Background Functional magnetic resonance imaging (fMRI) has become a powerful tool for tracking human brain activity in vivo. This technique is mainly based on blood oxygenation level dependence (BOLD) contrast. In t...Background Functional magnetic resonance imaging (fMRI) has become a powerful tool for tracking human brain activity in vivo. This technique is mainly based on blood oxygenation level dependence (BOLD) contrast. In the present study, we employed this newly developed technique to characterize the neural representations of human portraits and natural sceneries in the human brain.Methods Nine subjects were scanned with a 1.5 T magnetic resonance imaging (MRI) scanner using gradient-recalled echo and echo-planar imaging (GRE-EPI) pulse sequence while they were visually presented with 3 types of white-black photographs: natural scenery, human portraits, and scrambled nonsense pictures. Multiple linear regression was used to identify brain regions responding preferentially to each type of stimulus and common regions for both human portraits and natural scenery. The relative contributions of each type of stimulus to activation in these regions were examined using linear combinations of a general linear test.Results Multiple linear regression analysis revealed two distinct but adjacent regions in both sides of the ventral temporal cortex. The medial region preferentially responded to natural scenery, whereas the lateral one preferentially responded to the human portraits. The general linear test further revealed a distribution gradient such that a change from portraits to scenes shifted areas of activation from lateral to medial.Conclusions The boundary between portrait-associated and scenery-associated areas is not as clear as previously demonstrated. The representations of portraits and scenes in ventral temporal cortex appear to be continuous and overlap.展开更多
Since 2008, the author of this paper has conducted historiographic research on the visual history of science in the West since the mid-twentieth century. The findings show that the cognitive functions of visual scient...Since 2008, the author of this paper has conducted historiographic research on the visual history of science in the West since the mid-twentieth century. The findings show that the cognitive functions of visual scientific representations in the history of science are connected with theories of knowledge development in dialectical materialist epistemology and theories on children's cognitive features at different ages in developmental psychology, as well as the stage-specific curriculum objectives outlined in the Compulsory Education Science Curriculum Standards(2022 Edition). These insights provide essential inspiration and theoretical support for the establishment of the twin-theme logical structure in the Primary School Science Textbooks(Daxiang Edition)—core competencies as the warp and cognitive development as the weft—and for the intentional cultivation of students' cognitive abilities using scientific images across different learning stages and textbooks.展开更多
基金ThisresearchwassupportedbythegrantsfromtheNationalNaturalScienceFoundationofChina (No 3 0 2 0 0 0 68) theNaturalScienceFoundationofGuangdongProvince (No 0 10 43 4) +1 种基金theScientificResearchProjectofGuangdongProvince (No C3 10 0 1) andtheColleg
文摘Background Functional magnetic resonance imaging (fMRI) has become a powerful tool for tracking human brain activity in vivo. This technique is mainly based on blood oxygenation level dependence (BOLD) contrast. In the present study, we employed this newly developed technique to characterize the neural representations of human portraits and natural sceneries in the human brain.Methods Nine subjects were scanned with a 1.5 T magnetic resonance imaging (MRI) scanner using gradient-recalled echo and echo-planar imaging (GRE-EPI) pulse sequence while they were visually presented with 3 types of white-black photographs: natural scenery, human portraits, and scrambled nonsense pictures. Multiple linear regression was used to identify brain regions responding preferentially to each type of stimulus and common regions for both human portraits and natural scenery. The relative contributions of each type of stimulus to activation in these regions were examined using linear combinations of a general linear test.Results Multiple linear regression analysis revealed two distinct but adjacent regions in both sides of the ventral temporal cortex. The medial region preferentially responded to natural scenery, whereas the lateral one preferentially responded to the human portraits. The general linear test further revealed a distribution gradient such that a change from portraits to scenes shifted areas of activation from lateral to medial.Conclusions The boundary between portrait-associated and scenery-associated areas is not as clear as previously demonstrated. The representations of portraits and scenes in ventral temporal cortex appear to be continuous and overlap.
基金supported by a general research programme‘Research on the Compilation System of Primary School Science Textbooks with Marxist Epistemology as a Main Theme’under the 2023 Henan Province Education Sciences Plan launched by the Education Department of Henan Province(grant no.2023YB0610)
文摘Since 2008, the author of this paper has conducted historiographic research on the visual history of science in the West since the mid-twentieth century. The findings show that the cognitive functions of visual scientific representations in the history of science are connected with theories of knowledge development in dialectical materialist epistemology and theories on children's cognitive features at different ages in developmental psychology, as well as the stage-specific curriculum objectives outlined in the Compulsory Education Science Curriculum Standards(2022 Edition). These insights provide essential inspiration and theoretical support for the establishment of the twin-theme logical structure in the Primary School Science Textbooks(Daxiang Edition)—core competencies as the warp and cognitive development as the weft—and for the intentional cultivation of students' cognitive abilities using scientific images across different learning stages and textbooks.
