Fig. 3: Correlations between theta-band student-top/class coupling and an individual’s final exam score for Chinese and Math.
From: Inter-brain coupling reflects disciplinary differences in real-world classroom learning
a Scatter plots between theta-band student-top couplings (left, top students’ number = 4) and theta-band student-class couplings (right) and the final exam scores of Math. b Correlation r values as a function of the number of top students included in the calculation of student-top couplings. c Scatter plots between theta-band student-top couplings (left, top students’ number = 4) and theta-band student-class couplings (right) and the final exam scores of Chinese. d Correlation r values as a function of the number of top students included in the calculation of student-top couplings. The violin plots showed the distribution of correlation r values generated by the 5000 shuffled versions, the black line indicated the 95th percentile of the distribution, and the blue line indicated the mean value of the distribution. The star indicates a significant correlation when both Pearson’s p and permutation p were smaller than 0.05. The colored lines in (b) and (d) represent the trend of how correlation values changed with the number of top students. The color was chosen according to the corresponding discipline (pink for Chinese and blue for Math). Note that the top students themselves were not included in the correlation analysis.
