Brain-to-brain synchronyduring teacher-student interactions and its regulatory factors in teaching interaction

doi:10.3724/SP.J.1042.2025.0452

Abstract

Abstract:

Teaching interaction is the core social psychological process of classroom teaching, and this paper focuses on three specific forms of teaching interaction: verbal, non-verbal and mixed interactions. It is found that the synergy of metacognitive processing, theory of mind, working memory, language processing and emotion and other related brain areas form the neural basis of teaching interaction. Interpersonal Brain Synchronization (IBS) plays an important role as a neural marker in identifying effective teaching interactions. It is regulated by many factors such as teaching ability, teaching strategy, prior knowledge and emotion. Future research directions should focus on refining the common and specific neural mechanisms of these three types of teaching interactions, further investigating other moderators of IBS, and emphasizing the ecological validity of teaching research in terms of research design and methodological extension to accurately reflect the realities of teaching practice.

Key words: teaching interaction, cognitive neural mechanism, interpersonal brain synchronization, moderating factors

CLC Number:

B849: G44

GONG Fangying, SUN Yifan, HE Qin, SHI Ke, LIU Wei, CHEN Ning. Brain-to-brain synchronyduring teacher-student interactions and its regulatory factors in teaching interaction[J]. Advances in Psychological Science, 2025, 33(3): 452-464.

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