儿童科学概念的跨领域激活与其基础知识掌握程度的关系：一例基于反应时的预研究

One concept activates another concept (such as associating one concept with another), which belongs to the organizational form of knowledge representation. It reflects the human brain&#39;s management method of dealing with a large amount of knowledges. At the same time, the activation of concepts plays an important role in children&#39;s learning new knowledges. Previous studies have shown that the activation of concepts is not random, but has its internal laws. It is mainly divided into &quot;taxonomic relationship&quot; and &quot;thematic relationship&quot;. A cognitive neuroscience study shows that taxonomic relationship is the main relationship of concept activation, and theme relationship is embedded in it. Therefore, interdisciplinary concept activation should not be easy. The main purpose of this experiment was to investigated the interdisciplinary concepts activation ability of different subjects through reaction time(RT). The total sample of the experiment was 22 fifth grade students. We first conducted a round of basic tests about circuit knowledges, and selected the three students with the highest and lowest scores(6 in total), and assigned them to the high and low groups respectively to enter the second round of tests. The second round of test was the RT test, with a total of 15 test questions. The test was conducted with E-Prime software, and all participants experienced different degrees of practices before the formal test. Independent sample t-test method is mainly used for data analysis. The results of the experiment showed that the accuracy of the high group in the RT test was significantly lower than that of the low group, while the RT was significantly higher than that of the low group (P < 0.05), that is, the interdisciplinary activation activation of concepts was negatively correlated with the participants&#39; mastery of basic knowledge. This paper also collected the RT data of an adult science teacher. The analysis shows that the better the basic knowledge of the participants, the closer their conceptual interdisciplinary activation mode is to adults. The conclusion of this study does not seem to support the psychological basis of creativity as divergent thinking. Because if this research is correct, in order to cultivate people&#39;s thinking flexibility and interdisciplinary divergence ability, the students should not be allowed to master more knowledges, but it is obvious that:more less of knowledges,more low valuable innovation. Therefore, the conclusion of this study may more support the insight learning theory of innovation.