| The rise of cognitive psychology promotes the research on perception, image and representation.Some researchers paid their attentions on the relationship of visual image representation and mathematics problem solving. Visual imagery contains two compositions:visual and spatial, the dominant composition of individuals’ visual imagery ability determines their preference on the strategy of spatial-representation, and different spatial-representation strategy can lead to different mathematics performance. This study chose deaf students from junior high school as subjects, investigating their characteristics of visual-spatial representation from two angles: perception and imagery.Experiment 1 investigates the relationship between spatial-representation, visual-spatial ability and mathematics problem solving by correlation analysis. Experiment 2 is a priming experiment and the priming material is pictural. It is designed to a mixed experiment with four factors:3 (Groups:schematic representation types, pictorial representation types, mixed representation types)×2(material types:schematic types, pictorial types）×3(SOA:700ms,500ms,100ms)×2(relationship between priming stimulus materials and target stimulus materials:consistence, in-consistence), in order to investigate the influence of different types of priming stimulus material and different SOA on deaf students’ mathematics problem solving. Experiment 3 takes textual material as priming stimulus, asking subjects to try their best to form image according to these textual materials. It is designed in similar to Experiment 2, and the aim is to investigate the influence of different types of priming stimulus material and different SOA on deaf students’ mathematics problem solving when the priming material is text.Research conclusions are as follows:(1) Spatial representation types and visual-spatial ability have remarkable influences on deaf students’ mathematics performance. Schematic representation and high visual-spatial ability promote mathematics problem solving, while pictorial representation and low visual-spatial ability block it. The differences of deaf students’ mathematics ability and spatial-representation strategy mainly embody on the grade variable, and the development trend is similar to the hearing ones’. With the increase of grade, their mathematics ability improves, pictorial representation gradually converts to schematic representation and become more and more flexible, which illustrate that education plays an important role in the development of strategy. Gender and age have remarkable influence on visual-spatial ability, illustrates that growth factors plays an important role in the development of ability. Development between strategy and ability is unbalanced.(2)When the priming stimulus is schematic picture, the schem-representation students’solving accuracy and speed are the highest, the mixed-representation students are the second and the pic-representation ones are the last While when the priming stimulus is pictorial picture, although the schem-representation students’mathematie problem solving skill is still the best of the three groups, there is no significant differences between the mixed-representation students and the pic-representation students.The mixed-representation students are the most vulnerable to the type of the material. The schem-representation students can also be influenced by the type of the material to a certain extent, these students’solving accuracy and speed are the highest when the priming stimulus is schematic, SOA is 500ms, and it is consistent between priming stimulus material and target stimulus material. The pic-representation students’ accuracy is not influenced by the type of the material, but the solving speed will be slower when the priming material is pictoral. When the material is pictoral, SOA is 700ms and the material is schematic, SOA is 500ms, this group students’mathematic problem solving skill will be influenced by the relationship between priming stimulus material and target stimulus material. The mixed-representation students’accuracy is the highest when the priming material is schematic and the SOA is 500ms, while their solving speed is the slowest when the priming material is pictoral and the SOA is 500ms.(3)When the priming stimulus is textual, the schem-representation students’ accuracy is still not influenced by the type of the priming material, but the solving speed is quicker when the material is schematic. Their mathematie performance is the best when the SOA is 500ms, which is consistent with Experiemnt 2, according to this phonomenen, it is supposed that the schem-representation students may not convert the textual information to pictoral information, they are better at textual information processing. The mixed-representation students’accuracy and speed are all higher than the pic-representation students’ when the priming material is schematic, while when the priming material is pictoral, the former ones’accuracy is lower than the later ones, and the speed is equal. The mixed-representation students’ mathematic performance is the best when SOA is 500ms, which is similar to Experiment 2.When the pictoral material is described by text, the pic-representation students’solving speed is as quick as the other two groups, while when the pictoral material is showen as picture, this group student’s solving speed is lower than the other two groups significantly, this suggests that textual material may inhibite the picture images in the pic-representation students’ mind, thus shorten the difference with the other two groups in speed. When SOA is 100ms, the pic-representation students’solving speed is the highest.All in all, this research manily uses E-prime experiment, adopts pictoral material and textual material as the priming stimulus respectively, investigating the influence of the type of priming material, SOA and the relationship between the priming stimulus material and the target stimulus material on the deaf students’mathematic performance under perception and image these two states. It is found that these three vairables have different degrees of influence on the three groups’students. The type of the priming material haves the greatest influence on the mixed-represetation students. The influence of SOA and the the relationship between the priming stimulus material and the target stimulus material on the three groups’ students associated with the type of the priming material, as well as the properties of it. This research also finds that the schematic representation students tend to process textual information dominantly, while the pictorial representation students tend to process pictorial information dominantly. They may have different information processing mechanism. |
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