This action supports physical and blended mobility of higher education students and staff from/to third countries not associated to Erasmus+. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

This action supports physical and blended mobility of higher education students and staff from/to third countries not associated to Erasmus+. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

Making music together requires not only individual skills and musical expertise, but the ability to coordinate one's actions with others. Typically, musicians try to improve their joint performances by practicing together. However, musicians encounter two kinds of obstacles when trying to improve their joint music making skills. One obstacle is the lack of sufficient opportunities for joint rehearsal. The other obstacle is the lack of research-guided exercises that would allow for learning transfer across pieces, partners, and different coordination problems. Based on the results of an ERC Consolidator project investigating the behavioral, cognitive, and neural mechanisms involved in joint action learning, we propose to develop an app that allows musicians at any level of expertise to improve their joint playing skills. Two aspects of the app make it possible to overcome the typical limitations of joint practice: First, with the knowledge gathered during the ERC Consolidator project we will be able to program virtual partners with whom musicians can train their ensemble skills individually outside of resource intensive joint rehearsals. Second, the app will focus on training the ability to flexibly shift between self-other integration and self-other segregation, which is a high-level skill with a large potential to generalize to a wide range of pieces and playing styles. The app will be web-based and freely accessible to a large pool of users. Its effectiveness will be thoroughly tested in the lab and in the field to assess its value for musicians playing in smaller and larger ensembles. As the first app directly training joint music making, TAPTAPP will provide new opportunities for musicians and has the potential to transform music education.

Sensory experiences are a vital aspect of human existence. In everyday life, our senses are flooded with input, constantly picking up multiple unisensory signals at once. In our brain, these incoming signals are either processed separately or integrated into one unitary percept – a process known as "multisensory integration". Intriguingly, this integration process can be affected by the social context people find themselves in, for example such that people perceive certain perceptual illusions more intensely when experiencing them jointly with another person. To date, this effect has been observed on a behavioral level yet it is not clear what happens in the human brain – on a neurophysiological and computational level. Thus, in the proposed research I will investigate the interplay between multisensory and social processes from a neuroscientific perspective. I aim to (1) identify when the social context affects multisensory processing, (2) localize where in the brain the social context affects multisensory processing, and (3) model how the social context affects multisensory processing. To this end, I will conduct experimental studies, using a combination of electroencephalography (EEG) and functional magnetic resonance imaging (fMRI), complemented by a cognitive modeling approach. I will use EEG to address the temporal (when) and fMRI to address the spatial processing dimension (where). To address the third objective (how), I will fit a Bayesian causal inference model to the behavioural data. The overarching goal of my research is to extend the current view on multisensory processing by a social component, thereby contributing to a more holistic account of human perceptual processing.