注意引导和认知加工:眼动榜样样例的教学作用  

Attention guidance and cognitive processing: The educational effects of eye movement modeling examples

作　　者：谢和平[1] 彭霁 周宗奎[1] XIE Heping;PENG Ji;ZHOU Zongkui(Key Laboratory of Adolescent Cyberpsychology and Behavior（CCNU）,Ministry of Educatio;School of Psychology,Central China Normal University,Wuhan 430079,Chin)

机构地区：[1]青少年网络心理与行为教育部重点实验室华中师范大学心理学院,武汉430079

出　　处：《心理科学进展》2018年第8期1404-1416,共13页Advances in Psychological Science

基　　金：国家社科基金重大项目(11&ZD151);华中师范大学中央高校基本科研业务费重大培育项目(CCNU14Z02004)资助

摘　　要：认知如何影响眼动一直以来得到研究者高度重视,而近年来研究者开始通过眼动榜样样例反过来直接考察眼动如何影响认知。作为一种新颖的教学样例,眼动榜样样例能够有效引导注意,即促进信息的选择、组织和整合加工,并提高眼动轨迹一致性,但并没有稳定地促进教学效果。研究者从信息缩减假说、多媒体学习认知理论、认知学徒制理论等视角进行了积极的理论预期和解释。未来研究需从边界条件、作用机制、眼动轨迹预训练、专长发展、合作学习及神经基础等角度进一步考察眼动榜样样例的教学作用。For the past decades, researchers have paid much attention to exploring how cognitive processes influence eye movements. Recently, they have begun to directly look into the reciprocal relationship and test how eye movements might influence cognitive processes by using eye movement modeling examples（EMME）. As a new kind of teaching examples, EMME proved to be effective to guide visual attention. It could facilitate the selection, organization, and integration of information, as well as improve the scanpath similarity. However, research examining the effects of EMME on learning performance reported mixed results. The information-reduction hypothesis, cognitive theory of multimedia learning, and cognitive apprenticeship have been used as theoretical foundations for predicting or explaining the positive effects of EMME. Future studies are highly needed to explore the effects of EMME from the perspectives of boundary conditions, functional mechanism, eye-movement pre-training, expertise development, cooperative learning, and the neural basis.

关 键 词：眼动榜样样例 注意引导 认知加工 教学 

分 类 号：B849[哲学宗教—应用心理学] G44[哲学宗教—心理学]