大學生道德判斷中的因果推論與情緒之認知神經基礎及培訓研究

The previous fMRI studies on mathematically and scientifically talented students indicated that the talented students differ with the counterpart group in brain function activation during answering cognitive and emotional tasks. Furthermore, frequently observed emotional over-excitabilities of talented students often hinder the students to learn through social communication effectively. It is of critical importance to understand the engagement of cognition and emotion while different groups of learners involved in learning environment which is rich in social interaction and scientific argumentation. Recent development in neurosciences enables education researchers to further examine the interrelations between emotion and cognition. It would benefit educators in establishing quality interactive learning environment in accordance with the findings. This three-year research project aims to explore the similarity and differences of eye-movement patterns and brain function among high IQ mathematically and scientifically talented students, mathematically and scientifically talented students, ASD, and regular students in terms of their causal reasoning and emotional engagement in making moral judgments. In the second year, we further conducted textbook analysis, document analysis, teaching intervention and interview participant students, as well as analyzing students’ argumentative written artifacts. A list of three-sentence scenarios were identified and piloted on two sets of small sample, then the scenarios were used to collect e-prime data from college students with difference major. The results of partial correlation coefficient lead us to further analyze the gained measures on e-Prime data. Results of pair-t tests between pre- and post- e-Prime measures on different types of 3-sentence scenarios indicate that negative emotion is a crucial influencing factor. ANOVA and post hoc analysis reveal the significant effects of alerting on ASD group students than their HIQ peers (p=.037). Moreover, 2nd level contrast analysis of fMRI data present that without alerting, the HIQ students, AIQ students and ASD varies in terms of their brain activation in temporal and occipital lobe, that involving language comprehension. The alert effect on the HIQ group and normal students also show a significant difference (α<.001). More data analysis will be presented later.