摘要
研究应用EyelinkⅡ眼动仪,选取39名数学学优生和学困生为被试,采用Posner的内源性和外源性线索实验范式,材料为1~9的阿拉伯数字(不包括5),以判断目标数字是否大于5为任务,考察内源性和外源性注意对数学优困生数字加工的影响,结果发现:(1)内源性和外源性注意条件下,数学学优生在数字比较任务中的行为反应时、凝视时间和眼跳距离均显著短于学困生;(2)内源性有效线索提示条件下,数学优困生均表现出显著的数字距离效应,但内源性无效线索提示条件下,学优生的数字距离效应显著,而学困生只有小数字距离效应显著,大数字距离效应不明显;(3)外源性有效线索提示条件下,数学优困生均表现出明显的数字距离效应,但外源性无效线索提示条件下,只有学优生表现出明显的数字距离效应,而学困生的数字距离效应不显著。
This study, by using Eyelink Ⅱ in endogenous and exogenous experimental paradigms to survey 39 students with high/low math test proficiency, aims to explore the effect of endogenous and exogenous attention on such students' number processing. The results show the following: ( 1 ) the students with high math test proficiency spend a shorter time than the students with low math test proficiency on behavioral reaction, fixation and saccadic interval in the number comparison task in endogenous and exogenous attention; (2) under the endogenous cue validity condition, the students with high/low math test ,proficiency show a significant number distance effect, but under the endogenous cue invalidity condition, the students with high math test proficiency show a significant number distance effect, whereas the students with low math test proficiency merely show a significant small number distance effect; (3) under the exogenous cue validity condition, the students with high/low math test proficiency show a significant number distance effect, but under the exogenous cue invalidity condition, the students with high math test proficiency show a significant number distance effect, whereas the students with low math test proficiency show no significant number distance effect.
出处
《中国特殊教育》
CSSCI
北大核心
2013年第3期79-85,共7页
Chinese Journal of Special Education
基金
国家自然科学基金项目"视觉选择性注意对数字加工影响的认知神经机制及发展特点研究"(项目编号:31260234)
贵州省科技厅
贵州师范大学联合科技基金项目"视觉注意对中小学生数字认知加工能力影响的实验研究"(项目编号:黔科合J字LKS[2010]46号)
贵州师范大学博士科研启动资金项目"不同注意条件下中小学生数字认知加工能力发展的实验研究"(项目编号:社科博[2009]10号)
关键词
内源性注意
外源性注意
数字距离效应
数学学优生
数学学困生
endogenous attention exogenous attention numerical distance effect students with high math test proficiency students with low math test proficiency