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

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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 …

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