Enhancement of teaching outcome through neural prediction of the students' knowledge state

Finding the neural correlates of collaboration using a three-person fMRI hyperscanning paradigm

Humans have an extraordinary ability to interact and cooperate with others. Despite the social and evolutionary significance of collaboration, research on finding its neural correlates has been limited partly due to restrictions on the simultaneous neuroimaging of more than one participant (also known as hyperscanning). Several studies have used dyadic fMRI hyperscanning to examine the interaction between two participants. However, to our knowledge, no study to date has aimed at revealing the neural correlates of social interactions using a three-person (or triadic) fMRI hyperscanning paradigm. Here, we simultaneously measured the blood-oxygenation level-dependent signal from 12 triads (n = 36 participants), while they engaged in a collaborative drawing task based on the social game of Pictionary General linear model analysis revealed increased activation in the brain regions previously linked with the theory of mind during the collaborative phase compared to the independent phase of the task. Furthermore, using intersubject correlation analysis, we revealed increased synchronization of the right temporo-parietal junction (R TPJ) during the collaborative phase. The increased synchrony in the R TPJ was observed to be positively associated with the overall team performance on the task. In sum, our paradigm revealed a vital role of the R TPJ among other theory-of-mind regions during a triadic collaborative drawing task.

Neural alignment during face-to-face spontaneous deception: Does gender make a difference?

This study investigated the gender differences in deception and their neural basis in the perspective of two‐person neuroscience. Both male and female dyads were asked to perform a face‐to‐face spontaneous sender–receiver deception task, while their neural activities in the prefrontal cortex (PFC) and right temporal parietal junction (rTPJ) were recorded simultaneously using functional near‐infrared spectroscopy (fNIRS)‐based hyperscanning. Male and female dyads displayed similar deception rate, successful deception rate, and eye contact in deception trials. Moreover, eye contact in deception trials was positively correlated with the success rate of deception in both genders. The fNIRS data showed that the interpersonal neural synchronization (INS) in PFC was significantly enhanced only in female dyads when performed the deception task, while INS in rTPJ was increased only in male dyads. Such INS was correlated with the success rate of deception in both dyads. Granger causality analysis showed that no significant directionality between time series of PFC (or rTPJ) in each dyad, which could indicate that sender and receiver played equally important role during deception task. Finally, enhanced INS in PFC in female dyads mediated the contribution of eye contact to the success rate of deception. All findings in this study suggest that differential patterns of INS are recruited when male and female dyads perform the face‐to‐face deception task. To our knowledge, this is the first interbrain evidence for gender difference of successful deception, which could make us a deeper understanding of spontaneous face‐to‐face deception.

Physiological synchrony in EEG, electrodermal activity and heart rate reflects shared selective auditory attention

OBJECTIVE

Concurrent changes in physiological signals across multiple listeners (physiological synchrony-PS), as caused by shared affective or cognitive processes, may be a suitable marker of selective attentional focus. We aimed to identify the selective attention of participants based on PS with individuals sharing attention with respect to different stimulus aspects.

APPROACH

We determined PS in electroencephalography (EEG), electrodermal activity (EDA) and electrocardiographic inter-beat interval (IBI) of participants who all heard the exact same audio track, but were instructed to either attend to the audiobook or to interspersed auditory events such as affective sounds and beeps that attending participants needed to keep track of.

MAIN RESULTS

PS in all three measures reflected the selective attentional focus of participants. In EEG and EDA, PS was higher for participants when linked to participants with the same attentional instructions than when linked to participants instructed to focus on different stimulus aspects, but in IBI this effect did not reach significance. Comparing PS between a participant and members from the same or the different attentional group allowed for the correct identification of the participant's attentional instruction in 96%, 73% and 73% of the cases, for EEG, EDA and IBI, respectively, all well above chance level. PS with respect to the attentional groups also predicted performance on post-audio questions about the groups' stimulus content.

SIGNIFICANCE

Our results show that selective attention of participants can be monitored using PS, not only in EEG, but also in EDA and IBI. These results are promising for real-world applications, where wearables measuring peripheral signals like EDA and IBI may be preferred over EEG sensors.

Interpersonal Neural Synchronization During Cooperative Behavior of Basketball Players: A fNIRS-Based Hyperscanning Study

Accumulating evidence has consistently shown that team-based sports (such as basketball) are beneficial to interpersonal cooperation. However, its neural correlate remains to be discovered, especially in the perspective of two-person neuroscience. In this study, 12 dyads of basketball players and 12 dyads of college students who had no experience of team-based sports training were asked to perform joint-drawing task and control task. During task performance, neural activities were recorded in frontal area by the functional near-infrared spectroscopy (fNIRS)-based hyperscanning approach. The results demonstrated that dyads of basketball players were faster to finish joint-drawing task and showed higher subjective cooperativeness than dyads of college students. Meanwhile, significant interpersonal neural synchronization (INS) was observed in the dorsolateral prefrontal area only when pairs of basketball players performed joint-drawing task, but not control task. Therefore, we provide the first piece of inter-brain evidence for enhanced cooperative behavior in the individuals with team-based sports training, which could make us deeply understand exact neural correlate for experience-dependent changes of cognitions in humans.

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.

When do we fall in neural synchrony with others?

This study aimed to investigate the situation in which interpersonal brain synchronization (IBS) occurs during a collaborative task and examined its trajectory over time by developing a novel functional near-infrared spectroscopy (fNIRS)-based hyperscanning paradigm. Participants were asked to perform a collaborative task in three-person groups where two of the members are real participants and one is a confederate. Compared to dyads between real participants and confederates, real-participant pairings showed greater cooperation behavior and IBS between bilateral dorsolateral prefrontal cortex. And, IBS and cooperation increased over time in real-participant pairings, whereas they remained low and constant in dyads with the confederate. These findings indicate that IBS occurs between individuals engaging in interpersonal interaction during a collaborative task, during which both IBS and cooperatively interpersonal interaction tend to increase over time.

Behavioral and brain synchronization differences between expert and novice teachers when collaborating with students

Differences in behavior and neural mechanisms between expert and novice teachers when collaborating with students are poorly understood. This study investigated whether expert teachers do better in collaborating with students than novice teachers and explored the neural basis of such differences. Novice teacher and student (NT-S) dyads and expert teacher and student (ET-S) dyads were recruited to complete an interactive task consisting of a cooperation and an independent condition. During the experiment, neural activity in the prefrontal cortex of the participants was recorded with functional near-infrared spectroscopy. The results show higher accuracy for the ET-S dyads than the NT-S dyads in the cooperation condition; however, no difference was found in the independent condition. Increased interpersonal brain synchronization (IBS) was detected in the left dorsolateral prefrontal cortex of participants in ET-S dyads, but not in NT-S dyads in the cooperation condition. Moreover, an interaction effect of dyad type and conditions on IBS was observed, revealing IBS was stronger in ET-S dyads than in NT-S dyads. In ET-S dyads, IBS was positively correlated with the teachers' perspective-taking ability and accuracy. These findings suggest that expert teachers collaborate better with students than novice teachers, and IBS might be the neural marker for this difference.

Learning Desire Is Predicted by Similar Neural Processing of Naturalistic Educational Materials

Naturalistic stimuli can elicit highly similar brain activity across viewers. How do naturalistic educational materials engage human brains and evoke learning desire? Here, we presented 15 audiovisual course clips (each lasting ∼120 s) to university students and recorded their neural activity through electroencephalography. Upon finishing all the video viewings, subjects ranked 15 courses in order of learning desire and reported the reasons for high learning desire (i.e., “value” and “interest”). The brain activity during the video viewing was measured as the neural similarity via intersubject correlation (ISC), that is, correlation between each subject’s neural responses and those of others. Based on averaged learning desire rankings across subjects, course clips were classified with high versus medium versus low motivational effectiveness. We found that the ISC of high effective course clips was larger than that of low effective ones. The ISC difference (high vs low) was positively associated with subjects’ learning desire difference (high vs low). Such an association occurred when viewing time accumulated to ∼80 s. Moreover, ISC was correlated with “interest-based” rather than “value-based” learning desire. These findings advance our understanding of learning motivation via the neural similarity in the context of on-line education and provide potential neurophysiological suggestions for pedagogical practices.

Prior physical synchrony enhances rapport and inter-brain synchronization during subsequent educational communication

Physical synchrony has been suggested to have positive effects on not only concurrent but also subsequent communication, but the underlying neural processes are unclear. Using functional near-infrared spectroscopy (fNIRS) hyperscanning, we tested the effects of preceding physical synchrony on subsequent dyadic teaching-learning communication. Thirty-two pairs of participants performed two experimental sessions. In each session, they underwent a rhythmic arm movement block with synchronous or asynchronous conditions, and then taught/learned unknown words to/from each other according to a given scenario. Neural activities in their medial and left lateral prefrontal cortex (PFC) were measured and inter-brain synchronization (IBS) during the teaching-learning blocks was evaluated. Participants rated their subjective rapport during the teaching-learning blocks, and took a word memory test. The analyses revealed that (1) prior physical synchrony enhanced teacher-learner rapport; (2) prior physical synchrony also enhanced IBS in the lateral PFC; and (3) IBS changes correlated positively with rapport changes. Physical synchrony did however not affect word memory performance. These results suggest that IBS can be useful to measure the effects of social-bonding facilitation activities for educational communication.

Teacher-learner interaction quantifies scaffolding behaviour in imitation learning

Teachers often believe that they take into account learners’ ongoing learning progress in their teaching. Can behavioural data support this belief? To address this question, we investigated the interactive behavioural coordination between teachers and learners during imitation learning to solve a puzzle. The teacher manually demonstrated the puzzle solution to a learner who immediately imitated and learned it. Manual movements of teachers and learners were analysed using a bivariate autoregressive model. To identify bidirectional information exchange and information shared between the two agents, we calculated causality and noise covariance from the model. Information transfer observed from teacher to learner in the lateral component of their motion indicated imitation of the spatial information of the puzzle solution. Information transfer from learner to teacher in the vertical component of their motion indicated the monitoring process through which teachers adjust their timing of demonstration to the learner’s progress. The shared information in the lateral component increased as learning progressed, indicating the knowledge was shared between the two agents. Our findings demonstrated that the teacher interactively engaged in and contingently supported (i.e. scaffolded) imitation. We thus provide a behavioural signature of the teacher’s intention to promote learning indispensable for understanding the nature of teaching.

Shared neural representations of syntax during online dyadic communication

When people communicate, they come to see the world in a similar way to each other by aligning their mental representations at such levels as syntax. Syntax is an essential feature of human language that distinguishes humans from other non-human animals. However, whether and how communicators share neural representations of syntax is not well understood. Here we addressed this issue by measuring the brain activity of both communicators in a series of dyadic communication contexts, by using functional near-infrared spectroscopy (fNIRS)-based hyperscanning. Two communicators alternatively spoke sentences either with the same or with different syntactic structures. Results showed a significantly higher-level increase of interpersonal neural synchronization (INS) at right posterior superior temporal cortex when communicators produced the same syntactic structures as each other compared to when they produced different syntactic structures. These increases of INS correlated significantly with communication quality. Our findings provide initial evidence for shared neural representations of syntax between communicators.

Interplay between prior knowledge and communication mode on teaching effectiveness: Interpersonal neural synchronization as a neural marker

Teacher-student interaction allows students to combine prior knowledge with new information to develop new knowledge. It is widely understood that both communication mode and students' knowledge state contribute to the teaching effectiveness (i.e., higher students' scores), but the nature of the interplay of these factors and the underlying neural mechanism remain unknown. In the current study, we manipulated the communication modes (face-to-face [FTF] communication mode/computer-mediated communication [CMC] mode) and prior knowledge states (with vs. without) when teacher-student dyads participated in a teaching task. Using functional near-infrared spectroscopy, the brain activities of both the teacher and student in the dyads were recorded simultaneously. After teaching, perceived teacher-student interaction and teaching effectiveness were assessed. The behavioral results demonstrated that, during teaching with prior knowledge, FTF communication improved students' academic performance, as compared with CMC. Conversely, no such effect was found for teaching without prior knowledge. Accordingly, higher task-related interpersonal neural synchronization (INS) in the left prefrontal cortex (PFC) was found in the FTF teaching condition with prior knowledge. Such INS mediated the relationship between perceived interaction and students' test scores. Furthermore, the cumulative INS in the left PFC could predict the teaching effectiveness early in the teaching process (around 25-35 s into the teaching task) only in FTF teaching with prior knowledge. These findings provide insight into how the interplay between the communication mode and students' knowledge state affects teaching effectiveness. Moreover, our findings suggest that INS could be a possible neuromarker for dynamic evaluation of teacher-student interaction and teaching effectiveness.

Interpersonal brain synchronization associated with working alliance during psychological counseling

The mechanisms underlying behavioral synchrony during psychological counseling are not clear. Recent research has provided evidence that pervasive synchrony is associated with interpersonal brain synchronization (IBS) and possibly contributes to the positive working alliance-the degree to which the counseling dyads engage in collaborative and purposive work. Our study explored the IBS between the clients and the counselors using functional near-infrared spectroscopy (fNIRS)-based hyperscanning. Thirty-four participants (as clients) were randomly assigned either to the psychological counseling group or to the chatting group; three female professional counselors provided them with 40 minutes of psychological counseling or chatting. We found better working alliances and increased IBS in the right temporo-parietal junction (rTPJ) between clients and counselors during psychological counseling (versus chatting). Such IBS also correlated with the bond of working alliance. To our knowledge, our work represents the first demonstration of fNIRS-hyperscanning measurements for synchronous brain activity between the clients and counselors. This study refines the neural explanation of behavioral synchrony during psychological counseling.

Wearable Neurophysiological Recordings in Middle-School Classroom Correlate With Students' Academic Performance

The rapid development of wearable bio-sensing techniques has made it possible to continuously record neurophysiological signals in naturalistic scenarios such as the classroom. The present study aims to explore the neurophysiological correlates of middle-school students' academic performance. The electrodermal signals (EDAs) and heart rates (HRs) were collected via wristband from 100 Grade seven students during their daily Chinese and math classes for 10 days in 2 weeks. Significant correlations were found between the academic performance as reflected by the students' final exam scores and the EDA responses. Further regression analyses revealed significant prediction of the academic performance mainly by the transient EDA responses (R ² = 0.083, p < 0.05, with Chinese classes only; R ² = 0.030, p < 0.05, with both Chinese and math classes included). By combining the self-report data about session-based general statuses and the neurophysiological data, the explained powers of the regression models were further improved (R ² = 0.095, p < 0.05, with Chinese classes only; R ² = 0.057, p < 0.05, with both Chinese and math classes included), and the neurophysiological data were shown to have independent contributions to the regression models. In addition, the regression models became non-significant by exchanging the academic performances of the Chinese and math classes as the dependent variables, suggesting at least partly distinct neurophysiological responses for the two types of classes. Our findings provide evidences supporting the feasibility of predicting educational outputs by wearable neurophysiological recordings.

Enhancement of teaching outcome through neural prediction of the students' knowledge state

The neural mechanism for the dyadic process of teaching is poorly understood. Although theories about teaching have proposed that before any teaching takes place, the teacher will predict the knowledge state of the student(s) to enhance the teaching outcome, this theoretical Prediction-Transmission hypothesis has not been tested with any neuroimaging studies. Using functional near-infrared spectroscopy-based hyperscanning, this study measured brain activities of the teacher-student pairs simultaneously. Results showed that better teaching outcome was associated with higher time-lagged interpersonal neural synchronization (INS) between right temporal-parietal junction (TPJ) of the teacher and anterior superior temporal cortex (aSTC) of the student, when the teacher's brain activity preceded that of the student. Moreover, time course analyses suggested that such INS could mark the quality of the teaching outcome at an early stage of the teaching process. These results provided key neural evidence for the Prediction-Transmission hypothesis about teaching, and suggested that the INS plays an important role in the successful teaching.