Classroom-based learning dynamics: the role of interbrain synchrony

Trends in Cognitive Sciences, vol. 28, pp. 1063–1065

Authors 3

1. Vanessa Reindl corresponding Aachen Child Neuropsychology Section Department of Child and Adolescent Psychiatry Medical Faculty

   RWTH Aachen University · Nanyang Technological University

   Affiliation as printed

   Psychology, School of Social Sciences, Nanyang Technological University, Singapore, Republic of Singapore; Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany. Electronic address: vreindl@ukaachen.de

2. Kerstin Konrad Aachen Child Neuropsychology Section Department of Child and Adolescent Psychiatry Medical Faculty JARA-Brain Institute II

   RWTH Aachen University · Forschungszentrum Jülich · Jülich Aachen Research Alliance

   Affiliation as printed

   Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany; JARA-BRAIN Institute II, Molecular Neuroscience and Neuroimaging, Forschungszentrum Jülich GmbH and RWTH Aachen University, Jülich, Germany

3. Victoria Leong

   University of Cambridge · Nanyang Technological University

   Affiliation as printed

   Early Mental Potential and Wellbeing Research (EMPOWER) Centre, Nanyang Technological University, Singapore, Republic of Singapore; Department of Pediatrics, University of Cambridge, Cambridge, UK