Neural responses to errors in models and their relevance for longer term learning among undergraduate life sciences students

Abstract

Background

Error detection and inhibition are deemed central to STEM learning, although there is little research on the neural bases of these processes and their role in the developing expertise of life sciences students.

Method

Fifty undergraduate life sciences students performed a biology model evaluation task and a general go/no-go inhibition task during functional MRI. A year later, they completed a biology model evaluation task outside the scanner.

Results

Students showed increased ACC and bilateral inferior frontal/insula activity when viewing models with, vs. without, conceptual errors. Multivariate activation patterns showed little correspondence across the fMRI model and go/no-go tasks. Functional connectivity between the ACC and lateral PFC correlated with course grades, while activity in the right inferior frontal gyrus/insula predicted later model evaluation performance.

Conclusions

Students who activate lateral PFC regions during scientific error detection may show better concept retention, although this neural activity may not reflect inhibitory control.