The Development of a Handicapped Child's Evaluation System of Learning Behaviors at the Time of Computer Use Based on the Eyeblink as an Indicator

1.本研究采用日文阅读广度测试，通过调整工作记忆负荷，考察了工作记忆负荷对眨眼活动的影响。结果表明：在记忆过程中，高负荷句和低负荷句的眨眼率无显著差异。然而，回忆3、4句话后的眨眼率明显高于回忆2句话后的眨眼率。这些发现表明，工作记忆加工资源的减少会影响眨眼活动。本研究的目的是阐明影响眨眼因素的实证知识。我们对大学生的环境状况、眼球状况、身体状况和心理状况进行了调查。研究结果阐明了眨眼与心理因素之间的关系。这项研究澄清了眼睛特征和人格特征对眨眼的影响。由眼睛特征和性格特征问题衍生而来的问题被问给了大学生。结果是，关于眼睛的特征，关于使用隐形眼镜的特征与眼睛大小和眨眼之间的关系的感知程度很高。此外，在人格特征方面，人们对亲和力、谨慎和眨眼特征之间关系的认知程度很高，这一事实变得很明显。本研究探讨了基于生物信息的学习行为评价的必要性。特别考虑了以眨眼为指标评价学习行为的可能性。

1.We examined the effect of working memory load on eyeblink activity, which is an index of mental activity, by manipulating working memory load using the Japanese edition of the Reading Span Test. Results indicated the following. There was no significant difference in the eyeblink rate between high and low load sentences during recall. However, the eyeblink rate after recalling 3 or 4 sentences was significantly higher than that after recalling 2 sentences. These findings suggest that a decrease in processing resources of working memory influences eyeblink activity.2.The purpose of this study is to elucidate empirical knowledge of factors that influence blinking. We conducted a survey of environmental, eye ball, and physical conditions, as well as psychological conditions of college students. Results clarify the how the relationship between blinking and psychological factors are recognized.3.This research clarified reception with respect to characteristics of the eye and personality characteristics that influence eyeblink. Questions derived from questions with regard to characteristics of the eye and questions with regard to personality characteristics were asked of college students. The result was that, with regard to **aracteristics of the eye, perceptions with respect to the relationship between characteristics with regard to use of **ntact lenses and size of the eye and eyeblink were high. In addition, the fact that, regarding personality characteristics, perceptions with respect to the relationship between characteristics with regard to affinity and discretion and eyeblink were high became apparent.4.The necessity of the evaluation of learning behaviors based on biological information was examined in this research. Especially, the possibility of the evaluation of learning behaviors based on the eyeblink as an indicator was considered.