Abstract
The study adopted an ERP methodology to examine two psychological constructs—field-dependence-independence (FDI) and symmetry (SYM)—on geometry problem solving. Based on a newly developed instrument, analyses of Taiwanese high school students showed that both FDI and SYM significantly influenced students’ response accuracy (Acc). The FDI also determined students’ reaction time for correct responses (RTc). When deliberately examining geometry problem solving through the stages of introducing problem situation, question presentation, and answer verification, the ERP analyses showed that SYM greatly influenced brain activities in stage of introducing problem situation, while FDI determined stage of question presentation.