normal individuals in domain-specific memory tasks. However, the neural correlates of memory-related processes remain unclear. In the current EEG study, SMs and control participants performed a digit memory task during which their brain activity was recorded. Chinese SMs used a digit-image mnemonic for encoding digits, in which they associated 2-digit groups with images immediately after the presentation of each even-position digit in sequences. Behaviorally, SMs' memory of digit sequences was better than the controls'. During encoding in the study phase, SMs showed an increased right central P2 (150-250ms post onset) and a larger right posterior high-alpha (10-14Hz, 500-1720ms) oscillation on digits at even-positions compared with digits at odd-positions. Both P2 and high-alpha oscillations in the study phase co-varied with performance in the recall phase, but only in SMs, indicating that neural dynamics during encoding could predict successful retrieval of digit memory in SMs. Our findings suggest that representation of a digit sequence in SMs using mnemonics may recruit both the early-stage attention allocation process and the sustained information preservation process. This study provides evidence for the role of dynamic and efficient neural encoding processes in mnemonists.