The Influence Of Open/closed Teaching Content On The Performance Of "non-attentional Blindness" Of Middle School Students

Physical education is an important form of school sports,with the characteristics of diversity and flexibility in activities and organizational forms.Based on the cognitive features of sports,sports exercises are divided into opening sports and closed sports.The influences of different sports on individual cognitive ability are also vary.The research is designed to investigate the effects of different sport exercise on inattentional blindness,so as to better help increase the distribution of attentional resources.The study consists of two experiments,in which the convenient sampling method is used.Class One in Ru Gao Foreign Language Middle School is selected as the closed teaching content group while Class Two is definited as the open teaching content group.Experiment One is a static inattentional blindness experimental paradigm,the dependent variable of which is the length of each arm of the "Cross" pattern in the center of the screen.The subject is required to judge whether the task graph is horizontally longer or vertically longer in each trial.New stimuli will appear in the key trial to examine the perceived rate of new stimuli in each group.Experiment Two is a dynamic inattentional blind experimental paradigm,and the grouping method is the same as that of Experiment One.The task graph for this experiment is 8 dots in the rectangular area of the computer screen,of which 4 whites are task targets and 4 blacks are non-task targets.The dependent variable is the number of times the four task targets hitting the rectangular border,and the subject is required to calculate the number of times the task targets that hit the rectangular border.In the key trial,the new stimuli traverses the rectangular region from left to right,and the detection rate of the new stimuli in the two groups is examined.This study yields the following major findings.Firstly,There is no significant difference between the opening teaching content group and the closed teaching content group with regard to judging the "Cross" horizontal length and vertical length in the static experiment and in terms of judging the number of times the task graph hitting the rectangular frame in the dynamic experiment.Secondly,in the experimental-static inattentional blind experiment paradigm,there is no significant difference with regard to the detection rate of neostimulus in the opening teaching group and the closed teaching group(x2=0.194,p=0.659,,p<0.05).Thirdly,in the experimental inattentional blind experiment paradigm of Experiment Two,there is a significant difference between the two groups in regard to the awareness rate of new stimulus(x2=5.522,p=0.019,p<0.05)with the open teaching content group significantly higher than that of the closed teaching content group.The research provides some implications.First of all,there is a significant difference in the ability of allocating attention resources between the open teaching content group and blocking teaching content group.Besides,People who regularly participate in opening exercise experience less attentional blindness phenomenon in dynamic situations than those who don’t.The results of the research suggest that the effect of opening exercise on inattentional blindness is selective.Opening exercise has less influence on attentional resource allocation in static situations while it has played a great role in promoting individual’s attentional resource allocation in dynamic exercise.In conclusion,long-term opening exercise has facilitative influences on promoting the ability of attentional resource allocation in sports and on reducing the occurrence of inattentional blindness.