Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.

Previous research into working memory has focused on activations in different brain areas accompanying either different presentation modalities (verbal vs. non-verbal) or concreteness (abstract vs. concrete) of non-science concepts. Less research has been conducted investigating how scientific conce...

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Autores principales:	Kevin Lai, Hsiao-Ching She, Sheng-Chang Chen, Wen-Chi Chou, Li-Yu Huang, Tzyy-Ping Jung, Klaus Gramann
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2012
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/1320d3ce1c9c4eeca1cbd74d29f08c71
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spelling	oai:doaj.org-article:1320d3ce1c9c4eeca1cbd74d29f08c712021-11-18T07:10:41ZEncoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.1932-620310.1371/journal.pone.0041784https://doaj.org/article/1320d3ce1c9c4eeca1cbd74d29f08c712012-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/22848602/pdf/?tool=EBIhttps://doaj.org/toc/1932-6203Previous research into working memory has focused on activations in different brain areas accompanying either different presentation modalities (verbal vs. non-verbal) or concreteness (abstract vs. concrete) of non-science concepts. Less research has been conducted investigating how scientific concepts are learned and further processed in working memory. To bridge this gap, the present study investigated human brain dynamics associated with encoding of physics concepts, taking both presentation modality and concreteness into account. Results of this study revealed greater theta and low-beta synchronization in the anterior cingulate cortex (ACC) during encoding of concrete pictures as compared to the encoding of both high and low imageable words. In visual brain areas, greater theta activity accompanying stimulus onsets was observed for words as compared to pictures while stronger alpha suppression was observed in responses to pictures as compared to words. In general, the EEG oscillation patterns for encoding words of different levels of abstractness were comparable but differed significantly from encoding of pictures. These results provide insights into the effects of modality of presentation on human encoding of scientific concepts and thus might help in developing new ways to better teach scientific concepts in class.Kevin LaiHsiao-Ching SheSheng-Chang ChenWen-Chi ChouLi-Yu HuangTzyy-Ping JungKlaus GramannPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 7, Iss 7, p e41784 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Kevin Lai Hsiao-Ching She Sheng-Chang Chen Wen-Chi Chou Li-Yu Huang Tzyy-Ping Jung Klaus Gramann Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.
description	Previous research into working memory has focused on activations in different brain areas accompanying either different presentation modalities (verbal vs. non-verbal) or concreteness (abstract vs. concrete) of non-science concepts. Less research has been conducted investigating how scientific concepts are learned and further processed in working memory. To bridge this gap, the present study investigated human brain dynamics associated with encoding of physics concepts, taking both presentation modality and concreteness into account. Results of this study revealed greater theta and low-beta synchronization in the anterior cingulate cortex (ACC) during encoding of concrete pictures as compared to the encoding of both high and low imageable words. In visual brain areas, greater theta activity accompanying stimulus onsets was observed for words as compared to pictures while stronger alpha suppression was observed in responses to pictures as compared to words. In general, the EEG oscillation patterns for encoding words of different levels of abstractness were comparable but differed significantly from encoding of pictures. These results provide insights into the effects of modality of presentation on human encoding of scientific concepts and thus might help in developing new ways to better teach scientific concepts in class.
format	article
author	Kevin Lai Hsiao-Ching She Sheng-Chang Chen Wen-Chi Chou Li-Yu Huang Tzyy-Ping Jung Klaus Gramann
author_facet	Kevin Lai Hsiao-Ching She Sheng-Chang Chen Wen-Chi Chou Li-Yu Huang Tzyy-Ping Jung Klaus Gramann
author_sort	Kevin Lai
title	Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.
title_short	Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.
title_full	Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.
title_fullStr	Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.
title_full_unstemmed	Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.
title_sort	encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.
publisher	Public Library of Science (PLoS)
publishDate	2012
url	https://doaj.org/article/1320d3ce1c9c4eeca1cbd74d29f08c71
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Encoding of physics concepts: concreteness and presentation modality reflected by human brain dynamics.

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