The relationship between the interdisciplinary activation of children's scientific concepts and their mastery of basic knowledge

This study mainly examines the relationship between children's cross domain (inside and outside the unit) concept activation and their mastery of basic knowledge. Our hypothesis is that the better children master basic knowledge, the worse their cross domain (inside and outside the unit) concept activation ability, that is, the less flexible their thinking may be. The experimental results confirm our hypothesis. The data in this collection comes from the data of the scientific concept reaction time test conducted on the fifth grade students of a primary school in Beijing in July 2022, including: Basic test questions (used to group the subjects), reaction time test questions, reaction time test results, and data analysis results (based on SPSS), including a data table and four pictures (in the compressed package).