The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog

Holper, Lisa; Goldin, Andrea Paula; Shalóm, Diego; Battro, Antonio M.; Wolf, Martin; Sigman, Mariano

doi:10.1016/j.ijer.2013.02.002

Cited by 96 publications

(117 citation statements)

References 25 publications

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“…Therefore, the observed changes in the PFC activity for student–teacher pairs may represent a reduced demand for social interaction following successful teaching–learning tasks. This hypothesis is consistent with the results of previous two-person neuroimaging studies, which have reported synchronous hemodynamic activity of the PFC for student–teacher pairs who exhibited efficient communication (Holper et al, 2013). Additionally, the synchronous change of the PFC activity in both groups may be related to habituation to the game task and/or learning process, though not to the demand for social interaction.…”

Section: Discussionsupporting

confidence: 93%

“…Although several studies have already reported a PFC activity in the right and/or left hemisphere during two-person interaction tasks (Funane et al, 2011; Cui et al, 2012; Holper et al, 2012, 2013; Cheng et al, 2015), the laterality of the PFC in social interaction remains to be clarified. Differences between tasks per se might partly contribute to the laterality of PFC activity observed during social interaction.…”

Section: Discussionmentioning

confidence: 97%

“…However, tasks that involve rhythmic actions such as button pressing may also elicit rhythmic brain activities that could be misinterpreted as brain-to-brain interactions (Scholkmann et al, 2013). In order to combat this phenomenon, a recent study investigated the use of the Socratic method during debate interactions between a teacher and student, using functional near-infrared spectroscopy (NIRS) (Holper et al, 2013). In the present study, we investigated the neural mechanisms underlying teacher-student interactions by utilizing a video game task in order to minimize the involvement of rhythmic brain activity due to processes such as body movement synchronization.…”

Section: Introductionmentioning

confidence: 99%

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Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

et al. 2017

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Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching–learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher–student pairs in total (N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching–learning task. Two sessions, each including a triplet of a 30-s teaching–learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching–learning state. Changes in the teachers’ left PFC activity between the first and second session positively correlated with those observed in students (r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one’s own teaching and the student’s understanding (β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching–learning state. The left PFC of teachers may be involved in integrating information regarding one’s own teaching process and the student’s learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher–student interactions may be useful in the field of educational neuroscience.

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

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Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

et al. 2017

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“…the analysis of the interaction of brain activity between subjects through measuring simultaneously in two or more subjects (Dommer et al, 2012;Holper et al, 2012Holper et al, , 2013. Studies can be conducted in freely moving subjects.…”

Section: Future Directions Of Fnirimentioning

confidence: 99%

A review on continuous wave functional near-infrared spectroscopy and imaging instrumentation and methodology

Scholkmann¹,

Kleiser²,

Metz³

et al. 2014

NeuroImage

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1,533

1,394

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This year marks the 20th anniversary of functional near-infrared spectroscopy and imaging (fNIRS/fNIRI). As the vast majority of commercial instruments developed until now are based on continuous wave technology, the aim of this publication is to review the current state of instrumentation and methodology of continuous wave fNIRI. For this purpose we provide an overview of the commercially available instruments and address instrumental aspects such as light sources, detectors and sensor arrangements. Methodological aspects, algorithms to calculate the concentrations of oxy-and deoxyhemoglobin and approaches for data analysis are also reviewed. From the single-location measurements of the early years, instrumentation has progressed to imaging initially in two dimensions (topography) and then three (tomography). The methods of analysis have also changed tremendously, from the simple modified Beer-Lambert law to sophisticated image reconstruction and data analysis methods used today. Due to these advances, fNIRI has become a modality that is widely used in neuroscience research and several manufacturers provide commercial instrumentation. It seems likely that fNIRI will become a clinical tool in the foreseeable future, which will enable diagnosis in single subjects. This year marks the 20th anniversary of functional near-infrared spectroscopy and imaging (fNIRS/fNIRI). As the vast majority of commercial instruments developed until now are based on continuous wave technology, the aim of this publication is to review the current state of instrumentation and methodology of continuous wave fNIRI. For this purpose we provide an overview of the commercially available instruments and address instrumental aspects such as light sources, detectors and sensor arrangements. Methodological aspects, algorithms to calculate the concentrations of oxy-and deoxyhemoglobin and approaches for data analysis are also reviewed. From the single-location measurements of the early years, instrumentation has progressed to imaging initially in two dimensions (topography) and then three (tomography). The methods of analysis have also changed tremendously, from the simple modified Beer-Lambert law to sophisticated image reconstruction and data analysis methods used today. Due to these advances, fNIRI has become a modality that is widely used in neuroscience research and several manufacturers provide commercial instrumentation. It seems likely that fNIRI will become a clinical tool in the foreseeable future, which will enable diagnosis in single subjects. Contents

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“…After following the dialog for more than 20 minutes, we gave participants a ‘different’ square and asked them the same question that led the dialog: to find the side of a square whose area was the double of that of the new square. Puzzlingly, we found that half of the teenagers and almost one third of the adults failed to answer the question [5, 17]. This allowed us to divide participants in two kinds: those who understood that ‘the diagonal argument’ is a rule that can be applied to all squares (we call them Transfer Group, as they built a conceptual knowledge), and those that were incapable of generalizing that knowledge even though they had succeeded the procedural test during the dialog (Non-transfer Group).…”

Section: Introductionmentioning

confidence: 99%

Producing or reproducing reasoning? Socratic dialog is very effective, but only for a few

2017

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Successful communication between a teacher and a student is at the core of pedagogy. A well known example of a pedagogical dialog is ‘Meno’, a socratic lesson of geometry in which a student learns (or ‘discovers’) how to double the area of a given square ‘in essence, a demonstration of Pythagoras’ theorem. In previous studies we found that after engaging in the dialog participants can be divided in two kinds: those who can only apply a rule to solve the problem presented in the dialog and those who can go beyond and generalize that knowledge to solve any square problems. Here we study the effectiveness of this socratic dialog in an experimental and a control high-school classrooms, and we explore the boundaries of what is learnt by testing subjects with a set of 9 problems of varying degrees of difficulty. We found that half of the adolescents did not learn anything from the dialog. The other half not only learned to solve the problem, but could abstract something more: the geometric notion that the diagonal can be used to solve diverse area problems. Conceptual knowledge is critical for achievement in geometry, and it is not clear whether geometric concepts emerge spontaneously on the basis of universal experience with space, or reflect intrinsic properties of the human mind. We show that, for half of the learners, an exampled-based Socratic dialog in lecture form can give rise to formal geometric knowledge that can be applied to new, different problems.

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The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog

Cited by 96 publications

References 25 publications

Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

A review on continuous wave functional near-infrared spectroscopy and imaging instrumentation and methodology

Producing or reproducing reasoning? Socratic dialog is very effective, but only for a few

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