内源性和外源性注意对数学学习困难儿童与正常儿童数字距离效应影响的眼动研究
发布时间：2019-01-05 17:46
【摘要】：在任何时间里,我们的感官将接受大量的信息。然而,为了有效,人们的动作必须一次指向单个位置或对象。因此,需要一个选择机制来对相关的信息进行筛选和深度加工,以便用适当的方式对其进行响应,这就是视觉选择性注意。视觉选择性注意分为内源性注意和外源性注意。相关的研究表明数字加工和注意之间有着密切的联系。而在数字加工领域里研究最为广泛的就是数字距离效应。然而有关内源性注意和外源性注意是怎么影响数学学习困难儿童和正常儿童的数字加工过程还尚未得到严格的研究。本研究使用眼动技术,并通过结合Ponser线索提示范式和数字大小比较任务来探讨这个问题。实验一(内源性注意线索提示范式)和实验二(外源性注意线索提示范式)均采用4(数字距离:数字距离分别为1、2、3、4)×2(线索有效性:有效/无效)×2(学业类型:数学学习困难儿童/正常儿童)的混合设计。通过实验的反应时和眼动数据来分析内源性注意和外源性注意对数学学习困难儿童和、正常儿童的数字距离效应的影响。行为反应时结果表明:(1)无论在内源性注意还是外源性注意条件下,数学学习困难儿童和正常儿童都出现了数字距离效应,表明反应时随着数字距离的增大而减少。(2)数学学习困难儿童的反应时要显著长于正常儿童的反应时。(3)在内源性注意条件下,数学学习困难儿童和正常儿童在有效线索提示下的反应时和无效线索提示下的反应时并不存在显著差异;但在外源性注意条件下,数学学习困难儿童和正常儿童在有效线索提示下的反应时显著短于无效线索提示下的反应时。(4)在内源性注意和外源性注意的有效线索提示条件下,数学学习困难儿童和正常儿童均表现出显著的数字距离效应;在内源性注意的无效线索提示下,数学学习困难儿童和正常儿童均表现出显著的数字距离效应,但在外源性注意的无效线索提示下,只有正常儿童表现出显著的数字距离效应,而数学学习困难儿童却未表现出显著的数字距离效应。眼动数据结果表明:(1)在内源性注意条件下,数学学习困难儿童的注视次数、眼跳次数和瞳孔直径都显著大于正常儿童的注视次数、眼跳次数和瞳孔直径;但在外源性注意条件下,正常儿童的注视次数、眼跳次数、瞳孔直径和数学学习困难儿童的注视次数、眼跳次数、瞳孔直径之间并不存在显著差异。(2)在内源性注意条件下和外源性注意条件下,注视次数和眼跳次数指标上都存在线索提示效应,表明有效线索提示条件下的注视次数和眼跳次数都要小于无效线索提示条件下的注视次数和眼跳次数。
[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.
【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
本文编号：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.
【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
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