Influences on preschoolers' visual attention to print

学龄前儿童对印刷品视觉注意力的影响

• 批准号: 6560644
• 负责人: LAURA M JUSTICE
• 金额: $ 7.4万
• 依托单位: UNIVERSITY OF VIRGINIA
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-06-01 至 2005-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6560644
• 关键词: attention; behavior test; behavioral /social science research tag; child behavior; clinical research; cues; early experience; eye movements; human subject; preschool child (1-5); psychological concentration; reading; verbal learning; visual fixation; visual perception; visual tracking

DESCRIPTION (provided by applicant): Many theorists currently surmise that preschool children gain key elements of emergent literacy knowledge within the adult-child shared storybook reading context, specifically an awareness of written language. Applied researchers have showed that the shared reading context is particularly amenable to conducting interventions that accelerate preschoolers' emergent literacy knowledge across a variety of domains, with a salient strategy being the adults' use of references to print. The objective of the proposed study is to inform these areas of theory and practice by characterizing the nature of and influences upon 4-year-old children's visual attention to print during adult-child shared storybook reading. The study will use eye-gaze analysis to address the following specific aims: (a) To determine the extent to which preschool children visually attend to print during adult-child storybook reading, (b) To compare the relative influence of adult verbal picture cues versus print cues upon preschool children's visual attention to print, and (c) To compare the relative influence of two different types of print scaffolds, verbal print cues and nonverbal print cues, upon preschool children's visual attention to print. Sixty 4-year-old children will participate; a within-subjects design will serve as the framework. Each child will participate in four different conditions of adult-child storybook reading, during which eye-gaze patterns will be analyzed using the Eye-Gaze Response Interface Computer Aid (ERICA). The four conditions include verbatim (adult reads storybook verbatim), verbal picture focus (adult embeds questions and comments about pictures), verbal print focus (adult embeds questions and comments about print), and nonverbal print focus (adult points to print and tracks the print). For each condition, ERICA will be used to calculate the number of visual fixations on print as well as the time spent looking at print. These two dependent variables (number of print fixations, time spent in print zones) will be analyzed across the four conditions for each child to characterize the extent to which children visually attend to print during shared storybook reading, as well as the relative influence of various adult scaffolding strategies (i.e., questions and comments about pictures versus print, verbal versus nonverbal print cues) upon children's visual attention to print in this early literacy context.

描述（由申请人提供）：许多理论家目前推测，学龄前儿童在成人-儿童共享的故事书阅读环境中获得新兴读写知识的关键要素，特别是书面语言的意识。应用研究人员已经表明，共享阅读环境特别适合进行干预，以加速学龄前儿童在各个领域的新兴识字知识，其中一个显著的策略是成年人使用参考文献。拟议研究的目的是通过描述4岁儿童在成人-儿童共享故事书阅读过程中对印刷品的视觉注意力的性质和影响，为这些理论和实践领域提供信息。该研究将使用眼睛凝视分析来解决以下具体目标：(a)确定学龄前儿童在成人-儿童故事书阅读过程中视觉上对印刷品的关注程度，(b)比较成人语言图片线索与印刷线索对学龄前儿童对印刷品视觉注意的相对影响，以及(c)比较两种不同类型的印刷支架，语言印刷线索和非语言印刷线索对学龄前儿童对印刷品视觉注意的相对影响。64岁的儿童将参加；主题内设计将作为框架。每个孩子将参与四种不同条件下的成人-儿童故事书阅读，在此期间，眼睛的凝视模式将使用眼睛-凝视反应界面计算机辅助（ERICA）进行分析。这四种情况包括逐字阅读（成人逐字阅读故事书）、言语图片关注（成人嵌入关于图片的问题和评论）、言语印刷品关注（成人嵌入关于印刷品的问题和评论）和非言语印刷品关注（成人指向印刷品并跟踪印刷品）。对于每种情况，ERICA将用于计算印刷品的视觉注视次数以及花在看印刷品上的时间。这两个因变量（固定印刷品的数量，在印刷品区域花费的时间）将在四个条件下对每个孩子进行分析，以表征儿童在共享故事书阅读过程中视觉上关注印刷品的程度，以及各种成人脚手架策略（即关于图片与印刷品的问题和评论，口头与非口头印刷品线索）对儿童在早期识字背景下对印刷品的视觉注意的相对影响。