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

被引：73

作者：

Holper, Lisa ^{[1
]}

Goldin, Andrea P. ^{[2
]}

Shalom, Diego E. ^{[2
]}

Battro, Antonio M. ^{[3
]}

Wolf, Martin ^{[1
]}

Sigman, Mariano ^{[2
]}

机构：

[1] Univ Zurich Hosp, Div Neonatol, BORL, CH-8091 Zurich, Switzerland

[2] Univ Buenos Aires, Fac Exact & Nat Sci, Dept Phys, Lab Integrat Neurosci, RA-1053 Buenos Aires, DF, Argentina

[3] Natl Acad Educ, Buenos Aires, DF, Argentina

来源：

INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2013年 / 59卷

关键词：

Wireless functional near-infrared spectroscopy (fNIRS); Prefrontal cortex; Socratic dialog; Arithmetic problem solving; Two-person neuroscience; Educational neuroscience; SMALL-WORLD; OXYGENATION; PATHLENGTH; EDUCATION; REGIONS; TISSUE;

D O I：

10.1016/j.ijer.2013.02.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The study aimed to step into two-person (teacher-student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher-student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in seventeen teacher-student pairs using functional near-infrared spectroscopy (fNIRS). Our main finding is that students, who successfully transferred the knowledge, showed less activity than those who not showed transfer. Correlation analysis between teacher and student activity indicate that in successful educational dialogs student and teachers 'dance at the same pace'. This is the first study measuring simultaneously brain activity of teacher-student interactions and paves future investigations of brain networks involved in complex educational interactions. (C) 2013 Elsevier Ltd. All rights reserved.

引用

页码：1 / 10

页数：10

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