SynthesisFrontiers in psychology2022
Interpersonal Neural Synchronization Predicting Learning Outcomes From Teaching-Learning Interaction: A Meta-Analysis.
Synthesis in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 2 of them syntheses that pooled it.
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Who cites it
15 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Intersubject correlation as a predictor of attention: a systematic review.BMC psychology · 2025Pooled it
- Interpersonal neural synchrony and mental disorders: unlocking potential pathways for clinical interventions.Frontiers in neuroscience · 2024Pooled it
- Enhanced word learning and neural synchrony during children's storytelling.NPJ science of learning · 2026Article
- Trust Emerges From Shared Attention: Behavioural and Neural Evidence From Dual EEG Hyperscanning.Human brain mapping · 2026Article
- EMI-EDU: reframing learning and education through energy, mass and information.Frontiers in human neuroscience · 2026Article
- Protocol to investigate teacher-child neural scaffolding in executive functions and school readiness development in preschool children.PloS one · 2026Article
- A developmental framework of interpersonal neural synchrony.Developmental review : DR · 2025Article
- The impact of teachers' autonomy support on students' academic performance from the perspective of hyperscanning: the mediating role of autonomy need satisfaction.Social cognitive and affective neuroscience · 2025Article
- Synchrony Across Brains.Annual review of psychology · 2025Review
- Investigating short windows of interbrain synchrony: A step toward fNIRS-based hyperfeedback.Imaging neuroscience (Cambridge, Mass.) · 2025Article
- Applying interpersonal neuroscience for understanding classroom learning in students with ADHD.Frontiers in psychology · 2025Article
- Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony.NPJ science of learning · 2024Article
- How a speaker herds the audience: multibrain neural convergence over time during naturalistic storytelling.Social cognitive and affective neuroscience · 2024Article
- How a speaker herds the audience: Multi-brain neural convergence over time during naturalistic storytelling.bioRxiv : the preprint server for biology · 2024Article
- Physiological and neural synchrony in emotional and neutral stimulus processing: A study protocol.Frontiers in psychiatry · 2023Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In school education, teaching-learning interaction is deemed as a core process in the classroom. The fundamental neural basis underlying teaching-learning interaction is proposed to be essential for tuning learning outcomes. However, the neural basis of this process as well as the relationship between the neural dynamics and the learning outcomes are largely unclear. With non-invasive technologies such as fNIRS (functional near-infrared spectroscopy), hyperscanning techniques have been developed since the last decade and been applied to the field of educational neuroscience for simultaneous multi-brain scanning. Hyperscanning studies suggest that the interpersonal neural synchronization (INS) during teaching-learning interaction might be an ideal neural biomarker for predicting learning outcomes. To systematically evaluate such a relationship, this meta-analysis ran on a random-effects model on 16 studies with 23 independent samples (effect sizes). Further moderator analyses were also performed to examine the potential influences of the style, mode, content, and the assessment method of learning outcomes. The random-effects modeling results confirmed a robust positive correlation between INS and learning outcomes. Subsequent analyses revealed that such relationship was mainly affected by both interaction style and mode. Therefore, the present meta-analysis provided a confirmatory neurocognitive foundation for teaching-learning interaction, as well as its relation to the learning outcomes, consolidated future learning and teaching studies in various disciplines including second language education with a firm methodological reference.
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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.