http://neurolab.uqam.ca/

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Educational neuroscience and learning interactions

Throughout the world, every day, in every classroom, students are interacting with their teachers and peers. While
recent educational reforms promote student-teacher and peer interactions on the basis of cognitive and affective
considerations, current research on learning interactions, based on behavioral observations, is severely limited by
incomplete records of protagonists’ cognitive processes and affective states on which learning is contingent.
Considering the formulation of pertinent theories during the last 25 years and recent technical developments, the
conditions for contributions from educational neuroscience to this line of research are now met. One strategy involves
extending previous work on individuals to the study of dyads.

Participants in this symposium are invited to present an empirical study or theoretical work in educational neuroscience
which could contribute theoretical or methodological advances to an emerging research program oriented towards the
concomitant behavioral and psychophysiological modeling of cognitive and affective aspects of learning interactions.
Potential outcomes include the optimization of learning interactions whether in the classroom or distance learning by
the mapping of characteristics of the interaction with their nonbehavioral fine-grained impact on learning (that is,
information on affective and cognitive processing by the student(s) and teacher that does not disrupt the natural
interaction). Conversely, this research could foster the applied impact of existing research in educational neuroscience,
by contributing ecologically valid results with respect to contemporary contexts that involve interaction between
individuals.

Participants

Daniela Nussbaumer, Roland Grabner, Elsbeth Stern

Angeliki Tsiara, Giorgos Stergios, Tassos Mikropoulos

Sandrine Rossi

Patrick Charland, Pierre-Majorique Léger, Yannick Skelling

Patrice Potvin

Julien Mercier

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