Neurocognitive Processes in Children During Talk in the Classroom
Author
Rosales-Mercado, Denisse
Abstract
In elementary classrooms, talk is commonly used by teachers to relay information for learning through whole-group instruction, one-on-one conversations, etc. Due to the frequent use of talk-based teaching methods, it can be proposed that talk is essential to learning in the modern classroom. The purpose of this study is to examine brain neural coupling between the speaker (i.e., teacher) and listener (i.e., student) while engaged in talk-based learning activities. Brain neural coupling is the time-locked synchronization of brain activity that occurs when a speaker’s talk is understood by the listener. This study is an observational stimulus-response study taking place in a semi-naturalistic classroom setting. The study involves 32 participants consisting of a total of 16 speaker-listener pairs. The participants engaged in 4 talk-based activities with various levels of complexity. Neural responses taking place between the speaker-listener pairs were measured using a functional infrared spectrometer (fNIRS). This study aimed to gain a better understanding of how significant individual differences impact brain neural coupling and individual student learning outcomes related to differentiation. Results of this study showed significant and predictable brain neural coupling patterns occur between the speaker and listener when the speaker’s talk was successfully understood by the listener. Moreover, results demonstrated how individual differences in cognition impact the occurrence and intensity of coupling between the speaker and listener. This is due to cognitive resources or background knowledge varying between student to student. This study promotes the translation of findings in cognitive neuroscience to elementary classrooms through teaching strategies and pedagogies that consider neurocognitive processes occurring during instruction. This study contributes to research findings suggesting the effectiveness of brain neural coupling as a reference system for predicting students’ learning outcomes. Future research can focus on how the reference system can be utilized to inform instructional decisions regarding differentiation and accommodation for the diverse needs of specific student populations.
Date
2023-05-04
Citation:
APA:
Rosales-Mercado, Denisse.
(May 2023).
Neurocognitive Processes in Children During Talk in the Classroom
(Honors Thesis, East Carolina University). Retrieved from the Scholarship.
(http://hdl.handle.net/10342/12976.)
MLA:
Rosales-Mercado, Denisse.
Neurocognitive Processes in Children During Talk in the Classroom.
Honors Thesis. East Carolina University,
May 2023. The Scholarship.
http://hdl.handle.net/10342/12976.
June 29, 2024.
Chicago:
Rosales-Mercado, Denisse,
“Neurocognitive Processes in Children During Talk in the Classroom”
(Honors Thesis., East Carolina University,
May 2023).
AMA:
Rosales-Mercado, Denisse.
Neurocognitive Processes in Children During Talk in the Classroom
[Honors Thesis]. Greenville, NC: East Carolina University;
May 2023.
Collections
Publisher
East Carolina University