研究背景

分解和综合，并且给每一个分解和综合出来的结构一个名字，是人类（没准其他动物也有？）的典型思维方式，不管是在建大楼、证明数学定理、造句、发展理论中，还是在学习完成这些任务的过程中。

那么，是不是能够从实验上来研究一下分解和综合的典型脑活动，以及分解、综合、命名对思维和学习的好处呢？

Recursively constructing units to form more and more advanced and complicated functions, and vice versa, recursively decomposing a complex structure into finer and finer units to see how the complex structure and its functions are formed, is a typical way of thinking of human being (some animals also have this action or ability?). We make use of this, in, for example, building up a mansion, proving a mathematical theorem, constructing a sentence, or developing a theory and also in learning how to accomplish the above tasks. Often one also gives the constructed/decomposed units at each level a name.

It is commonly believed that when you give a name to something, you gain power over it^[1] (of course, not in its religional/mystical sense). For example, it will be easier to refer to that something with a name in forms of language and once it can be referred to via a name, we can make use of it in our thinking.

In this work, we will looking into the neuro activities related to these two actions, recursively constructing/decomposing units and giving the constructed/decomposed unit a name, hope to identify that what are the extra activities that these two steps activate in human brains. We also want to test that with or without a name, with or without the recursively constructed units, whether or not there are observed difference in cognitive functions.

研究问题

1. 分解、综合、命名对应的脑活动，尤其是是否在不同对象上做这些活动的时候存在着有共性的脑活动？
2. 分解、综合、命名是否促进学习和问题解决？

前人工作

研究计划

参考文献