Under Psychological Safety Climate: The Beneficial Effects of Teacher-Student Conflict.

Previous studies have mainly focused on the negative effects of teacher-student conflict; the positive effects of conflict have rarely been mentioned. This paper suggests that encouraging conflict could act as a teaching method to improve students' innovative competence. This study has two objectives: (1) to examine how various types of teacher-student conflict affects students' innovative competence and (2) to identify the mediating role of a psychological safety climate in the association between conflict and students' innovative competence. To achieve the objectives, we used evidence from 1207 university students. Multivariable logistic regression analysis revealed that conflicts were associated with students' innovative competence, and the mediation role of a psychological safety climate is significant. Specifically, the results revealed that Cognitive Conflict had significant positive effects on students' innovative competence, whereas Affective Conflict had a significant negative effect on students' innovative competence. In addition, we clarified a psychological safety climate as the boundary condition for the relationship between conflict and students' innovative competence.

Constructing the hierarchy of predictive auditory sequences in the marmoset brain.

Our brains constantly generate predictions of sensory input that are compared with actual inputs, propagate the prediction-errors through a hierarchy of brain regions, and subsequently update the internal predictions of the world. However, the essential feature of predictive coding, the notion of hierarchical depth and its neural mechanisms, remains largely unexplored. Here, we investigated the hierarchical depth of predictive auditory processing by combining functional magnetic resonance imaging (fMRI) and high-density whole-brain electrocorticography (ECoG) in marmoset monkeys during an auditory local-global paradigm in which the temporal regularities of the stimuli were designed at two hierarchical levels. The prediction-errors and prediction updates were examined as neural responses to auditory mismatches and omissions. Using fMRI, we identified a hierarchical gradient along the auditory pathway: midbrain and sensory regions represented local, shorter-time-scale predictive processing followed by associative auditory regions, whereas anterior temporal and prefrontal areas represented global, longer-time-scale sequence processing. The complementary ECoG recordings confirmed the activations at cortical surface areas and further differentiated the signals of prediction-error and update, which were transmitted via putative bottom-up γ and top-down ß oscillations, respectively. Furthermore, omission responses caused by absence of input, reflecting solely the two levels of prediction signals that are unique to the hierarchical predictive coding framework, demonstrated the hierarchical top-down process of predictions in the auditory, temporal, and prefrontal areas. Thus, our findings support the hierarchical predictive coding framework, and outline how neural networks and spatiotemporal dynamics are used to represent and arrange a hierarchical structure of auditory sequences in the marmoset brain.

Creativity: The Effectiveness of Teacher-Student Conflict.

This study examines the effectiveness of different types of teacher-student conflict in promoting students' creativity in universities. Previous studies mainly focused on the negative effects of conflict; few examined its positive effects. Teacher-student conflict in university classes can take many forms; however, there are no clear definitions of the various types of such conflict. This study classified teacher-student conflict as understanding conflict, process conflict, and relationship conflict, and we used this classification to extend prior research by revealing the beneficial impacts of teacher-student conflict on students' creativity. We empirically examined the relationship between teacher-student conflict and students' creativity. The hypotheses were supported by using data from questionnaires completed by 2009 students at 17 American universities. We then conducted a hierarchical regression analysis of the data using structural equation modeling. The findings indicate that understanding conflict and process conflict had significant positive effects on students' creativity, whereas relationship conflict had a significant negative effect on students' creativity. This study thus revealed the positive effect of teacher-student conflict in university classes and suggests encouraging conflict (understanding conflict and process conflict) as a unique teaching method to stimulate students' creativity.