內(nèi)源性和外源性注意對數(shù)學(xué)學(xué)習(xí)困難兒童與正常兒童數(shù)字距離效應(yīng)影響的眼動研究
發(fā)布時間：2019-01-05 17:46
【摘要】：在任何時間里,我們的感官將接受大量的信息。然而,為了有效,人們的動作必須一次指向單個位置或?qū)ο�。因�?需要一個選擇機制來對相關(guān)的信息進(jìn)行篩選和深度加工,以便用適當(dāng)?shù)姆绞綄ζ溥M(jìn)行響應(yīng),這就是視覺選擇性注意。視覺選擇性注意分為內(nèi)源性注意和外源性注意。相關(guān)的研究表明數(shù)字加工和注意之間有著密切的聯(lián)系。而在數(shù)字加工領(lǐng)域里研究最為廣泛的就是數(shù)字距離效應(yīng)。然而有關(guān)內(nèi)源性注意和外源性注意是怎么影響數(shù)學(xué)學(xué)習(xí)困難兒童和正常兒童的數(shù)字加工過程還尚未得到嚴(yán)格的研究。本研究使用眼動技術(shù),并通過結(jié)合Ponser線索提示范式和數(shù)字大小比較任務(wù)來探討這個問題。實驗一(內(nèi)源性注意線索提示范式)和實驗二(外源性注意線索提示范式)均采用4(數(shù)字距離:數(shù)字距離分別為1、2、3、4)×2(線索有效性:有效/無效)×2(學(xué)業(yè)類型:數(shù)學(xué)學(xué)習(xí)困難兒童/正常兒童)的混合設(shè)計。通過實驗的反應(yīng)時和眼動數(shù)據(jù)來分析內(nèi)源性注意和外源性注意對數(shù)學(xué)學(xué)習(xí)困難兒童和、正常兒童的數(shù)字距離效應(yīng)的影響。行為反應(yīng)時結(jié)果表明:(1)無論在內(nèi)源性注意還是外源性注意條件下,數(shù)學(xué)學(xué)習(xí)困難兒童和正常兒童都出現(xiàn)了數(shù)字距離效應(yīng),表明反應(yīng)時隨著數(shù)字距離的增大而減少。(2)數(shù)學(xué)學(xué)習(xí)困難兒童的反應(yīng)時要顯著長于正常兒童的反應(yīng)時。(3)在內(nèi)源性注意條件下,數(shù)學(xué)學(xué)習(xí)困難兒童和正常兒童在有效線索提示下的反應(yīng)時和無效線索提示下的反應(yīng)時并不存在顯著差異;但在外源性注意條件下,數(shù)學(xué)學(xué)習(xí)困難兒童和正常兒童在有效線索提示下的反應(yīng)時顯著短于無效線索提示下的反應(yīng)時。(4)在內(nèi)源性注意和外源性注意的有效線索提示條件下,數(shù)學(xué)學(xué)習(xí)困難兒童和正常兒童均表現(xiàn)出顯著的數(shù)字距離效應(yīng);在內(nèi)源性注意的無效線索提示下,數(shù)學(xué)學(xué)習(xí)困難兒童和正常兒童均表現(xiàn)出顯著的數(shù)字距離效應(yīng),但在外源性注意的無效線索提示下,只有正常兒童表現(xiàn)出顯著的數(shù)字距離效應(yīng),而數(shù)學(xué)學(xué)習(xí)困難兒童卻未表現(xiàn)出顯著的數(shù)字距離效應(yīng)。眼動數(shù)據(jù)結(jié)果表明:(1)在內(nèi)源性注意條件下,數(shù)學(xué)學(xué)習(xí)困難兒童的注視次數(shù)、眼跳次數(shù)和瞳孔直徑都顯著大于正常兒童的注視次數(shù)、眼跳次數(shù)和瞳孔直徑;但在外源性注意條件下,正常兒童的注視次數(shù)、眼跳次數(shù)、瞳孔直徑和數(shù)學(xué)學(xué)習(xí)困難兒童的注視次數(shù)、眼跳次數(shù)、瞳孔直徑之間并不存在顯著差異。(2)在內(nèi)源性注意條件下和外源性注意條件下,注視次數(shù)和眼跳次數(shù)指標(biāo)上都存在線索提示效應(yīng),表明有效線索提示條件下的注視次數(shù)和眼跳次數(shù)都要小于無效線索提示條件下的注視次數(shù)和眼跳次數(shù)。
[Abstract]:At any given time, our senses will receive a great deal of information. However, in order to be effective, people's actions must point to a single location or object at a time. Therefore, a selection mechanism is needed to filter and further process the relevant information in order to respond to it in an appropriate manner, which is called visual selective attention. Visual selective attention is divided into endogenous attention and exogenous attention. Relevant research shows that there is a close relationship between digital processing and attention. In the field of digital processing, digital distance effect is the most widely studied. However, how endogenous attention and exogenous attention affect the digital processing of children with mathematical learning disabilities and normal children has not been strictly studied. In this study, eye movement technique was used to explore this problem by combining Ponser cues paradigm and numerical size comparison task. Both experiment 1 (endogenous attention cues) and experiment 2 (exogenous attention cues) used 4 (digital distance: digital distance was 1 / 2, respectively), (3) A mixed design of 脳 2 (cue-validity: effective / ineffective) 脳 2 (academic type: children with mathematical learning disabilities / normal children). The effects of endogenous and exogenous attention on the digital distance effect of children with mathematical learning disabilities and normal children were analyzed by experimental response time and eye movement data. The results of behavioral response time showed that: (1) the numerical distance effect was found in both children with mathematical learning disabilities and normal children under both endogenous and exogenous attention. The results show that the response time decreases with the increase of digital distance. (2) the reaction time of children with mathematics learning disabilities is significantly longer than that of normal children. (3) under the condition of endogenous attention, There was no significant difference in response time between children with mathematics learning disability and normal children under effective cues and invalid cues. But under the condition of exogenous attention, The response time of children with mathematical learning disabilities and normal children under effective cues was significantly shorter than that under invalid cues. (4) under the condition of effective cues of endogenous attention and exogenous attention, Both children with mathematics learning disabilities and normal children showed significant digital distance effect. Under the invalid cues of endogenous attention, both children with mathematical learning disabilities and normal children showed significant digital distance effect, but only normal children showed significant digital distance effect under the invalid cues of exogenous attention. However, children with mathematics learning disabilities did not show significant digital distance effect. The results of eye movement data showed that: (1) under the condition of endogenous attention, the number of fixation, the frequency of eye jump and the diameter of pupil of children with mathematical learning disabilities were significantly higher than those of normal children, the number of eye jumps and the diameter of pupil; However, under the condition of exogenous attention, the normal children's fixation times, the number of eye jumps, the pupil diameter and the number of fixation times of children with mathematical learning difficulties, the number of eye beats, There was no significant difference between pupil diameters. (2) under both endogenous and exogenous attention conditions, there were cues in the indices of fixation times and eye jumps. The results showed that the number of fixation and saccade under the condition of effective cues was less than that under the condition of invalid cues.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B842
本文編號：2402101
[Abstract]:At any given time, our senses will receive a great deal of information. However, in order to be effective, people's actions must point to a single location or object at a time. Therefore, a selection mechanism is needed to filter and further process the relevant information in order to respond to it in an appropriate manner, which is called visual selective attention. Visual selective attention is divided into endogenous attention and exogenous attention. Relevant research shows that there is a close relationship between digital processing and attention. In the field of digital processing, digital distance effect is the most widely studied. However, how endogenous attention and exogenous attention affect the digital processing of children with mathematical learning disabilities and normal children has not been strictly studied. In this study, eye movement technique was used to explore this problem by combining Ponser cues paradigm and numerical size comparison task. Both experiment 1 (endogenous attention cues) and experiment 2 (exogenous attention cues) used 4 (digital distance: digital distance was 1 / 2, respectively), (3) A mixed design of 脳 2 (cue-validity: effective / ineffective) 脳 2 (academic type: children with mathematical learning disabilities / normal children). The effects of endogenous and exogenous attention on the digital distance effect of children with mathematical learning disabilities and normal children were analyzed by experimental response time and eye movement data. The results of behavioral response time showed that: (1) the numerical distance effect was found in both children with mathematical learning disabilities and normal children under both endogenous and exogenous attention. The results show that the response time decreases with the increase of digital distance. (2) the reaction time of children with mathematics learning disabilities is significantly longer than that of normal children. (3) under the condition of endogenous attention, There was no significant difference in response time between children with mathematics learning disability and normal children under effective cues and invalid cues. But under the condition of exogenous attention, The response time of children with mathematical learning disabilities and normal children under effective cues was significantly shorter than that under invalid cues. (4) under the condition of effective cues of endogenous attention and exogenous attention, Both children with mathematics learning disabilities and normal children showed significant digital distance effect. Under the invalid cues of endogenous attention, both children with mathematical learning disabilities and normal children showed significant digital distance effect, but only normal children showed significant digital distance effect under the invalid cues of exogenous attention. However, children with mathematics learning disabilities did not show significant digital distance effect. The results of eye movement data showed that: (1) under the condition of endogenous attention, the number of fixation, the frequency of eye jump and the diameter of pupil of children with mathematical learning disabilities were significantly higher than those of normal children, the number of eye jumps and the diameter of pupil; However, under the condition of exogenous attention, the normal children's fixation times, the number of eye jumps, the pupil diameter and the number of fixation times of children with mathematical learning difficulties, the number of eye beats, There was no significant difference between pupil diameters. (2) under both endogenous and exogenous attention conditions, there were cues in the indices of fixation times and eye jumps. The results showed that the number of fixation and saccade under the condition of effective cues was less than that under the condition of invalid cues.
【學(xué)位授予單位】：貴州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：B842
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