在文字问题解决中,文本理解和计算过程是顺序性的还是交互性的? 一项针对儿童的眼睛追踪研究
Gabriella Daroczy1, Christina Artemenko1, Magdalena Wolska2
1Department of Psychology, University of Tuebingen.
概括
单词问题解决涉及交互的语言和算术过程,而不是连续的. 眼动根据难度转移到数字或文本元素,显示认知资源共享.
科学领域:
- 认知心理学 认知心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 单词问题难度受语言和算术因素的影响.
- 这些过程 (序列式与交互式) 之间的相互作用仍在争论中.
- 有限的研究存在于不同的任务特征的单词问题解决过程中的眼动行为.
研究的目的:
- 调查语言和算术任务特征如何影响儿童解决单词问题的眼动行为.
- 确定文本理解和计算过程是顺序性的还是交互性的.
主要方法:
- 监测10-13岁儿童在解决单词问题时的眼动.
- 操纵语言因素 (一致性,命名) 和算术因素 (操作类型).
- 分析眼动与问题的数字和文本元素的关系.
主要成果:
- 增加的语言或算术难度导致整体眼动增加.
- 数学上的困难使眼睛的动作转向数字元素;语言上的困难使眼睛的动作转向文本元素.
- 增加的算术难度也增加了文字元素的处理,表明了相互作用.
结论:
- 在文字问题解决中,文本理解和计算不是严格分开或顺序的.
- 这些过程似乎相互影响,并且可能共享认知资源.
- 眼动分析提供了关于词语问题解决背后的认知机制的见解.
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