视觉空间注意对儿童数字SNARC效应影响的实验研究

发布时间：2018-06-04 07:14

本文选题：发展性研究 + SNARC效应　；参考：《贵州师范大学》2017年硕士论文

【摘要】：现代社会期望我们能熟练掌握并理解数字、数量、运算法则,培养数字的认知能力就显得尤为重要,而数字空间表征更是数字认知能力的重要组成部分。数字空间联合编码效应(Spatial Numerical Association of Response Code,英文简称为SNARC效应)的发现说明数字信息在空间上以特定方向被编码并存在联结的特性具有重要意义。本研究采用Posner注意线索实验范式,结合Dehaene奇偶判断任务主要研究7岁、9岁、11岁与成人在数字空间联合编码效应的差异性。该研究的主要意义在于探究数字空间联合编码效应(SNARC)在行为上的发展性差异。Posner注意线索实验范式中主要是将注意分为内源性注意和外源性注意两种类别,并将内源性注意界定为自上而下的、概念驱动的、需意识努力获取的注意加工过程;而外源性注意被认为是一种自下而上的、自动化的注意加工过程,而线索提示主要分为有效线索(本研究中有效线索提示比例为75%)和无效线索,根据以往的研究结果,有效线索即一致性线索会加速被试反应,而无效线索即不一致线索会阻滞被试反应,甚至形成干扰。前人的研究表明不同的年龄段对数字空间联合编码的反应是不一样的,加入注意与线索提示的进一步行为研究有助于认识不同年龄对数字的加工认知能力差异性。研究一主要从内源性注意角度出发,线索提示是中央注视点变成箭头形成指引的范式,用反应时进行统计分析,探讨数字空间联合编码效应是否存在;研究二则从外源性注意角度,线索提示是左右两侧圆环中的一个变成红色形成线索指引,同样,通过反应时主要探究数字空间联合编码效应是否存在。另外,针对以往研究中较少的发展性研究,本研究关注不同年龄段学生的数字空间联合编码特点,实验采取被试间设计,7岁、9岁、11岁和成人组均接受两个注意范式下的实验,并且将各组被试随机化的分配到各任务中以达到平衡的效果。这两个实验设计的目的旨在比较不同的注意条件下线索提示对不同年龄段的干扰是否存在差异性。同时,实验假设在内源性注意和外源性注意两种不同条件下,线索提示会对被试组间产生差异性影响。同时研究结果表明:无论是内源还是外源注意条件下,从7岁到成人组,随着年龄的增大,被试反应时逐渐缩短,意味着随着教育的深入和不断训练,数字与空间的编码能力是在不断提高的;从7岁到成人组的线索主效应均显著,并且有效线索条件下被试的反应时均短于无效线索条件,这说明线索的干扰性确实存在;内源性注意有效线索条件下,7岁儿童存在SNARC效应,这表明自上而下的概念驱动的注意水平下,儿童的数字空间编码能力是存在的;外源性注意条件中,7岁儿童无论是有效线索还是无效线索下均没有SNARC效应,说明外源性注意对儿童的干扰性更强,同为有效线索提示,但是外源性注意强化了线索提示的干扰性。
[Abstract]:The modern society expects us to master and understand numerals, numbers, algorithms, and cultivate the cognitive ability of numbers, and the representation of digital space is an important part of digital cognitive ability. The discovery of the joint digital Numerical Association of Response Code, effect (SNARC effect) shows that the digital information is encoded in a specific direction and has the characteristics of association in space. In this study, Posner attentional cues experiment paradigm and Dehaene odd-even judgment task were used to study the difference of cocoding effect between 7 and 9 years old and adults in digital space. The main significance of this study is to explore the developmental differences in behavior of SNARC.Posner 's attention cues are divided into two categories: endogenous attention and exogenous attention. Endogenous attention is defined as a top-down, concept-driven, attention processing process that requires conscious effort, while exogenous attention is considered to be a bottom-up, automated attention processing process. The cues can be divided into effective cues (75% effective cues in this study) and invalid cues. According to previous research results, effective cues, i.e. consistent cues, will accelerate the subjects' reaction. But invalid cues, that is, inconsistent cues, will block the subjects' reaction and even form interference. Previous studies have shown that the responses of different age groups to joint digital space coding are different. Adding attention and cues to further behavior research can help to understand the difference of cognitive ability of digital processing in different ages. The first one is mainly from the perspective of endogenous attention. The clue is that the central fixation point becomes the arrow to form the guiding paradigm. The response time is used to carry on the statistical analysis to explore the existence of the joint coding effect in digital space. In the second study, from the perspective of exogenous attention, cues are the cues that one of the rings on the left and right turns to red to form a clue. Similarly, the response time mainly explores whether the co-coding effect of digital space exists. In addition, in view of the few developmental studies in previous studies, this study focused on the characteristics of joint digital space coding among students of different ages. The experiment was conducted under the two attentional paradigms: 7 years old, 9 years old, 11 years old and adult group. The subjects were randomly assigned to each task to achieve balanced results. The purpose of the two experiments was to compare the differences of cues in different age groups under different attention conditions. At the same time, the experiment hypothesized that under two different conditions, endogenous attention and exogenous attention, cue-cues would have a different effect on the subjects. At the same time, the results showed that from 7 years old to adult group, the reaction time was shortened with the increase of age, which means that with the development of education and training, The coding ability of numbers and spaces is improving constantly, the main effect of cues from 7 years old to adults is significant, and the reaction time of subjects under effective cues is shorter than that of invalid cues, which shows that the interference of cues does exist. Under the condition of effective cues of endogenous attention, there is SNARC effect in 7-year-old children, which indicates that the ability of digital space coding exists in the top-down concept driven attention level. There was no SNARC effect in 7 year old children under exogenous attention condition, which indicated that exogenous attention was more disturbing to children, and both were effective cues. But exogenous attention reinforces the distraction of cues.
【学位授予单位】：贵州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B842.3

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