Learning Science Concept Words : P300

The purpose of this study is divided into two main objectives. First, it effectively proves the neurological changes that occur due to science concept learning. By proving the changes in participants cognitive responses to learning in brain science, it reveals that learning actually results in neurological changes. Second, explore what ERP is involved in high-level cognitive learning, and what are the differences that appear before and after learning. The study results are as follows. First, the P300 amplitude in the abstract nouns is significantly higher on more than half of the channels compared to the scientific concept before learning and the abstract nouns. The P300 amplitude appears to have been significantly high because participants had a lot of prior knowledge of abstract nouns and the task of thinking of the meaning of abstract nouns was relatively low. Second, when you look at science concepts that understand the meaning after learning science concept words and when participants look at simple exposed science concept words, participants don t see significant differences in both P300 amplitude and latency. It is assumed that despite the different learning conditions, there is not much difference because of the effect of fast mapping. Even if you haven t learned the meaning, participants will be exposed to the concept words of science several times, and participants will see P300 amplitude and latency similar to the concept words of science that learned the meaning. Third, whether it is a science concept words that learns meaning correctly or is simply exposed, P300 amplitude was higher than in the pre-learning science concept words. This shows that learning and fast mapping are both involved in P300 amplitude changes.