아동의 변환기하 문제해결에서 fNIRS에 의한 두뇌 활성 연구: Tangram 활용하여
Brain Activation with fNIRS in Children’s Transformational Geometry Problem Solving: using Tangram
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초록
This study analyzed the brain activity by fNIRS in children's transformational geometric problem solving. Tangram task was used, and the participants were 31 preschool children, 29 first graders, and 35 second graders. The research results are as follows. First, the percentage of correct answers to the tangram task was highest in the second grader, and among the tasks, the percentage of correct answers was the lowest in the fish task without clue. Second, in the case of tasks with clues, there were many significant activation channels in OFC for preschool children and FPPFC for first graders. And for tasks without clue, for the first time in the second grade of elementary school, a significant activation channel appeared in VLPFC. DLPFC was significantly activated at all ages with or without clues. Third, in the tangram task performance, the brain activity area was analyzed by dividing it into three groups by ability. As a result, the correct group showed relatively significant activation in FPPFC. The group who got all of the tasks correctly and the group whose only one was wrong were significantly activated in OFC and BA 47 in common. The left hemisphere lateralization was found in the group with two or more wrong tasks. The above research results will provide basic data for research on children's brain development by linking children's cognitive development with brain development. Furthermore, it will be of great helpful in enhancing the understanding of children's cognitive development trajectories.
Abstract
This study analyzed the brain activity by fNIRS in children's transformational geometric problem solving. Tangram task was used, and the participants were 31 preschool children, 29 first graders, and 35 second graders. The research results are as follows. First, the percentage of correct answers to the tangram task was highest in the second grader, and among the tasks, the percentage of correct answers was the lowest in the fish task without clue. Second, in the case of tasks with clues, there were many significant activation channels in OFC for preschool children and FPPFC for first graders. And for tasks without clue, for the first time in the second grade of elementary school, a significant activation channel appeared in VLPFC. DLPFC was significantly activated at all ages with or without clues. Third, in the tangram task performance, the brain activity area was analyzed by dividing it into three groups by ability. As a result, the correct group showed relatively significant activation in FPPFC. The group who got all of the tasks correctly and the group whose only one was wrong were significantly activated in OFC and BA 47 in common. The left hemisphere lateralization was found in the group with two or more wrong tasks. The above research results will provide basic data for research on children's brain development by linking children's cognitive development with brain development. Furthermore, it will be of great helpful in enhancing the understanding of children's cognitive development trajectories.
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