聋生加法算法知识的自动激活
发布时间：2018-12-11 15:06
【摘要】：运算能力是数学知识获得的基础,由于聋生的认知能力有限,许多聋生都有一定的数学困难。因为大多数聋生的听力损伤导致其语言的获得有一定的障碍,所以聋生在语义知识习得方面也有所欠缺。由于数学知识和语义知识的相互作用对聋生各科知识学习和整体发展具有重要的影响,所以对聋生的数学知识及语义知识进行研究具有重要意义。本研究旨在探讨聋生的加法运算知识在数字匹配任务中是否会自动激活、语义类别一致性对加法运算知识的自动激活是否有影响以及加法运算知识与大脑两半球的关系。 本研究由三个实验组成,分别采用数字匹配任务、语义启动数字匹配任务、半视野速示法与数字匹配任务相结合的实验研究范式,所有刺激均使用E-prime软件呈现,实验包括： 实验一采用数字材料考察聋生在判断过程中是否会产生“和效应”,即加法运算知识是否会自动激活,目标探测数字类型包括“和”数字、中性数字,启动数字对的呈现时间包括80ms、140ms、200ms三种。实验目的除了考察聋生的加法运算是否会自动激活外,同时考察聋生的“和效应”在三种启动数字对呈现时间条件下有无显著差异。 实验二采用词语和数字材料考察语义知识对聋生“和效应”的影响,启动词对的语义类别包括类别一致和类别不一致,目标探测数字类型包括“和”数字、中性数字。实验目的是考察聋生的加法运算知识在启动词对的语义类别影响下是否有显著差异,即词语的语义类别一致性是否影响聋生加法运算知识的激活。 实验三采用半视野速示法考察聋生的“和效应”的优势半脑,启动数字对的呈现视野包括屏幕左侧呈现、屏幕右侧呈现,目标探测数字类型包括“和”数字、中性数字,启动数字对界面与目标探测数字之间的时间间隔分别为0、50ms、100ms。实验目的是考察聋生的加法运算知识与大脑两半球的关系。 综合实验数据分析及相关讨论,本实验研究支持以下结论： 1.聋生的加法运算知识是自动激活的。聋生“和效应”的产生不仅是对“和”数字的激活,还来自于对中性数字的抑制。 2.聋生的语义知识和数学知识在数学认知加工中得到了整合,并且其整合是通过类比映射的方式来完成的。语义类别一致的词对会促进聋生的“和效应”的产生,聋生将语义一致的词对与数字对进行类比,使得聋生的加法运算知识被激活,从而阻碍了聋生对正确目标数字的判断。聋生的加法运算知识会受到类别情境的影响,语义类别相关的词语能够促进加法运算知识的激活。 3.聋生“和效应”的优势半脑是左侧半脑,聋生在加工加法算术知识时激活了左侧半脑的相关区域。通过对实验结果的整体分析,“和效应”的本质不仅是对“和”数字的激活,还来源于对中性数字的抑制。
[Abstract]:Computational ability is the basis of mathematical knowledge acquisition. Due to the limited cognitive ability of deaf students, many deaf students have some mathematical difficulties. Because most deaf students' hearing loss leads to some obstacles to their language acquisition, deaf students lack of semantic knowledge acquisition. As the interaction of mathematical knowledge and semantic knowledge has an important impact on the study and overall development of the deaf students' knowledge, it is of great significance to study the mathematical knowledge and semantic knowledge of deaf students. The purpose of this study is to investigate whether the addition knowledge of deaf students is automatically activated in the task of digital matching, whether semantic category consistency has an effect on the automatic activation of addition knowledge and the relationship between addition knowledge and the two hemispheres of the brain. This study is composed of three experiments, using the numerical matching task, the semantic priming task, the semi-field tachygraphy and the numerical matching task, respectively. All the stimuli are presented by E-prime software. The experiment includes: experiment one uses digital material to investigate whether deaf students will produce "sum effect" in the process of judging, that is, whether the knowledge of addition will be activated automatically, and whether the number types of target detection include "and" numbers and neutral numbers. The rendering time for starting a digital pair includes 80 Ms / 140 Ms / 200ms. The purpose of the experiment was to investigate whether the addition of deaf students would be activated automatically, and whether the sum effect of deaf students was significantly different from that of the deaf students under the conditions of the time of presentation of the three starting numbers. In the second experiment, the effects of semantic knowledge on the "harmony effect" of deaf students were investigated by using words and numerals. The semantic categories of priming word pairs included category consistency and category inconsistency, and the number types of target detection included "and" numbers and neutral numbers. The purpose of the experiment is to investigate whether there are significant differences in the addition knowledge of deaf students under the influence of semantic categories of priming word pairs, that is, whether the consistency of semantic categories of words affects the activation of additive knowledge of deaf students. In experiment 3, the dominant hemisencephalon of "sum effect" of deaf students was investigated by semi-visual field method. The visual field of starting digital pair included left screen presentation, right screen display, target detection number type including "and" number, neutral number. The time interval between the starting digital pair interface and the target detection number is 0 / 50ms / 100msrespectively. The purpose of the experiment was to investigate the relationship between the addition knowledge of deaf students and the two hemispheres of the brain. Comprehensive experimental data analysis and related discussions, this experimental study supports the following conclusions: 1. Deaf students' knowledge of addition is automatically activated. The generation of "harmony effect" of deaf students is not only the activation of "harmony" numbers, but also the inhibition of neutral numbers. 2. Deaf students' semantic knowledge and mathematical knowledge are integrated in mathematical cognitive processing, and their integration is accomplished by analogy mapping. The word pairs with consistent semantic categories will promote the "harmony effect" of deaf students, and deaf students will make analogy between semantic consistent word pairs and number pairs, which will activate deaf students' knowledge of addition operations, thus hindering deaf students from judging correct target numbers. The addition knowledge of deaf students is affected by the situation of category, and the words related to semantic category can promote the activation of additive knowledge. 3. The dominant hemisencephalon of the deaf students is the left hemibrain, and the deaf students activate the related regions of the left hemispheres while processing the additive arithmetic knowledge. Through the overall analysis of the experimental results, the essence of the "sum effect" is not only the activation of the "sum" number, but also the suppression of the neutral number.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G762
本文编号：2372763
[Abstract]:Computational ability is the basis of mathematical knowledge acquisition. Due to the limited cognitive ability of deaf students, many deaf students have some mathematical difficulties. Because most deaf students' hearing loss leads to some obstacles to their language acquisition, deaf students lack of semantic knowledge acquisition. As the interaction of mathematical knowledge and semantic knowledge has an important impact on the study and overall development of the deaf students' knowledge, it is of great significance to study the mathematical knowledge and semantic knowledge of deaf students. The purpose of this study is to investigate whether the addition knowledge of deaf students is automatically activated in the task of digital matching, whether semantic category consistency has an effect on the automatic activation of addition knowledge and the relationship between addition knowledge and the two hemispheres of the brain. This study is composed of three experiments, using the numerical matching task, the semantic priming task, the semi-field tachygraphy and the numerical matching task, respectively. All the stimuli are presented by E-prime software. The experiment includes: experiment one uses digital material to investigate whether deaf students will produce "sum effect" in the process of judging, that is, whether the knowledge of addition will be activated automatically, and whether the number types of target detection include "and" numbers and neutral numbers. The rendering time for starting a digital pair includes 80 Ms / 140 Ms / 200ms. The purpose of the experiment was to investigate whether the addition of deaf students would be activated automatically, and whether the sum effect of deaf students was significantly different from that of the deaf students under the conditions of the time of presentation of the three starting numbers. In the second experiment, the effects of semantic knowledge on the "harmony effect" of deaf students were investigated by using words and numerals. The semantic categories of priming word pairs included category consistency and category inconsistency, and the number types of target detection included "and" numbers and neutral numbers. The purpose of the experiment is to investigate whether there are significant differences in the addition knowledge of deaf students under the influence of semantic categories of priming word pairs, that is, whether the consistency of semantic categories of words affects the activation of additive knowledge of deaf students. In experiment 3, the dominant hemisencephalon of "sum effect" of deaf students was investigated by semi-visual field method. The visual field of starting digital pair included left screen presentation, right screen display, target detection number type including "and" number, neutral number. The time interval between the starting digital pair interface and the target detection number is 0 / 50ms / 100msrespectively. The purpose of the experiment was to investigate the relationship between the addition knowledge of deaf students and the two hemispheres of the brain. Comprehensive experimental data analysis and related discussions, this experimental study supports the following conclusions: 1. Deaf students' knowledge of addition is automatically activated. The generation of "harmony effect" of deaf students is not only the activation of "harmony" numbers, but also the inhibition of neutral numbers. 2. Deaf students' semantic knowledge and mathematical knowledge are integrated in mathematical cognitive processing, and their integration is accomplished by analogy mapping. The word pairs with consistent semantic categories will promote the "harmony effect" of deaf students, and deaf students will make analogy between semantic consistent word pairs and number pairs, which will activate deaf students' knowledge of addition operations, thus hindering deaf students from judging correct target numbers. The addition knowledge of deaf students is affected by the situation of category, and the words related to semantic category can promote the activation of additive knowledge. 3. The dominant hemisencephalon of the deaf students is the left hemibrain, and the deaf students activate the related regions of the left hemispheres while processing the additive arithmetic knowledge. Through the overall analysis of the experimental results, the essence of the "sum effect" is not only the activation of the "sum" number, but also the suppression of the neutral number.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：G762
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