Abstract
The purpose of this study is to investigate which areas and networks of students' brains are activated in life science related learning activities and cognitive self-regulation thinking processes (evidence, conflict, regulation). One hundred and eight adolescents consisting of 7th, 9th, and 11th grades participated as subjects. Learning tasks involve the process of self-regulation of the biological classification and the selection of relationships tasks involving animals, plants, and fungi. The NIRSIT device was used to measure brain activity in the subjects. Interregional brain activation regions and networks were analyzed by the NIRSIT analysis program and the NIRS-SPM program. As a result, adolescent’s brain regions composed of FP, OFC, and DLPFC were activated in assimilation, conflict, and regulation stages in the process of self-regulation, and interacted with each other by establishing a network. As the age increases, the thinking process becomes more complex and various functions are performed. Based on the analyzed results, this study was proposed a brain development model for age-specific self-regulation processes.
Figures & Tables
Fig. 1. Examples of tasks that induce self-regulation using biological classification
