Investigating Cognitive Differences in Solving Redox Reaction Problems Among Students of Varying Proficiency Levels Using Event-Related Potential (ERP) Techniques
WANG Nian1, CHENG Chi1, ZHANG Jun-Han1, GAO Jun-Hua2, YE Jian-Qiang1**, MENG Ge1**
1. School of Chemistry and Materials Engineering, Wenzhou University, Wenzhou 325035, China; 2. High School Affiliated to Changzhou Institute of Educational Science, Changzhou 213016, China
Abstract To elucidate the cognitive processing disparities between students of varying academic performance levels when solving redox reaction problems, this study employed event-related potential techniques to record electroencephalographic data from 30 first-year senior high school students (15 high-achieving and 15 low-achieving) as they completed tasks of differing difficulty. The N200, P300, and N400 components, along with behavioral performance, were analyzed. The results revealed that high-achieving students exhibited efficient attentional resource allocation (enhanced P300 amplitude) and fluent semantic integration (positive deflection of N400) on simple problems, while flexibly shifting to deeper semantic processing (enhanced negative N400 amplitude) on more challenging problems. In contrast, low-achieving students displayed cognitive conflict and initiation difficulties even on simple problems (increased N200 amplitude and insufficient N400 activation), and became entrenched in a rigid state characterized by “high conflict, low integration” when faced with difficult problems. These findings indicate that high-achieving students possess the capacity for flexible cognitive resource modulation, whereas low-achieving students exhibit processing rigidity and resource depletion. The study provides electrophysiological evidence to inform differentiated instructional strategies.
WANG Nian, CHENG Chi, ZHANG Jun-Han, GAO Jun-Hua, YE Jian-Qiang, MENG Ge. Investigating Cognitive Differences in Solving Redox Reaction Problems Among Students of Varying Proficiency Levels Using Event-Related Potential (ERP) Techniques[J]. Chinese Journal of Chemical Education, 2026, 47(19): 58-64.
