Learning through cooperation with conspecifics-'cooperative learning'-is critical to cultural evolution and survival. Recent progress has established that interbrain synchronization (IBS) between individuals predicts success in cooperative learning. However, the likely sources of IBS during learning interactions remain poorly understood. To address this dearth of knowledge, we tested whether movement synchrony serves as an exogenous factor that drives IBS, taking an embodiment perspective. We formed dyads of individuals with varying levels of prior knowledge (high-high (HH), high-low (HL), low-low (LL) dyads) and instructed them to collaboratively analyse an ancient Chinese poem. During the task, we simultaneously recorded their brain activity using functional near-infrared spectroscopy and filmed the entire experiment to parse interpersonal movement synchrony using the computer-vision motion energy analysis. Interestingly, the homogeneous groups (HH and/or LL) exhibited stronger movement synchrony and IBS compared with the heterogeneous group. Importantly, mediation analysis revealed that spontaneous and synchronized body movements between individuals contribute to IBS, hence facilitating learning. This study therefore fills a critical gap in our understanding of how interpersonal transmission of information between individual brains, associated with behavioural entrainment, shapes social learning. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.

The gestures we produce serve a variety of functions-they affect our communication, guide our attention and help us think and change the way we think. Gestures can consequently also help us learn, generalize what we learn and retain that knowledge over time. The effects of gesture-based instruction in mathematics have been well studied. However, few of these studies are directly applicable to classroom environments. Here, we review literature that highlights the benefits of producing and observing gestures when teaching and learning mathematics, and we provide suggestions for designing research studies with an eye towards how gestures can feasibly be applied to classroom learning. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.

On what basis do researchers posit that humans and other animals share cognitive capacities? We argue that such claims are not based on inherent, pre-existing similarities, but rather emerge through a two-step process, which we will call 'anthropofabrication'. In the initial stage, embodied action-based strategies and environmental context in human studies are ignored owing to the need for measurement and quantification. Consequently, cognitive terms become disconnected from the context to which we apply them, and human classificatory cognitive terms are transformed into broad explanatory terms, assumed to be 'species-neutral'. The second phase entails translating and applying these generalized explanatory terms to specific nonverbal animals in ways that serve to further cloak differences between animals and other species. Here, again, researchers selectively discard contextual information to facilitate the comparison with humans. To limit anthropofabrication, we should (re)acknowledge that cognitive abilities are not species-neutral and cannot be detached from embodied action, perception and their context of occurrence. We illustrate our points about anthropofabrication using the example of memory research. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.

Skilled activity is a complex mix of automatized action, changed attention patterns, cognitive strategies and physiological adaptations developed within a community of practice. Drawing on physiological and ethnographic research on freediving, this article argues that skill acquisition demonstrates the variety of mechanisms that link biological and cultural processes to produce culturally shaped forms of embodiment. In particular, apneists alter phenotypic expression through patterned practices that canalize development, exaggerating the dive response, developing resistance to elevated carbon dioxide levels (hypercapnia) and accommodating hydrostatic pressure at depth. The community of divers provides technical advice and helps to orient individuals' motivations. Some biological processes are phenomenologically accessible, but others are sub-aware and must be accessed indirectly through behaviour or altered interactions with the environment. The close analysis of embodied skills like freediving illustrates how phenotypic plasticity is inflected by culturally patterned behaviours. Divers do developmental work on bodily traits like the dive response to achieve more dramatic performance, even if they cannot directly control all elements of the neurological and physiological responses. The example of expert freediving illustrates the imbrication of biology and culture in embodiment. This article is part of the theme issue 'Minds in movement: embodied cognition in the age of artificial intelligence'.

ABSTRACT The lack of clear explanations about the impact of institutional pressures on adopting Circular Economy (CE) practices in regions is justified by the early stage of CE development. The conditions of CE implementation need to be explored to better understand the drivers of successful transformation. We employed a neo-institutional approach, which encompasses institutional isomorphism and regional absorptive capacity, to elucidate factors determining the extent of CE implementation at the regional level. We hypothesize that normative pressure leads to a more advanced adoption of new policy concepts. As a research method, we used content analysis and coding derived from institutional isomorphism and absorptive capacity, applied to all regional strategies in Poland between 2020 and 2021. The novelty of this study resides in its contribution to elucidating the regional implementation of CE concepts and discerning patterns of institutional adaptation. The study demonstrates that establishing a normative environment should precede the anticipation of adopting novel policy ideas.

ABSTRACT The integration of multi-modal data allows for a more accurate representation of the ground characteristics. For a comprehensive interpretation of remote sensing data, existing multi-modal data fusion research mainly focuses on the joint utilization of 3D Light Detection and Ranging (LiDAR) and 2D Hyperspectral Image (HSI) data. However, existing algorithms do not pay much attention to the interaction of high-level semantic information between different modal data before fusion. This paper proposes a novel multi-modal data fusion deep learning network with the Cross-Modal Self-Attentive Feature Fusion Transformer (SAFFT). The framework employs a multi-head self-attention layer to fuse various attention information from multiple heads, effectively enhancing advanced feature information from different modalities for comprehensive integration. Experimental results on the Houston 2013 dataset demonstrate the effectiveness of the proposed method, which achieves an overall accuracy (OA) of 94.3757% in classifying 15 semantic classes.

ABSTRACT This article takes stock of the current trends in research, policy and practice regarding the role of language in the dialogic classroom. The article uses the policies of two different educational jurisdictions as counterpoints to highlight the different ways that oral language can be positioned within primary curricula. It reflects on current and recent research literature, exploring how language can promote the collaborative learning that is central to dialogic pedagogy, highlighting the value of less formal registers or less ‘certainty’ in the proposal of ideas. The article then offers a linguistic-ethnographic analysis of what this looks like in practice, drawing on classroom observational data gathered in English primary schools. Finally, these three strands of theory, policy and practice are brought together, scoping ways forward for the inclusion of language and dialogue in primary education.

ABSTRACT The Sustainable Development Goals, through Goal 5 on Gender Equality, put gender as a focus at the heart of every endeavour. Yet with 2030 looming, across the globe, we have made insufficient progress towards gender equality. Despite a plethora of mentions of the aim to achieve gender equality in regional and international documents, progress is slow (see https://www.unwomen.org/en/digital-library/publications/2022/09/progress-on-the-sustainable-development-goals-the-gender-snapshot-2022 and https://pacificdata.org/dashboard/sdg-5-gender-equality). What can be done? If transformative change is required, then a range of options needs to be explored. Could expanding exposure as to who studies gender be just one tool for building a pipeline of actors who take a gender lens when engaging with key issues, and speeding up progress towards the gender equality goal of the Sustainable Development Goals (SDG Goal 5)? How should we rethink the teaching of gender and development? My proposition is that gender should be mainstreamed in every course through a revised curriculum as a practical lever for change and to hasten progress towards Goal 5. The hope is that this paper can encourage conversation both in gender and development circles and the scholarship of teaching and learning, and prompt new lines of research and action towards rethinking the teaching of gender and development, which can then strengthen the knowledge base in the pipeline of political decision-makers and development actors. This paper is a call to action for the repositioning of gender at the heart of all studies – not as an elective or “boutique”, but as core to every subject.

ABSTRACT This article examines two ethnographers’ fieldwork with young people applying co-production film-making methods and three ways to approach youth-led filmmaking work for researchers and educators. Implicit to our argument is a belief, based on several multimodal projects, that filmmaking consolidates literacy skills and gives young people a more expansive, lived, and at times disruptive sense of literacy learning. In this special issue focusing on research into children’s language, literacy and literature, we give readers a way to take forward a living literacies approach to film work in 3–13 literacy teaching and learning.

ABSTRACT In an era of evolving literacy challenges, an Italian based project ‘Leggere: Forte!’ (Reading Strong) is promoting shared reading aloud to spark youth interest in reading and improve language skills. Now in its third year, the project team have analysed the impact of daily shared reading on 1829 children aged 3-10. The results show significant benefits in language, comprehension, and literacy, and highlight disparities between the experimental and the control groups. Teacher feedback underscores the positive effects of this version of shared reading. The initiative demonstrates the educational value of shared reading and calls for its integration into modern education, suggesting it as a foundation for further research and the development of rich, diverse learning environments.