Cooperation with partners of differing social experience: An fNIRS-based hyperscanning study

Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony

Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher-student interaction-the key feature of FT-plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher-student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher-student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation.

Expert and Novice Teachers' Cognitive Neural Differences in Understanding Students' Classroom Action Intentions

OBJECTIVES

Teachers' intention understanding ability reflects their professional insight, which is the basis for effective classroom teaching activities. However, the cognitive process and brain mechanism of how teachers understand students' action intention in class are still unclear.

METHODS

This study used event-related potential (ERP) technology to explore the cognitive neural differences in intention understanding ability among teachers with different levels of knowledge and experience. The experiment used the comic strips paradigm to examine the ability of expert and novice teachers to understand students' normative and non-normative classroom actions under different text prompts ("how" and "why").

RESULTS

The results revealed that in the late time window, expert teachers induced larger P300 and LPC amplitudes when they understood students' classroom action intentions, while the N250 amplitudes induced by novice teachers in the early time window were significantly larger. In addition, for both types of teachers, when understanding the intentions behind students' normative actions, the N250 amplitude was the most significant, while the P300 and LPC amplitudes were more significant for non-normative actions.

CONCLUSIONS

This study found that teachers at varying professional development stages had different time processing processes in intention understanding ability, which supported teachers' brain electrophysiological activities related to social ability.

Using interbrain synchrony to study teamwork: A systematic review and meta-analysis

It has been proposed that interbrain synchrony (IBS) may help to elucidate the neural mechanisms underpinning teamwork. As hyperscanning studies have provided abundant findings on IBS in team environments, the current review aims to synthesize the findings of hyperscanning studies in a way that is relevant to the teamwork research. A systematic review was conducted. Included studies were classified according to the IPO (i.e. input, process, output) model of teamwork. Three multi-level meta-analyses were performed to quantify the associations between IBS and the three IPO variables. The methodology followed PRISMA guidelines and the protocol was pre-registered (https://osf.io/7h8sa/). Of the 229 studies, 41 were included, representing 1326 teams. The three meta-analyses found statistically significant positive effects, indicating a positive association between IBS and the three IPO teamwork variables. This study provides evidence that IBS is a relevant measure of the teamwork process and argues for the continued use of IBS to study teamwork.

Social bonding in groups of humans selectively increases inter-status information exchange and prefrontal neural synchronization

Social groups in various social species are organized with hierarchical structures that shape group dynamics and the nature of within-group interactions. In-group social bonding, exemplified by grooming behaviors among animals and collective rituals and team-building activities in human societies, is recognized as a practical adaptive strategy to foster group harmony and stabilize hierarchical structures in both human and nonhuman animal groups. However, the neurocognitive mechanisms underlying the effects of social bonding on hierarchical groups remain largely unexplored. Here, we conducted simultaneous neural recordings on human participants engaged in-group communications within small hierarchical groups (n = 528, organized into 176 three-person groups) to investigate how social bonding influenced hierarchical interactions and neural synchronizations. We differentiated interpersonal interactions between individuals of different (inter-status) or same (intra-status) social status and observed distinct effects of social bonding on inter-status and intra-status interactions. Specifically, social bonding selectively increased frequent and rapid information exchange and prefrontal neural synchronization for inter-status dyads but not intra-status dyads. Furthermore, social bonding facilitated unidirectional neural alignment from group leader to followers, enabling group leaders to predictively align their prefrontal activity with that of followers. These findings provide insights into how social bonding influences hierarchical dynamics and neural synchronization while highlighting the role of social status in shaping the strength and nature of social bonding experiences in human groups.

Gender differences in cognitive and affective interpersonal emotion regulation in couples: an fNIRS hyperscanning

Emotion regulation is vital in maintaining romantic relationships in couples. Although gender differences exist in cognitive and affective strategies during 'intrapersonal' emotion regulation, it is unclear how gender differences through affective bonds work in 'interpersonal' emotion regulation (IER) in couples. Thirty couple dyads and 30 stranger dyads underwent functional near-infrared spectroscopy hyperscanning recordings when targets complied with their partner's cognitive engagement (CE) and affective engagement (AE) strategies after viewing sad and neutral videos. Behaviorally, for males, CE was less effective than AE in both groups, but little difference occurred for females between AE and CE. For couples, Granger causality analysis showed that male targets had less neural activity than female targets in CH06, CH13 and CH17 during CE. For inflow and outflow activities on CH06 and CH13 (frontopolar cortex), respectively, male targets had less activity in the CE condition than in the AE condition, while for outflow activities on CH 17 (dorsolateral prefrontal cortex), female targets had more activity in the CE condition than in the AE condition. However, these differences were not observed in strangers. These results suggest gender differences in CE but not in AE and dissociable flow patterns in male and female targets in couples during sadness regulation.

Quantification of inter-brain coupling: A review of current methods used in haemodynamic and electrophysiological hyperscanning studies

Hyperscanning is a form of neuroimaging experiment where the brains of two or more participants are imaged simultaneously whilst they interact. Within the domain of social neuroscience, hyperscanning is increasingly used to measure inter-brain coupling (IBC) and explore how brain responses change in tandem during social interaction. In addition to cognitive research, some have suggested that quantification of the interplay between interacting participants can be used as a biomarker for a variety of cognitive mechanisms aswell as to investigate mental health and developmental conditions including schizophrenia, social anxiety and autism. However, many different methods have been used to quantify brain coupling and this can lead to questions about comparability across studies and reduce research reproducibility. Here, we review methods for quantifying IBC, and suggest some ways moving forward. Following the PRISMA guidelines, we reviewed 215 hyperscanning studies, across four different brain imaging modalities: functional near-infrared spectroscopy (fNIRS), functional magnetic resonance (fMRI), electroencephalography (EEG) and magnetoencephalography (MEG). Overall, the review identified a total of 27 different methods used to compute IBC. The most common hyperscanning modality is fNIRS, used by 119 studies, 89 of which adopted wavelet coherence. Based on the results of this literature survey, we first report summary statistics of the hyperscanning field, followed by a brief overview of each signal that is obtained from each neuroimaging modality used in hyperscanning. We then discuss the rationale, assumptions and suitability of each method to different modalities which can be used to investigate IBC. Finally, we discuss issues surrounding the interpretation of each method.

Affective or cognitive interpersonal emotion regulation in couples: an fNIRS hyperscanning study

Sadness regulation is crucial for maintaining the romantic relationships of couples. Interpersonal emotion regulation, including affective engagement (AE) and cognitive engagement (CE), activates social brain networks. However, it is unclear how AE and CE regulate sadness in couples through affective bonds. We recruited 30 heterosexual couple dyads and 30 heterosexual stranger dyads and collected functional near-infrared spectroscopy hyperscanning data while each dyad watched sad or neutral videos and while the regulator regulated the target's sadness. Then, we characterized interbrain synchronization (IBS) and Granger causality (GC). The results indicated that AE and CE were more effective for couples than for strangers and that sadness evaluation of female targets was lower than that of male targets. CE-induced IBS at CH13 (BA10, right middle frontal gyrus) was lower for female targets than for male targets, while no gender difference in AE was detected. GC change at CH13 during CE was lower in the sad condition for male targets than for female targets, while no gender difference in AE was discovered. These observations suggest that AE and CE activate affective bonds but that CE was more effective for regulating sadness in female targets, revealing different neural patterns of cognitive and affective sadness regulation in couples.

Increased Interpersonal Brain Synchronization in Romantic Couples Is Associated with Higher Honesty: An fNIRS Hyperscanning Study

Previous studies on the brain-brain interaction of deception have shown different patterns of interpersonal brain synchronization (IBS) between different genders. However, the brain-brain mechanisms in the cross-sex composition need to be better understood. Furthermore, there needs to be more discussion about how relationships (e.g., romantic couples vs. strangers) affect the brain-brain mechanism under interactive deception. To elaborate on these issues, we used the functional near-infrared spectroscopy (fNIRS)-based hyperscanning approach to simultaneously measure interpersonal brain synchronization (IBS) in romantic couples (heterosexual) and cross-sex stranger dyads during the sender-receiver game. The behavioral results found that the deception rate of males was lower than that of females, and romantic couples were deceived less than strangers. Significantly increased IBS was observed in the frontopolar cortex (FPC) and right temporoparietal junction (rTPJ) of the romantic couple group. Moreover, the IBS is negatively correlated with the deception rate. No significantly increased IBS was observed in cross-sex stranger dyads. The result corroborated the lower deception of males and romantic couples in cross-sex interactions. Furthermore, IBS in the PFC and rTPJ was the underlying dual-brain neural basis for supporting honesty in romantic couples.

Associations of Empathy with Teacher-Student Interactions: A Potential Ternary Model

Empathy has garnered increasing recognition as a pivotal component of teacher-student interactions and a notable determinant of student achievement. Nevertheless, the exact impact of empathy on teacher-student interactions remains elusive, despite research endeavors into the neural mechanisms of teacher empathy. Our article examines the cognitive neural processes of teacher empathy during various forms of teacher-student interactions. To this end, we first present a concise review of theoretical considerations related to empathy and interactions, followed by an extensive discussion of teacher-student interactions and teacher empathy through both "single-brain" and "dual-brain" perspectives. Drawing on these discussions, we propose a potential model of empathy that integrates the affective contagion, cognitive evaluation, and behavior prediction aspects of teacher-student interactions. Finally, future research directions are discussed.

Dyad pedagogy in practical anatomy: A description of the implementation and student perceptions of an adaptive approach to cadaveric teaching

Prior to the challenges imposed by the Covid-19 pandemic, anatomy practical sessions at Trinity College Dublin involved eight to 10 students per donor station, rotating between digital learning, anatomical models/osteology, and dissection activities for three hours weekly. To maintain cadaveric participation in the anatomy laboratory while adhering to distancing guidelines, a transition to dyad pedagogy was implemented. This mode of delivery allowed two students per donor station to spend one hour per week in the anatomy laboratory with all digital learning elements transferred to the virtual learning platform Blackboard as pre- and post-practical session learning activities. Dyad pedagogy has been explored in clinical settings and simulation procedural-based training but is yet to be fully verified in anatomy education. To determine the effectiveness of hybrid practical sessions and reduced donor to student ratios, the opinions of first year medical students were examined using an online questionnaire with a 51% response rate. Although students recognized the merits of more time in the anatomy laboratory, including opportunities for self-directed study and exposure to anatomical variation, they felt that having two students per station enabled sufficient hands-on time with the donor body and fostered learning opportunities that would not be possible with larger groups. Strong preferences for quality time with the donor body supported by online resources suggests this modality should be a key consideration in course design for anatomy curricula and emphasizes the importance of gauging students' preferences to optimize satisfaction and learning output when pivoting to blended learning strategies in anatomy education.

Neural and behavioral alterations of a real-time interpersonal distance (IPD) development process in differing social status interactions

Background

Evidence showed neural changes in interpersonal distance (IPD) interaction, and neural activities are affected by relationships (such as friends or strangers). Behavior studies proved that social status strongly affects IPD between two persons. However, how the differing social status impacts neural alterations in the IPD interactions remains unknown.

Objectives

The teacher-student relationship is a typical representation of the difference in social status. The present study aims to investigate the IPD performance and brain processes underlying real-time differing social status during the development process from teacher-student interactions.

Materials and methods

We designed three within-subject experiments corresponding to the inclusion, control, and affection stages of IPD. Altogether, 38 valid healthy participants participated in three experiments with a teacher (differing social status condition, DS condition) and a peer student (peer social status condition, PS condition) separately. This study employed functional near-infrared spectroscopy (fNIRS) and modified real-time stop-distance paradigms to record IPD performance and neural processes.

Results

For IPD performance, significantly larger IPD gaps were shown in the DS condition than in the PS condition, and IPD feedback affected IPD performance. For neural alterations, activated frontopolar area (FPA, BA10), dorsolateral prefrontal cortex (DLPFC, BA9/BA46), and Broca’s area (BA45) were observed across the IPD stages. Importantly, brain activation shifts with the development of IPD. In addition, results showed that differences in Oxy-Hb changes were located in the FPA (BA10), DLPFC (BA9/BA46), and Broca’s area (BA45) between the DS and PS conditions across IPD stages. Additionally, negative correlations were found between Oxy-Hb changes and IPD performance.

Conclusion

We propose prefrontal cortex (PFC) and Broca’s area involvement in IPD interactions, initially focusing on evaluation and action periods, and later on IPD-evaluation processes after feedback. In addition, a difference in Oxy-Hb activities implies the complexity of relationships and social status in IPD interactions.

Transcranial Electrical Stimulation Offers the Possibility of Improving Teamwork Among Military Pilots: A Review

Effective teamwork among military pilots is key to successful mission completion. The underlying neural mechanism of teamwork is thought to be inter-brain synchronization (IBS). IBS could also be explained as an incidental phenomenon of cooperative behavior, but the causality between IBS and cooperative behavior could be clarified by directly producing IBS through extra external stimuli applied to functional brain regions. As a non-invasive technology for altering brain function, transcranial electrical stimulation might have the potential to explore whether top-down enhancement of the synchronization of multiple brains can change cooperative behavioral performance among members of a team. This review focuses on the characteristic features of teamwork among military pilots and variations in neuroimaging obtained by hyper-scanning. Furthermore, we discuss the possibility that transcranial electrical stimulation could be used to improve teamwork among military pilots, try to provide a feasible design for doing so, and emphasize crucial aspects to be addressed by future research.