Ivane S. Beritashvili’s doctrine of image-driven behavior was established in the late 1920s and finally extended in his books in English (1965;1971). It bears a strong resemblance to the concepts of purposive behavio...Ivane S. Beritashvili’s doctrine of image-driven behavior was established in the late 1920s and finally extended in his books in English (1965;1971). It bears a strong resemblance to the concepts of purposive behavior and “cognitive maps” developed in parallel by Edward C. Tolman (1932;1948) and significantly anticipated respective modern concepts. John O’Keefe and his disciples May-Britt Moser and Edvard I. Moser received the Nobel Prize in 2014 for their discoveries of cells that constitute a navigation system in the brain. The latter fact brings us to the pioneers of the study of the spatial orientation of animals that figuratively speaking, provided the giant’s shoulders on which O’Keefe and the Mosers stood to receive their award. Beritashvili and Tolman upheld the holistic and goal-directed nature of spatial behavior. A major contribution of Beritashvili to the science of animal behavior was the demonstration of the universality of learning following a single presentation of an object vitally important to the animal: either a food object or a noxious signal. Beritashvili showed that such “image-driven” behavior has a strong spatial component, i.e., the image is projected into a definite point in space. Thus, he came to maintain that there is a class of behavior that is image-driven that does not require a repetition of associations. Tolman made several significant contributions to the field of experimental psychology. He thought of learning as developing from bits of knowledge and cognitions about the environment and how the organism relates to it. He examined the role that reinforcement plays in the way that rats learn their way through complex mazes. These experiments eventually led to the theory of latent learning which describes learning that occurs in the absence of an obvious reward. Tolman also strongly advocated the theory that rats learn the place where they have been rewarded rather than the particular movements required to get there. To a great extent, Tolman’s work determined the direction of American psychology in the 1930s-1950s. The contribution of Beritashvili and Tolman, thus, is the groundwork of modern studies of spatial cognitive processes in human and nonhuman animals.展开更多
Background Spatial ability is an unique type of intelligence;it can be distinguished from other forms of intelligence and plays an essential role in an individual's success in many academic fields,particular in th...Background Spatial ability is an unique type of intelligence;it can be distinguished from other forms of intelligence and plays an essential role in an individual's success in many academic fields,particular in this era of technology.Instruction-assisted 3D technology can display stereo graphics and promote students'understanding of the geometrical structure and characteristics of graphics.Spatial ability includes several aspects.Few software programs are available for training different aspects of spatial ability for senior high school students.This study aims to explore an effective method for training the spatial ability for senior high school students,and to promote the development of students'independent inquiry ability.Methods First,an inquiry design strategy to improve the spatial ability of students is proposed.Based on this strategy,unity3D was used to develop a 3D inquiry environment that can use leap motion to complete a gesture interaction.Finally,researchers carried out experience-based activities and issued user experience questionnaires to participants to verify the application effect of the spatial ability inquiry environment and used interviews to understand the user experience of participants exploring the leap motion device in a 3D inquiry environment.Results 32 learners participated in the experiment.learners have a high score for perceived usefulness and willingness to use.Compared with the perceived ease of use and perceived usefulness,the average score of the application effect is relatively low.In terms of willingness to use,most of the learners expressed their willingness to use a similar inquiry environment for spatial ability training in the future.Conclusions The spatial ability inquiry environment can help learners better understand different concepts.The users showed a strong willingness to continue using the device.The device also updates the teaching concept to a certain extent and emphasizes the dominant position of a student.展开更多
文摘Ivane S. Beritashvili’s doctrine of image-driven behavior was established in the late 1920s and finally extended in his books in English (1965;1971). It bears a strong resemblance to the concepts of purposive behavior and “cognitive maps” developed in parallel by Edward C. Tolman (1932;1948) and significantly anticipated respective modern concepts. John O’Keefe and his disciples May-Britt Moser and Edvard I. Moser received the Nobel Prize in 2014 for their discoveries of cells that constitute a navigation system in the brain. The latter fact brings us to the pioneers of the study of the spatial orientation of animals that figuratively speaking, provided the giant’s shoulders on which O’Keefe and the Mosers stood to receive their award. Beritashvili and Tolman upheld the holistic and goal-directed nature of spatial behavior. A major contribution of Beritashvili to the science of animal behavior was the demonstration of the universality of learning following a single presentation of an object vitally important to the animal: either a food object or a noxious signal. Beritashvili showed that such “image-driven” behavior has a strong spatial component, i.e., the image is projected into a definite point in space. Thus, he came to maintain that there is a class of behavior that is image-driven that does not require a repetition of associations. Tolman made several significant contributions to the field of experimental psychology. He thought of learning as developing from bits of knowledge and cognitions about the environment and how the organism relates to it. He examined the role that reinforcement plays in the way that rats learn their way through complex mazes. These experiments eventually led to the theory of latent learning which describes learning that occurs in the absence of an obvious reward. Tolman also strongly advocated the theory that rats learn the place where they have been rewarded rather than the particular movements required to get there. To a great extent, Tolman’s work determined the direction of American psychology in the 1930s-1950s. The contribution of Beritashvili and Tolman, thus, is the groundwork of modern studies of spatial cognitive processes in human and nonhuman animals.
基金the National Key Research and Development Program of China(2018YFB1004903)the Key Discipline Cultivation Program of Zhejiang Province(18JYXK018).
文摘Background Spatial ability is an unique type of intelligence;it can be distinguished from other forms of intelligence and plays an essential role in an individual's success in many academic fields,particular in this era of technology.Instruction-assisted 3D technology can display stereo graphics and promote students'understanding of the geometrical structure and characteristics of graphics.Spatial ability includes several aspects.Few software programs are available for training different aspects of spatial ability for senior high school students.This study aims to explore an effective method for training the spatial ability for senior high school students,and to promote the development of students'independent inquiry ability.Methods First,an inquiry design strategy to improve the spatial ability of students is proposed.Based on this strategy,unity3D was used to develop a 3D inquiry environment that can use leap motion to complete a gesture interaction.Finally,researchers carried out experience-based activities and issued user experience questionnaires to participants to verify the application effect of the spatial ability inquiry environment and used interviews to understand the user experience of participants exploring the leap motion device in a 3D inquiry environment.Results 32 learners participated in the experiment.learners have a high score for perceived usefulness and willingness to use.Compared with the perceived ease of use and perceived usefulness,the average score of the application effect is relatively low.In terms of willingness to use,most of the learners expressed their willingness to use a similar inquiry environment for spatial ability training in the future.Conclusions The spatial ability inquiry environment can help learners better understand different concepts.The users showed a strong willingness to continue using the device.The device also updates the teaching concept to a certain extent and emphasizes the dominant position of a student.
