Enhancement of teaching outcome through neural prediction of the students' knowledge state
Open accessAbstract
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.
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Teacher-student DMN coupling occurs during teaching and learning in real-life and simulated classrooms.
“Several recent studies have identified teacher–student DMN coupling during teaching and learning in both real-life classrooms110,111 and simulated classrooms88,112–116.”
From The default mode network: where the idiosyncratic self meets the shared social world (2021) · cites this paper as [114]
Teacher-student neural coupling predicts student learning outcomes.
“Notably, teacher–student neural coupling predicts student learning outcomes88,110,113,114,116.”
From The default mode network: where the idiosyncratic self meets the shared social world (2021) · cites this paper as [114]
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- Authors
- Zheng, L., Chen, C., Liu, W., Long, Y., Zhao, H., Bai, X., Zhang, Z., Han, Z., Liu, L., Guo, T., Chen, B., Ding, G., & Lu, C.
- Affiliations
- Beijing Normal University (CN)
- University of California, Irvine (US)
- State Key Laboratory of Cognitive Neuroscience and Learning Beijing Normal University Beijing 100875 China
- Corresponding author
- Lu, Chunming
- ORCID
- Venue
- Human Brain Mapping
- Publisher
- Wiley
- Published
- 2018-03-25
- Volume
- 39
- Issue
- 7
- Pages
- 3046-3057
- ISSN
- 1065-9471 (ISSN-L)
- 1097-0193
- PMC
- PMC6866636
- OpenAlex
- W2794239546
- Cited by
- 180
- References
- 55
- Citations by year
- 2026: 27 · 2025: 40 · 2024: 22 · 2023: 24 · 2022: 17 · 2021: 17 · 2020: 17 · 2019: 12 · 2018: 4
- FWCI
- 16.92
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Human Brain Mapping (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- eScholarship (California Digital Library) (submittedVersion)
- Funders
- National Natural Science Foundation of China (31622030, 31411130158)
- Topics
- Social Sciences › Psychology › Social Psychology › Action Observation and Synchronization
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neuroscience, Education and Cognitive Function
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neural dynamics and brain function
- Keywords
- teaching, student knowledge state, interpersonal neural synchronization, teacher-student relationship, temporoparietal junction, hyperscanning, functional near-infrared spectroscopy
- MeSH terms
- Educational Personnel, Adult, Cerebral Cortex, Female, Humans, Interpersonal Relations, Male, Problem Solving, Students, Teaching, Time Factors, Spectroscopy, Near-Infrared, Mathematical Concepts, Young Adult, Functional Neuroimaging
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