Inter-brain coupling reflects disciplinary differences in real-world classroom learning.
Inter-brain coupling reflects disciplinary differences in real-world classroom learning.
复制标题
脑间耦合反映了现实世界课堂学习中的学科差异。
DOI：
10.1038/s41539-023-00162-1
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发表时间：
2023-05-02
影响因子：
4.2
通讯作者：
Zhang, Dan
中科院分区：
文献类型：
--
作者：
Chen, Jingjing;Qian, Penghao;Gao, Xinqiao;Li, Baosong;Zhang, Yu;Zhang, Dan
教室是学习的主要场所。课堂学习的一个重要特征是将教育内容分成不同的学科。虽然学科差异会在很大程度上影响成功的学习过程，但人们对成功的学科学习背后的神经机制知之甚少。在本研究中，使用可穿戴脑电设备记录了一组高中生在一个学期的软(语文)和硬(数学)学科的课堂上的情况。通过脑间耦合分析来刻画学生的课堂学习过程。研究发现，数学期末考试成绩较高的学生与班级(即所有其他同学)之间的脑连接较强，而语文成绩较高的学生与班上成绩最好的学生之间的脑连接较强。这些大脑间耦合的差异也反映在这两个学科不同的主导频率上。我们的结果从大脑间的角度说明了课堂学习中的学科差异，表明个体与班级和优等生的脑间耦合可以相应地作为成功学习硬学科和软学科的潜在神经相关因素。
The classroom is the primary site for learning. A vital feature of classroom learning is the division of educational content into various disciplines. While disciplinary differences could substantially influence the learning process toward success, little is known about the neural mechanism underlying successful disciplinary learning. In the present study, wearable EEG devices were used to record a group of high school students during their classes of a soft (Chinese) and a hard (Math) discipline throughout one semester. Inter-brain coupling analysis was conducted to characterize students’ classroom learning process. The students with higher scores in the Math final exam were found to have stronger inter-brain couplings to the class (i.e., all the other classmates), whereas the students with higher scores in Chinese were found to have stronger inter-brain couplings to the top students in the class. These differences in inter-brain couplings were also reflected in distinct dominant frequencies for the two disciplines. Our results illustrate disciplinary differences in the classroom learning from an inter-brain perspective, suggesting that an individual’s inter-brain coupling to the class and to the top students could serve as potential neural correlates for successful learning in hard and soft disciplines correspondingly.
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