ISSN 0439-755X
CN 11-1911/B

Acta Psychologica Sinica ›› 2024, Vol. 56 ›› Issue (5): 555-576.doi: 10.3724/SP.J.1041.2024.00555

• Reports of Empirical Studies • Previous Articles     Next Articles

Chunking feedback in instructor-learner interaction facilities long-term learning transfer: Behavioral and fNIRS hyperscanning studies

ZHU Yi1, HU Yi2   

  1. 1Department of Psychology, Ningbo University, Ningbo 315211, China
    2The School of Psychology and Cognitive Science, East China Normal University, Shanghai 200062, China
  • Published:2024-05-25 Online:2024-03-06


Elaborated feedback facilitates deep learning, such as transfer. However, how the presentation of feedback in instructor-learner interactions affects long-term learning transfer and its interpersonal neural basis remains unclear. This study employs a face-to-face instructor-learner question-and-answer feedback task, exploring through two dyadic experiments (behavioral and fNIRS hyperscanning) the long-term facilitation of learning transfer by chunked feedback presentation, cognitive processes, and their interpersonal neural basis. The results reveal that chunked feedback promotes long-term transfer in students with low prior knowledge. Chunked error correction mediates between feedback presentation and long-term transfer. During the process of providing and receiving chunked feedback, greater brain-to-brain synchrony in the frontal and parietal lobes was observed between teachers and students, and frontal lobe synchrony predicted long-term transfer and chunked error correction. These findings offer a new understanding of the cognitive and neural basis of real instructional feedback in classrooms from an interpersonal perspective and provide practical insights for enhancing the effectiveness and efficiency of instructional feedback.

Key words: feedback, chunking, long-term transfer, instructor-learner interaction, fNIRS hyperscanning, brain-to-brain synchrony