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. 2025 May 20;20(1):nsaf045.
doi: 10.1093/scan/nsaf045.

Interbrain coupling during language learning contributes to learning outcomes

Simone G Shamay-Tsoory  1 , Anna Markovich  1 , Andrey Markus  1 , Tali Bitan  1
Affiliations

Interbrain coupling during language learning contributes to learning outcomes

Simone G Shamay-Tsoory et al. Soc Cogn Affect Neurosci. .

Abstract

While knowledge and skill acquisition frequently occur in social interactions, the predominant focus of existing research remains centred on individual learning. Here, we investigate whether social interaction enhances language learning, and whether interbrain coupling changes across learning sessions. We utilized functional near-infrared spectroscopy to assess teacher-learner dyads engaging in a two-session training on a set of words and their plural inflections in a novel language. We compared a group trained with mutual communication with a noninteractive group, in which the learner could see and hear the teacher, but the teacher was unable to see or hear the learner (one-way mirror). Results revealed that compared to the No-interaction group, the Interaction group exhibited faster reaction times for vocabulary recognition and morphological inflections for the first session. The neuroimaging data revealed that interbrain coupling between the left inferior frontal gyrus (IFG) of the learner and the right IFG of the teacher positively predicted vocabulary accuracy in the first but not in the second session. The results collectively suggest that IFG interbrain coupling plays an essential role in the initial stages of learning, highlighting the significant impact of social interaction in enhancing learning, especially during the early phases of learning.

Keywords: hyperscanning; inferior frontal gyrus; interbrain coupling; learning; social interactions.

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Conflict of interest statement

None declared.

Figures

Figure 1.
Figure 1.
Task setup. During the training phase, the teacher pronounces the new word along with its plural form while showing the picture of the item. The two-sided glass setup includes a partition made of glass divided into two sections. One section is a transparent window that allows for complete visual interaction. The other section is a one-way mirror, which allows the learner to see the teacher without being visible to themselves. In the one-way mirror arrangement, the teacher uses earplugs to block auditory feedback, similar to how visual feedback is obstructed.
Figure 2.
Figure 2.
Task procedure: The learning protocol was administered over two sessions, separated by a 24-h interval. In Session 1, participants were initially introduced to the target vocabulary and their respective inflections, followed by assessment of plural inflection proficiency. Subsequently, they engaged in a dyadic training with the teacher across three blocks, succeeded by a subsequent evaluation of plural inflection, vocabulary and transfer assessments. In Session 2, the learners underwent re-evaluation through the plural inflection, vocabulary, and transfer tasks. This was followed by additional three practice blocks with the teacher, followed by a final round of assessments encompassing plural inflection, vocabulary, and transfer tasks.
Figure 3.
Figure 3.
fNIRS optode location. The optode emitters (red dots) and detectors (blue dots) are located on bilateral IFG and DLPFC regions and premotor cortex, both for the teacher and the learner.
Figure 4.
Figure 4.
Behavioural results in ACC (a), and RT (b), from the three measurement time points in the Vocabulary judgement task.
Figure 5.
Figure 5.
Behavioural results in ACC (a), and RT (b), from the four measurement time points in the Inflection judgement task.
Figure 6.
Figure 6.
ACC results from the three measurement time points in the Transfer task.
Figure 7.
Figure 7.
A violin plot illustrating the comparison of the distribution of data across different WTC values of Real- and Pseudo-Dyads.
Figure 8.
Figure 8.
a) WTC values in the ROI combination of the learners’ L.IFG with the teachers’ R.IFG, for each Group at each Session; b) A heatmap of WTC values, mapped on an averaged brain in the learners’ L.IFG and the teachers’ R.IFG. The figure was created by averaging MNI coordinates for the optodes covering the Left and Right IFG. These were then converted to an .IMG file using Xu Cui’s nirs2img function (https://www.alivelearn.net/?p=2230), which, in turn, uses tools from the SPM12 toolbox. This .IMG file was then overlayed on a standard brain image using SurfIce software (https://www.ebrains.eu/tools/surf-ice).
Figure 9.
Figure 9.
Vocabulary task ACC prediction by WTC values in the ROI combination of the learners’ L.IFG with the teachers’ R.IFG, by Group and Session.
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