Using the force: STEM knowledge and experience construct shared neural representations of engineering concepts.

Area of Science:

• Neuroscience
• Cognitive Science
• STEM Education

Background:

• Understanding how formal education, particularly in Science, Technology, Engineering, and Mathematics (STEM), impacts neural processing is crucial.
• Previous research has explored expertise-related brain differences, but direct links between classroom STEM learning and neural representations of real-world objects remain less understood.

Purpose of the Study:

• To investigate how STEM knowledge, specifically engineering concepts, alters neural representations in the brain.
• To differentiate the brain activity of engineering students from non-engineering students when viewing real-world structures.

Main Methods:

• Functional magnetic resonance imaging (fMRI) was used to record brain activity.
• Engineering students and novices viewed photographs of real-world structures.
• Multivariate pattern analysis (MVPA) and machine learning were employed to analyze neural response patterns.

Main Results:

• Engineering students exhibited convergent neural response patterns distinct from novices when considering physical forces.
• Informational network analysis revealed that these distinct patterns reflected learned categories of mechanical structures.
• Neural representations of mechanical categories were localized in bilateral anterior ventral occipitotemporal regions, independent of explicit cues or visual similarity.

Conclusions:

• Abstract STEM concepts learned in educational settings significantly influence how the brain represents real-world objects.
• The study provides evidence for the neural basis of conceptual knowledge acquisition in STEM fields.
• This research highlights the brain's plasticity in response to specialized learning experiences.