Work

Neural patterns reflect conceptual grasp of novice students following first class learning in physics

Year: 2026

Type: article

Abstract: Students in STEM fields frequently learn new abstract concepts as they build knowledge for scientific innovation. Yet little work has investigated how patterns of neural activity reflect the emergence of this newly learned conceptual information. In a single lesson and lab activity, participants learned about physics concepts, then subsequently completed an fMRI session. We identified neural patterns tracking students' newly acquired STEM concept knowledge, using a machine-learning classifier to assess the embedding of concept-relevant categories in students' neural representations of the task stimuli. Patterns in several parietal and temporal regions reflected conceptual knowledge acquired during the lesson. Crucially, a regression analysis further demonstrated that greater concept-relevant organization of the stimuli in these brain regions was associated with better performance on behavioral concept knowledge assessments. Results suggest that after only brief exposure to new STEM topics, early evidence of comprehension can be identified in the individualized neural patterns of novice learners.

Source: npj Science of Learning

DOI: 10.1038/s41539-025-00394-3

Authors: Joshua S. Cetron, Megan E. Hillis, Solomon G. Diamond, Vicki V. May, David J. M. Kraemer

Institutions: Harvard University, Dartmouth College

Language: English

Topic: Undergraduate Neuroscience Education and Research

Subfield: Cognitive Neuroscience

Field: Neuroscience

Domain: Life Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,690