学习困难儿童视觉搜索的眼动研究

本研究利用眼动记录技术,探讨学习困难儿童(学困儿童)视觉搜索过程的眼动特性。要求被试搜索结束后报告搜索结果。结果发现,与学习优秀儿童、学习一般儿童相比,学困儿童视觉搜索的效率低。在视觉搜索的眼动模式上,学困儿童注视次数多,与其他两组儿童差异显著。结果提示我们,学困儿童的眼动效率低与视觉搜索效率低关系密切。     

自闭症儿童对社交面孔的加工特点

为了研究自闭症儿童对社交面孔的加工特点,选取6—11岁的有语言障碍自闭症儿童、聋哑儿童和正常儿童各14名,让其观看20张两人面对面交谈的社交图片,采用眼动追踪技术,采集他们观看社交图片的视觉指标。结果发现:(1)自闭症儿童对图片中社交面孔的觉察时间显著长于聋哑儿童和正常儿童,对社交面孔的注视时间显著少于聋哑儿童和正常儿童;(2)自闭症儿童对图片中眼睛和嘴巴的注视时间均显著少于聋哑儿童和正常儿童;(3)自闭症儿童和聋哑儿童、正常儿童一样,对图片中眼睛的注视时间均显著长于对嘴巴的注视时间。     

学习困难儿童阅读拼音过程的眼动特征

以拼音诗和拼音短文为实验材料,利用眼动方法,采集65名儿童阅读拼音材料时的眼动参数,分析学习困难儿童阅读拼音的眼动特征。结果发现:(1)学习困难儿童阅读拼音更为困难,每次注视范围小;(2)学习困难儿童阅读拼音的注视点持续时间长,眼跳距离小,丢失时间多。结果显示:学习困难儿童阅读拼音眼动模式差,眼动模式与理解拼音成绩关系密切。     

认知加工深度对多媒体信息学习效果影响的眼动研究

本研究通过2×2的被试组间实验来探讨不同任务难度和认知加工深度对多媒体信息学习效果的影响。结果发现:(1)生活常识类学习材料的记忆效果要优于专业知识类;(2)认知加工程度高的被试在学习和记忆效果要优于认知加工程度低的,且认知加工程度对被试学习效果的影响要大于任务难度的影响;(3)在眼动组中,被试在较难的任务中,更多的注视时间停留在文字区域,在相对较为容易的任务中,会有较多的注视时间会转移到图片区域。     

眼动技术在多媒体学习中的应用

眼动技术给研究者提供了直接观察学习者认知加工过程的途径.通过分析不同多媒体表征下有关视觉参与、注视时间等相关信息,可以在一定程度上了解学习者的认知过程与学习兴趣,进而指导多媒体的设计,提升学习效率.文章梳理了眼动技术在促进多媒体学习效率上三个方面的应用:探究已有的多媒体学习理论与原则的有效性、指导多媒体学习材料的设计、充当教学材料辅助学生学习.最后,文章对未来眼动技术在多媒体学习中的应用给出了一些建议.     

教学动画情绪设计对认知加工影响的实证研究

情绪是整体学习不可或缺的一部分。文章从拟人化程度、表情丰富程度两类情绪设计元素出发,探究教学动画情绪设计对学习者认知加工过程与学习效果的影响,并借助眼动追踪技术,记录和揭示学习者整个学习过程的潜在认知方式。通过眼动追踪与实验分析发现:诱发学习者较高积极情绪的是拟人化且表情丰富设计,而拟人化不能单独诱发积极情绪,只有与表情丰富度相结合才能诱发积极情绪;促使学习者认知加工投入最高的是高拟人表情丰富设计,其次分别是低拟人表情丰富设计、高拟人表情单一设计和低拟人表情单一设计;促进学习者认知迁移的是表情丰富度设计、拟人化设计。研究结论对教学动画设计开发实践具有一定的参考价值。     

汉语发展性阅读障碍儿童词汇阅读的眼动研究

采用眼动研究方法,考察汉语发展性阅读障碍儿童在词汇阅读过程中的眼动特征,来确认他们在语素理解、语音和正字法加工中缺陷的眼动表现。结果显示:发展性阅读障碍儿童在多种任务上的正确率显著低于普通儿童,多项眼动指标的结果都有体现。这表明汉语发展性阅读障碍儿童语素理解、语音意识和正字法意识缺陷得到了眼动数据的支持。     

基于眼动追踪技术的在线学习认知负荷量化模型研究

与传统课堂学习相比,在线学习具有信息量大、复杂度高的特点,对在线学习者的学习效果具有一定的负面影响。在分析认知负荷与眼动追踪技术的基础上,文章结合注视时间、注视点个数、瞳孔直径等三项眼动指标,构建了基于眼动追踪技术的在线学习认知负荷量化模型。随后,文章通过在线学习环境下的学习者认知负荷测试实验,结合大量眼动实验数据,验证了量化模型的可行性和准确性。基于眼动追踪技术的在线学习认知负荷量化模型的提出,可为生理指标测试工具应用于在线学习提供有价值的理论参考。     

4-11岁自闭症谱系障碍儿童面孔加工的时程分析

为了考察自闭症谱系障碍儿童面孔加工的时间进程特点,运用眼动追踪技术,记录24名4-11岁ASD儿童、21名6-11岁聋哑儿童、32名6-11岁正常儿童观看人类面孔时的加工过程.结果显示,ASD儿童、聋哑儿童觉察面孔的时间明显长于正常儿童,ASD组、聋哑组对面孔的注视时间、观看时间总量和各时程上都明显少于正常儿童,但注意时间分配趋势、加工模式并无差异,表明ASD儿童面孔加工模式与正常儿童无异,但存在数量和次数的不足.     

自然场景信息提取和验证加工的眼动研究

由于眼球追踪可以用来记录人们观看自然场景图片和理解信息时的实时眼球运动,因此,采用眼动技术考察＂句子图片＂范式中,呈现顺序和信息特征对语义失配效应的影响.实验采用3（句法）×2（语义关系）因子设计,句法和语义关系是被试内变量.实验发现,语义失配会增加人们的认知负荷,即第1遍通过时间、回视路径时间和总注视时间显著增加;双重否定没有显著增加图片和信息的加工难度.实验结果表明,人们能够从长时记忆中提取特定的句法策略来处理不同语义关系的图片和句子.这种句法加工策略使得读者能够将双重否定转换成肯定.研究结果证明成分比较模型可能无法适用于其他类型的语言.     

Investigating gaze behavior during processing of inconsistent text-picture information: Evidence for text-picture integration

In two experiments, eye tracking was used to investigate whether learners construct a mental representation during learning that integrates information from text and pictures. The experimental groups received inconsistent text-picture information on one or two pages of the learning materials. The control groups received only consistent text-picture information. It was expected that learners of the experimental groups should have difficulties in integrating text-picture information when faced with the inconsistencies. This should be reflected in their gaze behavior. Experiment 1 (N = 51) and Experiment 2 (N = 45) confirmed that assumption for several eye tracking variables. Regarding learning outcomes, only in Experiment 1 worse performance of the experimental group was observed. Furthermore, Experiment 2 revealed that the majority of learners did not remember the inconsistency between text and picture when asked for it after learning. In sum, the results add to our understanding about the cognitive processes underlying multimedia learning.     

教学视频中线索类型与学习者先前知识经验对学习的交互影响

教学视频因其多通道展现教学内容的特性而成为数字化学习资源的首选形态。线索作为教学视频中的重要引导性教学设计手段,探究其类型及学习者先前知识经验对学习效果的交互影响,有益于优化教学视频的设计策略。基于学习者先前知识经验水平(高水平和低水平)和线索类型(言语线索和视觉线索)两个维度,运用眼动追踪技术和认知负荷、学习满意度、学习效果等测量工具,通过实验考察二者对学习的影响及其内在机制后发现:学习者先前知识经验水平对认知负荷的影响显著;线索类型对学习满意度的影响显著,且线索类型与学习者先前知识经验水平在学习满意度上的交互效应显著;学习者先前知识经验水平对学习效果的影响显著,且线索类型与学习者先前知识经验水平在迁移测验成绩上的交互效应显著。实验结果表明,线索类型与学习者先前知识经验水平对学习满意度和学习效果存在明显的交互作用,即只有低知识经验水平学习者在学习含有视觉线索的教学视频后,学习满意度与学习效果才有显著提升。这可能是由于该类学习者在信息选择时存在困难,视觉线索可以帮助其提高信息搜索效率,而言语线索却会使其认知负荷超载。     

发展性阅读障碍儿童语篇阅读中的笔画数效应

采用识字量测试、拼音测试、阅读理解测试、正字法测试、快速命名测试五项测试任务从小学五年级120名学生和小学三年级132名学生中筛选出五年级11名阅读障碍生和三年级12名能力匹配生,利用眼动技术对汉语阅读障碍儿童语篇阅读过程的眼动特征及其视觉认知加工特点进行了初步探索。结果表明：两组被试在平均注视时间、平均眼跳幅度和总注视时间三项指标上均没有显著差异,在目标词的眼动指标上也差异不显著。两组被试均发现显著的笔画数效应。以上结果支持了发展性阅读障碍只是一般的发展落后的观点。     

An examination of cognitive processing of multimedia information based on viewers' eye movements

This study utilized qualitative and quantitative designs and eye-tracking technology to understand how viewers process multimedia information. Eye movement data were collected from eight college students (non-science majors) while they were viewing web pages containing different types of text and illustrations depicting the mechanism of atmospheric pressure and the formation of sea and land winds. The results showed that participants' eyes were fixated more often on the text than on the illustrations. Breaking the instructional multimedia into small successive segments did not seem to increase the number of eye fixations on the illustrations. Participants alternated their eye fixations on related components of the illustrations while focusing on verbs or sentences representing the kinematics of the weather systems. Text seemed to provide more detailed explanations than pictures and therefore served as the main resource for understanding the content. Scan paths revealed that participants were likely to be distracted by decorative icons in the illustrations. The decorative icons also created a split-attention effect on students' cognitive processing. Eye-tracking technology was found to be a valuable tool for achieving the objectives of this study, and it provided insights into students' cognitive processes during multimedia learning. Discussion and suggestions for instructional designers and future studies are provided.     

The use of eye movements in the study of multimedia learning

This commentary focuses on the use of the eye-tracking methodology to study cognitive processes during multimedia learning. First, some general remarks are made about how the method is applied to investigate visual information processing, followed by a reflection on the eye movement measures employed in the studies published in this special issue. It is argued that global eye movement measures indexing attentional and encoding processes during the entire learning period should preferably be complemented with more fine-grained analyses that are either time-locked to important events taking place in an animation or that by other means provide information about the time course of learning. As nicely documented in the present set of studies, it is also of importance to complement the eye-tracking data with offline measures indexing the end product of learning. Such a complementary approach is likely to yield important new insights into the process of multimedia learning.     

学习不良儿童信息加工特点和影响因素研究

根据学习不良儿童筛选标准 ,采用认知研究范式 ,运用自然实验法和教育实验法 ,以及量表法和访谈法等 ,对 1 2 2名学习不良儿童信息加工特点和影响因素进行了实证研究 ,同时通过个案研究和调查研究进行了定性分析。研究结果表明 ,学习不良儿童属于异质群体 ,其实质在于信息加工存在缺陷 ,且可以从一般信息加工或基本心理过程障碍和社会信息加工过程障碍 ,来研究其学业和社会性困难的心理机制。这可以为制定科学的学习不良儿童干预和矫治方案提供心理学依据。     

Toward a Two‐Factor Theory of One Type of Mathematics Disabilities

A two‐factor theory is proposed in an attempt to explain the difficulty that children with math disabilities have in mastering the basic number facts. The theory is based on the premise that weak cognitive representations lead to poorer retrieval of information from long‐term memory. Two groups of children with disabilities are discussed: those with math disabilities alone (MD) and those with co‐morbid math and reading disabilities (MD/RD). It is proposed that weak phonological processing abilities underlie the learning difficulties of MD/RD children, and that weak number sense is a causal factor in the math‐fact learning difficulties of MD only and some MD/RD children.