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.

The neural mechanism for selectively tuning in to a target speaker while tuning out the others in a multi-speaker situation (i.e., the cocktail-party effect) remains elusive. Here we addressed this issue by measuring brain activity simultaneously from a listener and from multiple speakers while they were involved in naturalistic conversations. Results consistently show selectively enhanced interpersonal neural synchronization (INS) between the listener and the attended speaker at left temporal–parietal junction, compared with that between the listener and the unattended speaker across different multi-speaker situations. Moreover, INS increases significantly prior to the occurrence of verbal responses, and even when the listener’s brain activity precedes that of the speaker. The INS increase is independent of brain-to-speech synchronization in both the anatomical location and frequency range. These findings suggest that INS underlies the selective process in a multi-speaker situation through neural predictions at the content level but not the sensory level of speech.

BackgroundGestational diabetes mellitus (GDM) is one of the most common complications during pregnancy, and it has both short- and long-term adverse effects on the health of mothers and fetuses. To investigate the effect of exercise during pregnancy on the occurrence of GDM among normal-weight pregnant women.MethodsWe searched for studies published between January 1994 and June 2017 that appeared in the Web of Science, Scopus, ClinicalTrials.gov or Cochrane library databases. Randomized controlled trials that investigated the preventive effect of exercise on GDM in normal-weight women were included. Interventions including any confounding factors (e.g., dietary) were excluded. We extracted maternal characteristics, the diagnostic criteria of GDM, and basic information for intervention and obstetric outcomes. The primary outcome was the occurrence of GDM, and the secondary outcomes included gestational weight gain, gestational age at birth, birth weight, and the odds of cesarean section. A meta-analysis was conducted based on calculations of pooled estimates using the random-effects model.ResultsEight studies were included in this systematic review and meta-analysis. Exercise during pregnancy was shown to decrease the occurrence of GDM [RR = 0.58, 95% CI (0.37, 0.90), P = 0.01 and RR = 0.60, 95% CI (0.36, 0.98), P = 0.04 based on different diagnosis criteria, respectively] in normal-weight women. Regarding secondary outcomes, exercise during pregnancy can decrease gestational weight gain [MD = − 1.61, 95% CI (− 1.99, − 1.22), P<0.01], and  had no significant effects on gestational age at birth [MD = − 0.55, 95% CI (− 1.57, 0.47), P = 0.29], birth weight [MD = − 18.70, 95% CI (− 52.49, 15.08), P = 0.28], and the odds of caesarean section [RR = 0.88, 95% CI (0.72, 1.08), P = 0.21], respectively.ConclusionsExercise during pregnancy can ostensibly decrease the occurrence of GDM without reducing gestational age at delivery and increasing the odds of cesarean section in normal-weight women.Electronic supplementary materialThe online version of this article (10.1186/s12884-018-2068-7) contains supplementary material, which is available to authorized users.

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This study investigated changes in brain function that occurred over a 7-day behavioral intervention for adults who stutter (AWS). Thirteen AWS received the intervention (AWS+), and 13 AWS did not receive the intervention (AWS-). There were 13 fluent controls (FC-). All participants were scanned before and after the intervention. Whole-brain analysis pre-intervention showed significant differences in task-related brain activation between AWS and FC- in the right inferior frontal cortex (IFC) and left middle temporal cortex, but there were no differences between the two AWS groups. Across the 7-day period of the intervention, AWS+ alone showed a significant increase of brain activation in the left ventral IFC/insula. There were no changes in brain function for the other two groups. Further analysis revealed that the change did not correlate with resting-state functional connectivity (RSFC) that AWS showed in the cerebellum (Lu et al., 2012). However, both changes in task-related brain function and RSFC correlated with changes in speech fluency level. Together, these findings suggest that functional reorganization in a brain region close to the left IFC that shows anomalous function in AWS, occurs after a short-term behavioral intervention for stuttering.

Human beings organise socially. Theories have posited that interpersonal neural synchronisation might underlie the creation of affiliative bonds. Previous studies tested this hypothesis mainly during a social interaction, making it difficult to determine whether the identified synchronisation is associated with affiliative bonding or with social interaction. This study addressed this issue by focusing on the teacher–student relationship in the resting state both before and after a teaching period. Brain activity was simultaneously measured in both individuals using functional near-infrared spectroscopy. The results showed a significant increase in brain synchronisation at the right sensorimotor cortex between the teacher and student in the resting state after, but not before, the teaching period. Moreover, the synchronisation increased only after a turn-taking mode of teaching but not after a lecturing or video mode of teaching. A chain mediation analysis showed that brain synchronisation during teaching partially mediated the relationship between the brain synchronisation increase in the resting state and strength of the affiliative bond. Finally, both role assignment and social interaction were found to be required for affiliative bonding. Together, these results support the hypothesis that interpersonal synchronisation in brain activity underlies affiliative bonding and that social interaction mechanically mediates the bonding process.

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While social interaction between a mother and her child has been found to play an important role in the child’s committed compliance, the underlying neurocognitive process remains unclear. To investigate this process, we simultaneously recorded and assessed brain activity in 7-year-old children and in children’s mothers or strangers during a free-play task using functional near-infrared spectroscopy-based hyperscanning. The results showed that a child’s committed compliance was positively associated with the child’s responsiveness but was negatively associated with mutual responsiveness and was not associated with the mother’s responsiveness during mother–child interactions. Moreover, interpersonal neural synchronization (INS) at the temporoparietal junction mediated the relationship between the child’s responsiveness and the child’s committed compliance during mother–child interactions when the child’s brain activity lagged behind that of the mother. However, these effects were not found during stranger–child interactions, nor were there significant effects in the mother–child pair when no real interactions occurred. Finally, we found a transfer effect of a child’s committed compliance from mother–child interactions to stranger–child interactions via the mediation of mother–child INS, but the opposite did not occur. Together, these findings suggest that a child’s responsiveness during mother–child interactions can significantly facilitate her or his committed compliance by increasing mother–child INS.