Abstract

In this talk I will present evidence showing how social interaction represents not only an important factor to consider when investigating human learning ecologically, but also a catalyst for acquisition of new knowledge. We designed a paradigm where participants learned a series of unknown facts in different (social) learning contexts. First, I will show results from a series of experiments conducted online (N=179), including data from people with Autistic Spectrum Condition. Second, I will present a large functional Near Infra-Red Spectroscopy (fNIRS) hyperscanning study, where 27 dyads (N=54) learned in conversation with their partner, alternating roles between teacher and student, while audio, video, head-movement, physiology and brain data was collected. I will discuss results showing that brain-to-brain coherence could predict learning, and that the student-teacher brain coherence and learning relationship was modulated by behavioural factors. I will argue for a multimodal investigation of human social interaction, using a two-person neuroscience approach that links brain activity to behaviour.