Comparison of Science Gifted and General Students’ Brain Activity and Thinking Process in the Process of Self-regulation – An fNIRS Study

• 영문명: 자기조절의 과정에서 나타나는 과학영재학생과 일반학생의 두뇌 활성과 사고 과정 비교 – fNIRS 연구
• 발행기관: 한국교원대학교 뇌기반교육연구소
• 저자명: 박진선(Jin-Sun Park) 권용주(Yong-Ju Kwon)
• 간행물 정보: 『Brain, Digital, & Learning』제11권 제3호, 405~416쪽, 전체 12쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2021.09.30

영문 초록

Self-regulation is the process of generating new alternative schemas that can be re-equilibriated through feedback and accommodation of observed information and the existing disquilibriated schemas. The purpose of this study was to compare neurocognitive thinking processes in two groups based on brain activity data from scientific gifted and general students’ self-regulation process during taking mirror-writing tasks. As a result of the study, the OFC area, where activities appear in the process of performing self-regulating tasks in common with science gifted students, is an area that has the function of predicting errors and determining success or failure. This means that self-regulation is taking place to anticipate the outcome of an action and to continuously check whether it is consistent with the actual results. In addition, comparing brain activity in assimilation, conflict, and accommodation processes that subdivide the process of self-regulation, we found that there were differences between processes and groups. In particular, the DLPFC area, where activities appear during the conflict process and accommodation process that strive to form an alternative schematic, is an area that has the function of manipulating information in the working memory. This means that efforts are being made to reach equilibrium through attempts to integrate information for problem solving and one s strategy. The findings of this study may be used as relevant data for education that can enhance self-regulation for gifted education for all, while also being as data on neurological methods used as a verification tool to support research in cognitive psychology.

목차

Introduction

Theoretical Background

Results

Conclusions and Educational Implications

Acknowledgement

키워드

Science gifted student brain activity self-regulation fNIRS mirror-writing task