ArticleFrontiers in psychology2015
Toward a neural basis for peer-interaction: what makes peer-learning tick?
Article in Frontiers in psychology, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
9 citing papers in PubMed.
- Enhancing learning gains through gamification and collaborative learning strategies.Frontiers in medicine · 2026Article
- Making sense together: dance improvisation as a framework for a collaborative interdisciplinary learning processes.BMC neuroscience · 2024Article
- The topology of interpersonal neural network in weak social ties.Scientific reports · 2024Article
- Bringing together multimodal and multilevel approaches to study the emergence of social bonds between children and improve social AI.Frontiers in neuroergonomics · 2024Article
- Description and rules of a new card game to learn clinical reasoning in musculoskeletal physiotherapy.The Journal of manual & manipulative therapy · 2023Article
- Enhancing ESL learner's literacy by peer-assisted learning strategy of online English news.Frontiers in psychology · 2023Article
- Prior physical synchrony enhances rapport and inter-brain synchronization during subsequent educational communication.Scientific reports · 2019Article
- Early Adolescent Emergence of Reversal Learning Impairments in Isolation-Reared Rats.Developmental neuroscience · 2015Article
- The Regulation of Task Performance: A Trans-Disciplinary Review.Frontiers in psychology · 2015Review
Corrections and comments
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The "two-body" and "second person" approaches have begun to explore the "dark matter" of social neuroscience: the intra- and inter-individual brain dynamics during social interaction. Moreover, studies indicate that when young learners are given expanded opportunities to actively and equitably participate in collaborative learning activities they experienced feelings of well-being, contentment, or even excitement. Neuroscience starts demonstrating how this naturally rewarding aspect is strongly associated with the implication of the mesolimbic dopaminergic pathway during social interaction. The production of dopamine reinforces the desire to continue the interaction, and heightens feelings of anticipation for future peer-learning activities. Here we review how cooperative learning and problem-solving interactions can bring about the "intrinsic" motivation to learn. Overall, the reported theoretical arguments and neuroscientific results have clear implications for school and organization approaches and support social constructivist perspectives.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.