ArticleAdvanced science (Weinheim, Baden-Wurttemberg, Germany)2025
A Rapid Cortical Learning Process Supporting Students' Knowledge Construction During Real Classroom Teaching.
Article in Advanced science (Weinheim, Baden-Wurttemberg, Germany), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Student teacher inter brain coupling forecast cross semester academic fluctuation in real world classrooms.NPJ science of learning · 2026Article
- Enhanced word learning and neural synchrony during children's storytelling.NPJ science of learning · 2026Article
- Interpersonal neural synchronization underlies interactive concept learning in older adults.NPJ science of learning · 2025Article
- A Rapid Cortical Learning Process Supporting Students' Knowledge Construction During Real Classroom Teaching.Advanced science (Weinheim, Baden-Wurttemberg, Germany) · 2025Article
- Mobile eye-tracking and neuroimaging technologies reveal teaching and learning on the move: bibliometric mapping and content analysis.Psychoradiology · 2025Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
Abstract
Classroom teaching is essential for cognitive development and cultural evolution, yet its neurocognitive mechanisms remain unclear. Here, this is explored in a university graduate course by combining wearable functional near-infrared spectroscopy (fNIRS) and machine learning models. The results show that blended teaching involving both students' recalling and teachers' lecturing leads to better learning outcomes than lecturing alone. Moreover, during the same lecturing phase, blended teaching induces knowledge construction in the middle frontal cortex (MFC), while lecturing alone induces knowledge representation in the right temporoparietal junction (TPJ), with the former significantly correlating with the final learning outcomes. Additionally, the MFC's construction begins during earlier recalling but is significantly facilitated by later lecturing. Finally, when teacher's TPJ activity precedes that of students' MFC, significant teacher-student neural synchronization is observed during lecturing of blended teaching and is correlated with learning outcomes. These findings suggest that, in the real classroom teaching, the MFC serves as a hub of a rapid cortical learning process, supporting knowledge construction through a projection from the teacher's TPJ.
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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.