Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Aberrant eye gaze is one of important indicators for autism spectrum disorders (ASD) according to previous studies. Recent eye tracking studies yield inconsistent findings on whether ASD may pay less attention towards the mouth region compared with typical development (TD) participants. In this study, a meta-analysis is conducted with fixation durations on both eyes and mouth regions as dependent variables. Twenty-seven eligible ASD eye-tracking studies were included in the current study. As a result, 43 independent effect sizes containing 1,343 participants are computed in the eye-related meta-analysis, and 36 independent effect sizes containing 1,112 participants in the mouth-related meta-analysis are analyzed. The results revealed that individuals with ASD fixated significantly shorter on the eye region than the TD (d = −0.75). However, no significant difference was found on fixation duration of the mouth region between two groups (d = −0.29). The moderator analysis indicated that age (d children = −0.89, d adult = −0.04) and face inversion (d upright = −0.79, d inverted = 0.31) moderated eye-related fixation duration. In addition, age (d children = 0.40, d adult = −0.56), verbal IQ (d match = 0.63, d no match = −0.62), nonverbal IQ (d match = 0.27, d no match= −0.51), the severity of autism (d high function = 0.43, d low function = −0.65), and task types (d free view = −0.48, d discrimination task = 0.90) moderated the effect of experimental manipulation on the mouth-related fixation duration. These findings suggest that fixation duration on the eye region is a potential indicator of ASD but the mouth region may not be.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Recently, educational psychologists have paid much attention to the effect of emotional factors on multimedia learning, especially the induction of emotions which belongs to one of instructional designs. The effect of positive emotions in the learning process was mainly investigated through external mood induction and internal emotional design in previous studies which indicated that these two emotional induction methods both can induce positive emotions successfully. Nevertheless, the facilitation of positive emotions on multimedia learning performance had very small effect due to the diversity of the emotional induction method and the complexity of the multimedia learning process. In this article, results showed that the median effect sizes related to the effect of external mood induction on learning outcomes were dretention = -0.25, dcomprehension = 0.04, dtransfer = 0.30, respectively; the median effect sizes related to the effect of internal emotional design on learning outcomes were dretention = 0.27, dcomprehension = 0.36, dtransfer = 0.29, respectively. Induced emotions had little effect on subjective learning experience. According to cognitive affective theory of learning with media, the induction of positive emotions can improve learning through motivation. Cognitive load theory, however, predicts an opposite result of learning for the reason that the induction of positive emotions might bring about an increase of the learner’s extraneous cognitive load. Future studies should focus on the experimental manipulation and the effect evaluation of emotion itself, as well as the effect of the undiscovered moderator variables, etc.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Over the past few years, pupillometry is proliferation in psychological studies and eye tracking measurement. Pupil size or diameter can reflect mental activities, and affect other’s feeling and decision making. In addition, the sizes of our pupils are also influenced by the top-down processing, such as perception and attention, emotion and motivation, mental effort, social cognition and so on. Studies in pupillometry also found that large pupils give others good impressions (e.g. more attractive, more positive), and· cause more positive behaviors during the interaction (e.g. trust behaviors; honest behaviors). In this paper, we reviewed the relations between pupils and our mind with the pupil’s neural mechanisms and the adaptive-gain theory based on previous publications. As an effective eye-tracking parameter, pupil could be measured by eye tracking to explore the inner cognitive processing of our human being. In this paper, controlling interference of unrelated variables (e.g., luminance, gaze position), pupillometry raw data mining (e.g., baseline correction, blink processing), and the selection of pupil indices (e.g., pupil diameter, peak value, oscillations frequency) are also discussed for the future research.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As a generative learning activity, learning by non-interactive teaching refers to learners play the role of teachers and teach what they have learned to others, and the activity is designed to help learners actively engage in knowledge building and improve their academic performance. For example, learners face a video camera to explain the learning material to imaginary, non-present peers in their minds (i.e., recording an instructional video). Given the vastly different ways in which learning by non-interactive teaching was implemented (e.g., video, audio, and text), the effectiveness of learning by non-interactive teaching in facilitating learning might be different. By summarizing the relevant studies, it was found that learning by non-interactive teaching in oral form with a tutor figure (e.g. video) was more effective in improving learner’s performance (d immediate comprehension = 0.56, d delayed comprehension = 0.63, d immediate transfer = 0.35, and d delayed transfer = 0.76) compared with simple learning activities such as restudy and retrieval practice, which was probably a better implementation. Learning by non-interactive teaching in oral form (e.g. audio only, d immediate comprehension = 0.09 and d immediate transfer = 0.02) or written form (e.g. text, d immediate comprehension = -0.16, d delayed comprehension = 0.39, d immediate transfer = 0.08, and d delayed transfer = 0.19) without a tutor figure had a smaller positive effect on learning outcomes. Learners with non-interactive teaching also experienced higher motivation (d = 0.44) and enjoyment (d = 0.76) and were willing to invest more mental effort (d = 0.47). The retrieval practice hypothesis and the generative learning hypothesis focused on different subcomponents of cognitive processing (e.g., retrieval, generation, or monitoring) to explain the positive effects of learning by non-interactive teaching on learning, respectively. The social presence hypothesis emphasized that social presence might facilitate whole cognitive processing and thus improved learning. Our results supported these three hypotheses to some extent. In addition, the cognitive theory of multimedia learning (CTML) may provide a supplementary explanation for differences in the effectiveness of different implementations of learning by non-interactive teaching. On the one hand, learning by non-interactive teaching (e.g., video) might successfully create teaching situation that stimulated a moderate sense of social presence and leaded learners to be more engaged and think more deeply about the material, i.e., increased their essential processing and generative processing, and thus facilitated learning. On the other hand, learning by non-interactive teaching (e.g., text) might distract learners from focusing too much on the typos, the standardization and rigorousness of written language, i.e., increased their extraneous processing. Due to the inherently high demands for processing capacity in generative activities, too much extraneous processing might cause learners' limited processing capacity being insufficient for adequate essential processing and generative processing, which in turn impaired learning. While learning by non-interactive teaching in the audio-only format might neither successfully facilitate learning with essential processing and generative processing because of the weaker teaching situation created, nor hinder learning with extraneous processing because of the automated spoken language. Research is needed to test and integrate theories, identify boundary conditions, and enhance the effectiveness of learning by non-interactive teaching in the future.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The eye gaze of instructors is an important but easily overlooked element in video-based learning environments. The importance of the potential roles of eye gaze can be explained by several theories, such as parasocial theory and social agent theory. These theories suggest that an instructor’s eye gaze in video-based learning environments can promote learning. Other theories such as cognitive theory of multimedia learning and cognitive load theory suggest that an instructor’s eye gaze may hinder learning. While these theories predict the effect of an instructor’s eye gaze differently, in this review article we found inconsistencies in several empirical studies. First, the retention and transfer tests are mainly used to gauge the learning outcome. On retention tests, 9 (60%) of 15 studies show that eye gaze in the video can improve students' retention test, and 6 studies (40%) show that eye gaze can hinder students' performance on retention tests. The median effect size for the eye gaze facilitated retention test was d = 0.41. The median effect sizes for the guided gaze and direct gaze facilitated retention tests were d = 0.28 and d = 0.42. On the transfer test, 6 (40%) of 15 studies show that eye gaze in the video can improve students' transfer test, 1 study (7%) shows that eye gaze can reduce students’ performance on a transfer test, and 8 studies (53%) show that eye gaze can hinder students' performance on transfer tests. The median effect size for the eye gaze facilitated transfer tests was d = 0.39. The median effect sizes for the guided gaze and direct gaze facilitated transfer tests were d = 0.24 and d = 0.42. The above study showed a small facilitative effect of eye gaze on retention and transfer tests. Second, in terms of attentional processing, previous studies have focused on the learner's fixation times on learning materials. 6 (38%) of 16 studies show that eye gaze in the video can increase students' fixation times on learning material, 7 studies (44%) show that eye gaze can reduce students’ fixation times on learning material, and 6 studies (38%) show that eye gaze can hinder students' fixation times on learning material. The median effect size for the eye gaze facilitated fixation times on learning material was d = 0.06. The median effect sizes for the guided gaze and direct gaze facilitated fixation times were d = 0.19 and d =﹣0.14.The above studies suggest that the effect of eye gaze on attentional processing is relatively weak. Third, in terms of subjective experience, parasocial interactions and cognitive load were mainly explored. For the parasocial interaction, 5 (56%) of 9 studies show that eye gaze in the video can improve students' parasocial interaction, and 4 studies (44%) show that eye gaze can hinder students' retention test. The median effect size for the eye gaze facilitated parasocial interaction was d = 0.35. The median effect sizes for the guided gaze and direct gaze facilitated parasocial interaction were d = 0.04 and d = 0.37. Regarding cognitive load, 3 (33%) of 9 studies show that eye gaze in the video can reduce students' cognitive load, and 6 studies (44%) show that eye gaze can increase students' cognitive load. The median effect size for the eye gaze facilitated cognitive load was d =﹣0.02. The median effect sizes for the guided gaze and direct gaze facilitated cognitive load were d = -0.03 and d = 0.09. The above study showed a small facilitative effect of eye gaze on parasocial interaction, but a very weak effect on cognitive load. In addition, the above findings support the parasocial interaction theory, social agency theory, and signaling principle, but not the cognitive theory of multimedia learning or the cognitive load theory. Future research needs to consider the moderating role of the type of eye gaze, facial expressions, prior knowledge experience, and the nature of the learned material. Further exploration is needed for the cognitive processing of eye gaze affecting learning and the related cognitive neural activity.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In recent years, with the growing popularity of internet-based devices, children are increasing exposed to various applications, especially video chat. Researchers begin to explore the potential influence of video chat on children's development. It was found that compared with traditional communication technology, video chat had the feature of audio-visual combination and real-time interaction. However, video chat still maintains the two-dimensional feature as traditional screen media. By summarizing current research focused on video chat and children's learning, it is found that compared with yoked video learning, video chat had a positive effect on children's vocabulary learning (d = 0.33) and movement learning (d = 0.90). Moreover, video chat helped children to maintain a high level of attention in the learning process (d = 0.90). Compared with traditional video learning, the advantage of video chat learning lies in that it can provide children with two different kinds of social cues: the relevance feedback provided by on-screen teachers and other social cues provided by the co-viewer in the scene, which can effectively improve the occurrence of video deficit to a certain extent and help children transfer the knowledge learned on the screen to the real world. At present, researches on video chat and children’s social development mainly focuses on the long-distance parent-child relationship and peer relationship. It is found that video chat has the potential to maintain or form secure attachment for children who are experiencing parent-child separation, and can promote the long-distance parent-child relationship to some extent. Meanwhile, studies found children can successfully carry out a series of free games with a long-distance partner through video chat. The remote interactive environment of mutual gaze created by video chat can also improve the sense of presence and mutual understanding between children and their partners in remote games. In addition to helping normal children with learning and social development, video chat can be used as an adjunctive therapy for intervention of children with disorders (e.g., ASD, Obesity), to help them improve their health and social skills. Future research might focus on expanding the age range of children in video chat learning, the influence of children’s previous experience with media and the different supportive behaviors of co-viewers on children’s video chat learning. Future research should also further explore the impact of video chat on children’s social development under the condition of long-term separation. And whether children’s video chats with other family members can help strengthen family bonds and encourage distant family members to become more involved in each other's lives, thus promoting children’s development.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In video-based learning environments, the roles of real human teachers are important. There are different theoretical explanations for their roles, such as parasocial theory, social presence theory and social agent theory. These theories suggest that real human teachers in video-based learning environments promote learning; Other theories such as cognitive theory of multimedia learning and cognitive load theory believe that real human teachers may hinder learning. By examining past research, we found that teachers have a weak effect on the promotion of video-based learning, specifically the week effect are on knowledge retention (d = 0.23) and knowledge transfer (d = 0.1); We also found that, teachers have moderate and large influence on subjective experience of video learning, especially on perceived learning (d = 0.49), learning interest (d = 0.5), and learning satisfaction (d = 2.21); Another finding from the literature review is that with the presence of teachers in video-based learning, learners may decrease their attentions to learning material (d = -2.02). Our review of the literature suggests that future research still needs to pay close attention to the presentation of human teachers as a function of learner characteristics, learning material characteristics, and measurement methods in video learning.
Subjects: Psychology >> Educational Psychology submitted time 2022-12-05
Abstract：
Learning by non-interactive teaching refers to learners play the role of teachers and teach what they have learned to others. The retrieval practice hypothesis, the generative learning hypothesis, and the social presence hypothesis explained the positive effects of learning by non-interactive teaching from the perspectives of memory consolidation, generative cognitive processing, and social presence, respectively. Summarizing the relevant studies, it was found that different implementations of learning by non-interactive teaching promoted learning differently, with learning by non-interactive teaching in oral form with a tutor figure (e.g. video) was more effective in improving learners' immediate comprehension, immediate transfer, delayed comprehension, and delayed transfer performance compared to simple learning activities such as restudy and retrieval practice, which was probably a better implementation. Learning by non-interactive teaching in oral form (e.g. audio only) or written form (e.g. text) without a tutor figure had a smaller positive effect on learning outcomes. The cognitive theory of multimedia learning may provide a supplementary explanation for differences in the effectiveness of different implementations of learning by non-interactive teaching. Learners who learned by non-interactive teaching also experienced higher motivation and enjoyment and were willing to invest more mental effort. Future research is needed to test and integrate theories, identify boundary conditions, and enhance the effectiveness of learning by non-interactive teaching.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2020-02-27
Abstract： Over the past few years, pupillometry is proliferation in psychological studies and eye tracking measurement. Pupil size or diameter can reflect mental activities, and affect other’s feeling and decision making. In addition, the sizes of our pupils are also influenced by the top-down processing, such as perception and attention, emotion and motivation, mental effort, social cognition and so on. Studies in pupillometry also found that large pupils give others good impressions (e.g. more attractive, more positive), and· cause more positive behaviors during the interaction (e.g. trust behaviors; honest behaviors). In this paper, we reviewed the relations between pupils and our mind with the pupil’s neural mechanisms and the adaptive-gain theory based on previous publications. As an effective eye-tracking parameter, pupil could be measured by eye tracking to explore the inner cognitive processing of our human being. In this paper, controlling interference of unrelated variables (e.g., luminance, gaze position), pupillometry raw data mining (e.g., baseline correction, blink processing), and the selection of pupil indices (e.g., pupil diameter, peak value, oscillations frequency) are also discussed for the future research.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2018-11-10
Abstract： "
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