作者： Wang, Fuxing*;Gao, Chunying;Kaufman, Jordy;Tong, Yu;Chen, Jiaxue

期刊： Computers & Education,2021年160:104021 ISSN：0360-1315

通讯作者： Wang, Fuxing

作者机构： [Gao, Chunying; Wang, Fuxing; Chen, Jiaxue; Tong, Yu] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;[Kaufman, Jordy] Swinburne Univ Technol, Dept Psychol Sci, Hawthorn, Vic 3122, Australia.;[Wang, Fuxing] Cent China Normal Univ, 152 Luoyu St,Tianjiabing Bldg 302, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Wang, Fuxing] C;Cent China Normal Univ, 152 Luoyu St,Tianjiabing Bldg 302, Wuhan 430079, Hubei, Peoples R China.

关键词： Gesture;Learning;Touchscreen;Transfer;Young children

摘要： We examined the effectiveness of touchscreen media for teaching children to tell time from a clock. Experiment 1 was conducted with 123 preschoolers (M = 70.15 months, SD = 4.41) using two learning media: touchscreen and video, and three test media: iPad, toy, and paper, with between-subjects pre-and post-test design. After 10 min of exposure to the touchscreen or video learning media designed to teach children how to tell time, groups of children were tested with an iPad, a toy clock, or a clock printed on paper, respectively. Results showed that post-test scores across all groups were significantly higher than those at pre-test, for both learning media. Children in touchscreen-learning groups had a greater improvement from pre-test to post-test scores compared with video-learning groups. Moreover, children in iPad and toy test groups, had a greater improvement from pre-test to post-test scores than those in paper-test groups. Experiment 2 aimed to explore whether embodied cognition or the gesture as cues promoted children's learning and was conducted with 79 preschoolers (M = 70.92 months, SD = 4.80) using three learning media: touchscreen, gesture-watching, and nongesture-watching. Results showed that learning performance of the touchscreen group and gesture-watching group was better than that of the nongesture-watching group. Findings suggest that both the touchscreen and gesture-watching learning tools can improve young children's learning; children were able to transfer what they had learned on an iPad touchscreen to other media. Thus, it appears that gesture is a key factor in touchscreen learning. © 2020 Elsevier Ltd

语种： 英文

作者： Xie, Jia-Qiong;Rost, Detlef H.;Wang, Fu-Xing;Wang, Jin-Liang*;Monk, Rebecca L.

期刊： Information & Management,2021年58(2):103415 ISSN：0378-7206

通讯作者： Wang, Jin-Liang

作者机构： [Rost, Detlef H.; Wang, Jin-Liang; Xie, Jia-Qiong] Southwest Univ, Ctr Mental Hlth Educ, Sch Psychol, 2 Tiansheng Rd, Chongqing 400715, Peoples R China.;[Xie, Jia-Qiong] Chongqing Univ, Sch Law, Chongqing, Peoples R China.;[Rost, Detlef H.] Marburg Univ, Dept Psychol, D-35302 Marburg, Germany.;[Wang, Fu-Xing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Monk, Rebecca L.] Edge Hill Univ, Dept Psychol, Ormskirk, England.

通讯机构： [Wang, Jin-Liang] S;Southwest Univ, Ctr Mental Hlth Educ, Sch Psychol, 2 Tiansheng Rd, Chongqing 400715, Peoples R China.

关键词： Distraction;Excessive social media use;Eye movement;Stroop task

摘要： Drawing on scan-and-shift hypothesis and scattered attention hypothesis, this article attempted to explore the association between excessive social media use (ESMU) and distraction from an information engagement perspective. In study 1, the results, based on 743 questionnaires completed by Chinese college students, showed that ESMU is related to distraction in daily life. In Study 2, eye-tracking technology was used to investigate the distraction and performance of excessive microblog users when performing the modified Stroop task. The results showed that excessive microblog users had difficulties suppressing interference information than non-microblog users, resulting in poor performance. Theoretical and practical implications are discussed. © 2020 Elsevier B.V.

语种： 英文

作者： 高春颍;王福兴;童钰;李卉

期刊： 心理发展与教育,2020年36(4):502-512 ISSN：1001-4918

作者机构： 华中师范大学心理学院,武汉 430079;华中师范大学教育学院,武汉 430079;[王福兴; 李卉; 童钰; 高春颍] 华中师范大学

关键词： 触屏;幼儿发展;学习;交互性

摘要： 数字媒体的飞速发展使得越来越多的研究者开始关注触屏媒体对幼儿发展的影响。综述从触屏媒体的特征、触屏学习、幼儿发展、触屏媒体能否作为测量工具及其在家庭和学校中推广使用的有效性方面进行探讨。综述发现:触屏媒体具有交互性、即时反馈性、渐进性和便携性。41项涉及触屏的研究在STEM学习(d与基线比较=1. 06,d与其它方法比较=0. 30)、词汇学习(d与基线比较=0. 51,d与其它方法比较=0. 47)和学习迁移（d=0. 78）上发现了触屏的促进作用。触屏媒体对幼儿执行功能与亲子关系发展有促进作用,但是对精细运动的影响尚不明确。触屏可以作为测量工具或干预方式用于其它领域,推广使用时存在挑战。未来研究应该继续关注触屏媒体特征对学习效果及不同年龄阶段儿童的影响,探讨真实触屏媒体环境中儿童的学习与发展。

语种： 中文

作者： 王福兴;杨晓梦;范颖平;胡祥恩

期刊： 心理与行为研究,2020年18(04):503-509 ISSN：1672-0628

作者机构： 华中师范大学心理学院,武汉 430079;[王福兴; 杨晓梦; 胡祥恩; 范颖平] 华中师范大学

关键词： 空间邻近;儿童;图文阅读;眼动

摘要： 教育心理学中的空间邻近效应已经在成人群体中被验证,但是很少有研究探讨图文的邻近能否促进儿童图文阅读.本研究操纵图画故事书中图文空间位置(邻近、远离),使用Tobii T120眼动仪记录儿童的注意加工过程,考察空间邻近对7～9岁学龄初期儿童图文阅读的影响.结果 发现,相比图文远离呈现,图文邻近呈现时儿童对文字区的注视时间更久,图文注视点转换次数更多,且细节回忆测验成绩更高;但是在主题理解测验中差异不显著,图文位置与年龄的交互作用均不显著.本研究结论为:儿童的多媒体信息加工也存在空间邻近效应,图文空间邻近能促进儿童的图文注意分配与整合,有助于儿童对故事细节的识记,但不能促进对故事的理解.

语种： 中文

作者： Li, Songqing;Chen, Shi;Zhang, Hongpo;Zhao, Qingbai*;Zhou, Zhijin*;...

期刊： Brain Research,2020年1726:146513 ISSN：0006-8993

通讯作者： Zhao, Qingbai;Zhou, Zhijin;Huang, Furong;Hong, Jianzhong

作者机构： [Zhao, Qingbai; Zhou, ZJ; Huang, Furong; Hong, Jianzhong; Li, Songqing; Wang, Fuxing; Zhou, Zhijin; Chen, Shi; Zhang, Hongpo] Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.;[Li, Songqing; Wang, Fuxing; Zhou, Zhijin; Hong, Jianzhong; Chen, Shi; Zhang, Hongpo; Zhao, Qingbai] Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Hubei, Peoples R China.;[Huang, Furong] Jiangxi Normal Univ, Sch Psychol, Nanchang 330022, Jiangxi, Peoples R China.;[Sui, Danni] Shenyang Univ, Sch Foreign Languages, Shenyang 110044, Liaoning, Peoples R China.

通讯机构： [Zhao, QB; Zhou, ZJ; Huang, FR; Hong, JZ] C;Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.

关键词： LPC;N300;N400;Semantic integration;Text-picture integration

摘要： The integration of text and picture is the core of multimedia information processing. Relevant theories suggest that text and picture are processed through different channels in the early stage, and integrated in the late stage of processing. Based on these theories, the current study adopted measures of event-related potentials to examine the cognitive and neural processes of text-picture integration. The results showed that in the early stage of text-picture integration, picture processing evoked a more negative N1 over the occipital area and a N300 over the prefrontal area, which might reflect the discrimination process of visual stimuli and the imagery representation of the picture, respectively; in the late stage, the text-picture induced a N400 in the central area and an LPC over the central, parietal and temporal areas, which might be associated with the semantic activation and integration of text and picture, respectively. These results not only provide support for existing theories, but also further elucidate the dynamic neural processing of text-picture integration in terms of its temporal and spatial characteristics.

语种： 英文

作者： Wang, Fuxing*;Zhao, Tingting;Mayer, Richard E.;Wang, Yuxin

期刊： Learning and Instruction,2020年69:101357 ISSN：0959-4752

通讯作者： Wang, Fuxing

作者机构： [Wang, Fuxing; Zhao, Tingting; Wang, Yuxin] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA.;[Wang, Fuxing] 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Wang, Fuxing] 1;152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.

关键词： Eye movement modeling examples;Multimedia learning;Presentation pace;Prior knowledge;Signaling

摘要： In this study, three experiments were conducted to explore whether adding eye movement modeling examples (EMME) to a short narrated animation could facilitate visual processing during multimedia learning and learning outcomes, and whether the effects of EMME depended on the pace of lesson or prior knowledge level of the learners. In Experiment 1, college students viewed a system-paced animation on synaptic transmission that either did or did not include EMME. The EMME group paid more attention to relevant elements and performed better on learning outcomes. In Experiment 2, EMME facilitated visual processing and learning outcomes with system-pacing but not learner-pacing. In Experiment 3, both low and high knowledge learners showed improved visual processing and learning outcomes with EMME. In conclusion, adding visual signaling (or cueing) in the form of EMME can guide visual processing and improve learning outcomes in multimedia learning with a short lesson.

语种： 英文

作者： 杨晓梦;王福兴;王燕青;赵婷婷;高春颍;...

期刊： 心理科学进展,2020年28(7):1029-1041 ISSN：1671-3710

作者机构： [杨晓梦; 王福兴; 王燕青; 赵婷婷; 高春颍; 胡祥恩] 华中师范大学.心理学院

关键词： 瞳孔;瞳孔测量;自上而下加工;神经机制;自适应增益理论

摘要： 瞳孔大小是眼动研究中一个重要的参数指标,在一定程度上能够反映人的心理活动并影响他人的心理与行为.一方面,瞳孔变化受到自上而下的知觉与注意、情绪与动机、心理努力、社会认知与发展等因素的影响,另一方面,大瞳孔能引起他人更多的积极评价和积极行为.瞳孔的神经机制(蓝斑?去甲肾上腺素系统)和自适应增益理论解释了瞳孔与心理之间存在紧密联系的原因.瞳孔测量(pupillometry)作为一种有效的眼动追踪方法有助于理解瞳孔与心理的关系,研究者在测量瞳孔时需要关注无关变量(如亮度、注视位置),原始数据处理(如基线校正、眨眼处理)及瞳孔指标选取(如瞳孔直径、震颤频率)等问题,未来研究应继续探讨瞳孔与其他心理之间的关系,并探索更有效地处理和使用瞳孔指标的方法.

语种： 中文

作者： Tong, Yu;Wang, Fuxing*;Danovitch, Judith

期刊： Developmental Science,2020年23(2):e12895 ISSN：1363-755X

通讯作者： Wang, Fuxing

作者机构： [Wang, Fuxing; Tong, Yu] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Danovitch, Judith] Univ Louisville, Dept Psychol, Brain Sciences, Louisville, KY USA.;Cent China Normal Univ, Fuxing Wang, Tianjiabing Bldg 302, 152 Luoyu St, Wuhan, Hubei, Peoples R China.

通讯机构： [Wang, Fuxing] C;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.

关键词： children;epistemic characteristics;informants;meta-analysis;selective trust;social characteristics

摘要： Over the last 15 years, researchers have been increasingly interested in understanding the nature and development of children's selective trust. Three meta-analyses were conducted on a total of 51 unique studies (88 experiments) to provide a quantitative overview of 3- to 6-year-old children's selective trust in an informant based on the informant's epistemic or social characteristics, and to examine the relation between age and children's selective trust decisions. The first and second meta-analyses found that children displayed medium-to-large pooled effects in favor of trusting the informant who was knowledgeable or the informant with positive social characteristics. Moderator analyses revealed that 4-year-olds were more likely to endorse knowledgeable informants than 3-year-olds. The third meta-analysis examined cases where two informants simultaneously differed in their epistemic and social characteristics. The results revealed that 3-year-old children did not selectively endorse informants who were more knowledgeable but had negative social characteristics over informants who were less knowledgeable but had positive social characteristics. However, 4- to 6-year-olds consistently prioritized epistemic cues over social characteristics when deciding who to trust. Together, these meta-analyses suggest that epistemic and social characteristics are both valuable to children when they evaluate the reliability of informants. Moreover, with age, children place greater value on epistemic characteristics when deciding whether to endorse an informant's testimony. Implications for the development of epistemic trust and the design of studies of children's selective trust are discussed.

语种： 英文

作者： 童钰;王福兴;李卉

期刊： 心理发展与教育,2019年35(3):257-266 ISSN：1001-4918

作者机构： 华中师范大学心理学院,武汉,430079;华中师范大学教育学院,武汉,430079;[王福兴; 李卉; 童钰] 华中师范大学

关键词： 幼儿;选择性信任;信息提供者;先前准确性

摘要： 作为社会学习的个体,幼儿从3岁起就能根据信息提供者先前准确性的差异对其可信程度进行评估。通过对以往研究效应量的整理分析发现,随年龄增长,幼儿对高先前准确性信息提供者的信任程度表现出增长趋势(3岁幼儿选择的效应量中值为d询问=0. 60,d赞同=0. 61; 4岁幼儿的效应量中值为d询问=0. 80,d赞同=0. 96)。在运用先前准确性进行评估时,幼儿主要关注信息提供者是否犯错,灵活使用"整体印象"和"特质推测"两种认知策略对其未来行为进行推测。幼儿能够根据自身对材料的感知对信息提供者的可信程度进行动态调整,其心理理论发展水平和执行功能限制了他们的选择信任,而信息提供者同时具有的社会性因素对幼儿的选择也具有干扰作用(幼儿信任准确的信息提供者的效应量中值为d询问=-0. 03,d赞同=-0. 17)。未来研究可以改进实验范式,进一步探查先前准确性对幼儿选择性信任的影响,拓展信息提供者的呈现方式和其它多重特征,关注不同类别的信息提供者。

语种： 中文

作者： Wang, Fuxing*;Tong, Yu;Danovitch, Judith

期刊： Cognitive Development,2019年50:248-260 ISSN：0885-2014

通讯作者： Wang, Fuxing

作者机构： [Wang, Fuxing; Tong, Yu] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;[Danovitch, Judith] Univ Louisville, Dept Psychol & Brain Sci, Louisville, KY 40292 USA.;[Wang, Fuxing] Cent China Normal Univ, 152 Luoyu St,Tianjiabing Bldg 302, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Wang, Fuxing] C;Cent China Normal Univ, 152 Luoyu St,Tianjiabing Bldg 302, Wuhan 430079, Hubei, Peoples R China.

关键词： Epistemic trust;Informants;Internet;Peer;Teacher

摘要： In the cultural context of rapidly increasing internet access, two experiments examine how 5- to 8-year-old Chinese children and adults evaluate information from an unspecified internet source or a known human informant (a teacher or a peer). In Experiment 1, when evaluating statements from a variety of domains, adults regarded the internet and a teacher as more trustworthy than a peer. Younger children did not show differential endorsement of statements by any source, and older children endorsed statements attributed to a teacher over those from the internet. In Experiment 2, when the statements involved scientific and historical facts only, all age groups sought out and endorsed information from the internet or a teacher more often than from a peer, but only adults trusted the internet more than the teacher. These results demonstrate that children can reason about the reliability of informants across different categories and that their trust in information sources is contingent on the type of information being presented. © 2019 Elsevier Inc.

语种： 英文

作者： 朱迪恩·达诺维奇;王福兴(审读)

期刊： 父母必读,2019年(09):54-58 ISSN：1000-727X

作者机构： 1. 美国路易斯维尔大学;2. 华中师范大学心理学院

关键词： 动画形象;动画人物;动画片

摘要： <正>国内的一项调查显示,3岁以下的儿童触屏的主要内容是动画片,其次是电视台制作的低幼节目。而让孩子在日常生活中如数家珍、津津乐道的,则是动画片中那些他非常熟悉的动画形象。除了喜爱,你知道他们对孩子还有哪些影响吗?达诺维奇教授的经典研究是关于在电视或其他屏幕媒体中,孩子熟悉的动画形象是如何影响他的决策和学习的。这个时代,在我们常见的媒体中,包括电视、平板电脑、网络以及街边的路牌广告中,总能看

语种： 中文

作者： 高春颍;王福兴;陈佳雪

作者机构： 华中师范大学心理学院,武汉,430079

会议名称： 第二十二届全国心理学学术会议

会议时间： 2019-10-18

会议地点： 杭州

会议论文集名称： 第二十二届全国心理学学术会议论文集

关键词： 触屏;幼儿;学习;迁移;手势

摘要： 随着数字媒体的飞速发展,触屏设备在儿童的学习和生活中占据着愈加重要的作用,越来越多的研究者开始关注触屏媒体对幼儿学习所产生的影响。本研究通过两个实验探讨触屏媒体如何影响幼儿的学习效果。实验一以123名5-6岁（M=70.15 months, SD=4.41）幼儿为被试,采用2（学习媒体:触屏,观看）×3（测验媒体:iPad,实物教具,纸质）的两因素被试间前后测设计,将习得量（后测成绩减去前测成绩的差值）和习得率（后测成绩减去前测成绩的差值除以学习trial数）作为因变量指标,探讨相较于视频观看学习而言,基于触屏媒体的交互式学习能否促进幼儿的学习效果以及幼儿能否将触屏媒体上学习的知识迁移至不同的测验媒体中。实验中触屏组使用"交互式学习时钟"App教幼儿进行时钟学习,观看组使用"交互式学习时钟"App的录屏版本。结果发现,各组幼儿的后测成绩都高于前测成绩。且与视频观看学习相比,触屏学习组幼儿的学习效果更好,表现在触屏组幼儿的习得量和习得率显著高于观看组;且在与学习媒体相似的iPad测试组幼儿的测验成绩好于纸质测试组,实物教具测试组幼儿的测验成绩也好于纸质测试组。实验二以79名5-6岁（M=70.92 months, SD=4.80）幼儿为被试,采用单因素被试间实验设计（触屏组,有手势观看组,无手势观看组）探讨是手势的触觉操作还是手势作为注意引导线索促进了幼儿的学习。结果发现,触屏组和有手势观看组幼儿的学习效果均好于无手势观看组。研究结论认为:触屏媒体能够促进幼儿的学习,触屏学习比视频观看学习更能促进幼儿的学习效果,幼儿在与学习媒体相似的iPad测试媒体上的迁移效果更好。触屏学习中,手势是一个关键因素。

语种： 中文

作者： 周丽;王福兴;谢和平;陈佳雪;辛亮;...

期刊： 心理发展与教育,2019年35(6):697-709 ISSN：1001-4918

作者机构： [周丽; 王福兴; 谢和平; 陈佳雪; 辛亮; 赵庆柏] 华中师范大学.心理学院

关键词： 多媒体学习;情绪诱发;元分析;调节效应;积极情绪

摘要： 在多媒体学习中,越来越多的研究者开始探究通过教学设计诱发的积极情绪能否达到增进教学效果、促进学习的目的。但诱发的积极情绪究竟能否影响学习者的学习效果和主观感受,以往实证研究的结果仍存在争议。本研究采用元分析技术,探讨多媒体学习背景下诱发的情绪对学习者学习效果和主观感受的影响。研究共纳入文献21篇,在积极情绪、保持成绩、迁移成绩上分别生成了24个(2454人)、28个(2658人)和27个(2447人)独立效应量。结果发现:相对中性情绪组,积极情绪组的确表现出更高的积极情绪(d=0. 64),学习者的保持成绩(d=0. 25)、迁移成绩(d=0. 30)、心理努力(d=0. 21)和学习满意度(d=0. 42)也更高;诱发的情绪对多媒体学习的影响效果在一定程度上受积极情绪诱导方式、外诱材料类型、呈现步调、学习材料时长的调节。

语种： 中文

作者： 王燕青;王福兴;谢和平;陈佳雪;李文静;...

期刊： 心理科学进展,2019年27(4):623-635 ISSN：1671-3710

作者机构： [王燕青; 王福兴; 谢和平; 陈佳雪; 李文静; 胡祥恩] 华中师范大学.心理学院

关键词： 自我生成绘图;绘图建构生成理论;多媒体学习认知理论;认知负荷理论;多媒体学习

摘要： 自我生成绘图是指学生使用可视化的学习方法绘制一幅能反映每一段文字中重要观点的图画,通过图文结合的方式来促进学习的一种策略。综述以往研究发现,先前研究通过操纵文本、动画等学习材料来考察自我生成绘图在学习中的作用,发现自我生成绘图的效果并不稳健:一方面它可以通过提高学生的认知和元认知能力、激发积极的情感状态而提高学习效果,得到了绘图建构生成理论和多媒体学习认知理论的支持;另一方面也可以通过增加认知负荷而阻碍学习,得到了认知负荷理论的支持。整体而言,自我生成绘图策略还是有利于学习的,已有研究在学习效果上的效应量中值为d_(保持) = 0.13, d_(理解) = 0.46, d_(迁移) = 0.38。未来的研究仍需要关注自我生成绘图策略的材料操纵、效果评定以及潜在变量等等。

语种： 中文

作者： Li, Wenjing;Wang, Fuxing*;Mayer, Richard E.;Liu, Huashan

期刊： Journal of Educational Psychology,2019年111(8):1382-1395 ISSN：0022-0663

通讯作者： Wang, Fuxing

作者机构： [Liu, Huashan; Li, Wenjing; Wang, Fuxing] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA.

通讯机构： [Wang, Fuxing] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.

关键词： Deictic gestures;Gesture;Multimedia learning;Pedagogical agents;Pointing

摘要： Previous studies have shown that students learn better from an online lesson when a gesturing pedagogical agent is added (Mayer & DaPra, 2012; Wang, Li, Mayer, & Liu, 2018). The goal of this study is to pinpoint which aspect of a gesturing pedagogical agent causes an improvement in learning from an online lesson. College students learned about neural transmission in an online multimedia lesson that included a pedagogical agent who displayed specific pointing gestures (i.e., pointing to the specific component in the diagram being mentioned in the narration), general pointing gestures (i.e., pointing in the general direction of the diagram), nonpointing gestures (moving hands as beats, moving an arm up or down, or crossing two hands), or no gestures. An analysis of students' eye movements during learning showed that students in the specific-pointing group paid more attention to task-related elements than did students in the other groups (as indicated by fixation time and fixation count on the target area of interest). Students in the specific-pointing group also performed better than the other groups on retention and transfer tests administered immediately after the lesson and after a 1-week delay. The results show that an active ingredient in effective pedagogical agents is the use of specific pointing gestures. This work helps clarify the embodiment principle and image principle by isolating specific pointing (or deictic gestures) as a key feature that makes gesturing effective in multimedia lessons. © 2019 American Psychological Association.

语种： 英文

作者： Xie, Heping;Mayer, Richard E.;Wang, Fuxing*;Zhou, Zongkui*

期刊： Journal of Educational Psychology,2019年111(2):235-255 ISSN：0022-0663

通讯作者： Wang, Fuxing;Zhou, Zongkui

作者机构： [Wang, Fuxing; Zhou, Zongkui; Xie, Heping] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA.;[Wang, FX; Zhou, Zongkui] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Wang, FX; Zhou, ZK] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.

关键词： Cueing;Eye-tracking;Highlighting;Multimedia learning;Signaling

摘要： Providing single-modality cueing (either visual cueing or auditory cueing) in multimedia lessons does not consistently improve learning outcomes. In 3 eye-tracking experiments, some students learned an onscreen lesson with an oral explanation of graphics and then took a posttest on the material (no cues group). Across all 3 experiments, students spent more time attending to the relevant portion of the graphic and performed better on posttests if coordinated cues were added to the lesson (coordinated dual cues group), in which key elements were spoken with deeper intonation (auditory cue) at the same time the element turned red in the graphic (visual cue). Presenting coordinated visual and auditory cues also resulted in better posttest performance than presenting only a visual cue (visual-only cues group) or auditory cue alone (auditory-only cues group) in Experiment 1, or presenting visual and auditory cues that were unmatched (mismatched dual cues group) in Experiment 2 or unsynchronized (visualbefore- auditory cues group and visual-after-auditory cues group) in Experiment 3. These findings extend and sharpen the signaling principle concerning how best to highlight instructional material in multimedia learning, using coordinated auditory and visual cues. © 2018 American Psychological Association.

语种： 英文

作者： 郝艳斌;王福兴;谢和平;安婧;王玉鑫;...

期刊： 心理科学进展,2018年26(1):26-41 ISSN：1671-3710

作者机构： [郝艳斌; 王福兴; 谢和平; 安婧; 王玉鑫; 刘华山] 华中师范大学心理学院, 湖北省人的发展与心理健康重点实验室, 武汉, 430079

关键词： 自闭症谱系障碍者;眼动;面孔加工;元分析;眼睛

摘要： 以往研究将回避眼睛作为自闭症谱系障碍的评估标准之一,但是一些眼动研究发现:自闭症谱系障碍者也回避注视嘴部。那么回避嘴部是否同样可以作为评估标准?本研究运用元分析,分别将面孔核心区域中眼睛和嘴部的注视时间作为结果变量,探讨自闭症谱系障碍者面孔加工的注视特点。通过文献检索和筛查,共有27篇眼动文献被纳入最终的元分析,其中眼睛注视时间生成43个独立效应量(1343人),在嘴部注视时间生成36个独立效应量(1112人)。结果发现,自闭症谱系障碍组对眼睛的注视时间显著少于普通被试组(d = –0.75),但是两组在嘴部注视时间上没有显著差异(d = –0.29)。调节效应检验发现:年龄(d_(儿童) = –0.89, d_(成人) = –0.04)、面孔方向(d_(正立) = –0.79, d_(倒置) = 0.31)会影响被试对眼睛的注视时间;年龄(d_(儿童) = 0.40, d_(成人) = –0.56)、言语智商(d_(匹配) = 0.63, d_(不匹配) = –0.62)和非言语智商的匹配性(d_(匹配) = 0.27, d_(不匹配) = –0.51)、自闭症的严重程度(d_(高功能) = 0.43, d_(中低功能) = –0.65)和任务方式(d_(自由浏览) = –0.48, d_(辨别任务) = 0.90)则会影响被试对嘴部的注视时间。元分析结果表明嘴部注视不能作为区分自闭症谱系障碍者的指标。

语种： 中文

作者： 段朝辉;洪建中;王福兴

期刊： 图书情报工作,2018年62(12):65-71 ISSN：0252-3116

作者机构： [段朝辉; 洪建中; 王福兴] 华中师范大学.心理学院

关键词： 纸质阅读;电子阅读;阅读媒介;认知地图;理解迁移

摘要： [目的/意义]为更好地传播知识,提升阅读效果,研究针对电子阅读与纸质阅读的效果差异,以实验的形式探究影响媒介阅读效果的作用机制。[方法/过程]通过实验,比较学习者在高背景信息水平的纸质阅读（P-book）条件、中等背景信息水平的iReader电子阅读条件和低背景信息水平的Word电子阅读条件下的不同阅读效果。[结果/结论]结果发现:P-book条件下,学习者在迁移测验、认知负荷、阅读速度、视角疲劳程度上的表现都要显著好于Word条件,在迁移测验上也显著好于iReader组。iReader组在阅读速度和认知负荷上显著好于Word组。得出结论:阅读效果同时受阅读媒介和阅读环境中的背景信息标记的影响。纸质阅读环境中的背景信息标记,能够缓解视觉疲劳,降低认知负荷,提高阅读阅读速度;但是阅读效果中的知识理解却更容易受阅读媒介的影响,纸质媒体更利用于知识的理解。

语种： 中文

作者： 熊俊梅;辛亮;高苗苗;王福兴;周丽;...

期刊： 心理科学,2018年41(5):1124-1129 ISSN：1671-6981

作者机构： 华中师范大学.心理学院青少年网络心理与行为教育部重点实验室;[熊俊梅; 辛亮; 高苗苗; 王福兴; 周丽; 龚少英] 青少年网络心理与行为教育部重点实验室, 青少年网络心理与行为教育部重点实验室, 武汉, 430079 华中师范大学心理学院, 武汉, 430079

关键词： 多媒体学习;视觉情绪设计;听觉情绪设计;积极情绪;认知负荷;学习效果

摘要： 以大学生为被试,特异性免疫工作原理为材料,通过实验法研究视觉和听觉情绪设计对多媒体学习的影响。实验1发现视觉情绪设计诱发了学习者的积极情绪,提高了保持成绩。实验2发现听觉情绪设计可以诱发学习者的积极情绪,提高相关认知负荷、保持和迁移成绩。研究表明视觉和听觉情绪设计都能显著提高多媒体学习效果。听觉情绪设计的发现突破了已有研究仅从视觉角度优化学习材料的方式,拓展了多媒体学习情绪设计的内涵。

语种： 中文

作者： Wang, Fuxing*;Li, Wenjing;Mayer, Richard E.;Liu, Huashan*

期刊： Journal of Educational Psychology,2018年110(2):250-268 ISSN：0022-0663

通讯作者： Wang, Fuxing;Liu, Huashan

作者机构： [Liu, Huashan; Li, Wenjing; Wang, Fuxing] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Minist Educ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Mayer, Richard E.; Wang, Fuxing] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA.;[Wang, FX; Liu, HS] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.

通讯机构： [Wang, FX; Liu, HS] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.

关键词： Embodiment;Gesture;Multimedia learning;Pedagogical agents;Signaling

摘要： The goal of the present study is to determine how to incorporate social cues such as gesturing in animated pedagogical agents (PAs) for online multimedia lessons in ways that promote student learning. In 3 experiments, college students learned about synaptic transmission from a multimedia narrated presentation while their eye movements were tracked and subsequently took learning outcome tests. In Experiments 1 and 2, students who had a gesturing PA added to the screen performed significantly better on learning outcome tests of transfer (ds = 0.77 and 0.80) and retention (ds = 1.16 and 1.00) and spent more time attending to target material based on eye-tracking measures including fixation time (ds = 1.53 and 2.27) and number of fixations (ds = 1.54 and 1.70). In Experiments 2 and 3, students who learned with a gesturing PA outperformed those who learned with a static PA on transfer (ds = 0.72 and 1.02), retention (ds = 0.96 and 0.93), fixation time (ds = 2.07 and 1.82), and number of fixations (ds = 1.64 and 2.99). In Experiment 2, adding a static PA to the screen did not improve performance. In Experiment 3, adding signaling such as color coding did not improve performance for students who received a gesturing PA. Results support the embodiment principle that people learn better from onscreen multimedia lessons when a gesturing PA is added to the screen, and social agency theory, which posits that social cues can prime learners to process the material more actively and develop better learning outcomes. © 2017 American Psychological Association.

语种： 英文