Neurocognitive Evidence for Different Problem-Solving Processes between Engineering and Liberal Arts Students

Autor/inn/en	Liu, Yu-Cheng; Liang, Chaoyun
Titel	Neurocognitive Evidence for Different Problem-Solving Processes between Engineering and Liberal Arts Students
Quelle	In: International Journal of Educational Psychology, 9 (2020) 2, S.104-131 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2014-3591
Schlagwörter	Problem Solving; Engineering Education; Spatial Ability; Liberal Arts; Comparative Analysis; Foreign Countries; Educational Background; Brain Hemisphere Functions; Verbal Ability; Task Analysis; Familiarity; Intelligence; Computation; Cognitive Processes; Thinking Skills; Mathematics Skills; Diagnostic Tests; College Students; Taiwan + Suchen Sie Ihr Suchwort? Problemlösen; Ingenieurausbildung; Räumliches Vorstellungsvermögen; Ausland; Vorbildung; Mündliche Leistung; Aufgabenanalyse; Intelligenz; Klugheit; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Diagnostic test; Diagnostischer Test; Collegestudent
Abstract	Differences exist between engineering and liberal arts students because of their educational backgrounds. Therefore, they solve problems differently. This study examined the brain activation of these two groups of students when they responded to 12 questions of verbal, numerical, or spatial intelligence. A total of 25 engineering and 25 liberal arts students in Taiwan participated in the experiment. The results were as follows. (i) During verbal intelligence tasks, differences between the two groups were observed in the information flows of verbal message comprehension and contextual familiarity detection in the problem-identifying phase, whereas no significant differences were found in the resolution-reaching phase. (ii) During numerical intelligence tasks, differences between the two groups were observed in the information flows of mental calculation and message comprehension in the problem-identifying phase and those of verbal perception and analogical reasoning in the resolution-reaching phase. (iii) During spatial intelligence tasks, differences between the two groups were observed in the information flows of spatial relation integration and spatial context memory retrieval in the problem-identifying phase and those of spatial attention and contextual relation integration in the resolution-reaching phase. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01