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

ABSTRACT: Physical synchrony has been suggested to have positive effects on not only concurrent but also subsequent communication, but the underlying neural processes are unclear. Using functional near-infrared spectroscopy (fNIRS) hyperscanning, we tested the effects of preceding physical synchrony on subsequent dyadic teaching-learning communication. Thirty-two pairs of participants performed two experimental sessions. In each session, they underwent a rhythmic arm movement block with synchronous or asynchronous conditions, and then taught/learned unknown words to/from each other according to a given scenario. Neural activities in their medial and left lateral prefrontal cortex (PFC) were measured and inter-brain synchronization (IBS) during the teaching-learning blocks was evaluated. Participants

SUBMITTER: Nozawa T 

PROVIDER: S-EPMC6726616 | biostudies-literature | 2019 Sep

REPOSITORIES: biostudies-literature