Interpersonal educational neuroscience: A scoping review of the literature

Zhang, Yimeng; Hu, Yinying; Ma, Fanshu; Cui, Haichan; Cheng, Xiaojun; Pan, Yafeng

doi:10.1016/j.edurev.2024.100593

Cited by 3 publications

(2 citation statements)

References 146 publications

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“…Unfortunately, due to limitations in instruments and measurement techniques, this issue cannot be fully understood at present. Due to the complete intolerance of artifacts and high cost, fMRI is difficult to adapt to real-world research on teaching and learning, while fNIRS and EEG are more suitable in this regard [36]. Among them, fNIRS has developed the most rapidly because compared to EEG, fNIRS can understand the spatial changes of blood oxygen in brain activity through hemodynamic responses, making the evidence more intuitive and reliable [37].…”

Section: / 28mentioning

confidence: 99%

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Zhong

2024

Preprint

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This article reviews the psychological and neuroscience achievements in concept learning since 2010 from the perspectives of individual learning and social learning, and discusses several issues related to concept learning, including the assistance of machine learning on this issue. 1. In terms of individual learning, current evidence shows that the brain tends to process concrete concepts through typical features (shared features); And abstract concepts, semantic processing is the most important cognitive way. In terms of social learning, Interpersonal Neuro Synchronization (INS) is considered the main indicator of efficient knowledge transfer (such as teaching activities between teachers and students), but this phenomenon only broadens the channels for concept sources and does not change the basic mode of individual concept learning. Ultimately, this article argues that the way the human brain processes concepts depends on their own characteristics, so there are no "better" strategies in teaching, only more "suitable" strategies.

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Section: / 28mentioning

confidence: 99%

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Zhong

2024

Preprint

View full text Add to dashboard Cite

show abstract

“…Unfortunately, due to limitations in instruments and measurement techniques, this issue cannot be fully understood at present. Due to the complete intolerance of artifacts and high cost, fMRI is difficult to adapt to real-world research on teaching and learning, while fNIRS and EEG are more suitable in this regard [36] . Among them, fNIRS has developed the most rapidly because compared to EEG, fNIRS can understand the spatial changes of blood oxygen in brain activity through hemodynamic responses, making the evidence more intuitive and reliable [37] .…”

Section: Social Learning Perspectivementioning

confidence: 99%

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Wang

2024

JCER

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This article reviews the psychological and neuroscience achievements in concept learning since 2010 from the perspectives of individual learning and social learning, and discusses several issues related to concept learning, including the assistance of machine learning about concept learning. In terms of individual learning, current evidence shows that the brain tends to process concrete concepts through typical features (shared features); and for abstract concepts, semantic processing is the most important cognitive way. In terms of social learning, interpersonal neural synchrony (INS) is considered the main indicator of efficient knowledge transfer (such as teaching activities between teachers and students), but this phenomenon only broadens the channels for concept sources and does not change the basic mode of individual concept learning. Ultimately, this article argues that the way the human brain processes concepts depends on the concept’s own characteristics, so there are no “better” strategies in teaching, only more “suitable” strategies.

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Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer

Jin,

Yin,

Pan

et al. 2024

NeuroImage

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Interpersonal educational neuroscience: A scoping review of the literature

Cited by 3 publications

References 146 publications

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Learning of Concepts: A Review of Relevant Advances Since 2010 and Its Inspirations for Teaching

Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer

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