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Think about the last time you learned something new. Were you learning about it by watching a video, reading a book, or discussing it with someone?
Think about the last time you learned something new. Were you learning about it by watching a video, reading a book, or discussing it with someone?
Research suggests that social interaction plays a key role in how we learn—but why? How do we learn with others? My studies explore questions like:
Research suggests that social interaction plays a key role in how we learn—but why? How do we learn with others? My studies explore questions like:
Can social interaction synchronise teacher's and learner's brains and influence how we learn from others?
Do adolescents learn better from their peers?
Does learning in a conversation feel different from learning alone?
How do teachers and students coordinate their attention?
Is everyone better at learning socially?
Can social interaction synchronise teacher's and learner's brains and influence how we learn from others?
Do adolescents learn better from their peers?
Does learning in a conversation feel different from learning alone?
How do teachers and students coordinate their attention?
Is everyone better at learning socially?
Human interactions are rich and complex
Human interactions are rich and complex
I use a multi-modal approach (combining hyperscanning neuroimaging, eye-tracking, physiological and behavioural measures) to study how learning unfolds in real-time, across different levels (cognitive, neural, behavioural, physiological).
I use a multi-modal approach (combining hyperscanning neuroimaging, eye-tracking, physiological and behavioural measures) to study how learning unfolds in real-time, across different levels (cognitive, neural, behavioural, physiological).
Using time-series analysis modelling, my work tries to understand how these different streams of data contribute to shaping the inter-personal dynamics naturally arising when two (or more) people interact. From these models, I try to define what makes a social interaction 'successful', especially in the context of learning.
Using time-series analysis modelling, my work tries to understand how these different streams of data contribute to shaping the inter-personal dynamics naturally arising when two (or more) people interact. From these models, I try to define what makes a social interaction 'successful', especially in the context of learning.
To do that, I study social learning in different contexts and populations—including neurotypical and autistic individuals, adults and adolescents.
To do that, I study social learning in different contexts and populations—including neurotypical and autistic individuals, adults and adolescents.
You can find more details on specific research projects here.
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