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

Human brain mapping, 2018-07, Vol.39 (7), p.3046-3057 [Peer Reviewed Journal]

2018 Wiley Periodicals, Inc. ;ISSN: 1065-9471 ;EISSN: 1097-0193 ;DOI: 10.1002/hbm.24059 ;PMID: 29575392

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Title:
Enhancement of teaching outcome through neural prediction of the students' knowledge state
Author: Zheng, Lifen ; Chen, Chuansheng ; Liu, Wenda ; Long, Yuhang ; Zhao, Hui ; Bai, Xialu ; Zhang, Zhanjun ; Han, Zaizhu ; Liu, Li ; Guo, Taomei ; Chen, Baoguo ; Ding, Guosheng ; Lu, Chunming
Subjects: Adult ; Brain ; Cerebral Cortex - physiology ; Educational Personnel ; Female ; functional near‐infrared spectroscopy ; Functional Neuroimaging - methods ; Humans ; hyperscanning ; Hypotheses ; Infrared spectroscopy ; interpersonal neural synchronization ; Interpersonal Relations ; Male ; Mathematical Concepts ; Medical imaging ; Neuroimaging ; Neurology ; prediction ; Problem Solving - physiology ; Spectroscopy, Near-Infrared - methods ; Students ; Synchronism ; Synchronization ; Teachers ; Teaching ; Temporal cortex ; Time Factors ; Time synchronization ; Young Adult
Is Part Of: Human brain mapping, 2018-07, Vol.39 (7), p.3046-3057
Description: 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.
Publisher: United States: John Wiley & Sons, Inc
Language: English
Identifier: ISSN: 1065-9471
EISSN: 1097-0193
DOI: 10.1002/hbm.24059
PMID: 29575392
Source: Journals@Ovid Open Access Journal Collection Rolling
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PubMed Central

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

2018 Wiley Periodicals, Inc. ;ISSN: 1065-9471 ;EISSN: 1097-0193 ;DOI: 10.1002/hbm.24059 ;PMID: 29575392

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