Toward a neural basis for peer-interaction: what makes peer-learning tick?

Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The "two-body...

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Vydáno v:	Frontiers in Psychology Ročník 6; číslo 28; s. 28
Hlavní autoři:	Clark, Ian, Dumas, Guillaume
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Switzerland Frontiers Media SA 10.02.2015 Frontiers Media Frontiers Media S.A
Témata:	[SCCO.NEUR] Cognitive science/Neuroscience [SCCO.PSYC] Cognitive science/Psychology [SHS.EDU] Humanities and Social Sciences/Education BF1-990 Cognitive science cooperation Education Humanities and Social Sciences intersubjectivity Motivation Neuroscience peer-learning Psychology Reciprocity Reward socio-constructivism reward intersubjectivity motivation peer-learning socio-constructivism cooperation reciprocity
ISSN:	1664-1078, 1664-1078
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Shrnutí:	Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The "two-body" and "second person" approaches have begun to explore the "dark matter" of social neuroscience: the intra- and inter-individual brain dynamics during social interaction. Moreover, studies indicate that when young learners are given expanded opportunities to actively and equitably participate in collaborative learning activities they experienced feelings of well-being, contentment, or even excitement. Neuroscience starts demonstrating how this naturally rewarding aspect is strongly associated with the implication of the mesolimbic dopaminergic pathway during social interaction. The production of dopamine reinforces the desire to continue the interaction, and heightens feelings of anticipation for future peer-learning activities. Here we review how cooperative learning and problem-solving interactions can bring about the "intrinsic" motivation to learn. Overall, the reported theoretical arguments and neuroscientific results have clear implications for school and organization approaches and support social constructivist perspectives.
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 PMCID: PMC4322849 This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology. Edited by: Jesús de la Fuente, University of Almería, Spain Reviewed by: E. Michael Nussbaum, University of Nevada at Las Vegas, USA; Sung-il Kim, Korea University, South Korea
ISSN:	1664-1078 1664-1078
DOI:	10.3389/fpsyg.2015.00028