1b6ba5fb25f995046ff447be75f4e291 brainsci-14-01080.pdf 09a4ad9369d20bb7e15c005fa901b1c1ec50d932 brainsci-14-01080.pdf b4df7cd329f584091cacfcf48c265e42aa425eb34700362705919d91504f7c4e brainsci-14-01080.pdf Title: Expert and Novice Teachers’ Cognitive Neural Differences in Understanding Students’ Classroom Action Intentions Subject: Objectives: Teachers’ intention understanding ability reflects their professional insight, which is the basis for effective classroom teaching activities. However, the cognitive process and brain mechanism of how teachers understand students’ action intention in class are still unclear. Methods: This study used event-related potential (ERP) technology to explore the cognitive neural differences in intention understanding ability among teachers with different levels of knowledge and experience. The experiment used the comic strips paradigm to examine the ability of expert and novice teachers to understand students’ normative and non-normative classroom actions under different text prompts (“how” and “why”). Results: The results revealed that in the late time window, expert teachers induced larger P300 and LPC amplitudes when they understood students’ classroom action intentions, while the N250 amplitudes induced by novice teachers in the early time window were significantly larger. In addition, for both types of teachers, when understanding the intentions behind students’ normative actions, the N250 amplitude was the most significant, while the P300 and LPC amplitudes were more significant for non-normative actions. Conclusions: This study found that teachers at varying professional development stages had different time processing processes in intention understanding ability, which supported teachers’ brain electrophysiological activities related to social ability. Keywords: expert–novice teacher; understanding of intentions; classroom actions; teachers’ professional insight; event-related potential Author: Yishan Lin, Rui Li, Jesús Ribosa, David Duran and Binghai Sun Creator: LaTeX with hyperref Producer: pdfTeX-1.40.25 CreationDate: Tue Oct 29 09:14:00 2024 CET ModDate: Tue Oct 29 09:17:39 2024 CET Custom Metadata: no Metadata Stream: no Tagged: no UserProperties: no Suspects: no Form: none JavaScript: no Pages: 18 Encrypted: no Page size: 595.276 x 841.89 pts (A4) Page rot: 0 File size: 2343925 bytes Optimized: no PDF version: 1.7 name type encoding emb sub uni object ID ------------------------------------ ----------------- ---------------- --- --- --- --------- ENLEMO+VnURWPalladioL-Bold Type 1 Custom yes yes yes 10 0 LWJOET+VnURWPalladioL Type 1 Custom yes yes yes 16 0 LAINWS+URWPalladioL-Bold Type 1 Custom yes yes yes 21 0 MARQYT+URWPalladioL-Roma Type 1 Custom yes yes yes 27 0 XAYOYS+URWPalladioL-Ital Type 1 Custom yes yes yes 32 0 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Influence of Expertise Level on Individual Action Recognition Destination: subsection.1.1 Item: Title: Research Paradigm of Action Intention Understanding Destination: subsection.1.2 Item: Title: Theoretical Basis and Neural Mechanism of Action Intention Understanding Destination: subsection.1.3 Item: Title: Study Hypotheses Destination: subsection.1.4 Item: Title: Materials and Methods Destination: section.2 Children: Item: Title: Participants Destination: subsection.2.1 Children: Item: Title: Expert Teachers Destination: subsubsection.2.1.1 Item: Title: Novice Teachers Destination: subsubsection.2.1.2 Item: Title: Materials Destination: subsection.2.2 Item: Title: Subjective Measurements Destination: subsection.2.3 Item: Title: Experimental Procedure Destination: subsection.2.4 Item: Title: Electrophysiological Recording and Analysis Destination: subsection.2.5 Item: Title: Results Destination: section.3 Children: Item: Title: Subjective Measurements Destination: subsection.3.1 Item: Title: Behavioral Results Destination: subsection.3.2 Item: Title: Electrophysiological Results Destination: subsection.3.3 Children: Item: Title: N250 Component Destination: subsubsection.3.3.1 Item: Title: P300 Component Destination: subsubsection.3.3.2 Item: Title: Late Positive Component Destination: subsubsection.3.3.3 Item: Title: N250 (A Second Repeated Measures ANOVA) Destination: subsubsection.3.3.4 Item: Title: P300 (A Second Repeated Measures ANOVA) Destination: subsubsection.3.3.5 Item: Title: LPC (A Second Repeated Measures ANOVA) Destination: subsubsection.3.3.6 Item: Title: Topographical Map Destination: subsubsection.3.3.7 Item: Title: Discussion Destination: section.4 Item: Title: Conclusions Destination: section.5 Item: Title: Appendix A Destination: appendix.A. Item: Title: References Destination: appendix.B. Info: Title: Expert and Novice Teachers’ Cognitive Neural Differences in Understanding Students’ Classroom Action Intentions Author: Yishan Lin, Rui Li, Jesús Ribosa, David Duran and Binghai Sun Subject: Objectives: Teachers’ intention understanding ability reflects their professional insight, which is the basis for effective classroom teaching activities. However, the cognitive process and brain mechanism of how teachers understand students’ action intention in class are still unclear. Methods: This study used event-related potential (ERP) technology to explore the cognitive neural differences in intention understanding ability among teachers with different levels of knowledge and experience. The experiment used the comic strips paradigm to examine the ability of expert and novice teachers to understand students’ normative and non-normative classroom actions under different text prompts (“how” and “why”). Results: The results revealed that in the late time window, expert teachers induced larger P300 and LPC amplitudes when they understood students’ classroom action intentions, while the N250 amplitudes induced by novice teachers in the early time window were significantly larger. In addition, for both types of teachers, when understanding the intentions behind students’ normative actions, the N250 amplitude was the most significant, while the P300 and LPC amplitudes were more significant for non-normative actions. Conclusions: This study found that teachers at varying professional development stages had different time processing processes in intention understanding ability, which supported teachers’ brain electrophysiological activities related to social ability. 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