小学生数学应用题解题水平影响因素的研究——视空间能力、认知方式及表征方式的影响

研究采用3(年级)×2(场认知方式)×2(视空间能力水平)×3(问题表征方式)四因素混合实验设计,探讨了这四种因素对小学生数学应用题解题水平的影响。结果表明:年级、认知方式、空间能力以及问题表征方式均是影响小学生应用题解决水平的关键因素;问题表征方式、认知方式、空间能力以及年级四个因素对小学生解题水平存在交互作用,其中图形提示有利于场依存性学生解题水平的提高,低空间-场依存型的学生更适合图形提示;高空间-场依存型的学生随年级升高解题能力发展较快,而低空间-场依存型的学生解题水平提高较慢;随着年级的升高,图式表征对小学生问题解决的促进作用增强。     

策略型学习者认知心理结构及其运行机制

高效率学习是现代社会发展的需要,也是适应信息量急增的社会变革需要的必然选择。从教育心理学的视角研究策略型学习者,对其高效率学习心理,特别是高效率学习认知心理结构及其运行机制进行研究,有助于教育理论与实践工作者准确把握这类特殊教育对象的心理特点与规律,为开展策略型学习者教育提供了心理学依据。     

Anxiety and sensitivity to eye gaze in emotional faces

This paper reports three studies in which stronger orienting to perceived eye gaze direction was revealed when observers viewed faces showing fearful or angry, compared with happy or neutral, emotional expressions. Gaze-related spatial cueing effects to laterally presented fearful faces and centrally presented angry faces were also modulated by the anxiety level of participants, with high- but not low-state anxious individuals revealing enhanced shifts of attention. In contrast, both high- and low-state anxious individuals demonstrated enhanced orienting to averted gaze when viewing laterally presented angry faces. These results provide novel evidence for the rapid integration of facial expression and gaze direction information, and for the regulation of gaze-cued attention by both the emotion conveyed in the perceived face and the degree of anxiety experienced by the observer.     

Psychometric properties of the Test of Everyday Attention for Children in Greek-speaking school children

The present study aimed at exploring the psychometric properties of the Test of Everyday Attention for Children (TEA-Ch) in normally developing Greek-speaking school population (6–12 years old). TEA-Ch is an assessment that captures the multidimensional nature of the developing attentional system with child-friendly test tasks. The sample consisted of 174 Greek-speaking primary school children of both genders (N = 88 girls). Children were assessed individually using the TEA-Ch and two tasks (Vocabulary and Working Memory) from the Wechsler Intelligence Scale for Children-3rd edition (WISC-III)-Greek Version. Confirmatory factor analyses were conducted to examine the factorial validity of the TEA-Ch in the Greek-speaking population. The results verified both a two-factor (attentional control/switching and sustained attention) and a theory-driven three-factor structure of the TEA-Ch, namely selective attention, attentional control/switching and sustained attention. Moreover, the weak correlations of TEA-Ch tasks with vocabulary and working memory tasks provide evidence for its divergent validity and its usefulness as an additional measure of abilities that are not captured by well-known conventional intelligence tasks. Furthermore, TEA-Ch appears to be an age-sensitive assessment tool.     

Does conspicuity enhance distraction? Saliency and eye landing position when searching for objects

While visual saliency may sometimes capture attention, the guidance of eye movements in search is often dominated by knowledge of the target. How is the search for an object influenced by the saliency of an adjacent distractor? Participants searched for a target amongst an array of objects, with distractor saliency having an effect on response time and on the speed at which targets were found. Saliency did not predict the order in which objects in target-absent trials were fixated. The within-target landing position was distributed around a modal position close to the centre of the object. Saliency did not affect this position, the latency of the initial saccade, or the likelihood of the distractor being fixated, suggesting that saliency affects the allocation of covert attention and not just eye movements.     

The role of attention in binding visual features in working memory: Evidence from cognitive ageing

Two experiments were conducted to assess the costs of attentional load during a feature (colour–shape) binding task in younger and older adults. Experiment 1 showed that a demanding backwards counting task, which draws upon central executive/general attentional resources, reduced binding to a greater extent than individual feature memory, but the effect was no greater in older than in younger adults. Experiment 2 showed that presenting memory items sequentially rather than simultaneously, such that items are required to be maintained while new representations are created, selectively affects binding performance in both age groups. Although this experiment exhibited an age-related binding deficit overall, both age groups were affected by the attention manipulation to an equal extent. While a role for attentional processes in colour–shape binding was apparent across both experiments, manipulations of attention exerted equal effects in both age groups. We therefore conclude that age-related binding deficits neither emerge nor are exacerbated under conditions of high attentional load. Implications for theories of visual working memory and cognitive ageing are discussed.     

Looking at anything that is green when hearing “frog”: How object surface colour and stored object colour knowledge influence language-mediated overt attention

Three eye-tracking experiments investigated the influence of stored colour knowledge, perceived surface colour, and conceptual category of visual objects on language-mediated overt attention. Participants heard spoken target words whose concepts are associated with a diagnostic colour (e.g., “spinach”; spinach is typically green) while their eye movements were monitored to (a) objects associated with a diagnostic colour but presented in black and white (e.g., a black-and-white line drawing of a frog), (b) objects associated with a diagnostic colour but presented in an appropriate but atypical colour (e.g., a colour photograph of a yellow frog), and (c) objects not associated with a diagnostic colour but presented in the diagnostic colour of the target concept (e.g., a green blouse; blouses are not typically green). We observed that colour-mediated shifts in overt attention are primarily due to the perceived surface attributes of the visual objects rather than stored knowledge about the typical colour of the object. In addition our data reveal that conceptual category information is the primary determinant of overt attention if both conceptual category and surface colour competitors are copresent in the visual environment.     

Error reactivity in self-paced performance: Highly-accurate individuals exhibit largest post-error slowing

Reaction time is typically increased following an erroneous response. This post-error slowing is traditionally explained by a strategic adjustment of response threshold towards more conservative behaviour. A recently proposed orienting account provides an alternative explanation for post-error slowing. According to this account, committing an error evokes an orienting response (OR), which inhibits information processing in the subsequent trial, resulting in slow and inaccurate performance. We tested a straightforward prediction of the orienting account in the context of self-paced performance, adopting an individual-differences approach: Post-error slowing should be larger the less frequent an error is. To this end, participants were classified into three groups differing in overall performance accuracy. Larger post-error slowing and stronger post-error accuracy decrease were observed for the high-accuracy group than for the two other groups. Practice pronounced the post-error accuracy decline, especially for the high-accuracy group. The results are consistent with the orienting account of post-error slowing but are problematic for accounts based on strategic evaluation mechanisms.     

The more your mind wanders,the smaller your attentional blink: An individual differences study

The present studies investigate the hypothesis that individuals who frequently report experiencing episodes of mind wandering do so because they under-invest attentional/executive resources in the external environment. Here we examined whether self-reported instances of mind wandering predict the magnitude of the “attentional blink” (AB) in a rapid serial visual presentation (RSVP) task, since a prominent view is that the AB derives from an over-investment of attention in the information stream. Study 1 demonstrates that subjective reports of mind wandering in a sustained attention task have a negative predictive relation with respect to the magnitude of the AB measured in a subsequent RSVP task. In addition, using the Spontaneous and Deliberate Mind Wandering Questionnaire in Study 2, we were again able to show that trait-level mind wandering in everyday life negatively predicts AB magnitude. We suggest that mind wandering may be the behavioural outcome of an adaptive cognitive style intended to maximize the efficient processing of dynamic and temporally unpredictable events.     

Age-related decline in the reflexive component of overt gaze following

Previous research has found age-related declines in social perception tasks as well as the ability to engage in joint attention and orienting covert attention (i.e., absence of eye movements) in response to an eye gaze cue. We used an overt gaze following task to explore age differences in overt gaze following whilst people searched for a target. Participants were faster to detect targets appearing at the looked-at location, and although the gaze cue biased the direction in which saccades were executed, no age differences were found in overt gaze following. There were, however, age effects relating to involuntary eye movements. In the younger adults, anticipatory saccades were biased in the direction of the gaze cue, but this bias was not observed in the older group. Moreover, in the younger adults, saccades that followed the gaze were initiated more rapidly, illustrating the reflexive nature of gaze following. No such difference was observed in the older adults. Importantly, our results showed that whilst the general levels of gaze following were age invariant, there were age-related differences in the reflexive components of overt gaze following.