那会真实发生吗?儿童理解电视中虚幻事件的真实性
作者:
李卉;王福兴#Katherine Boguszewski;Angeline S.Lillard
作者机构:
天津师范大学心理与行为研究院;Department of Psychology,University of Virginia;华中师范大学心理学院
会议名称:
中国心理学会发展心理专业委员会第十三届学术年会
会议时间:
20150711
会议地点:
长春
会议论文集名称:
中国心理学会发展心理专业委员会第十三届学术年会论文集
关键词:
幼儿;认知发展;电视;虚幻;真实性判断
摘要:
虚幻事件是指违背物理法则的不可能事件。但是,有关儿童理解电视中虚幻事件真实性的研究却相对较少。本研究通过截取真实和虚幻事件的视频片段,旨在探讨幼儿对电视中真实-虚幻的理解。研究一中,54 名4~6 岁儿童和18 名成人收看卡通人物表演的10 个真实和10 个虚幻事件。研究二中,35 名 4 和6岁儿童以及18 名成人收看真人表演的10 个真实和10 个虚幻事件。收看结束后,要求被试判断在真实生活中是否见过这一事件,这一事件是否可能发生在真实生活中,并对自己的判断给予解释。结果表明,与6岁儿童和成人相比,4 岁儿童在真实生活中见过的真实事件显著少。然而,4 岁儿童在真实生活中见过由真人表演的虚幻事件要显著多于6 岁儿童和成人。与6 岁儿童和成人相比,4 岁儿童将真实事件判断为不可能,将真人扮演的虚幻事件判断为可能。与成人相比,儿童给予较少的事实性解释和较多地冗余性解释。但是,与成人相比,4 岁儿童对卡通人物表演的虚幻事件给予较多假设性解释。总体来说,本研究发现,年幼儿童怀疑电视中真实事件的真实性,倾向于将他们判断为不可能。
语种:
中文
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The role of epistemic and social characteristics in children’s selective trust: Three meta-analyses
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
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揭开屏幕动画形象对孩子影响的秘密
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
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触还是看? 触屏媒体对幼儿学习的影响
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
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Who do I believe? Children’s epistemic trust in internet, teacher, and peer informants
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
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信息提供者的先前准确性对幼儿选择性信任的影响
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
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一图抵千言:多媒体学习中的自我生成绘图策略
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
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积极的情绪能否促进多媒体学习?基于元分析的视角
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
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Getting the Point: Which Kinds of Gestures by Pedagogical Agents Improve Multimedia Learning?
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
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Coordinating visual and auditory cueing in multimedia learning
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
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不同媒介阅读效果差异的作用机制探究
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
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自闭症谱系障碍者的面孔加工特点——眼动研究的元分析
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
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视觉和听觉情绪设计对多媒体学习的影响
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
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威胁性刺激蛇的注意觉察:来自眼动的证据
作者:
王福兴;童钰;李文静;颜志强
作者机构:
[王福兴; 童钰; 李文静; 颜志强] 华中师范大学心理学院;[王福兴; 童钰; 李文静; 颜志强] 北京大学心理与认知科学学院
会议名称:
第二十一届全国心理学学术会议
会议时间:
2018-11-02
会议地点:
中国北京
关键词:
威胁性刺激;蛇;注意觉察;视觉搜索;眼动
摘要:
前人研究发现,即使是对威胁性刺激蛇没有任何相关经验的婴幼儿,也会在蛇-花视觉搜索任务中对蛇产生更快的觉察反应。本研究实验1选取4-6岁的幼儿和成人大学生为被试,通过改进刺激材料呈现,采用3×3刺激矩阵呈现的方式,同时利用眼动仪记录被试的视觉搜索过程,来探索威胁性刺激蛇作为目标物时是否被更快注意定向。结果发现,相对于目标物花,成人和幼儿对目标物蛇的首次注视到达时间更短,首次注视到目标物前的注视点个数
语种:
中文
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诱发的积极情绪会促进多媒体学习吗?
作者:
陈佳雪;谢和平;王福兴;周丽;李文静
期刊:
心理科学进展 ,2018年26(10):1818-1830 ISSN:1671-3710
作者机构:
[陈佳雪; 谢和平; 王福兴; 周丽; 李文静] 华中师范大学心理学院, 武汉, 430079
关键词:
积极情绪;多媒体学习;多媒体学习认知情感理论;认知负荷理论
摘要:
近来,教育心理学领域开始关注情绪因素对多媒体学习的影响,其中诱发情绪逐渐成为研究者关注的指导设计形式。已有研究主要通过外部情绪诱发和内部情绪设计来考察诱发的积极情绪在学习过程中的作用,并发现外部情绪诱发和内部情绪设计能够成功诱发积极情绪,但由于情绪诱发方式的多样性和多媒体学习过程的复杂性,诱发的积极情绪对学习效果的促进作用比较微弱。综述发现, 7项涉及外部情绪诱发的实验在学习结果上产生的效应量中值分别为d_(保持)= –0.25, d_(理解)= 0.04, d_(迁移)= 0.30; 14项涉及内部情绪设计的实验在学习结果上产生的效应量中值分别为d_(保持)= 0.27, d_(理解)= 0.36, d_(迁移)= 0.29。诱发的情绪对学习过程的主观体验影响很小。多媒体学习认知情感理论认为诱发的积极情绪会通过动机的中介作用进而促进学习;相反,认知负荷理论认为诱发的积极情绪会增加学习者的外在认知负荷从而阻碍学习。未来研究仍需关注情绪的操纵方法、效果评定以及潜在调节变量的作用等。
语种:
中文
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Animated pedagogical agents as aids in multimedia learning: Effects on eye-fixations during learning and learning outcomes
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
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多媒体学习中教学代理有利于学习吗?-一项元分析研究
作者:
王福兴;李文静;谢和平;刘华山
期刊:
心理科学进展 ,2017年25(1):12-28 ISSN:1671-3710
作者机构:
[王福兴; 李文静; 谢和平; 刘华山] 华中师范大学心理学院, 武汉, 430079
关键词:
多媒体学习;教学代理;元分析;调节变量
摘要:
教学代理(Pedagogical Agent)是指为了促进学习者的学习而在计算机屏幕上呈现的人物形象,主要包括内部特征和外部特征。对相关理论进行梳理发现,教学代理能否促进学习存在争论:拟人效应、社会存在感理论和社会代理理论认为在多媒体环境中加入教学代理能促进学习,干扰理论则认为教学代理会阻碍学习。综述以往的实证研究发现,教学代理特征(代理类型、语词讲解、声音类型、手势有无)、学习环境特征(学科性质、呈现步调)以及学习者特征(先前知识经验、被试群体)可能会影响教学代理的效果。通过元分析发现,对于不同的测量指标,教学代理的有效性不同:教学代理能显著提高保持测验(g = 0.19)、迁移测验(g = 0.39)和其他测验(g = 0.31)成绩,但对学习动机和学习兴趣的影响不显著。该结果支持了社会代理理论,社会存在理论有待验证。另外,元分析发现对于不同的测量指标,起调节作用的变量不同:用系统合成的声音讲解学习内容时,教学代理才能提高学习兴趣(g = 0.81);学习者为非成人时,教学代理才能提高保持测验成绩(g = 0.51);当教学代理伴随手势动作(g = 0.67),学习材料为科学知识(g = 0.46)时,教学代理能提高迁移测验成绩。未来研究需要关注:在多媒体环境中加入教学代理是否会吸引学习者的注意,干扰对核心内容的加工;教学代理能够促进学习的内在机制;教学代理的手势动作在多媒体学习环境中的作用。
语种:
中文
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动画速度对多媒体学习影响的眼动研究:经验的作用
作者:
钱莹莹;王福兴
作者机构:
华中师范大学心理学院
会议名称:
心理学与创新能力提升-第十六届全国心理学学术会议
会议时间:
2013-11-01
会议地点:
中国江苏南京
会议论文集名称:
心理学与创新能力提升-第十六届全国心理学学术会议论文集
关键词:
经验;速度;多媒体学习;眼动
语种:
中文
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Do young Chinese children gain anthropomorphism after exposure to personified touch-screen and board games?
作者:
Li, Hui;Hsueh, Yeh;Wang, Fuxing;Bai, Xuejun* ;Liu, Tao;...
期刊:
FRONTIERS IN PSYCHOLOGY ,2017年8(JAN):55 ISSN:1664-1078
通讯作者:
Bai, Xuejun
作者机构:
[Bai, Xuejun; Li, Hui] Tianjin Normal Univ, Acad Psychol & Behav, Tianjin, Peoples R China.;[Hsueh, Yeh] Univ Memphis, Coll Educ, Memphis, TN 38152 USA.;[Zhou, Li; Wang, Fuxing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Liu, Tao] Zhejiang Univ, Sch Management, Hangzhou, Zhejiang, Peoples R China.
通讯机构:
[Bai, Xuejun] T;Tianjin Normal Univ, Acad Psychol & Behav, Tianjin, Peoples R China.
关键词:
anthropomorphism;children;game;touch screen;transfer
摘要:
Research shows that preschoolers are likely to anthropomorphize not only animals, but also inanimate toy after being exposed to books that personify these objects. Can such an effect also arise through young children's use of touch-screen games? The present study is the first to examine whether playing a touch-screen personified train game affects young children's anthropomorphism of real trains. Seventy-nine 4- and 6-year-old children were randomly assigned to play either a touch-screen game or a board game of Thomas the Tank Engine for 10 min. They completed the Individual Differences in Anthropomorphism Questionnaire-Child Form (IDAQ-CF) (two subscales: Technology/Inanimate Nature, Animate Nature) and an additional four items about the anthropomorphism of real trains, before (T1) and after (T2) the game. Overall results showed that children manifested a small but statistically significant increase in anthropomorphizing of real trains after their exposure to both games, claiming that real trains were like humans. Interestingly, 4-year-old children in the board game group tended to anthropomorphize real trains more than those in the touch-screen group, whereas the reverse was true for the 6-year-old children. The results suggest that touch-screen games may delay the decline of children's anthropomorphism during the cognitive and socio-emotional transition that occurs in children aged 5-7. These findings have implications for future research on how touch-screen games increase children's anthropomorphism of the real world, and more generally, for evaluation of the influence of the growing use of touch-screen games on young children's learning. © 2017 Li, Hsueh, Wang, Bai, Liu and Zhou.
语种:
英文
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电影观看过程中字幕偏好性的眼动研究-声音的影响作用
作者:
王福兴;周宗奎
作者机构:
华中师范大学心理学院
会议名称:
科技引领产业、支撑跨越发展-第六届湖北科技论坛
会议时间:
2011-11-16
会议地点:
中国湖北武汉
会议论文集名称:
科技引领产业、支撑跨越发展-第六届湖北科技论坛论文集萃
关键词:
字幕偏好性;眼动;声音
语种:
中文
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