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Interpersonal Neural Synchronization Underlies Interactive Concept Learning in Older Adults

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Title: Interpersonal Neural Synchronization Underlies Interactive Concept Learning in Older Adults
Language: English
Authors: Zi-Wei Liang, Zhi-Jun Zhan, Ying-Chen Liu, Hong-Zhou Xu, Jing Yu
Source: npj Science of Learning. 2025 10.
Availability: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Adult Learning, Older Adults, Lifelong Learning, Concept Teaching, Concept Formation, Interaction, Teacher Student Relationship, Cognitive Processes, Brain Hemisphere Functions
DOI: 10.1038/s41539-025-00368-5
ISSN: 2056-7936
Abstract: Lifelong learning is essential for active aging, yet interactive learning remains underexplored in older adults. Using fNIRS-based hyperscanning, this study investigated instructor-learner neural interactions in older learners during a concept learning task. Study 1 compared passive and active learning approaches in younger and older learners, while Study 2 compared intergenerational (younger instructors) versus intragenerational (older instructors) learning among older learners, using the more effective approach from Study 1. Older adults performed better with passive learning (Study 1) and when taught by younger instructors (Study 2). Passive learning increased frontopolar interpersonal neural synchronization (INS), while intergenerational learning enhanced INS in both frontopolar and dorsolateral prefrontal regions. Intersubject representational similarity analysis (IS-RSA) showed that learners with similar performance exhibited greater neural similarity in the frontopolar cortex. These findings reveal the neural basis of interactive learning in aging and offer practical guidance for optimizing educational practices in older populations.
Abstractor: As Provided
Notes: https://osf.io/34kqy
Entry Date: 2026
Accession Number: EJ1494668
Database: ERIC
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  Data: Nature Portfolio. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://www.nature.com/npjscilearn/
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  Data: Lifelong learning is essential for active aging, yet interactive learning remains underexplored in older adults. Using fNIRS-based hyperscanning, this study investigated instructor-learner neural interactions in older learners during a concept learning task. Study 1 compared passive and active learning approaches in younger and older learners, while Study 2 compared intergenerational (younger instructors) versus intragenerational (older instructors) learning among older learners, using the more effective approach from Study 1. Older adults performed better with passive learning (Study 1) and when taught by younger instructors (Study 2). Passive learning increased frontopolar interpersonal neural synchronization (INS), while intergenerational learning enhanced INS in both frontopolar and dorsolateral prefrontal regions. Intersubject representational similarity analysis (IS-RSA) showed that learners with similar performance exhibited greater neural similarity in the frontopolar cortex. These findings reveal the neural basis of interactive learning in aging and offer practical guidance for optimizing educational practices in older populations.
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