Volume 21, Issue 4 (winter 2019)                   Advances in Cognitive Sciences 2019, 21(4): 0-0 | Back to browse issues page

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farsad N, Alamolhodaei H, Moghimi A, Moghimi S, Jabbari Nooghabi M. A Comparative Study of Cognitive Processes in Students with Deep versus Superficial Knowledge on Interpreting Graphs of Mathematical Functions based on Event Related Potential. Advances in Cognitive Sciences. 2019; 21 (4)
URL: http://icssjournal.ir/article-1-1061-en.html
1- Department of mathematics education, Faculty of Mathematical sciences, Ferdowsi university of Mashhad, Mashhad, Iran
Abstract:   (678 Views)
Aim: The purpose of this study is to compare the cognitive processes and abilities of two groups of students by using and analyzing event related potentials (ERPs), during solving problems on interpretation of graph of functions. Methods: The research method was quantitative and quasi-experimental. The participants of this study were 177 male undergrad engineering students. Using a researcher-made mathematics exam they were divided into two groups: deep conceptual and procedural knowledge (DK) group and superficial conceptual and procedural knowledge (SK) group. Fourteen students were at random chosen from each group and taken the task and ERPs recording experiment. Results: The DK group responded more accurate than the SK group. However, the reaction time of the two groups did not show important variations. The ERPs finding demonstrated that the amplitude of P300 component for the SK group was considerably higher than that of the DK group over central, centro-parietal and parietal brain areas at question window. Conclusion: Although behavioral data in the reaction time of between two groups was almost identical, But electrophysiological data indicated that doing the interpretation tasks in the SK group would have higher demands and activated further processing brain resources. Also, according ERPs data, it was determined that the difference between cognitive processing of the two groups occurs in the first stage and after seeing the graph of function. These results point to the important role of cognitive neuroscientific technics in providing information on the differences in the cognitive performance of different individuals.

Received: 2020/01/16 | Accepted: 2020/01/16 | Published: 2020/01/16

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