师生间脑同步追踪互动学习：识别、调节和因果
发布时间：2021-03-14 15:52
互动学习（interactive learning）是一种与他人互动（如对话、观察、模仿等）来获取知识和能力的学习形式,在日常生活中占据重要地位。传统的学习脑研究大多聚焦“脑内活动”（intra-brain activity）,属于个体脑层面;然而互动学习涉及两人及以上,存在多脑间的信息沟通与交流。新近研究发现,互动交流的过程可以在交流对象间产生人际大脑同步（interpersonal brain synchronization,即两个大脑信号间的相关）;这一发现为我们研究互动学习提供了新的思路,将研究焦点从“脑内活动”向“脑间活动”（inter-brain activity）上转移。本论文从三个层面对互动学习的脑基础进行了探索:识别（identification）、调节（modulation）和因果（causation）。具体来说,我们聚焦（1）人际大脑同步是否可以稳定识别互动学习;（2）人际大脑同步和互动学习如何受到其他因素的调节;（3）人际大脑同步是否在互动学习中发挥因果作用。为了解决这些问题,我们以自然情境下师生教学作为实现互动学习的主要范式,同时采用近红外超扫描技术（func...
【文章来源】：华东师范大学上海市 211工程院校 985工程院校 教育部直属院校
【文章页数】：278 页
【学位级别】：博士
【文章目录】：
内容摘要
abstract
List of Abbreviations
Lexicon Reminder
1.General Introduction
1.1.Social interactive learning
1.2.Studying interactive learning under naturalistic settings
1.3.The Interactive Brain Hypothesis framework
1.3.1.Interactive Brain Hypothesis
1.3.2.Two-person neuroscience
1.3.3.Interpersonal brain synchronization（IBS）
1.4.Identifying interactive learning via interpersonal brain synchronization （IBS）
1.4.1.IBS in studying imitational learning
1.4.2.IBS in studying observational learning
1.4.3.IBS in studying feedback-based learning
1.4.4.IBS in studying learner-instructor interactions
1.5.Modulating interactive learning via interpersonal brain synchronization （IBS）
1.5.1.Instructor-based factor:verbal instruction
1.5.2.Learner-based factor:sleep deprivation
1.6.Causative role of interpersonal brain synchronization （IBS） in interactive learning
1.6.1.Manipulation of IBS
1.6.2.Causal role of IBS in social interactive activities
2.Research Protocol
2.1.Research contents
2.2.Research framework
2.3.Research hypotheses
2.4.Experimental methodology
2.5.Ethic statements
3.Study 1: Interpersonal brain synchronization identifies interactive learning
3.1.Introduction
3.2.Materials and Methods
3.3.Results
3.4.Discussion and Conclusions
4.Study 2: Instructor’s verbal instruction modulates interactive learning via interpersonal brain synchronization
4.1.Introduction
4.2.Materials and Methods
4.3.Results
4.4.Discussion and Conclusions
5.Study 3: Learner’s sleep deprivation modulates interactive learning via interpersonal brain synchronization
5.1.Introduction
5.2.Materials and Methods
5.3.Results
5.4.Discussion and Conclusions
6.Study 4: Manipulation of interpersonal brain synchronization selectively biases interactive learning
6.1.Introduction
6.2.Materials and Methods
6.3.Results
6.4.Discussion and Conclusions
7.General Discussion
7.1.Possible mechanisms for interpersonal brain synchronization
7.2.Functional significance of interpersonal brain synchronization
7.3.Brain regions involved in interactive learning
7.4.Methodologies in studying interactive learning
7.5.Educational implications in studying interactive learning
7.6.Advantages of creating the naturalistic scenario
7.7.Challenges in studying interactive learning
7.8.Future directions in interactive learning research
8.Conclusions
References
Appendix
Curriculum Vitae and Publications
Acknowledgements
本文编号：3082485
【文章来源】：华东师范大学上海市 211工程院校 985工程院校 教育部直属院校
【文章页数】：278 页
【学位级别】：博士
【文章目录】：
内容摘要
abstract
List of Abbreviations
Lexicon Reminder
1.General Introduction
1.1.Social interactive learning
1.2.Studying interactive learning under naturalistic settings
1.3.The Interactive Brain Hypothesis framework
1.3.1.Interactive Brain Hypothesis
1.3.2.Two-person neuroscience
1.3.3.Interpersonal brain synchronization（IBS）
1.4.Identifying interactive learning via interpersonal brain synchronization （IBS）
1.4.1.IBS in studying imitational learning
1.4.2.IBS in studying observational learning
1.4.3.IBS in studying feedback-based learning
1.4.4.IBS in studying learner-instructor interactions
1.5.Modulating interactive learning via interpersonal brain synchronization （IBS）
1.5.1.Instructor-based factor:verbal instruction
1.5.2.Learner-based factor:sleep deprivation
1.6.Causative role of interpersonal brain synchronization （IBS） in interactive learning
1.6.1.Manipulation of IBS
1.6.2.Causal role of IBS in social interactive activities
2.Research Protocol
2.1.Research contents
2.2.Research framework
2.3.Research hypotheses
2.4.Experimental methodology
2.5.Ethic statements
3.Study 1: Interpersonal brain synchronization identifies interactive learning
3.1.Introduction
3.2.Materials and Methods
3.3.Results
3.4.Discussion and Conclusions
4.Study 2: Instructor’s verbal instruction modulates interactive learning via interpersonal brain synchronization
4.1.Introduction
4.2.Materials and Methods
4.3.Results
4.4.Discussion and Conclusions
5.Study 3: Learner’s sleep deprivation modulates interactive learning via interpersonal brain synchronization
5.1.Introduction
5.2.Materials and Methods
5.3.Results
5.4.Discussion and Conclusions
6.Study 4: Manipulation of interpersonal brain synchronization selectively biases interactive learning
6.1.Introduction
6.2.Materials and Methods
6.3.Results
6.4.Discussion and Conclusions
7.General Discussion
7.1.Possible mechanisms for interpersonal brain synchronization
7.2.Functional significance of interpersonal brain synchronization
7.3.Brain regions involved in interactive learning
7.4.Methodologies in studying interactive learning
7.5.Educational implications in studying interactive learning
7.6.Advantages of creating the naturalistic scenario
7.7.Challenges in studying interactive learning
7.8.Future directions in interactive learning research
8.Conclusions
References
Appendix
Curriculum Vitae and Publications
Acknowledgements
本文编号：3082485
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