Abstract:

Efficient learning performance requires an internal and continuous monitoring system which detects error information. Error detection plays an important role in cognitive control and behavior monitoring. The aim of the study is to investigate the ERP components of disciplinary domain knowledge teaching experiment on two kinds of errors features (verbatim features errors and gist features errors) under the subjects-based error response detection condition and objects-based error information detection condition. Verbatim features errors refer to the writings of chemical expressions are incorrect and gist features errors refer to the equations for chemical reactions violate the principles of replacement reaction. Twenty-six middle students (thirteen of them were chosen from the teaching experiment class and the rest were from the control class) participated in this ERP experiment and the Go/No-Go paradigm was used. Subjects were instructed to respond to the incorrect writing of chemical expressions or the equations for chemical reactions violated the principles of replacement reaction with a ‘Go trial’ button press and to withhold this response when they judged the present stimulus as correct. Recordings of the electroencephalogram (EEG) were made from FCz, Fz, Cz, CPz and were referenced to the activity recorded on the left and right mastoids. Vertical EOG was recorded with tin electrodes placed above and below the left eye and horizontal EOG was recorded from electrodes lateral to each eye. All electrode impedances were below 5kW. The EEG and EOG were amplified by a 0.10-30Hz bandpass and digitized with a sample rate of 500Hz. The results showed, (1) in the error response detection condition, the error-related negativity (ERN) amplitudes were elicited by teaching experimental group exhibited a larger negative deflection under gist features errors than verbatim features errors. On the contrary, control group produced a much more negative ERN deflection for verbatim features errors compared with gist features errors. (2) In the error information detection condition, the verbatim features errors elicited significant higher ERN amplitudes compared to gist features errors both in teaching experimental group and control group. (3) The effects of disciplinary domain knowledge teaching experiment existed both in error response and error information detection conditions, because the teaching experiment group produced ERN components of higher amplitude than control group in both verbatim features and gist features errors. To sum up, the present results indicate, although the ERN amplitudes are significantly elicited in error response and error information detection conditions, but their ERN effects are affected by different factors: the subjects-based error response detection condition is mainly modulated by the depth of error processing between subjects and the objects-based error information detection condition is associated with the clarity of error information.

Key words: error detection, disciplinary domain knowledge teaching, verbatim features, gist features, ERN

摘要：

采用Go/No-Go范式，26名中学生参与实验。考察在基于主体错误反应和基于客体错误信息两类错误监控条件下，学科领域知识教学实验组和对照组对不同类型错误信息监控的脑电成分。结果显示，(1) 错误反应监控条件下，实验组对要义特征的错误反应诱发的ERN较字面特征的更负，而对照组则相反。(2) 错误信息监控条件下，两组学生均表现出监控字面特征错误诱发的ERN波幅较监控要义特征错误的更大。(3) 两种监控条件均表现出实验组产生的ERN波形较对照组的更负。表明：虽然两类监控条件均能诱发明显的ERN，但其影响因素并不相同：基于主体错误反应的监控主要受个体对其错误加工深度的影响；基于客体错误信息的监控则受错误信息的清晰性影响。

关键词: 错误监控, 学科领域知识教学, 字面特征, 要义特征, ERN