研究采用眼动追踪技术,操作无关背景音类型和应用题难度,考察其对小学五年级儿童应用题解答过程的影响。结果显示：（1）与安静背景相比,有意义言语对解题速度和晚期问题解决过程产生干扰,证明数学应用题中的无关背景音效应;（2）有意义比无意义言语产生更大干扰效应,验证了语义成分是造成干扰的主要因素;（3）白噪音促进儿童早晚期解题效率,且对困难题目的促进作用更大。本研究对完善小学数学的教与学具有一定的指导意义。
Abstract
Mathematical word problems consist of problem representation and the problem solving. It combines with a variety of cognitive processing, such as reading, memory, deduction, integration, problem-solving and so on. Primary school students are easily disturbed by the surrounding things, in which one of main factors is the background sound from the external environment. A large body of research has consistently shown that irrelevant background sounds have seriously interference influence on short-term memory and reading processing (Murphy et al., 2018; Sörqvist, 2010; Yan et al., 2018), namely irrelevant speech effect (ISE). Some of them have indicated that the semantic information in ISE disrupts cognitive processing, while appropriate white noise may facilitate people's relative processing to some extent. However, whether background sounds may influence mathematical word problems for primary school students is still unclear.
Thus, the present study manipulated both the types of background sounds (meaningful speech, meaningless speech, white noise and silence condition) and the difficulty level of word problems (difficult vs. simple). Specifically, the material of meaningful speech is an article extracted from bilingual reading material, which is read by a female college student in Chinese. Meaningless speech is the recording of the same female student reading the same article in Uighur, and the noise material is a 20 minute white noise. Quiet material is a recording in a quiet laboratory. 24 pair of difficult and simple word problems were created according to Mathematics textbook for fourth grade students, in which the simple question only needs one-step calculating while the difficult needs two-step calculating, and there is only one word difference between difficult and simple word question. Moreover, eye tracking technique was used to investigate the real-time ISE in different stages of word problem solving. 35 fifth-grade students were recruited as participants and their eye movements were recording during word problem solving.
The results showed that: (1) The mathematical word problems were disturbed by irrelevant background sound. Compared with the performances in quiet conditions, meaningful speech increased the processing difficulty of word problems, and interfered with the overall problem-solving speed and the late stage of problem-solving. (2) By further comparison with meaningless speech, it is proved that the semantic component in the speech background sound is the main factor accounting for interference. (3) The present study also found that white noise promoted the word problem solving to some extent, which was adjusted by the difficulty of the problem. It mainly facilitates the cognitive processing efficiency when solving difficult problems. In conclusion, the present findings contribute to further understanding the mechanism of ISE and have certain practical value to the teaching and learning of mathematics in primary school.
关键词
无关背景音效应 /
数学应用题 /
小学生 /
眼动
Key words
irrelevant speech effect /
mathematical word problems /
primary school students /
eye-tracking
{{custom_sec.title}}
{{custom_sec.title}}
{{custom_sec.content}}
参考文献
[1] 冯虹, 岳宝霞. (2013). 题目难度和冗余信息对解题影响的眼动研究——以代数应用题为例. 天津师范大学学报(社会科学版), 4, 73-76.
[2] 耿晓琴. (2016). 小学生数学应用题卡四年级(上). 中国少年儿童出版社..
[3] 何立媛, 黄有玉, 王梦轩, 孟珠, 闫国利. (2015). 不同背景音对中文篇章阅读影响的眼动研究. 心理科学, 38(6), 1290-1295.
[4] 卢江, 杨刚. (2014). 数学四年级上册. 人民教育出版社..
[5] 孟珠, 闫国利. (2018). 阅读任务中无关言语效应的作用机制: 干扰基于内容还是过程? 心理科学进展, 26(2), 262-269.
[6] 王梦轩, 王璐, 黄有玉, 闫国利. (2015). 电视剧对话对小学五年级学生解应用题影响的眼动研究. 天津师范大学学报(基础教育版), 16(2), 22-26.
[7] 闫国利, 孟珠. (2018). 无关言语对阅读的干扰基于内容还是过程?——来自眼动研究的证据. 心理科学, 41(1), 2-7.
[8] 臧传丽, 张慢慢, 郭晓峰, 刘娟, 闫国利, 白学军. (2012). 中文词汇加工的若干效应: 基于眼动研究的证据. 心理科学进展, 20(9), 1382-1392.
[9] 张承义. (2017). 小学数学应用题教学的现状及解题策略. 中国教育学刊, (增刊), 148-150.
[10] Bai X. J., Yan G. L., Liversedge S. P., Zang C. L., & Rayner K. (2008). Reading spaced and unspaced Chinese text: Evidence from eye movements. Journal of Experimental Psychology: Human Perception and Performance, 34(5), 1277-1287.
[11] Ball L. J., Threadgold E., Solowiej A., & Marsh J. E. (2018). Can intrinsic and extrinsic metacognitive cues shield against distraction in problem solving? Journal of Cognition, 1(1), Article 15.
[12] Banbury, S., & Berry, D. C. (1997). Habituation and dishabituation to speech and office noise. Journal of Experimental Psychology: Applied, 3(3), 181-195.
[13] Bates D., Mäechler M., & Bolker B. (2012). lme4: Linear mixed-effects models using S4 classes. R Package Version 0.999375-42.
[14] Bauch E. M., Rausch V. H., & Bunzeck N. (2014). Pain anticipation recruits the mesolimbic system and differentially modulates subsequent recognition memory. Human Brain Mapping, 35(9), 4594-4606.
[15] Daniel, R. C., & Embretson, S. E. (2010). Designing cognitive complexity in mathematical problem-solving items. Applied Psychological Measurement, 34(5), 348-364.
[16] Hyönä, J., & Ekholm, M. (2016). Background speech effects on sentence processing during reading: An eye movement study. PLoS ONE, 11(3), Article e0152133.
[17] Johansson, C. R. (1983). Effects of low intensity, continuous and intermittent noise on mental performance and writing pressure of children with different intelligence and personality characteristics. Ergonomics, 26(3), 275-288.
[18] Jones D. M., Miles C., & Page J. (1990). Disruption of proofreading by irrelevant speech: Effects of attention, arousal or memory? Applied Cognitive Psychology, 4(2), 89-108.
[19] Kujala, T., & Brattico, E. (2009). Detrimental noise effects on brain's speech functions. Biological Psychology, 81(3), 135-143.
[20] Ljung R., Sörqvist P., & Hygge S. (2009). Effects of road traffic noise and irrelevant speech on children' s reading and mathematical performance. Noise and Health, 11(45), Article 194.
[21] Marsh J. E., Hughes R. W., & Jones D. M. (2008). Auditory distraction in semantic memory: A process-based approach. Journal of Memory and Language, 58(3), 682-700.
[22] Marsh J. E., Hughes R. W., & Jones D. M. (2009). Interference by process, not content, determines semantic auditory distraction. Cognition, 110(1), 23-38.
[23] Martin R. C., Wogalter M. S., & Forlano J. G. (1988). Reading comprehension in the presence of unattended speech and music. Journal of Memory and Language, 27(4), 382-398.
[24] Mayer, R. E. (1992). Thinking, problem solving, cognition. Freeman.
[25] Meng Z., Lan Z. B., Yan G. L., Marsh J. E., & Liversedge S. P. (2020). Task demands modulate the effects of speech on text processing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(10), 1892-1905.
[26] Moss F., Ward L. M., & Sannita W. G. (2004). Stochastic resonance and sensory information processing: A tutorial and review of application. Clinical Neurophysiology, 115(2), 267-281.
[27] Murphy D. R., Bailey H., Pearson M., & Albert G. (2018). The irrelevant speech effect among younger and older adults: The influence of background noises on reading comprehension. Experimental Aging Research, 44(2), 162-178.
[28] Oswald C. J. P., Tremblay S., & Jones D. M. (2000). Disruption of comprehension by the meaning of irrelevant sound. Memory, 8(5), 345-350.
[29] Perham, N., & Vizard, J. (2011). Can preference for background music mediate the irrelevant sound effect? Applied Cognitive Psychology, 25(4), 625-631.
[30] R Core Team. (2014). R: A language and environment for statistical computing. R foundation for statistical computing.
[31] Röer J. P., Körner U., Buchner A., & Bell R. (2017). Semantic priming by irrelevant speech. Psychonomic Bulletin and Review, 24(4), 1205-1210.
[32] Salamé, P., & Baddeley, A. (1982). Disruption of short-term memory by unattended speech: Implications for the structure of working memory. Journal of Verbal Learning and Verbal Behavior, 21(2), 150-164.
[33] Salamé, P., & Baddeley, A. (1989). Effects of background music on phonological short-term memory. The Quarterly Journal of Experimental Psychology Section A, 41(1), 107-122.
[34] Sörqvist, P. (2010). Effects of aircraft noise and speech on prose memory: What role for working memory capacity? Journal of Environmental Psychology, 30(1), 112-118.
[35] Swanson, H. L., & Beebe-Frankenberger, M. (2004). The relationship between working memory and mathematical problem solving in children at risk and not at risk for serious math difficulties. Journal of Educational Psychology, 96(3), 471-491.
[36] Tremblay S., Nicholls A. P., Alford D., & Jones D. M. (2000). The irrelevant sound effect: Does speech play a special role? Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(6), 1750-1754.
[37] Vasilev M. R., Kirkby J. A., & Angele B. (2018). Auditory distraction during reading: A Bayesian meta-analysis of a continuing controversy. Perspectives on Psychological Science, 13(5), 567-597.
[38] Vasilev M. R., Liversedge S. P., Rowan D., Kirkby J. A., & Angele B. (2019). Reading is disrupted by intelligible background speech: Evidence from eye-tracking. Journal of Experimental Psychology: Human Perception and Performance, 45(11), 1484-1512.
[39] Venetjoki N., Kaarlela-Tuomaala A., Keskinen E., & Hongisto V. (2006). The effect of speech and speech intelligibility on task performance. Ergonomics, 49(11), 1068-1091.
[40] Yan G. L., Meng Z., Liu N. N., He L. Y., & Paterson K. B. (2018). Effects of irrelevant background speech on eye movements during reading. The Quarterly Journal of Experimental Psychology, 71(6), 1270-1275.
基金
*本研究得到教育部人文社科重点研究基地重大项目（22JJD190012）的资助
PDF(1345 KB)
