The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog

Autores
Holper, Lisa; Goldin, Andrea Paula; Shalóm, Diego Edgar; Battro, Antonio M.; Wolf, Martin; Sigman, Mariano
Año de publicación
2013
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
The study aimed to step into two-person (teacher–student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher–student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in seventeen teacher–student pairs using functional near-infrared spectroscopy (fNIRS). Our main finding is that students, who successfully transferred the knowledge, showed less activity than those who not showed transfer. Correlation analysis between teacher and student activity indicate that in successful educational dialogs student and teachers ‘dance at the same pace’. This is the first study measuring simultaneously brain activity of teacher–student interactions and paves future investigations of brain networks involved in complex educational interactions.
Fil: Holper, Lisa. Universitat Zurich; Suiza
Fil: Goldin, Andrea Paula. Centro de Educación Médica e Investigación Clínica; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina
Fil: Shalóm, Diego Edgar. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina
Fil: Battro, Antonio M.. Academia Nacional de Educación; Argentina
Fil: Wolf, Martin. Universitat Zurich; Suiza
Fil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina
Materia
ARITHMETIC PROBLEM SOLVING
EDUCATIONAL NEUROSCIENCE
PREFRONTAL CORTEX
SOCRATIC DIALOG
SPECTROSCOPY (FNIRS)
TWO-PERSON NEUROSCIENCE
WIRELESS FUNCTIONAL NEAR-INFRARED
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/2462
Acceder
id CONICETDig_aafe1c4e019bc2272f05e823fc902dff
oai_identifier_str oai:ri.conicet.gov.ar:11336/2462
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialogHolper, LisaGoldin, Andrea PaulaShalóm, Diego EdgarBattro, Antonio M.Wolf, MartinSigman, MarianoARITHMETIC PROBLEM SOLVINGEDUCATIONAL NEUROSCIENCEPREFRONTAL CORTEXSOCRATIC DIALOGSPECTROSCOPY (FNIRS)TWO-PERSON NEUROSCIENCEWIRELESS FUNCTIONAL NEAR-INFRAREDhttps://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5https://purl.org/becyt/ford/3.1https://purl.org/becyt/ford/3The study aimed to step into two-person (teacher–student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher–student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in seventeen teacher–student pairs using functional near-infrared spectroscopy (fNIRS). Our main finding is that students, who successfully transferred the knowledge, showed less activity than those who not showed transfer. Correlation analysis between teacher and student activity indicate that in successful educational dialogs student and teachers ‘dance at the same pace’. This is the first study measuring simultaneously brain activity of teacher–student interactions and paves future investigations of brain networks involved in complex educational interactions.Fil: Holper, Lisa. Universitat Zurich; SuizaFil: Goldin, Andrea Paula. Centro de Educación Médica e Investigación Clínica; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; ArgentinaFil: Shalóm, Diego Edgar. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; ArgentinaFil: Battro, Antonio M.. Academia Nacional de Educación; ArgentinaFil: Wolf, Martin. Universitat Zurich; SuizaFil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; ArgentinaElsevier2013-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/2462Holper, Lisa; Goldin, Andrea Paula; Shalóm, Diego Edgar; Battro, Antonio M.; Wolf, Martin; et al.; The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog; Elsevier; International Journal of Educational Research; 59; 5-2013; 1-100883-0355enginfo:eu-repo/semantics/altIdentifier/doi/10.1016/j.ijer.2013.02.002info:eu-repo/semantics/altIdentifier/url/http://www.sciencedirect.com/science/article/pii/S0883035513000153info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T09:49:25Zoai:ri.conicet.gov.ar:11336/2462instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 09:49:25.903CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog
title The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog
spellingShingle The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog
Holper, Lisa
ARITHMETIC PROBLEM SOLVING
EDUCATIONAL NEUROSCIENCE
PREFRONTAL CORTEX
SOCRATIC DIALOG
SPECTROSCOPY (FNIRS)
TWO-PERSON NEUROSCIENCE
WIRELESS FUNCTIONAL NEAR-INFRARED
title_short The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog
title_full The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog
title_fullStr The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog
title_full_unstemmed The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog
title_sort The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog
dc.creator.none.fl_str_mv Holper, Lisa
Goldin, Andrea Paula
Shalóm, Diego Edgar
Battro, Antonio M.
Wolf, Martin
Sigman, Mariano
author Holper, Lisa
author_facet Holper, Lisa
Goldin, Andrea Paula
Shalóm, Diego Edgar
Battro, Antonio M.
Wolf, Martin
Sigman, Mariano
author_role author
author2 Goldin, Andrea Paula
Shalóm, Diego Edgar
Battro, Antonio M.
Wolf, Martin
Sigman, Mariano
author2_role author
author
author
author
author
dc.subject.none.fl_str_mv ARITHMETIC PROBLEM SOLVING
EDUCATIONAL NEUROSCIENCE
PREFRONTAL CORTEX
SOCRATIC DIALOG
SPECTROSCOPY (FNIRS)
TWO-PERSON NEUROSCIENCE
WIRELESS FUNCTIONAL NEAR-INFRARED
topic ARITHMETIC PROBLEM SOLVING
EDUCATIONAL NEUROSCIENCE
PREFRONTAL CORTEX
SOCRATIC DIALOG
SPECTROSCOPY (FNIRS)
TWO-PERSON NEUROSCIENCE
WIRELESS FUNCTIONAL NEAR-INFRARED
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
https://purl.org/becyt/ford/3.1
https://purl.org/becyt/ford/3
dc.description.none.fl_txt_mv The study aimed to step into two-person (teacher–student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher–student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in seventeen teacher–student pairs using functional near-infrared spectroscopy (fNIRS). Our main finding is that students, who successfully transferred the knowledge, showed less activity than those who not showed transfer. Correlation analysis between teacher and student activity indicate that in successful educational dialogs student and teachers ‘dance at the same pace’. This is the first study measuring simultaneously brain activity of teacher–student interactions and paves future investigations of brain networks involved in complex educational interactions.
Fil: Holper, Lisa. Universitat Zurich; Suiza
Fil: Goldin, Andrea Paula. Centro de Educación Médica e Investigación Clínica; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina
Fil: Shalóm, Diego Edgar. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina
Fil: Battro, Antonio M.. Academia Nacional de Educación; Argentina
Fil: Wolf, Martin. Universitat Zurich; Suiza
Fil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina
description The study aimed to step into two-person (teacher–student) educational neuroscience. We describe a physiological marker of cortical hemodynamic correlates involved in teacher–student interactions during performance of a classical teaching model, the Socratic dialog. We recorded prefrontal brain activity during dialog execution simultaneously in seventeen teacher–student pairs using functional near-infrared spectroscopy (fNIRS). Our main finding is that students, who successfully transferred the knowledge, showed less activity than those who not showed transfer. Correlation analysis between teacher and student activity indicate that in successful educational dialogs student and teachers ‘dance at the same pace’. This is the first study measuring simultaneously brain activity of teacher–student interactions and paves future investigations of brain networks involved in complex educational interactions.
publishDate 2013
dc.date.none.fl_str_mv 2013-05
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/2462
Holper, Lisa; Goldin, Andrea Paula; Shalóm, Diego Edgar; Battro, Antonio M.; Wolf, Martin; et al.; The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog; Elsevier; International Journal of Educational Research; 59; 5-2013; 1-10
0883-0355
url http://hdl.handle.net/11336/2462
identifier_str_mv Holper, Lisa; Goldin, Andrea Paula; Shalóm, Diego Edgar; Battro, Antonio M.; Wolf, Martin; et al.; The teaching and the learning brain: A cortical hemodynamic marker of teacher–student interactions in the Socratic dialog; Elsevier; International Journal of Educational Research; 59; 5-2013; 1-10
0883-0355
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1016/j.ijer.2013.02.002
info:eu-repo/semantics/altIdentifier/url/http://www.sciencedirect.com/science/article/pii/S0883035513000153
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1844613530341343232
score 13.070432

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