学习障碍初中生视觉搜索过程中的返回抑制
摘要
“返回抑制”是指在视觉搜索过程中通过注意发挥作用的一种抑制现象：当靶刺激出现在曾经线索化的位置时,对它做出反应的时间大于其出现在在未被线索化的位置时所需的反应时间。
本论文以“返回抑制”现象作为切入点,通过对比的视角,研究学习障碍初中生视觉搜索过程的注意特征和导致其注意缺陷的原因。论文在回顾前人关于返回抑制问题研究的基础之上,围绕“特征”与“机制”两个研究目标,设计了五个实验,其中实验一、实验二全面分析了学习障碍初中生返回抑制的时程、空间特征；实验三、实验四和实验五则是对返回抑制机制问题的探讨。
实验一对比了普通儿童与学习障碍儿童在检测任务和辨别任务中,不同SOA条件下返回抑制表现差异,结果发现学习障碍者在返回抑制的出现时间和持续时间方面都落后于普通被试,从而得出推论,学习障碍者在注意启动速度和保持时间方面存在缺陷。
实验二对比了普通儿童与学习障碍儿童在序列线索化条件下与同时线索化条件下返回抑制容量的差异,发现两种实验条件下后者的返回抑制容量均小于前者,可见学习障碍者的注意具有范围小、转移灵活度不够的特点。
实验三采用了动态范式,讨论返回抑制的产生基于空间还是基于客体,即返回抑制作用的参照系问题,结果发现尽管两类被试都可以表现出基于空间返回抑制,但学习障碍者基于客体的返回抑制反转为提示效应,而普通组基于客体的返回抑制效应大于基于空间的返回抑制效应,说明基于客体的注意在视觉搜索过程中占优势,学习障碍个体在视觉搜索过程中,注意对于客体信息分析存在困难。
实验四通过设置线索-靶刺激一致、不一致两种条件下,分离了知觉抑制和反应抑制过程,普通儿童表现出明显的反应抑制,说明在注意主要作用于反应抑制过程。对比而言,学习障碍儿童反应抑制不足,其注意不能够有效对抗无关干扰。
实验五要求被试在靶刺激不出现的情况下预判其出现在各个位置的可能性,其中一个位置曾经线索化。结果发现普通被试对于靶刺激可能出现位置的判断存在非线索化位置偏好,非线索位置存在易化现象。而学习障碍者表现出对线索化位置的明显偏好。由此可见,返回抑制存在抑制和易化两种成分,学习障碍者对非线索化位置敏感性偏低,易化作用不明显。
综上,学习障碍初中生在视觉搜索过程中,表现出注意启动速度慢,持续作用时间短,资源分配不足和转移灵活性不够的特征,导致问题的原因存在于三方面：视觉搜索过程采用线索单一、无关反应抑制不足以及非线索化位置易化作用不明显。
本研究结果丰富了对于返回抑制机制问题的认识,为揭示学习障碍者注意特征提供了实证性支持,丰富了研究特殊人群注意问题的方法,研究的理论成果可转化为注意缺陷的筛查工具和训练内容,服务于学习障碍及其他具有注意困难的个体。
This research is a comparison study, aimed to explore the special features and the causes of deficiency in the visual search process of learning disabled children by investigating IOR. Based on the previous researches, the author designed five experiments to explore the characteristics and mechanisms of IOR. Experiment1and experiment2analyzed the time course and capacity of IOR; Experiments, experiment4and experiments assessed the mechanisms of IOR.
Experiment1compared the performances of IOR time course between LD and normal children in detection and discrimination tasks. Results showed that the LD group took longer to activate IOR and terminated it earlier, as compared to the normal group. It suggested that LD group is impaired at attention activation and maintainance.
Experiment2explored the differences between LD and control group in successive and simultaneous IOR tasks. It was found that compared to normal children, the IOR capacity of LD children was smaller, implying that LD children have limited visual space and difficulties of shifting attention.
Experiment3used dynamic paradigm to discuss whether IOR coding is based on the cue locations or objects? It was found that both groups showed location-based IOR, but only normal children exhibited object-based IOR, which was even more dominant than the location-based one. The results implicated that for normal children, the object information coding is superior to location information coding, whereas LD children have difficulties in object information coding.
Experiment4investigated the differences between LD and control group in congruent and incongruent cue-target conditions which separated the perception and response inhibition. Normal children showed significant response inhibition, suggesting that the main effect of attention existed in the process of response. On the contrary, the attention processes of LD children were unable to inhibit irrelevant stimuli.
Experiments requested participants to predict which location the target would appear in a display containing eight possible ones on an imaginary circle, one of which was cued. The result showed that normal child had a bias to predict the position opposite to the cued one. But LD children preferred to the cued position. It implicated that the IOR has two independent components:inhibition and facilitation.
Above all, in the visual searching process, the attention of LD children started slower, lasted shorter and could not shift from one position to another flexibly. There were three reasons leading to these problems:the LD children could only use single cue, could not inhibit irrelevant response efficiently and fail to monitor the uncued positions.
The findings of this research enriched the knowledge of IOR mechanism and the research methods of studying the attention of special groups, explored the characteristics of LD children in attention processes. The results of this research can be used as the assessment and training materials for attention deficiency.
本论文以“返回抑制”现象作为切入点,通过对比的视角,研究学习障碍初中生视觉搜索过程的注意特征和导致其注意缺陷的原因。论文在回顾前人关于返回抑制问题研究的基础之上,围绕“特征”与“机制”两个研究目标,设计了五个实验,其中实验一、实验二全面分析了学习障碍初中生返回抑制的时程、空间特征；实验三、实验四和实验五则是对返回抑制机制问题的探讨。
实验一对比了普通儿童与学习障碍儿童在检测任务和辨别任务中,不同SOA条件下返回抑制表现差异,结果发现学习障碍者在返回抑制的出现时间和持续时间方面都落后于普通被试,从而得出推论,学习障碍者在注意启动速度和保持时间方面存在缺陷。
实验二对比了普通儿童与学习障碍儿童在序列线索化条件下与同时线索化条件下返回抑制容量的差异,发现两种实验条件下后者的返回抑制容量均小于前者,可见学习障碍者的注意具有范围小、转移灵活度不够的特点。
实验三采用了动态范式,讨论返回抑制的产生基于空间还是基于客体,即返回抑制作用的参照系问题,结果发现尽管两类被试都可以表现出基于空间返回抑制,但学习障碍者基于客体的返回抑制反转为提示效应,而普通组基于客体的返回抑制效应大于基于空间的返回抑制效应,说明基于客体的注意在视觉搜索过程中占优势,学习障碍个体在视觉搜索过程中,注意对于客体信息分析存在困难。
实验四通过设置线索-靶刺激一致、不一致两种条件下,分离了知觉抑制和反应抑制过程,普通儿童表现出明显的反应抑制,说明在注意主要作用于反应抑制过程。对比而言,学习障碍儿童反应抑制不足,其注意不能够有效对抗无关干扰。
实验五要求被试在靶刺激不出现的情况下预判其出现在各个位置的可能性,其中一个位置曾经线索化。结果发现普通被试对于靶刺激可能出现位置的判断存在非线索化位置偏好,非线索位置存在易化现象。而学习障碍者表现出对线索化位置的明显偏好。由此可见,返回抑制存在抑制和易化两种成分,学习障碍者对非线索化位置敏感性偏低,易化作用不明显。
综上,学习障碍初中生在视觉搜索过程中,表现出注意启动速度慢,持续作用时间短,资源分配不足和转移灵活性不够的特征,导致问题的原因存在于三方面：视觉搜索过程采用线索单一、无关反应抑制不足以及非线索化位置易化作用不明显。
本研究结果丰富了对于返回抑制机制问题的认识,为揭示学习障碍者注意特征提供了实证性支持,丰富了研究特殊人群注意问题的方法,研究的理论成果可转化为注意缺陷的筛查工具和训练内容,服务于学习障碍及其他具有注意困难的个体。
This research is a comparison study, aimed to explore the special features and the causes of deficiency in the visual search process of learning disabled children by investigating IOR. Based on the previous researches, the author designed five experiments to explore the characteristics and mechanisms of IOR. Experiment1and experiment2analyzed the time course and capacity of IOR; Experiments, experiment4and experiments assessed the mechanisms of IOR.
Experiment1compared the performances of IOR time course between LD and normal children in detection and discrimination tasks. Results showed that the LD group took longer to activate IOR and terminated it earlier, as compared to the normal group. It suggested that LD group is impaired at attention activation and maintainance.
Experiment2explored the differences between LD and control group in successive and simultaneous IOR tasks. It was found that compared to normal children, the IOR capacity of LD children was smaller, implying that LD children have limited visual space and difficulties of shifting attention.
Experiment3used dynamic paradigm to discuss whether IOR coding is based on the cue locations or objects? It was found that both groups showed location-based IOR, but only normal children exhibited object-based IOR, which was even more dominant than the location-based one. The results implicated that for normal children, the object information coding is superior to location information coding, whereas LD children have difficulties in object information coding.
Experiment4investigated the differences between LD and control group in congruent and incongruent cue-target conditions which separated the perception and response inhibition. Normal children showed significant response inhibition, suggesting that the main effect of attention existed in the process of response. On the contrary, the attention processes of LD children were unable to inhibit irrelevant stimuli.
Experiments requested participants to predict which location the target would appear in a display containing eight possible ones on an imaginary circle, one of which was cued. The result showed that normal child had a bias to predict the position opposite to the cued one. But LD children preferred to the cued position. It implicated that the IOR has two independent components:inhibition and facilitation.
Above all, in the visual searching process, the attention of LD children started slower, lasted shorter and could not shift from one position to another flexibly. There were three reasons leading to these problems:the LD children could only use single cue, could not inhibit irrelevant response efficiently and fail to monitor the uncued positions.
The findings of this research enriched the knowledge of IOR mechanism and the research methods of studying the attention of special groups, explored the characteristics of LD children in attention processes. The results of this research can be used as the assessment and training materials for attention deficiency.
引文
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