本文選題：數(shù)字加工 + 視覺注意��； 參考：《天津師范大學(xué)》2009年博士論文

【摘要】： 數(shù)字在人們的日常生活中扮演著重要角色。個體對數(shù)字刺激進行數(shù)字心理表征的認知加工過程稱為數(shù)字加工，它是人類生存所必須的基本能力。數(shù)字加工包括算術(shù)認知加工和數(shù)字認知加工，其中數(shù)字認知加工在當(dāng)前數(shù)字加工研究領(lǐng)域中備受關(guān)注。 數(shù)字加工與注意有著密切的聯(lián)系，人們對數(shù)字信息的加工離不開注意的參與，，同樣注意的轉(zhuǎn)移和分配也會影響數(shù)字加工過程。在視覺注意領(lǐng)域，注意可分為內(nèi)源性注意和外源性注意，前者反映自上而下的控制加工，后者反映自下而上的自動化加工，二者在產(chǎn)生機制和對認知加工的影響大小上有著明顯區(qū)別。 本研究選取小學(xué)三年級、小學(xué)五年級、初中二年級、高中二年級學(xué)生和大學(xué)生共315名為被試，通過操作注意類型、注意水平、SOAs和任務(wù)難度四個變量，重點探討不同視覺注意條件下SOA變化對數(shù)字加工的影響、中小學(xué)生數(shù)字加工能力的發(fā)展特點以及數(shù)學(xué)學(xué)優(yōu)生和學(xué)差生數(shù)字加工能力的差異。 本論文由四項研究共8個實驗組成： 研究一包括2個實驗。在內(nèi)源性注意和外源性注意條件下，分別采用數(shù)字大小比較和數(shù)字奇偶判斷的實驗任務(wù)，通過操作SOAs，考察數(shù)字加工效應(yīng)發(fā)生的時間進程。實驗1在內(nèi)源性注意條件下，采用數(shù)字大小比較和數(shù)字奇偶判斷任務(wù)，通過系統(tǒng)改變SOAs，考察數(shù)字加工中的距離效應(yīng)和SNARC效應(yīng)；實驗2在外源性注意條件下，采用數(shù)字大小比較和數(shù)字奇偶判斷任務(wù)，通過系統(tǒng)改變SOAs，考察數(shù)字加工中的距離效應(yīng)和SNARC效應(yīng)。 研究二包括2個實驗。在內(nèi)源性注意條件下，分別采用數(shù)字大小比較和數(shù)字奇偶判斷的實驗任務(wù)，考察中小學(xué)生數(shù)字加工能力的發(fā)展特點。實驗3采用數(shù)字大小比較任務(wù)，考察中小學(xué)生數(shù)字加工中的距離效應(yīng)；實驗4采用數(shù)字奇偶判斷任務(wù)，考察中小學(xué)生數(shù)字加工中的SNARC效應(yīng)。 研究三包括2個實驗。在外源性注意條件下，分別采用數(shù)字大小比較和數(shù)字奇偶判斷的實驗任務(wù)，考察中小學(xué)生數(shù)字加工能力的發(fā)展特點。實驗5采用數(shù)字大小比較任務(wù)，考察中小學(xué)生數(shù)字加工中的距離效應(yīng)；實驗6采用數(shù)字奇偶判斷任務(wù)，考察中小學(xué)生數(shù)字加工中的SNARC效應(yīng)。 研究四包括2個實驗。在內(nèi)源性注意和外源性注意條件下，采用數(shù)字大小比較實驗任務(wù)，考察數(shù)學(xué)學(xué)優(yōu)生和學(xué)差生數(shù)字加工的眼動特征和距離效應(yīng)。實驗7在內(nèi)源性注意條件下，采用數(shù)字大小比較實驗任務(wù)，考察數(shù)學(xué)學(xué)優(yōu)生和學(xué)差生數(shù)字加工中的眼動特征和距離效應(yīng)；實驗8在外源性注意條件下，采用數(shù)字大小比較實驗任務(wù)，考察數(shù)學(xué)學(xué)優(yōu)生和學(xué)差生數(shù)字加工中的眼動特征和距離效應(yīng)。研究結(jié)果發(fā)現(xiàn)： 1．視覺注意條件下，中小學(xué)生的數(shù)字加工能力隨年級升高而發(fā)展。數(shù)學(xué)學(xué)優(yōu)生和數(shù)學(xué)學(xué)差生的數(shù)字加工能力差異明顯。 2．內(nèi)源性注意條件對小學(xué)三年級學(xué)生的數(shù)字距離效應(yīng)和小學(xué)生的SNARC效應(yīng)產(chǎn)生了濕著影響，對中學(xué)生沒有影響。外源性注意條件對小學(xué)生的數(shù)字距離效應(yīng)，小學(xué)生和初中生的SNARC效應(yīng)產(chǎn)生了顯著影響，對高中生沒有影響。表明外源性注意對中小學(xué)生數(shù)字加工效應(yīng)的影響比內(nèi)源性注意的更大。 3．內(nèi)源性注意條件只對數(shù)學(xué)學(xué)差生的大數(shù)字距離效應(yīng)產(chǎn)生顯著影響，對學(xué)優(yōu)生沒有影響。外源性注意條件對數(shù)學(xué)學(xué)差生的大小數(shù)字距離效應(yīng)產(chǎn)生顯著影響，對學(xué)優(yōu)生沒有影響。表明對于數(shù)學(xué)學(xué)差生，外源性注意的影響比內(nèi)源性注意的更大，對于數(shù)學(xué)學(xué)優(yōu)生，內(nèi)源性注意和外源性注意的影響不明顯。 4．內(nèi)源性注意和外源性注意條件下，當(dāng)線索提示與數(shù)字目標(biāo)出現(xiàn)的位置一致時，線索對反應(yīng)有易化作用，有效線索提高了各年級和不同學(xué)業(yè)學(xué)生的數(shù)字加工成績；當(dāng)線索提示與數(shù)字目標(biāo)出現(xiàn)的位置不一致時，線索對反應(yīng)有干擾作用，無效線索降低了小學(xué)生和數(shù)學(xué)學(xué)差生的數(shù)字加工成績，對高中生和數(shù)學(xué)學(xué)優(yōu)生沒有影響。 5．內(nèi)源性注意條件下，隨著SOAs的增加，數(shù)字加工效應(yīng)逐漸增大，當(dāng)SOA為900ms時，數(shù)字加工效應(yīng)最明顯。外源性注意條件下，當(dāng)SOA為300ms時，數(shù)字加工效應(yīng)最明顯，隨著SOAs的增加，數(shù)字加工效應(yīng)逐漸減小。 綜合上述研究結(jié)果，我們認為內(nèi)源性注意和外源性注意對數(shù)字加工有著不同的影響，自下而上自動化加工注意對數(shù)字加工的影響比自上而下控制加工注意的影響更大。這兩種視覺注意在時間關(guān)系發(fā)展上的特點影響數(shù)字加工過程。
[Abstract]:Figures play an important role in people's daily life. The cognitive processing process for digital psychological representation of digital stimuli is called digital processing. It is the basic ability of human survival. Digital processing includes arithmetic cognitive processing and digital cognitive processing, in which digital cognitive processing is in the field of digital processing research. Much attention has been paid to it.
There is a close relationship between digital processing and attention. People can't take part in the processing of digital information without attention, and the transfer and distribution of attention can also affect the process of digital processing. In the field of visual attention, attention can be divided into endogenous attention and exogenous attention. The former reflects the control process from top to bottom, and the latter reflects from bottom to top. In automatic processing, there is a clear difference between the two in the generation mechanism and the influence on cognitive processing.
This study selected grade three, grade five of primary school, grade two of junior middle school, 315 junior high school students and college students as subjects. Through operation attention type, attention level, SOAs and task difficulty of four variables, the influence of SOA changing logarithm word processing under different visual attention conditions, and the development of digital processing ability of primary and middle school students were discussed. Characteristics and differences in numerical processing ability between excellent and poor students in mathematics.
This paper consists of four studies and 8 experiments.
The study includes 2 experiments. Under the conditions of endogenous attention and exogenous attention, we use the experimental tasks of digital size comparison and digital parity judgment respectively. By operating SOAs, the time process of the digital processing effect is examined. Under the endogenous condition, experiment 1 uses the number comparison and the digital parity judgment task, through the system. SOAs is used to change the distance effect and SNARC effect in digital processing. In Experiment 2, the distance effect and SNARC effect in digital processing are investigated by using digital size comparison and digital parity judgment under exogenous attention conditions, and using the system to change SOAs.
The study two includes 2 experiments. Under the endogenous attention conditions, the experimental tasks of digital size comparison and digital parity judgment are used respectively to investigate the development characteristics of the digital processing ability of primary and secondary school students. Experiment 3 use the digital size comparison task to investigate the distance effect in the digital processing of primary and secondary school students, and the experiment 4 uses digital parity judgment task. The SNARC effect in the digital processing of primary and middle school students is investigated.
The study three includes 2 experiments. Under the exogenous attention condition, the experimental task of digital size comparison and digital parity judgment was used respectively to investigate the development characteristics of the digital processing ability of primary and secondary school students. Experiment 5 used digital size comparison task to investigate the distance effect in the digital processing of primary and secondary school students, and the experiment 6 used digital parity judgment task. The SNARC effect in the digital processing of primary and middle school students is investigated.
Study four includes 2 experiments. Under the conditions of endogenous attention and exogenous attention, the experimental task of digital size comparison is used to investigate the eye movement characteristics and distance effects of mathematical eugenics and differential students in digital processing. In Experiment 7, the number size comparison task was used under the endogenous attention condition to investigate the number of mathematical eugenics and students. The eye movement characteristic and distance effect in the work; Experiment 8, under the exogenous attention condition, using the digital size comparison experiment task to investigate the eye movement characteristics and the distance effect in the mathematical eugenics and the differential students' digital processing.
1. under the visual attention condition, the digital processing ability of primary and middle school students grows with the increase of grade. The difference of digital processing ability of mathematical eugenics and mathematics students is distinct.
2. endogenous attention conditions have a wet influence on the digital distance effect of grade three students and the SNARC effect of primary school students. It has no effect on middle school students. Exogenous attention conditions have a significant impact on primary school students' digital distance effect, primary school students' and junior high school students' SNARC effect, and have no influence on high school students. The effect on the number processing effect of primary and secondary school students is greater than that of endogenous attention.
3. endogenous attention conditions have a significant impact on the large number distance effect of mathematically poor students, and have no effect on eugenics. Exogenous attention conditions have a significant impact on the size of the number of mathematically poor students, and have no effect on the eugenics. Moreover, the influence of endogenous attention and exogenous attention is not obvious.
4. endogenous attention and exogenous attention conditions, when clues are consistent with the location of the digital target, clues are easy to respond to the reaction. Effective clues improve the digital processing results of all grades and different academic students. When clues are not consistent with the position of digital targets, clues have a interference effect on the reaction, Invalid clues reduced the number processing performance of primary school students and mathematics poor students, and had no effect on senior high school students and mathematics eugenics.
Under 5. endogenous attention conditions, with the increase of SOAs, the digital processing effect increases gradually. When SOA is 900ms, the digital processing effect is most obvious. Under exogenous attention conditions, when SOA is 300ms, the digital processing effect is most obvious, with the increase of SOAs, the digital processing effect gradually decreases.
Based on the above results, we believe that endogenous attention and exogenous attention have different effects on digital processing. The effect of bottom-up automation on digital processing is greater than that of top-down control processing. These two kinds of visual attention affect the process of digital processing in the development of time relations.
【學(xué)位授予單位】：天津師范大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2009
【分類號】：B844.1

【引證文獻】

相關(guān)期刊論文 前1條

1 林偉民;潘運;全小山;;個位數(shù)字距離效應(yīng)和大小效應(yīng)分離的實驗研究[J];和田師范�？茖W(xué)校學(xué)報;2011年02期

相關(guān)博士學(xué)位論文 前1條

1 陳蓮俊;自閉癥譜系障礙兒童對眼睛注視線索的注意實驗研究[D];華東師范大學(xué);2012年

本文編號：1917752