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首页> 外文期刊>Computers in Human Behavior >The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests
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The function of diagram with numbered arrows and text in helping readers construct kinematic representations: Evidenced from eye movements and reading tests

机译：带有编号箭头和文本的图表在帮助读者构建运动学表示中的功能：眼睛运动和阅读测试的证据

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Eye-tracking technology can reflect readers' sophisticated cognitive processes and explain the psychological meanings of reading to some extent. This study investigated the function of diagrams with numbered arrows and illustrated text in conveying the kinematic information of machine operation by recording readers' eye movements and reading tests. Participants read two diagrams depicting how a flushing system works with or without numbered arrows. Then, they read an illustrated text describing the system. The results showed the arrow group significantly outperformed the non-arrow group on the step-by-step test after reading the diagrams, but this discrepancy was reduced after reading the illustrated text. Also, the arrow group outperformed the non-arrow group on the troubleshooting test measuring problem solving. Eye movement data showed the arrow group spent less time reading the diagram and text which conveyed less complicated concept than the non-arrow group, but both groups allocated considerable cognitive resources on complicated diagram and sentences. Overall, this study found learners were able to construct less complex kinematic representation after reading static diagrams with numbered arrows, whereas constructing a more complex kinematic representation needed text information. Another interesting finding was kinematic information conveyed via diagrams is independent of that via text on some areas. (C) 2016 Elsevier Ltd. All rights reserved.
机译：眼动追踪技术可以反映读者的复杂认知过程，并在一定程度上解释阅读的心理含义。这项研究通过记录读者的眼动和阅读测试来研究带有数字箭头和图示文字的图表在传达机器操作的运动学信息方面的功能。参与者阅读了两个示意图，描述了带或不带编号箭头的冲洗系统的工作方式。然后，他们阅读了说明系统的文字说明。结果表明，在逐步阅读测试图之后，箭头组明显优于非箭头组，但是在阅读了图示后，这种差异有所减少。此外，在解决问题的故障排除测试中，箭头组的性能优于非箭头组。眼动数据显示，箭头组比非箭头组花更少的时间阅读图表和文本，传达的概念比非箭头组少，但是两组都在复杂的图表和句子上分配了大量的认知资源。总体而言，这项研究发现，学习者在阅读带编号箭头的静态图后能够构建较不复杂的运动学表示，而构建更复杂的运动学表示需要文本信息。另一个有趣的发现是，通过图表传达的运动信息与某些区域的文本信息无关。 （C）2016 Elsevier Ltd.保留所有权利。

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