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Interpersonal brain synchronization with instructor compensates for learner's sleep deprivation in interactive

Yafeng Pan1, Camille Guyon2, Guillermo Borragán2

  • 1Neuropsychology and Functional Neuroimaging Research Unit (UR2NF) at CRCN - Center for Research in Cognition and Neurosciences and UNI - ULB Neurosciences Institute, Université Libre de Bruxelles, Bruxelles, Belgium; School of Psychology and Cognitive Science, Institute of Brain and Education Innovation, East China Normal University, Shanghai, People's Republic of China; Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden.

Biochemical Pharmacology
|June 23, 2020
PubMed
Summary

Sleep deprivation impairs learning, but interpersonal brain synchronization (IBS) with an instructor can compensate for deficits. Increased IBS in the left inferior frontal cortex during teaching interactions highlights the instructor's role in preserving learning ability.

Keywords:
CompensationInterpersonal brain synchronizationSleep deprivationSocial interactive learningfNIRS hyperscanning

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Area of Science:

  • Neuroscience
  • Cognitive Science
  • Educational Psychology

Background:

  • Interpersonal brain synchronization (IBS) tracks information exchange in learning interactions.
  • Sleep deprivation (SD) may impact social interactions and learning capabilities.
  • The role of IBS in compensating for SD-related learning deficits is not well understood.

Purpose of the Study:

  • To investigate if sleep deprivation (SD) modulates interpersonal brain synchronization (IBS) during instructor-learner interactions.
  • To determine if IBS can compensate for SD-related learning deficits.
  • To explore the directionality of brain signal processing between instructors and learners.

Main Methods:

  • Simultaneous functional near-infrared spectroscopy (fNIRS) recording of instructor-learner dyads.
  • Learners were either sleep-deprived (SD) or had regular sleep (RS).
  • Nonnegative matrix factorization and Granger Causality analyses were used to assess IBS and signal directionality.

Main Results:

  • SD learners initially underperformed but showed comparable learning improvement to RS learners after instruction.
  • Higher IBS was observed in the SD condition compared to the RS condition, specifically in the left inferior frontal cortex.
  • Clustered IBS correlated with performance improvement, and instructor-to-learner causality was biased.

Conclusions:

  • Sleep deprivation-related learning deficits can be compensated through instructor interaction, evidenced by increased IBS and preserved learning.
  • The instructor plays a crucial role in synchronizing brain activity between teaching and learning processes, especially under sleep deprivation.
  • Findings underscore the importance of social interaction and brain-to-brain communication in overcoming cognitive challenges during learning.