本研究透過本研究透過腦波研究中的事件相關電位研究法 （ERP ）探究一般資優（G）和數學優異（EM）因子對於學生在解決與幾何面積相關的問題時，正確率（Acc）和反應時間（RT）之表現以及大腦啟動區域的顯著影響。本研究對 162 名 10-11 年級的高中生進行了抽樣調查，並根據 G 和 EM 因子的組合，將學生分成八個實驗組。數據分析將透過兩種方式進行分析，第一種是行為測量，側重於分析 G 和 EM 因子在解決幾何面積問題中對正確率（Acc）和答對題目的反應時間 （RT）的影響。另一種是腦波測量，主要運用ERP成分和腦波平均振幅分析大腦不同區域的反應差異，並分析G 和 EM 因子對 ERP 成分的影響。
本研究的結果如下：在行為測量方面，(1) 一般資優學生和數學優異學生比非一般資優和非數學優異學生表現出更高的正確率和更短的答對題目反應時間。 (2) 被認定一般資優但非數學優異之學生（G-NEM）花費的反應時間最長。 (3) G 和 EM 因子都顯著影響學生解決幾何面積問題的表現。在事件相關電位測量中，（4）G和EM因子學生在不同的問題解決階段啟動了不同的大腦區域，（5）但在解決問題時投入了相似的腦力活躍程度並表現出相似的推理過程。 (6) 然而，被認為一般資優和數學優異的學生比非一般資優和非數學優異的學生投入了更多的腦力活躍程度。最後，(7) G 和 EM 因子對行為和事件相關電位測量沒有交互影響。這些發現建議進一步研究透過特徵識別一般資優和數學優異的學生，並為他們提供適應性教育以培養和發展他們的數學能力。

The goal of the current study is to investigate the significant effects of the general giftedness (G) and excellence in mathematics (EM) factors on accuracy (Acc) and reaction time (RT) performance and brain activation in solving area-related geometric problems by using electrophysiological measures. This study sampled 162 grade 10-11 high-school students. Students were distributed into eight experimental groups by a combination of the G and EM factors. The data were analyzed in two measurements. One is the behavioral measures, which focused on the effects of the G and EM factors on the accuracy (Acc) and reaction time (RT) on the correct responses in solving the geometry-area test. The other is the electrophysiological measures, which focused on the ERP components and the values distributed in the brain regions. The effects of the G and EM factors on the ERP components were also analyzed.
The results revealed several dimensions: in the behavioral measures, (1) the giftedness students and excellence in mathematics students performed higher accuracy and less reaction time than non-giftedness and excellence in mathematics students. (2) Giftedness but not excellence in mathematics students (G-NEM) spent the longest reaction time. (3) Both the G and EM factors significantly affected students’ performance in solving the geometry-area problems. In the electrophysiological measures, (4) the two factors students activated different brain regions at different problem-solving stages, (5) but devoted similar brain efforts and demonstrated similar reasoning process in solving the problems. (6) However, students identified as general giftedness and excellence in mathematics invested more brainwork than non-giftedness and excellence in mathematics students. Lastly, (7) the G and EM factors had no interaction effects on both behavioral and electrophysiological measurements. Such findings suggested further investigation on identifying general giftedness and excellence in mathematics students through characteristics and provide adaptive education in cultivating and developing their mathematical abilities.

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