The Study On Brain Network Between Science And Arts Students

Science-humanities division,in China,is a system that divides the teaching courses of senior high school into arts and sciences,and educates students who choose different disciplines.Based on their selection on different disciplines,the students are divided into arts and science students;thereafter they were further trained by the long-term specific compartmental education.Previous studies have merely focused on the differences in individual behaviors between arts and science students.While in our present study,by adopting electroencephalogram experiments,we mainly investigated the impact of longterm specific training on the brain functions in arts and science students from the perspective of brain neuroscience;and further probed the possible relationships between brain network and the score of college entrance examination.The main content and research results of this paper are as follows:(1)Based on the electroencephalogram(EEG)datasets collected,we constructed the functional brain network of arts and science students in multiple states;then,we compared and analyzed the difference of brain topology between two groups in two different states.The results of our study found that arts students have more brain activity active than science students in the resting state;during task,compared to the science students,arts students showed a stronger coupling relationship between task-related regions.In addition,we further obtained their scores of college entrance examinations,and then calculated the relationships between their brain network and the scores of college entrance examination(due to the extremely unmatched numbers of scores in arts students,no further analysis was thereby implemented).The findings showed the significantly positive correlations between network effciency and mathematics scores in science students,as well as the those mathematical calculations related network edges;while no relations were found between network efficiency and Chinese scores.Meanwhile,according to their mathematics scores,all of science students were divided into two groups of high and low scores;the corresponding statistical results showed that there was the significant differences of network properties between the two groups.(2)The previous study revealed the significant differences in the brain network between arts and science students in the resting state.In this study,we seperately calculated the brain network properties of arts and science students.And based on the weighted functional brain network constructed,we then used the common spatial pattern to mine the spatial topology information in the brain network.In order to improve the classification performance,our present study further fuses the features derived from rest network properties and spatial pattern networks,and used Linear Discriminant Analysis(LDA)and Support Vector Machine(SVM)to classify the arts and science students.The results of present study show that both LDA and SVM can obtain good classification performance under the condition that multiple features are fused.And among which,the LDA achieved the highest recognition accuracy of 85.07%.Aiming to reveal the effects of long-term specific training and learning on students' cognitive behaviors after science-humanities division,this study used brain network analysis methods to uncover the differences of brain network between arts and science students,which also mined the differences of brain topolopy that correspond to the varied cognitive behavior.And our present study provided a new insight into understanding the effects of science-humanities division on arts and science students.The findings demonstrates the influence of long-term learning and training on brain plasticity,as well as the differences in thinking and cognitive styles between arts and science students.Furthermore,the correlation between brain network and individual examination scores confirmed the significant relationships between rest EEG network efficiency and individual performance.Importantly,our present study proved that although long-term specialized learning and training can enhance students' ability to process relevant information effectively,while it also disturded the comprehensive and personalized developments of arts and science students.