Abstract
The purpose of this study was to prove the claim that learning of scientific knowledge has influence on creating sentiment. In Experiment 1, 40 undergraduate students read a text explaining distinctive features of the human backbone, and after that they answered questions designed to evaluate their sentiments. The results suggested that the students who better understood the contents felt them to be wonderful and amazing while the students who didn't understand the contents equally well felt such sentiments to a lesser degree. In Experiment 2, 80 undergraduate students were divided into two groups and given one of two texts explaining the degree of gas dissolution in water and ocean currents. Half of the students were presented with text versions where the two subjects being studied were related, while the remaining half was presented with versions where the subjects were not related. The results indicated that studying related subjects created strong sentiments concerning the beauty and wonder of nature structure.
