Prior physical synchrony enhances rapport and inter-brain synchronization during subsequent educational communication

Area of Science:

• Neuroscience
• Social Psychology
• Cognitive Science

Background:

• Physical synchrony is theorized to improve communication, but neural underpinnings remain unclear.
• Understanding how synchrony influences social interactions is crucial for developing effective communication strategies.

Purpose of the Study:

• To investigate the neural effects of physical synchrony on subsequent dyadic teaching-learning communication.
• To examine the relationship between inter-brain synchronization (IBS), rapport, and learning outcomes.

Main Methods:

• Functional near-infrared spectroscopy (fNIRS) hyperscanning was employed with 32 pairs of participants.
• Participants engaged in synchronous or asynchronous rhythmic arm movements, followed by a teaching-learning task.
• Medial and left lateral prefrontal cortex (PFC) activity and inter-brain synchronization (IBS) were measured.

Main Results:

• Prior physical synchrony significantly enhanced teacher-learner rapport.
• Physical synchrony led to increased inter-brain synchronization (IBS) in the lateral prefrontal cortex (PFC).
• IBS changes positively correlated with rapport enhancement, though memory performance was unaffected.

Conclusions:

• Inter-brain synchronization (IBS) serves as a valuable metric for assessing the impact of social-bonding activities on educational communication.
• Physical synchrony can facilitate rapport and neural coordination, highlighting its potential in educational settings.