Three heads are better than one: Cooperative learning brains wire together when a consensus is reached

Abstract

Theories of human learning converge on the view that individuals working together learn better than do those working alone. Little is known, however, about the neural mechanisms of learning through cooperation. We addressed this research gap by leveraging functional near-infrared spectroscopy (fNIRS) to record the brain activity of triad members in a group simultaneously. Triads were instructed to analyze an ancient Chinese poem either cooperatively or independently. Four main findings emerged. First, we observed significant within-group neural synchronization (GNS) in the left superior temporal cortex, supramarginal gyrus, and postcentral gyrus during cooperative learning compared to independent learning. Second, the enhancement of GNS in triads was amplified when a consensus was reached (vs. elaboration or argument) during cooperative learning. Third, GNS was predictive of learning outcome at an early stage (156-170 s after learning was initiated). Fourth, social factors such as social closeness (e.g., how much learners liked one other) were reflected in GNS and co-varied with learning engagement. These results provide neurophysiological support for Piagets theory of cognitive development and favor the notion that successful learning through cooperation involves dynamic consensus building, which is captured in neural patterns shared across learners in a group. Significance StatementConverging evidence has shown that cooperative learning is more effective than independent learning. An influential pedagogical theory postulates that learners benefit from cooperation through different forms of cognitive elaboration, such as providing elaborated clarifications to others. Alternatively, Piagets theory of cognitive development posits that cooperation encourages learners with diverse opinions to reach a consensus during the learning process. Here, we report that unlike individuals who worked alone, the brains of students who worked cooperatively with one another became synchronized. This within-group neural synchronization (GNS) was magnified when learners built mutual consensuses. These findings suggest that successful cooperative learning involves dynamic consensus building, which is reflected in the interpersonal coordination of cerebral activity.