Learning from others is good, with others is better: the role of social interaction in human acquisition of new knowledge

Psychophysiological correlates of learner-instructor interaction: A scoping review

This article reviews recent studies of real-time learner-instructor interactions and psychophysiological indicators associated with this process. The initial systematic search of the literature yielded 2,663 articles; 26 peer-reviewed articles in English were included in the final sample. The learner-instructor interpersonal relationships were studied using neuroimaging, eye movements, and peripheral physiological devices. Retrieved articles covered several phenomena accompanying learning interaction, including attention and meditation processes, mental effort, engagement, inter-brain synchronization, relationship quality, and interpersonal behavior. Some articles emphasized the link between the aforementioned processes and learning outcomes. The following psychophysiological correlates of processes underlying learning interaction were indicated. Inter-brain synchronization in the prefrontal cortex and temporal-parietal area is associated with the social component of learning interactions and positively correlates with learning outcomes. Students' engagement is accompanied by a decrease in electroencephalography occipital alpha rhythm, indicating heightened attention. Experienced teachers tend to focus their gaze on students while balancing gaze between learners and content facilitates students' attention. Students' gaze allocation toward learning-related areas indicates attention and engagement, which varies with instructional strategies. Heart rate and electrodermal activity positively correlate with learners' engagement, increasing during active educational strategies and decreasing throughout the lesson. Finally, heart rate, reflecting physiological arousal and interpersonal behavior, relates to the emotions experienced by the teacher. However, most of the registered associations require replication and further research, as at this point, their direction and magnitude are inconclusive due to, most likely, the differences in the methods and analytical strategies. Limitations and implications for future research are discussed.

Multimodal analysis of mother-child interaction using hyperscanning and diffusion maps

The current work aims to reveal mother-child synchronization patterns using several interaction modalities and combining them using the diffusion maps method. Twenty-two Hebrew-speaking toddlers (ages = 33 ± 5.38 months, 17 males) and their mothers (ages = 35 ± 5.79 years) participated in two interaction conditions while data was collected from several modalities, i.e. EEG, joint attention (measured through video coding of looking behavior), and motion analysis. Dimension reduction and data fusion of these modalities were performed using diffusion maps to enable a comprehensive assessment of mother-child synchronization dynamics. This multimodal approach allows better characterization of mother-child interaction and examining the associations between interaction patterns and maternal parenting style and their importance to the child's long-term language abilities.

Relational neuroscience: Insights from hyperscanning research

Humans are highly social, typically without this ability requiring noticeable efforts. Yet, such social fluency poses challenges both for the human brain to compute and for scientists to study. Over the last few decades, neuroscientific research of human sociality has witnessed a shift in focus from single-brain analysis to complex dynamics occurring across several brains, posing questions about what these dynamics mean and how they relate to multifaceted behavioural models. We propose the term 'Relational Neuroscience' to collate the interdisciplinary research field devoted to modelling the inter-brain dynamics subserving human connections, spanning from real-time joint experiences to long-term social bonds. Hyperscanning, i.e., simultaneously measuring brain activity from multiple individuals, has proven to be a highly promising technique to investigate inter-brain dynamics. Here, we discuss how hyperscanning can help investigate questions within the field of Relational Neuroscience, considering a variety of subfields, including cooperative interactions in dyads and groups, empathy, attachment and bonding, and developmental neuroscience. While presenting Relational Neuroscience in the light of hyperscanning, our discussion also takes into account behaviour, physiology and endocrinology to properly interpret inter-brain dynamics within social contexts. We consider the strengths but also the limitations and caveats of hyperscanning to answer questions about interacting people. The aim is to provide an integrative framework for future work to build better theories across a variety of contexts and research subfields to model human sociality.

Shaping behaviors through social experience and their proposed sensitivity to stress

Mammals have evolved with a range of innate drives, such as thirst and hunger, that promote motivated behaviors to ensure survival. A drive for social engagement promotes social interaction and bond formation. While a stable social environment maintains the opportunity for resource sharing and protection, an additional benefit is provided by the social transmission of information. Social experiences, and information obtained from conspecifics, can be used to learn about threats and opportunities in the environment. This review examines the primary forms of social learning and how they can shape behavior. Additionally, while there is much known about the effects of stress on learning and memory, there is much less known about its effects on social learning and memory. This review will therefore dissect the major factors that contribute to social learning and propose how stress may impact these factors. This may serve as a way to formulate new hypotheses about how stress might impact social learning and the effects of social experiences on behavior.

Interbrain neural correlates of self and other integration in joint statistical learning

While statistical learning is often studied individually, its collective representation through self-other integration remains unclear. This study examines dynamic self-other integration and its multi-brain mechanism using simultaneous recordings from dyads. Participants (N = 112) each repeatedly responded to half of a fixed stimulus sequence with either an active partner (joint context) or a passive observer (baseline context). Significant individual statistical learning was evident in the joint context, characterized by decreased reaction time (RT) and intra-brain neural responses, followed by a quadratic trend (i.e., first increasing and then decreasing) upon insertion of an interference sequence. More importantly, Brain-to-Brain Coupling (BtBC) in the theta band also showed learning and modulation-related trends, with its slope negatively and positively correlating with the slopes of RT and intra-brain functional connectivity, respectively. These results highlight the dynamic nature of self-other integration in joint statistical learning, with statistical regularities implicitly and spontaneously modulating this process. Notably, the BtBC serves as a key neural correlate underlying the dynamics of self-other integration.

Association of frailty with workplace social activity, physical activity, and well-being among older employees: a moderated mediation in two income-variant samples

BACKGROUND

Research suggests that frailty is associated with lower physical activity and well-being in old age, but social activities at work may facilitate physical activity and its positive effect on well-being among older employees with frailty. This study, therefore, ascertained whether there is a moderated mediation of the association of frailty, Workplace Social Activity (WSA), and well-being by Physical Activity (PA).

METHODS

The study adopted a cross-sectional design with relevant sensitivity analyses for confounding. The participants were within two Ghanaian samples with different income levels (low-income, n = 897, and higher income, n = 530). The minimum samples were calculated, and the statistical models were tested with Haye's Process Model through structural equation modelling.

RESULTS

Frailty was negatively associated with PA, and this relationship was moderated by WSA in both samples. Higher frailty was directly and indirectly associated with lower well-being in the higher-income sample but only indirectly associated with lower well-being in the low-income sample. The mediation of PA in the frailty-well-being relationship is partial in the higher-income sample but complete in the low-income sample. There was evidence of moderated mediation in both samples.

CONCLUSION

WSA may reduce the strength of the negative association of frailty with PA and well-being among older employees in both samples. Workplace interventions aimed at enhancing WSA may encourage PA and enhance well-being among older employees with frailty.

Infants' brain responses to social interaction predict future language growth

In face-to-face interactions with infants, human adults exhibit a species-specific communicative signal. Adults present a distinctive "social ensemble": they use infant-directed speech (parentese), respond contingently to infants' actions and vocalizations, and react positively through mutual eye-gaze and smiling. Studies suggest that this social ensemble is essential for initial language learning. Our hypothesis is that the social ensemble attracts attentional systems to speech and that sensorimotor systems prepare infants to respond vocally, both of which advance language learning. Using infant magnetoencephalography (MEG), we measure 5-month-old infants' neural responses during live verbal face-to-face (F2F) interaction with an adult (social condition) and during a control (nonsocial condition) in which the adult turns away from the infant to speak to another person. Using a longitudinal design, we tested whether infants' brain responses to these conditions at 5 months of age predicted their language growth at five future time points. Brain areas involved in attention (right hemisphere inferior frontal, right hemisphere superior temporal, and right hemisphere inferior parietal) show significantly higher theta activity in the social versus nonsocial condition. Critical to theory, we found that infants' neural activity in response to F2F interaction in attentional and sensorimotor regions significantly predicted future language development into the third year of life, more than 2 years after the initial measurements. We develop a view of early language acquisition that underscores the centrality of the social ensemble, and we offer new insight into the neurobiological components that link infants' language learning to their early brain functioning during social interaction.

Using active learning strategies during a quality improvement collaborative: exploring educational games to enhance learning among healthcare professionals

BACKGROUND

The Breakthrough Series model uses learning sessions (LS) to promote education, professional development and quality improvement (QI) in healthcare. Staff divergences regarding prior knowledge, previous experience, preferences and motivations make selecting which pedagogic strategies to use in LS a challenge.

AIM

We aimed to assess new active-learning strategies: two educational games, a card game and an escape room-type game, for training in healthcare-associated infection prevention.

METHODS

This descriptive case study evaluated the performance of educational strategies during a Collaborative to reduce healthcare-associated infections in Brazilian intensive care units (ICUs). A post-intervention survey was voluntarily offered to all participants in LS activities.

RESULTS

Seven regional 2-day LS were held between October and December 2022 (six for adult ICUs and one for paediatric/neonatal ICUs). Of 194 institutions participating in a nationwide QI initiative, 193 (99.4%) participated in these activities, totalling 850 healthcare professionals. From these, 641 participants responded to the survey (75.4%). The post-intervention survey showed that the participants responded positively to the educational activities.

CONCLUSION

The participants perceived the various pedagogical strategies positively, which shows the value of a broad and diverse educational approach, customised to local settings and including game-based activities, to enhance learning among healthcare professionals.

tDCS of right-hemispheric Wernicke's area homologue affects contextual learning of novel lexicon

Numerous studies have shown robust evidence of the right hemisphere's involvement in the language function, for instance in the processing of intonation, grammar, word meanings, metaphors, etc. However, its role in lexicon acquisition remains obscure. We applied transcranial direct current stimulation (tDCS) over the right-hemispheric homologue of Wernicke's area to assess its putative involvement in the processing of different types of novel semantics. After receiving 15 min of anodal, cathodal, or sham (placebo) tDCS, three groups of healthy participants learnt novel concrete and abstract words in the context of short stories. Learning outcomes were assessed using a battery of tests immediately after this contextual learning session and 24 h later. As a result, an inhibitory effect of cathodal tDCS and a facilitatory effect of anodal tDCS were found for abstract word acquisition only. We also found a significant drop in task performance on the second day of the assessment for both word types in all the stimulation groups, suggesting no significant influence of tDCS on the post-learning consolidation of new memory traces. The results suggest an involvement of Wernicke's right-hemispheric counterpart in initial encoding (but not consolidation) of abstract semantics, which may be explained either by the right hemispheres direct role in processing lexical semantics or by an indirect impact of tDCS on contralateral (left-hemispheric) cortical areas through cross-callosal connections.

Practical tips for starting a successful national postgraduate course

Background

Few start national courses, and those that do usually do it once. The aim of this paper is to outline an approach to conduct a successful national postgraduate course.

Methods

The practical tips were derived from personal experience.

Results

The 12 tips identified are: define learning needs and curriculum, create a functioning structure, recruit a committed faculty, obtain legitimacy, promote your course, try out the concept, establish administrative support, use modern techniques and accessories, create course-related social activities, keep all on board, collect ongoing evaluation, and stay in control.

Conclusion

It is hoped that these tips will make it easier for others to take the decisive first step in the exciting task of starting a national course; that is: 'to know the road ahead - ask those coming back'.

Dynamic mutual predictions during social learning: A computational and interbrain model

During social interactions, we constantly learn about the thoughts, feelings, and personality traits of our interaction partners. Learning in social interactions is critical for bond formation and acquiring knowledge. Importantly, this type of learning is typically bi-directional, as both partners learn about each other simultaneously. Here we review the literature on social learning and propose a new computational and neural model characterizing mutual predictions that take place within and between interactions. According to our model, each partner in the interaction attempts to minimize the prediction error of the self and the interaction partner. In most cases, these inferential models become similar over time, thus enabling mutual understanding to develop. At the neural level, this type of social learning may be supported by interbrain plasticity, defined as a change in interbrain coupling over time in neural networks associated with social learning, among them the mentalizing network, the observation-execution system, and the hippocampus. The mutual prediction model constitutes a promising means of providing empirically verifiable accounts of how relationships develop over time.

Mobile fNIRS for exploring inter-brain synchrony across generations and time

While still relatively rare, longitudinal hyperscanning studies are exceptionally valuable for documenting changes in inter-brain synchrony, which may in turn underpin how behaviors develop and evolve in social settings. The generalizability and ecological validity of this experimental approach hinges on the selected imaging technique being mobile-a requirement met by functional near-infrared spectroscopy (fNIRS). fNIRS has most frequently been used to examine the development of inter-brain synchrony and behavior in child-parent dyads. In this position paper, we contend that dedicating attention to longitudinal and intergenerational hyperscanning stands to benefit the fields of social and cognitive neuroscience more broadly. We argue that this approach is particularly relevant for understanding the neural mechanisms underpinning intergenerational social dynamics, and potentially for benchmarking progress in psychological and social interventions, many of which are situated in intergenerational contexts. In line with our position, we highlight areas of intergenerational research that stand to be enhanced by longitudinal hyperscanning with mobile devices, describe challenges that may arise from measuring across generations in the real world, and offer potential solutions.

Autistic adults benefit from and enjoy learning via social interaction as much as neurotypical adults do

BACKGROUND

Autistic people show poor processing of social signals (i.e. about the social world). But how do they learn via social interaction?

METHODS

68 neurotypical adults and 60 autistic adults learned about obscure items (e.g. exotic animals) over Zoom (i) in a live video-call with the teacher, (ii) from a recorded learner-teacher interaction video and (iii) from a recorded teacher-alone video. Data were analysed via analysis of variance and multi-level regression models.

RESULTS

Live teaching provided the most optimal learning condition, with no difference between groups. Enjoyment was the strongest predictor of learning: both groups enjoyed the live interaction significantly more than other condition and reported similar anxiety levels across conditions.

LIMITATIONS

Some of the autistic participants were self-diagnosed-however, further analysis where these participants were excluded showed the same results. Recruiting participants over online platforms may have introduced bias in our sample. Future work should investigate learning in social contexts via diverse sources (e.g. schools).

CONCLUSIONS

These findings advocate for a distinction between learning about the social versus learning via the social: cognitive models of autism should be revisited to consider social interaction not just as a puzzle to decode but rather a medium through which people, including neuro-diverse groups, learn about the world around them. Trial registration Part of this work has been pre-registered before data collection https://doi.org/10.17605/OSF.IO/5PGA3.

Inter-Brain Synchrony Pattern Investigation on Triadic Board Game Play-Based Social Interaction: An fNIRS Study

Recent advances in functional neuroimaging techniques, including methodologies such as fNIRS, have enabled the evaluation of inter-brain synchrony (IBS) induced by interpersonal interactions. However, the social interactions assumed in existing dyadic hyperscanning studies do not sufficiently emulate polyadic social interactions in the real world. Therefore, we devised an experimental paradigm that incorporates the Korean folk board game "Yut-nori" to reproduce social interactions that emulate social activities in the real world. We recruited 72 participants aged 25.2 ± 3.9 years (mean ± standard deviation) and divided them into 24 triads to play Yut-nori, following the standard or modified rules. The participants either competed against an opponent (standard rule) or cooperated with an opponent (modified rule) to achieve a goal efficiently. Three different fNIRS devices were employed to record cortical hemodynamic activations in the prefrontal cortex both individually and simultaneously. Wavelet transform coherence (WTC) analyses were performed to assess prefrontal IBS within a frequency range of 0.05-0.2 Hz. Consequently, we observed that cooperative interactions increased prefrontal IBS across overall frequency bands of interest. In addition, we also found that different purposes for cooperation generated different spectral characteristics of IBS depending on the frequency bands. Moreover, IBS in the frontopolar cortex (FPC) reflected the influence of verbal interactions. The findings of our study suggest that future hyperscanning studies should consider polyadic social interactions to reveal the properties of IBS in real-world interactions.

Implementation of a Hybrid Intelligence System Enabling the Effectiveness Assessment of Interaction Channels Use in HMI

The article presents a novel idea of Interaction Quality Sensor (IQS), introduced in the complete solution of Hybrid INTelligence (HINT) architecture for intelligent control systems. The proposed system is designed to use and prioritize multiple information channels (speech, images, videos) in order to optimize the information flow efficiency of interaction in HMI systems. The proposed architecture is implemented and validated in a real-world application of training unskilled workers-new employees (with lower competencies and/or a language barrier). With the help of the HINT system, the man-machine communication information channels are deliberately chosen based on IQS readouts to enable an untrained, inexperienced, foreign employee candidate to become a good worker, while not requiring the presence of either an interpreter or an expert during training. The proposed implementation is in line with the labor market trend, which displays significant fluctuations. The HINT system is designed to activate human resources and support organizations/enterprises in the effective assimilation of employees to the tasks performed on the production assembly line. The market need of solving this noticeable problem was caused by a large migration of employees within (and between) enterprises. The research results presented in the work show significant benefits of the methods used, while supporting multilingualism and optimizing the preselection of information channels.

Editorial concepts in interaction: social engagement and inner experiences

This theme issue aims to view the literature on concepts through a novel lens, that of social interaction and its influence on inner experiences. It discusses unsolved problems in literature on concepts, emphasizing the distinction between concrete versus abstract concepts and external versus internal grounding. This introductory article reflects the two research streams that the theme aims to bridge-in this area, the dimension of embodied interaction with others and how this influences the interaction with ourselves is still underexplored. In the first part, we discuss recent trends in social cognition, showing how interacting with others influences our concepts. In the second part, we address how social interactions become part of our inner world in a Vygotskian fashion. First, we illustrate how interoception, emotion and metacognition are connected with concepts and knowledge. Second, we deal with how language, in both its outer and inner form, can empower cognition and concepts. We also briefly describe how novel experimental and computational methods contribute to investigating the online use of concepts. Overall, this introductory article outlines the potentialities of an integrated and interactive approach that can give new, fresh life to a topic, that of concepts, which lies at the root of human cognition. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.