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作 者:马玉[1,2] 张学民[1,3] 张盈利[1,4] 魏柳青
机构地区:[1]北京师范大学心理学院,北京100875 [2]宁夏工商职业技术学院思想政治教学部,银川750021 [3]北京师范大学认知神经科学与学习国家重点实验室,北京100875 [4]珠海市卫生学校,珠海519020 [5]河南省体育科学研究所,郑州450044
出 处:《心理发展与教育》2013年第6期571-577,共7页Psychological Development and Education
基 金:国家自然科学基金项目"多目标视觉追踪中注意分配的认知神经机制研究"(31271083);国家重点基础研究计划(973项目)(2011CB711000)
摘 要:为了考察中低功能自闭症儿童在动态条件下的多目标注意加工特点,研究采用多目标追踪实验范式,具体追踪任务采用多目标随机运动和碰撞反弹算法。实验设计为两因素混合设计,组间变量为年龄和性别匹配的中低功能自闭症和正常儿童组,组内变量为追踪目标数量(分别为1、2、3、4个目标),因变量为被试在多目标追踪任务中的追踪正确率和追踪容量。结果发现:(1)中低功能自闭症儿童在目标数量为1到目标数量为4时的正确率均明显低于正常儿童,且标准差变异较大,中低功能自闭症儿童的多目标的持续追踪能力和稳定性存在一定的缺陷;(2)当目标数量为1时,正常组儿童与中低功能自闭症儿童的追踪容量差异不显著;目标为2、3、4时,两组追踪容量差异均显著。不同目标数量情况下中低功能自闭症儿童平均的注意容量为0.83~1.24个(平均容量约为1个)明显低于正常儿童的0.95~3.72个(最大容量接近4个)。中低功能自闭症儿童在多目标追踪上表现为单焦点注意加工的特点,存在一定程度的注意转移缺陷。The present study was intended to investigate the visual attention processing characteristics of children with autism using dynamic visual tracking task. In present study, the typical multiple objects tracking paradigm was adopted ,both age and gender matched mid-low Functioning autistic children and normal control group children participated in the same tracking tasko There were eight objects in the tracking task,which one, two, three, or four objects were targets and the others were non targets (distractors), the multiple objects tracking accuracy was recorded, and tracking capacity was calculated. The results showed that: (1) Tracking accuracy of autism was significantly lower than the normal control group children from one target to four targets conditions, which indicated autism group had low performance on tracking stability and persistence; (2) when the target number was one, there was no significant difference on the tracking capacity between normal control group children and autistic children; when the number of targets were two, three, and four, the tracking capacity of normal group of children were high than the autistic children significantly. This indicated that autism group was one focus attentional tracking mode and low performance on attentional shift.
分 类 号:B844.1[哲学宗教—发展与教育心理学]
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