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어강용,주성준,정상철 한국인지및생물심리학회 2013 한국심리학회지 인지 및 생물 Vol.25 No.3
The attentional blink (AB) is a high-level phenomenon that is known to occur due to capacity limitations in memory or limited resources in attention. Recent studies, however, have shown that low-level visual features such as the bottom-up saliency of a stimulus can also influence the AB. In this study, we investigated the validity of an attentional cascade model which is based on the assumption that both working memory and bottom-up saliency will influence the AB. More specifically, we manipulated the signal strength, one of low-level features, of the second target (T2) and investigated its effect on the AB. In Experiment 1, we were able to observe that a simple orientation detection task produced the AB, suggesting that the AB can occur even for simple orientation stimuli. In Experiment 2, it was observed that the amount of the AB was modulated by the signal strength of T2 both in the orientation detection task (Experiment 2-1) and in the digit detection task (Experiment 2-2). Through these results, it was shown that the AB can be regulated by the signal strength of T2. Furthermore, the result for which the effect of the AB varies depending on the signal strength of T2 supports the validity of the attentional cascade model. 주의 깜박임 현상은 기억 혹은 주의의 용량 제한 때문에 발생하는 상위 영역 현상으로 알려져 있다. 그러나 최근의 주의 깜박임 연구들은 자극의 현저성과 같은 하위 영역 특징 또한 주의 깜박임 현상에 영향을 미친다는 것을 관찰하였다. 본 연구는 작업기억 용량 제한뿐만 아니라 자극의 하위 영역 특징도 주의 깜박임 현상에 영향을 미친다는 주의 단계 모델을 검증하고자 하였다. 구체적으로, 하위 영역의 특징들 중 T2의 신호 강도를 조절하여 주의 깜박임 현상에 영향을 미치는지 여부를 조사하였다. 실험 1에서는 단순한 방위 탐지 과제도 주의 깜박임 현상을 발생시킬 수 있다는 것을 관찰하였다. 실험 2에서는 방위 탐지 과제(실험 2-1)와 숫자 탐지 과제(실험 2-2)를 사용하여 T2의 신호 강도가 주의 깜박임 정도를 변화시킴을 관찰하였다. T2의 신호 강도에 따라 주의 깜박임 정도가 달라질 수 있다는 본 연구의 결과는 하위 영역 특징도 주의 깜박임 현상에 영향을 미친다는 주의 단계 모델을 지지한다.
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박현진,서순식 학습자중심교과교육학회 2024 학습자중심교과교육연구 Vol.24 No.4
Objectives In elementary education, the introduction and spread of ecological transformation education is in full swing. The purpose of this study is to analyze the concern stages of elementary pre-service teachers in ecological transformation education and whether there is a difference in interest level depending on background variables. Methods The Stages of Concern Questionnaire(SoCQ) was distributed offline to 320 elementary pre-service teachers. The results of 296 surveys, excluding 24 insincere responses, were used, and descriptive statistics, t-test, and one-way ANOVA analysis were performed using SPSS statistical program. In addition, the average of the raw scores for each stage was calculated, and the average value was converted to a percentage value using the SoCQ conversion table. Results The results of this study are as follows. First, concern stages of elementary pre-service teachers in ecological transformation education remained in the ‘self’ cluster, and the score in the ‘task’ or ‘impact’ cluster was low. Second, as a result of comparing concern in ecological transformation education by gender, both male and female student profiles were similar to those of the nonuser group, but female students' concern scores were higher than male students' scores. Third, the profile of concern in ecological transformation education according to preference for ecology/environment topics and degree of eco-friendly practice appeared in a similar form. Conclusions The conclusions of this study are as follows. First, universities in education need to make primary efforts to reduce students' unconcerned stage about ecological transformation education. Second, attention must be paid to the overall design and operation of the teacher training curriculum to prevent differences in concern in ecological transformation education depending on the gender. Third, various practical programs should be prepared to increase students' ecological/environmental preferences, and ultimately, it should affect students' interest in ecological transformation education.
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