Subjects: Psychology >> Educational Psychology submitted time 2024-02-24
Abstract： Feedback is a crucial driving factor for attitude and behavior change, as well as the acquisition of knowledge and skills. Previous research has shown that providing and receiving feedback with elaborated content in teacher-student interactions can deepen the comprehension of conceptual knowledge and promote knowledge transfer to new contexts. However, the impact of altering the presentation of feedback during interaction on long-term learning and its underlying neurocognitive processes remains unclear.
To address this question, the current study employed a naturalistic teacher-student dyadic question-answer feedback task. It conducted both a behavioral experiment and a fNIRS hyperscanning experiment to investigate the facilitative role of chunked feedback in long-term knowledge transfer, its cognitive processes, and the underlying neural basis during interpersonal interactions. In Experiment 1, students learned psychology concepts and received chunked (i.e., a set of two related concepts) or separate (i.e., one concept) feedback (i.e., correct answer and example) from the teacher. The prior knowledge levels were manipulated through a learning introduction phase. The between-subject design included feedback presentation (chunking vs. separate) × prior knowledge (high vs. low). Learning performance was measured after the task regarding knowledge recognition and transfer, with a second test conducted after 7 days to explore the long-term effect. Experiment 2 adopted fNIRS hyerscanning to simultaneously record teachers’ and students’ brain activity during interactions. Additionally, a pseudo-chunk (i.e., a set of two less-related concepts) feedback group was included to clarify potential confounding between feedback timing and format.
The results of Experiment 1 showed that in teacher-student interaction, presenting feedback in a chunked manner, compared to separate feedback, was more beneficial for the long-term transfer performance of students with lower prior knowledge. With the introduction of the pseudo-chunk feedback group as a control, Experiment 2 replicated this finding and revealed no significant difference in long-term transfer performance between the pseudo-chunk and separate feedback groups. This indicates that merely changing the timing of feedback does not lead to long-term transfer gains for students with lower prior knowledge. Furthermore, it was found that chunked error correction partially mediated the relationship between feedback presentation format and long-term transfer performance. In Experiment 2, students receiving chunked feedback reported greater cognitive effort compared to those receiving non-chunked feedback, but no relationship was found between cognitive effort and learning. These results provide support for the possibility that the long-term transfer effect of chunked feedback for low-prior-knowledge students may be due to more organized error correction rather than cognitive effort. Additionally, Experiment 2 revealed that during the process of providing and receiving chunked feedback, greater brain-to-brain synchrony was observed in the frontal and parietal areas between teachers and students, with frontal brain-to-brain synchrony predicting long-term transfer performance and chunked error correction, suggesting it as the interpersonal neural basis of chunked feedback promoting effective error correction and facilitating long-term deep learning such as transfer.
This study provides practical insights for improving the effectiveness and efficiency of feedback in real classroom settings. Moreover, it suggests that interpersonal frontal brain synchronization may play a crucial role in organized information representation, effective knowledge correction, and long-term transfer during real instructional interactions, thereby contributing to a better understanding of the cognitive and neural basis of instruction and learning activities.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Interpersonal synchrony (IS) is the co-occurrence of speech features, behavior as well as physiological and neurological activities of two individuals or more. Over the past decade, ever-increasing advancement in the measurement methods of this phenomenon has prompted researchers to make a thorough investigation into almost every aspect of interpersonal interactions, an important research field of which is the therapeutic interaction between the counselor and the client in psychological counseling. Clinical psychologists attempt to reveal the interactional patterns between the psychological counselor and the client and to understand the mechanism underlying the successful establishment of working alliance from the perspective of interpersonal synchrony. This, to a large extent, has addressed the predicament in the study of alliance, that is, a lack of research on interactional features between the counselor-client dyad combined with outdated measurement methods solely dependent on self-report data. To elucidate the interactional features of alliance, researchers mainly focus on the relation between non-verbal synchrony, physiological synchrony as well as interpersonal brain synchrony and working alliance together with its influencing factors. They found that physiological synchrony between the psychological counselor and the client indicated more positive working alliance, and might serve as an objective measure of the counselor's degree of empathy; however, the bidirectional relationship between non-verbal synchrony and alliance and the likelihood of non-verbal synchrony acting as a supplementary form of assessment of alliance quality still require further investigation. Besides, interpersonal brain synchrony has the potential to be an additional neurological indicator of the successful formation of alliance. In terms of the mechanism underlying the successful establishment of alliance, extant theories, such as Shared Intentionality Theory, Polyvagal Theory, Social Psychological Theory, Resilience Model and so on, illuminate the rationale behind how interpersonal synchrony brings forth working alliance and even therapeutic effect. Besides, Oxytocin Synchrony Hypothesis focuses on the biological mechanism of the formation of alliance while Interpersonal Synchrony Model (In-Sync Model) combines different modes of interpersonal synchrony (i.e., non-verbal synchrony and interpersonal brain synchrony) and provides a more integrative theory to uncover the mechanism. Nevertheless, there are still some key issues yet to be addressed in this research field. First, whether interpersonal synchrony can act as an objective indicator of the successful formation of alliance requires further evidence. Additionally, while it is vital to differentiate between different components of alliance (i.e., trait-like component and state-like component) and different types of non-verbal synchrony (i.e., counselor-led synchrony and client-led synchrony), extant research seldom takes the dynamic nature of interpersonal synchrony into account and investigates its contribution to the state-like component of alliance. Furthermore, there still lack theories and empirical evidence devoted to integrating different modes of interpersonal synchrony to uncover the interactional features during the formation of alliance, with the majority of current theories only centered on a single mode of interpersonal synchrony; although the In-Sync Model tries to take both non-verbal synchrony and interpersonal brain synchrony into account, it lacks empirical validation and requires further refinements. Future researchers should integrate different types and modes of interpersonal synchrony when studying its relation with alliance and other influencing factors, pay more attention to the dynamics of interpersonal synchrony alongside the change of working alliance, develop more integrative theories to reveal the essence of working alliance, and, in clinical practice, promote the type of interaction in psychological counseling that features interpersonal synchrony between the psychological counselor and the client.
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