在有视力和视力障碍的儿童中使用体感反来解码空间比例
Christian Leukel1, Timo Leuders2, Juliane Leuders2
1University of Education Freiburg, Germany; Bernstein Center Freiburg, University of Freiburg, Germany.
Trends in neuroscience and education
|September 9, 2023
概括
与有视力的儿童相比,视力受损的儿童在使用触觉来区分比例方面表现出更好的能力. 这表明触觉反可以支持数学理解,随着追踪速度的变化影响性能.
科学领域:
- 认知心理学 认知心理学
- 发展心理学 发展心理学
- 数学教育教育 数学教育
背景情况:
- 人类具有处理连续大小比率 (比例) 的天生的能力.
- 这项研究调查了有视力 (S) 和视力受损 (VI) 儿童仅使用体感反来区分比例的能力.
研究的目的:
- 通过触觉探索来确定视力障碍儿童是否可以区分比例.
- 为了比较视力和视力障碍儿童的比例推理能力,使用体感官输入.
主要方法:
- 孩子们通过用手指绘制一对线条来创造比例.
- 参与者将这些跟踪比例与来自不同线对的其他比例进行了比较.
主要成果:
- 视力受损的儿童达到75%的准确性,显著优于可视儿童 (68%).
- 与视力障碍儿童相比,有视力的儿童表现出更高的追踪速度和更大的试验到试验的变化速度.
结论:
- 仅仅是体感反就足以使用比例操作.
- 触觉追踪可以增强数学学习,特别是对于视力受损的个体.
- 在有视力的儿童中,追踪速度的变化增加可能会影响他们对绝对线长的感知,从而解释性能差异.
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