The experimental study presented in the article is the first in our series of experiments aimed at testing the hypothesis that children rely on the characteristics of real physical objects known to them when they perceive computer models of these objects (virtual objects). The dimension was chosen as the first investigated characteristic. Dimension is an amodal characteristic, that is, it can be perceived on the basis of sensory information of various modality (visual or haptic). A pilot experimental study was conducted to test the hypothesis: do children of preschool age perceive virtual three-dimensional objects as three-dimensional when acting on them on a tablet computer screen (on a two-dimensional surface). The experiment was attended by 20 children aged 4-5 years. Each child participated in five experimental tests: the main test 1 -actions (moving by touching) with a virtual volumetric object on the tablet computer screen, sample 2 -viewing the image of a volumetric object on the tablet computer screen without performing actions with it. Three additional tests with real volumetric objects (visual, haptic, visual-haptic) were also performed to assess the perceptual development of children. After each test, the children were offered, on the basis of only haptic information, to choose a reference object among four objects: two threedimensional and two flat. 94.1% of children who successfully identified real objects identified the virtual object after sample 1 as three-dimensional, despite the effect of the mismatch between visual and haptic information. The results are consistent with the idea of the optimal integration of visual and haptic information in the perception of the size and shape of three-dimensional objects by giving more weight to more reliable information. In sample 2, in the absence of the possibility of action with the image on the tablet computer screen, the number of errors associated with the recognition of a virtual three-dimensional object as three-dimensional significantly increased (33.3%).
Статья посвящена анализу влияния информационно-коммуникационных технологий и Интернет на процесс обработки информации человеком. Обсуждаются возможные изменения роли памяти в процессе познания и обучения. Описываются особенности обработки информации представителями поколения цифровых аборигенов («Digital natives»). Приводятся результаты экспериментов по изучению изменений стратегий запоминания и извлечения информации из памяти (так называемый «Googleэффект памяти»), а также структурных изменений мозга в условиях легкого доступа к ресурсам Интернет. Рассматриваются факторы, детерминирующие успешность запоминания информации в процессе обучения. Делается вывод о необходимости дальнейшего изучения трансформации мнемической деятельности.Ключевые слова: «Google-эффект памяти», транзактивная память, запоминание.
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