Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Cognitive Development During Adulthood

Cognitive Development During Adulthood

Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...

Cognitive Learning

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...

Associative Learning

Associative Learning

Associative learning is a fundamental concept in behavioral psychology, wherein a connection is established between two stimuli or events, leading to a learned response. This process is critical in understanding how behaviors are acquired and modified. Conditioning, the mechanism through which associations are formed, can be divided into two main types: classical conditioning and operant conditioning, each elucidating different aspects of associative learning.
Classical conditioning, also known...

Working Memory

Working Memory

Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...

Higher Mental Functions of Brain: Learning and Memory

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...

Neuronal Communication

Neuronal Communication

Neurons, the fundamental units of the brain and nervous system, communicate through complex electrochemical signals that underpin all cognitive and bodily functions. This communication is primarily facilitated by a process involving the generation and propagation of an action potential along the axon of the neuron. When the internal electrical charge of a neuron surpasses a certain threshold, an action potential is triggered. This rapid change in voltage travels swiftly along the axon to the...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Aging Weakens Memory for Schema-Deviant Objects and Decouples Gaze Sampling from Retrieval Decisions.

Brain sciences·2026

Same author

Age differences in episodic memory for restructured novel objects: The effect of schema deviations.

Neurobiology of learning and memory·2026

Same author

Tracking the eyes to track decline: Global eye movement similarity as a novel neuropsychological marker of mild cognitive impairment.

GeroScience·2026

Same author

A meta-analysis of false memory in healthy and pathological cognitive aging.

Psychology and aging·2026

Same author

Clinical Manifestations.

Alzheimer's & dementia : the journal of the Alzheimer's Association·2025

Same author

The role of inhibitory function in associative memory among older adults and its plasticity.

Cognitive research: principles and implications·2025

Search research articles

Related Experiment Video

Updated: Jan 12, 2026

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

Interpersonal neural synchronization underlies interactive concept learning in older adults.

Zi-Wei Liang¹, Zhi-Jun Zhan¹, Ying-Chen Liu¹

¹Faculty of Psychology, Southwest University, Chongqing, 400715, China.

NPJ Science of Learning

|November 1, 2025

Summary

Older adults learn better with passive instruction and younger teachers, enhancing brain synchronization. This research offers insights into optimizing learning for seniors.

More Related Videos

How to Calculate and Validate Inter-brain Synchronization in a fNIRS Hyperscanning Study

How to Calculate and Validate Inter-brain Synchronization in a fNIRS Hyperscanning Study

Published on: September 8, 2021

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Related Experiment Videos

Last Updated: Jan 12, 2026

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

How to Calculate and Validate Inter-brain Synchronization in a fNIRS Hyperscanning Study

How to Calculate and Validate Inter-brain Synchronization in a fNIRS Hyperscanning Study

Published on: September 8, 2021

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

Published on: July 1, 2015

Area of Science:

Neuroscience
Gerontology
Educational Psychology

Background:

Lifelong learning is crucial for active aging.
Interactive learning methods for older adults are not well understood.

Purpose of the Study:

Investigate instructor-learner neural interactions in older adults during concept learning.
Compare passive vs. active learning and intergenerational vs. intragenerational teaching effectiveness.

Main Methods:

Utilized functional near-infrared spectroscopy (fNIRS)-based hyperscanning.
Employed concept learning tasks with younger and older learners.
Applied intersubject representational similarity analysis (IS-RSA).

Main Results:

Older adults showed better performance with passive learning and younger instructors.
Passive learning increased frontopolar interpersonal neural synchronization (INS).
Intergenerational learning enhanced INS in frontopolar and dorsolateral prefrontal regions.

Conclusions:

Passive learning and intergenerational instruction optimize neural synchronization in older learners.
Neural similarity in the frontopolar cortex correlates with learning performance.
Findings provide guidance for educational strategies targeting older populations.