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The neural mechanisms that support naturalistic learning via effective pedagogical approaches remain elusive. Here we used functional near-infrared spectroscopy to measure brain activity from instructor-learner dyads simultaneously during dynamic conceptual learning. Results revealed that brain-to-brain coupling was correlated with learning outcomes, and, crucially, appeared to be driven by specific scaffolding behaviors on the part of the instructors (e.g., asking guiding questions ordoi:10.1016/j.neuroimage.2020.116657 pmid:32068165 fatcat:42a2ocgslzeupm633yu6kcuixq