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981.
We know that reading involves coordination between textual characteristics and visual attention, but research linking eye movements during reading and comprehension assessed after reading is surprisingly limited, especially for reading long connected texts. We tested two competing possibilities: (a) the weak association hypothesis: Links between eye movements and comprehension are weak and short-lived, versus (b) the strong association hypothesis: The two are robustly linked, even after a delay. Using a predictive modeling approach, we trained regression models to predict comprehension scores from global eye movement features, using participant-level cross-validation to ensure that the models generalize across participants. We used data from three studies in which readers (Ns = 104, 130, 147) answered multiple-choice comprehension questions ~30 min after reading a 6,500-word text, or after reading up to eight 1,000-word texts. The models generated accurate predictions of participants' text comprehension scores (correlations between observed and predicted comprehension: 0.384, 0.362, 0.372, ps < .001), in line with the strong association hypothesis. We found that making more, but shorter fixations, consistently predicted comprehension across all studies. Furthermore, models trained on one study's data could successfully predict comprehension on the others, suggesting generalizability across studies. Collectively, these findings suggest that there is a robust link between eye movements and subsequent comprehension of a long connected text, thereby connecting theories of low-level eye movements with those of higher order text processing during reading. 相似文献
982.
983.
为探讨语境线索在留学生伴随性词汇学习中的作用,本研究选择不同汉语水平的外国留学生作为被试,操纵了语境线索的强弱,使用眼动仪记录被试的词汇学习过程。结果发现:被试在强语境线索下的词汇学习效果显著高于弱语境线索;随着学习次数的增加,强语境线索下目标词注视时间的下降幅度显著大于弱语境线索,高汉语水平被试目标词注视时间的下降幅度显著大于低汉语水平被试。结果表明:无论留学生汉语水平如何,语境线索促进了他们阅读时的伴随性词汇学习,且学习次数越多,语境线索的促进作用越大。 相似文献
984.
Paul M. Bronstein Stefano Parmigiani Patrizia Torricelli Paul F. Brain 《Aggressive behavior》1988,14(5):363-370
Males of two species of freshwater fish (convict cichlids and Italian freshwater gobies) fought with conspecifics and subsequently remained near the visual and spatial cues that had been paired with those social encounters. These data show that postfight preference for combat sites is a phenomenon of some generality among teleosts. The likely role of learning in establishing postfight preferences for the locales of aggression is discussed. 相似文献
985.
Kathryn Zimmermann Qingqing Yang Kelly Purtell Arya Ansari 《Infant and child development》2024,33(2):e2360
Many studies have established that there are important life-long benefits of attending pre-K. At the same time, recent research suggests that pre-K attenders may enter and exit kindergarten exhibiting less optimal social and learning behaviours than their non-attending peers, and little attention has been paid to what factors may contribute to these patterns of development after children enter kindergarten. The current study will address these gaps in knowledge using nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 to examine the social and learning behaviours of pre-K attenders and nonattenders at kindergarten entry and exit. Moreover, we will determine the extent to which children's social and behavioural skills change at differential rates across the kindergarten year as a function of pre-K attendance and their kindergarten classroom experiences, with a focus on the academic rigour, activity settings and teacher-student relationships. 相似文献
986.
987.
This study investigated (a) the effects of mediated learning experience (MLE) in mother–child interactions on cognitive modifiability as measured by dynamic assessment, (b) the effects of mothers' acceptance–rejection towards their children and the children's personality on the mothers' MLE strategies, (c) the combined effects of the mothers' acceptance–rejection, children's personality, and MLE strategies on children's cognitive modifiability, and (d) the prediction of cognitive modifiability by MLE interactions in two distinct conditions: free-play and structured. Fifty-four mother–child dyads (26 boys and 28 girls) in grade 2 were videotaped interacting in two situations: free-play and structured. The interactions were analysed with observation of mediation instrument using five criteria: intentionality and reciprocity, transcendence, meaning, feelings of competence, and regulation of behaviour. The children were administered the parent acceptance–rejection questionnaire, the personality assessment questionnaire, and the children's inferential thinking modifiability test. A distal–proximal factors of cognitive modifiability model was used to explain causal paths among mothers' acceptance–rejection and children's personality (distal) on MLE (proximal), and of both on children's cognitive modifiability. A structural equation model analysis revealed that (a) all MLE criteria were predicted by the distal factors of mothers' acceptance–rejection and children's personality, (b) none of the mothers' attitudes or children's personality factors explained the children's cognitive factors, (c) MLE criteria of transcendence and regulation of behaviour explained the children's CITM-post-teaching score but not the CITM-pre-teaching score. The results are discussed in relation to Feuerstein's MLE theory and Tzuriel's previous results with preschool children. © 1998 John Wiley & Sons, Ltd. 相似文献
988.
The standard approach guiding research on the relationship between categories and causality views categories as reflecting causal relations in the world. We provide evidence that the opposite direction also holds: categories that have been acquired in previous learning contexts may influence subsequent causal learning. In three experiments we show that identical causal learning input yields different attributions of causal capacity depending on the pre-existing categories to which the learning exemplars are assigned. There is a strong tendency to continue to use old conceptual schemes rather than switch to new ones even when the old categories are not optimal for predicting the new effect, and when they were motivated by goals that differed from the present context of causal discovery. However, we also found that the use of prior categories is dependent on the match between categories and causal effect. Whenever the category labels suggest natural kinds which can be plausibly related to the causal effects, transfer was observed. When the categories were arbitrary, or could not be plausibly related to the causal effect learners abandoned the categories, and used different categories to predict the causal effect. 相似文献
989.
In autoshaping experiments, we quantified the acquisition of anticipatory head poking in individual mice, using an algorithm that finds changes in the slope of a cumulative record. In most mice, upward changes in the amount of anticipatory poking per trial were abrupt, and tended to occur at session boundaries, suggesting that the session is as significant a unit of experience as the trial. There were large individual differences in the latency to the onset of vigorous responding. "Asymptotic" performance was unstable; large, bidirectional, and relatively enduring changes were common. Given the characteristics of the individual learning curves, it is unlikely that physiologically meaningful estimates of rate of learning can be extracted from group-average learning curves. 相似文献
990.
Danielsson H Rönnberg J Leven A Andersson J Andersson K Lyxell B 《Scandinavian journal of psychology》2006,47(3):177-186
Memory conjunction errors, that is, when a combination of two previously presented stimuli is erroneously recognized as previously having been seen, were investigated in a face recognition task with drawings and photographs in 23 individuals with learning disability, and 18 chronologically age-matched controls without learning disability. Compared to the controls, individuals with learning disability committed significantly more conjunction errors, feature errors (one old and one new component), but had lower correct recognition, when the results were adjusted for different guessing levels. A dual-processing approach gained more support than a binding approach. However, neither of the approaches could explain all of the results. The results of the learning disability group were only partly related to non-verbal intelligence. 相似文献