论文标题
儿童科学概念的跨学科激活与他们对基本知识的掌握之间的关系：基于反应时间的研究
The relationship between the interdisciplinary activation of children's scientific concepts and their mastery of basic knowledges: a pre study based on reaction times
论文作者
论文摘要
科学概念的激活（例如关联）不仅是儿童组织科学知识的重要方法，而且是学习复杂概念（例如由多个知识点组成的复合概念）的重要方法。受主要电气课程的细节的启发，我们使用了电子优势软件来研究具有不同电知识水平的学生（以反应时间为主要指数）的学生内部和外部电气外部概念的激活。结果表明：1。基本知识的水平与概念的跨域激活能力负相关，即基本知识越糟，跨域激活速度越快（p <0.05）； 2。基本知识越好，激活行为越接近科学老师。结论：1。基本知识越贫穷，跨域关联能力越强，思维就越活跃。 2。这种现象的原因可能是人类的思维是图案的； 3。因此，存在一个潜在的逻辑矛盾，认为不同的思维是创造力的心理基础。
The activation of scientific concepts (such as association) is not only an important way for children to organize scientific knowledges, but also an important way for them to learn complex concepts (such as compound concepts composed of multiple knowledge points). Inspired by the details of a primary electrical lesson, we used the E-Prime software to study the activation of concepts inside and outside the electrical unit by students with different electrical knowledge levels (taking reaction time as the main index). The results showed that: 1. the levels of basic knowledge was negatively correlated with the cross domain activation ability of concepts, that is, the worse the basic knowledge, the faster the cross domain activation speed (P<0.05); 2. The better the basic knowledges, the closer the activation behavior is to science teachers. Conclusion: 1. the poorer the basic knowledges, the stronger the cross domain association ability and the more active the thinking; 2. The reason for this phenomenon may be human's thinking is patterned; 3. Therefore, there is a potential logical contradiction in the view that divergent thinking is the psychological basis of creativity.
