追踪手势对视空间学习的增强作用

doi:10.3724/SP.J.1041.2022.01009

摘要/Abstract

摘要：

本研究采用地图学习任务范式考察了追踪手势对视空间学习的影响和增强, 并试图从追踪手势的角度寻找能够有效促进操作者视空间学习的方法。实验1探究了产生追踪手势对视空间学习的增强作用; 实验2采用遮挡范式考察了产生追踪手势增强视空间学习的作用机制, 发现产生追踪手势所提供的视觉信息和感觉运动信息共同作用于视空间学习过程; 实验3从具身认知的视角探索了基于追踪手势的视空间学习增强方式, 发现以自我为参照产生追踪手势可以更好地增强个体的视空间学习。本研究结果很好地支持并补充了手势的具身认知理论。

关键词: 产生追踪手势, 视空间学习, 表象维持理论, 手势的具身认知理论

Abstract:

Visuo-spatial ability is the main component of spatial cognitive ability, which forms the spatial model of external world in human brain and think in mind through the transformation of model paradigm. However, when there are few landmarks or reference objects in an unfamiliar environment, individuals with low visuo-spatial ability are often prone to get lost. So, for these individuals with low visuo-spatial ability, how to solve this problem is worth exploring. Previous researches have shown that gestures help individuals to learn. However, most studies focused on improving the ability of route learning by observing tracking gestures, while there were few studies exploring the effect of generating tracking gestures, and there was no research exploring the role of generating tracking gestures in route learning on 3D maps.
The route learning task was adopted as the main paradigm in the present study to explore the enhancing effect of generating tracking gestures in the route learning process of 3D map. A total of 53 participants were recruited in Experiment 1 to explore the improving effect of generating tracking gestures on visuo-spatial learning of 2D map and 3D map. In Experiment 2, another 49 participants were recruited to investigate the enhancing mechanism of generating tracking gestures in route learning using occlusion paradigm. Experiment 3 recruited another 53 participants to explore the methods of enhancement of visuo-spatial learning based on tracking gesture.
The results of Experiment 1 showed that generating tracking gestures significantly improve the performance of visuo-spatial learning in both 2D map and 3D map, and the enhancing effect of generating tracking gesture on route learning of 3D map was higher than that of 2D map. Experiment 2 revealed that visuo-spatial learning was enhanced by the visual information and sensorimotor information provided by tracking gestures. The results of Experiment 3 showed that the enhancing effect of generating self-referential tracking gestures was significantly higher than that of observing others' tracking gestures, and it also proved that enhancing physical presence can improve the effect of visuo-spatial learning.
In summary, these results suggest that (1)generating tracking gestures can enhance visuo-spatial learning; (2)visual information and sensorimotor information provided by tracking gestures play important roles in visuo-spatial learning, which confirms image maintenance theory and further complements the embodied embodied-external cognitive perspective of gesture; (3)increasing physical presence can enhance visuo-spatial learning, which validates the embodied-external cognitive perspective of gesture; (4)compared with observing other's tracking gestures, generating self-referential tracking gestures has a better performance, that is, generating self-referential tracking gestures is a more effective way to improve visuo-spatial learning.

Key words: generating tracking gesture, visuo-spatial learning, image maintenance theory, embodied-external cognitive perspective of gesture

中图分类号:

B842

贾筱倩, 宋晓蕾. (2022). 追踪手势对视空间学习的增强作用. 心理学报, 54(9), 1009-1020.

JIA Xiaoqian, SONG Xiaolei. (2022). The enhancing effect of tracking gesture on visuo-spatial learning. Acta Psychologica Sinica, 54(9), 1009-1020.

图/表 5

参考文献 39

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类型	定义
追踪手势	追踪手势也称为指示性手势(deictic gesture), 主要是指向某方向或某物体的手势, 可以用来表示事物的相对位置, 也可以是指向的动作, 与空间信息相关, 可以支持视觉空间处理(So et al., 2014; So et al., 2015)。
描述性手势	描述性手势也称为表象性手势(representational gestures), 主要通过提供某种视觉动作来描述某个具体对象。描述性手势提供了额外的信息, 能帮助处理更深层的意义或语境(Alibali & Nathan, 2012)。
隐喻性手势	隐喻性手势传达的是一种没有物理形式抽象的信息, 比如, “故事一直在继续”, 同时说话人的手模仿着滚动的动作。
节拍手势	节拍手势是一种具有节奏性的动作, 不包含明显的语义信息, 强调语音的韵律或节奏。例如, 在讲“书”一词的同时, 说话者的手也在快速移动。这种手势也被称为强调手势, 它具有元叙事功能, 反映了话语的结构。

类型	定义
追踪手势	追踪手势也称为指示性手势(deictic gesture), 主要是指向某方向或某物体的手势, 可以用来表示事物的相对位置, 也可以是指向的动作, 与空间信息相关, 可以支持视觉空间处理(So et al., 2014; So et al., 2015)。
描述性手势	描述性手势也称为表象性手势(representational gestures), 主要通过提供某种视觉动作来描述某个具体对象。描述性手势提供了额外的信息, 能帮助处理更深层的意义或语境(Alibali & Nathan, 2012)。
隐喻性手势	隐喻性手势传达的是一种没有物理形式抽象的信息, 比如, “故事一直在继续”, 同时说话人的手模仿着滚动的动作。
节拍手势	节拍手势是一种具有节奏性的动作, 不包含明显的语义信息, 强调语音的韵律或节奏。例如, 在讲“书”一词的同时, 说话者的手也在快速移动。这种手势也被称为强调手势, 它具有元叙事功能, 反映了话语的结构。