学习困难儿童观看图片的眼动研究

本文探讨了学习困难儿童(学困儿童)观看图片过程的认知加工及眼动特性。要求被试观看图片后回答相关问题,并对观看过程中的眼动情况进行记录。结果发现,与学习优秀儿童、学习一般儿童相比,学困儿童提取图片信息的效率低,完成认知任务的质量差;在眼动参数上,学困儿童的注视次数多,眼跳距离小,与其他两组儿童相比差异显著。结果提示,学困儿童认知加工效率低与眼动模式差关系密切。     

网络课程的网页布局与导航样式对学习影响的眼动实验研究

Web网页是网络课程重要的人机界面,其布局和设计直接影响学习者的学习效果.本文从眼动心理学角度,利用眼动实验研究学习者利用网络课程学习的视觉搜索行为,测量学习者在3种常见的网页布局及其导航样式下学习时的眼动数据,探讨网页布局对网络学习的影响.通过记录注视次数、注视持续时间等6项眼动指标,并结合态度测量,试图揭示学习者学习时的眼动心理生理基本特征,以期找出适宜的网页布局形式和导航样式,为网络课程的设计和开发提出有效建议.实验研究表明：（1）T字型布局有利于学习者进行视觉搜索;（2）国字型布局更有利于学习者对知识的认知加工;（3）学习者进行视觉搜索时兴趣区集中在导航区,进行知识学习时兴趣区集中在主体内容区;（4）学习者在国字型布局下能取得更高的正确率.     

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。     

自闭症谱系障碍儿童颜色视觉突显的眼动研究

以37名自闭症谱系障碍儿童为被试,采用颜色图片视觉搜索任务的形式,要求儿童迅速判断由红绿方块所组合成的矩阵图片刺激界面的异同,并借助Tobii X120眼动系统采集和分析被试的眼动数据,探讨自闭症谱系障碍儿童颜色视觉突显的眼动特征。结果发现:在目标呈现的刺激界面的任务中,被试的注视时间和注视点数显著增加;被试对2×2矩阵刺激界面的注视时间显著长于对3×3矩阵刺激界面的注视时间;被试对刺激界面进行任务搜索过程中,目标呈现方式与矩阵大小交互效应显著。因此,研究认为自闭症谱系障碍儿童存在颜色视觉突显,且这种突显在不同程度上受刺激材料的目标呈现方式及干扰项数目的影响。     

道路交通信息量对驾驶员眼动行为影响的研究

通过眼动实验,采集被试观看不同类型的道路交通图像时的眼动数据,研究不同道路交通信息量对人们眼动特征的影响。研究表明,不同信息量的道路环境和不同的车流量,都会对驾驶员的眼动特征参数产生影响,进而影响人们搜索目标交通标志的效率。信息量的增大增加了搜索过程中的注视次数,并缩短平均注视时间。它们对于搜索效率产生不同的影响,道路环境信息量的增加缩短了搜索交通标志时间,车流量的增加延长了搜索交通标志的时间。     

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.     

孤独症者社会定向缺陷的研究方法、行为表现及影响因素

社会定向是指个体在注意选择过程中对社会刺激优先觉察和注视的倾向.社会定向缺陷是孤独症谱系障碍者的核心缺陷.主要表现为3个方面:社会刺激注视时间比例更低;首次注视社会刺激潜伏期更长;首次注视社会刺激试次比例更小.目前,该缺陷的研究范式多样,如注视偏好范式采用眼动技术直接探讨社会定向缺陷的眼动特征,视觉探测、视觉搜索和中断...     

儿童的阅读障碍与眼动

利用眼动技术来研究阅读过程已成为一种重要的研究取向。学习障碍儿童作为一种特殊群体,对其阅读过程的眼动研究将为识别阅读障碍儿童提供具体指标,有助于有针对性地改善和提高阅读障碍儿童的生活和学习状况。本文简要介绍了最近20年国内外关于儿童阅读障碍的眼动研究现状,同时还介绍了眼动分析的各种指标以及一些理论成就,以帮助大家更好地认识和了解阅读障碍,能从眼动指标来分析和鉴别出阅读障碍,为此类型儿童的教育与训练提供重要的参考依据。     

农村学困儿童成因的调查研究及转化措施

为贯彻《义务教育法》等教育法规，有效地在农村地区实施素质教育，要在提高农村学习困难儿童教育方面加大力度。经过观察，我们发现学困儿童的家庭处境与一般儿童并无明显的区别。儿童家庭经济状况与其学业问题没有实质意义的联系。农村学困儿童的成困与外在因素没有直接性的联系，而学校的校风、学风是一种学习氛围，对学生学习积极性的形成具有较强的感染作用，不良的校风、学风会影响学生的学习热情，造成部分学生学习困难。     

文字是幼儿图画书自主阅读中的关键信息吗?——来自幼儿在文字和主角上注视的眼动比较研究

文字意识是指有关文字形式和功能的内隐或外显意识,已有典型亲子阅读情境中的眼动研究发现儿童很少、甚至没有关注文字.研究收集了121名4-6岁儿童在图画书自主阅读情境中对文字和主角注视的眼动,分析结果证实了自主阅读情境中儿童比亲子阅读情境中更早、更多地注视文字.4-6岁儿童在主角上的注视随着年龄的增长在眼动指标上表现为不断优化,在文字上的注视随着年龄的增长不断发展,但还未达到成熟水平.5-6岁是儿童图画书自主阅读过程中文字视觉注视水平发展的重要时期.儿童的文字视觉注视能力的发展存在性别差异.     

Automatic attention cueing through eye movement in 2-year-old children with autism

Automatic attention cueing by perceived changes in gaze direction was studied in 2-year-old children with autism and typically developing (TD) controls using a visual attention cueing paradigm. In Experiments 1 and 2 the cue consisted of an eye movement (Eyes) and a nonbiological movement (SimEyes), respectively. The results suggest that visual attention in children with autism and their TD counterparts is cued by perceived eye movement. Thus, although in naturalistic situations toddlers with autism do not follow the gaze of others, they are sensitive to directional cues inherent in eye movement. Cue-specific differences in performance related to the level of engagement and cue-processing time may suggest reliance on different underlying strategies for gaze processing in autism.     

Role of visual attention in cognitive control of oculomotor readiness in students with reading disabilities

This study investigated eye movement and comprehension therapy in Grade 6 children with reading disabilities (RD). Both order of therapy and type of therapy were examined. Furthermore, the implications of visual attention in ameliorating reading disability are discussed. Thirty-one students with RD were identified using standardized reading comprehension tests. Eye movements were analyzed objectively using an infra-red recording device. Reading scores of participating children were 0.5 to 1 SD below the national mean. Testing took place before the start of therapy (T1) and was repeated after 12 weeks (T2) and 24 weeks (T3) of therapy. One group of students had eye movement therapy first, followed by comprehension therapy; in the other group, the order was reversed. Data were evaluated using a repeated measures MANOVA and post hoc tests. At T1, mean reading grade was 2 years below grade level, and eye movement scores were at about Grade 2 level. Mean growth in reading comprehension for the total sample was 2.6 years (p < .01) at T3; equally significant improvement was measured in eye movements (p < .01). Learning rate in reading comprehension improved from 60% (T1) to 400% (T3). Although within-group differences were statistically significant, between-group differences were not significant for comprehension or eye movements. Order of therapy (comprehension first or eye movements first) was not significant. Improvements in within-group scores for comprehension and eye movements were consistently significant at T2 and T3. Eye movement therapy improved eye movements and also resulted in significant gains in reading comprehension. Comprehension therapy likewise produced improvement both in eye movement efficiency and in reading comprehension. The results support the notion of a cognitive link among visual attention, oculomotor readiness, and reading comprehension.     

An Expert Derived Feedforward Histology Module Improves Pattern Recognition Efficiency in Novice Students

Histology is a visually oriented, foundational anatomical sciences subject in professional health curricula that has seen a dramatic reduction in educational contact hours and an increase in content migration to a digital platform. While the digital migration of histology laboratories has transformed histology education, few studies have shown the impact of this change on visual literacy development, a critical competency in histology. The objective of this study was to assess whether providing a video clip of an expert’s gaze while completing leukocyte identification tasks would increase the efficiency and performance of novices completing similar identification tasks. In a randomized study, one group of novices (n = 9) was provided with training materials that included expert eye gaze, while the other group (n = 12) was provided training materials with identical content, but without the expert eye gaze. Eye movement parameters including fixation rate and total scan path distance, and performance measures including time-to-task-completion and accuracy, were collected during an identification task assessment. Compared to the control group, the average fixation duration was 13.2% higher (P < 0.02) and scan path distance was 35.0% shorter in the experimental group (P = 0.14). Analysis of task performance measures revealed no significant difference between the groups. These preliminary results suggest a more efficient search performed by the experimental group, indicating the potential efficacy of training using an expert’s gaze to enhance visual literacy development. With further investigation, such feedforward enhanced training methods could be utilized for histology and other visually oriented subjects.     

Preferential looking as a measure of visual resolution in infants and toddlers: a comparison of psychophysical methods

We used preferential looking to estimate the monocular visual resolution of children 6-36 months old and compared results from 3 psychophysical methods: Taylor and Creelman's PEST staircase, our modification of the PEST procedure, and the method-of-constant stimuli. Estimates of visual resolution for 48 children tested with the original and modified PEST procedures and for 50 children tested with the method-of-constant stimuli and the modified PEST procedure showed excellent agreement across procedures, with the modified PEST procedure requiring the fewest trials and the least time. Results from the modified PEST procedure for 168 children with normal eye alignment and minimal refractive errors indicated that monocular visual resolution improves from 6.5 min at 6 months to 1.2 min at 36 months. Preferential looking combined with the shortened PEST procedure should be useful for testing the visual resolution of preverbal children with eye problems.     

学习障碍儿童行为问题分析

采用Achenbach儿童行为量表对儿童行为进行问卷测评。对学习障碍与学习优秀儿童的行为问题进行了对比分析,寻求儿童学习障碍的行为制约因素。结果显示(1)学习障碍男童在多动和违纪两个因子上评分显著高于学习优秀男童;在社交退缩和攻击两个因子上,两组儿童得分的差异接近显著水平;学习障碍女童在多动、违纪和攻击因子上的得分显著高于学习优秀女童;在抑郁和社交退缩两项因子上得分的差异接近显著水平。(2)多动与攻击、违纪等多个问题行为存在显著的相关。由此得出结论:学习障碍儿童存在较多的行为问题,这些问题行为都是影响他们学习成绩的因素。其中,多动是导致儿童学习障碍的重要原因之一。对此,可采用无条件积极关注,改变认知等措施来帮助学习障碍儿童矫正不良行为。     

The social status of children with learning disabilities: a reexamination

Although the low social status of children with learning disabilities (LD) has been well documented, little is known about the specific types of peer status problems that characterize these children. The present study utilized current sociometric procedures in order to clarify the nature of social status difficulties encountered by children with LD. Consistent with previous studies, results revealed that children with LD obtain significantly lower sociometric scores relative to their nondisabled peers. Moreover, children with LD were found to be disproportionately overrepresented in the rejected and neglected sociometric groups, and underrepresented in the popular and average groups. Over half of the total LD sample was classified into one of the low status categories, with approximately equal numbers in the rejected and neglected groups. Implications of these findings and suggestions for future research are discussed.