Айтрекинг исследования использования разных форм инструкции в обучении детей с нарушением слуха

Fennell, C.T., Waxman, S.R. (2010). What paradox? Referential cues allow for infant use of phonetic detail in word learning. Child Development, 81 (5), 1376-1383. doi: 10.1111/j.1467-8624.2010.01479.x

Jarodzka, H., van Gog, T., Dorr, M., Scheiter, K., Gerjets, P. (2013). Learning to see: guiding students' attention via a model's eye movements fosters learning. Learning and Instruction, 25, 62-70. doi: 10.1016/j.\learninstruc.2012.11.004

Koenig, S., & Lachnit, H. (2011). Curved saccade trajectories reveal conflicting predictions in associative learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37 (5), 1164-1177. doi: 10.1037/a0023718

Lai M.L., Tsai, M.J., Yang F.Y., Hsu, C.Y., Liu, T.C., Lee, S.W.Y., Lee, M.H., Chiou, G.L., Liang, J.C., & Tsai, C.C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10, 90-115.

Laubrock, J., Engbert, R., Kliegl, R. (2005). Microsaccade dynamics during covert attention. Vis Res, 45 (6), 721-730. doi: 10.1016/j.visres.2004.09.029

Mayer, R.E., & Moreno, R. (1998). A split-attention effect in multimedia learning: Evidence for dual processing systems in working memory. Journal of Educational Psychology, 90 (2), 312-320. doi: 10.1037/0022-0663.90.2.312

Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., Tuckey, M. (2002). Maternal mind-mindedness and attachment security as predictor of theory of mind understanding. Child Development, 73, 1715-1726.

Monroy, C., Chen, C.H., Houston, D., Yu, C. (2021). Action prediction during real-time parent-infant interactions. Developmental science, 24 (3), e13042. doi: 10.1111/desc.13042

Monroy, C., Houston, D., Yu, C. (2021). Joint Action in Deaf and Hearing Toddlers: A Mobile Eye-Tracking Study. Proceedings of the Annual Meeting of the Cognitive Science Society, 43. (Retrieved from https://escholarship.org/uc/item/77z4h6rx) (review date: 10.01.2022).

Nystrom, M., Orgen, M. (2012). How illustrations influence performance and eye-movement behaviour when solving problems in vector calculus. Proceedings, In LTHs 7:e Pedagogiska Inspirationskonferens. (Retrieved from https://lucris.lub.lu.se/ ws/portalfiles/portal/73189095/3045271.pdf) (review date: 10.01.2022).

Pecher, C., Lemercier, C., Cellier, J.-M. (2009). Emotions drive attention: Effects on driver's behaviour. Safety Science, 47 (9), 1254-1259. doi: 10.1016/j.ssci.2009.03.011

Peters, M. (2010). Parsing mathematical constructs: Results from a preliminary eye tracking study. Proceedings of the British Society for Research into Learning Mathematics, 30 (2), 47-52.

Scheiter, K., Schuler, A., Gerjets, P., Huk, T., Hesse, F.W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior, 31, 73-84. doi: 10.1016/j.chb.2013.09.022

Schmidt-Weigand, F., Kohnert, A., Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20 (2), 100-110.

Schroer, S.E, Yu, C. (2021). The Sensorimotor Dynamics of Joint Attention. Proceedings of the Annual Meeting of the Cognitive Science Society, 43. (Retrieved from https://escholarship.org/uc/item/2kn7k904) (review date: 10.01.2022).

Sebanz, N., Bekkering, H., Knoblich, G. (2006). Joint action: bodies and minds moving together. Trends in Cognitive Science, 10 (2), 70-6. doi: 10.1016/j. tics.2005.12.009

Shockley, K., Richardson, D.C., & Dale, R. (2009). Conversation and coordi- native structures. Topics in Cognitive Science, 1 (2), 305-319. doi: 10.1111/j.1756- 8765.2009.01021.x

Shvarts, A. (2018). Joint attention in resolving the ambiguity of different presentations: a dual eye-tracking study of the teachinglearning process. In N. Presmeg, L. Radford, W.-M. Roth, G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education research (pp. 73-103). Dordrecht: Springer.

Smith, L., Ulvund, L. (2003). The role of joint attention in later development among preterm children: Linkages between early and middle childhood. Social Development, 1, 222-234.

Suarez-Rivera, C., Smith, L. B., Yu, C. (2019). Multimodal parent behaviors within joint attention support sustained attention in infants. Developmental Psychology, 55 (1), 96-109. doi: 10.1037/dev0000628

Tomasello, M., Farrar, J.M. (1986). Joint attention and early language. Child Development, 57, 1454-1463.

Welham, A.K., Wills, A.J. (2011). Unitization, similarity, and overt attention in categorization and exposure. Memory & Cognition, 39, 1518-1533. doi: 10.3758/ s13421-011-0124-x

Yu, C., Smith, L.B. (2016). Multiple sensory-motor pathways lead to coordinated visual attention. Cognitive Science, 41 (S1), 1-27.

Yu, C., Smith, L.B. (2017). Hand-Eye Coordination Predicts Joint Attention. Child Development, 88 (6), 2060-2078.

Yuan, L., Xu, T. L., Yu, C., Smith, L. (2019). Sustained visual attention is more than seeing. Journal of Experimental Child Psychology, 179, 324-336. doi: 10.1016/j. jecp.2018.11.020

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Jarodzka, H., van Gog, T., Dorr, M., Scheiter, K., Gerjets, P. (2013). Learning to see: guiding students' attention via a model's eye movements fosters learning. Learning and Instruction, 25, 62-70. doi: 10.1016/j.\learninstruc.2012.11.004

Koenig, S., & Lachnit, H. (2011). Curved saccade trajectories reveal conflicting predictions in associative learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37 (5), 1164-1177. doi: 10.1037/a0023718

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Laubrock, J., Engbert, R., Kliegl, R. (2005). Microsaccade dynamics during covert attention. Vis Res, 45 (6), 721-730. doi: 10.1016/j.visres.2004.09.029

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Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., Tuckey, M. (2002). Maternal mind-mindedness and attachment security as predictor of theory of mind understanding. Child Development, 73, 1715-1726.

Monroy, C., Chen, C.H., Houston, D., Yu, C. (2021). Action prediction during real-time parent-infant interactions. Developmental science, 24 (3), e13042. doi: 10.1111/desc.13042

Monroy, C., Houston, D., Yu, C. (2021). Joint Action in Deaf and Hearing Toddlers: A Mobile Eye-Tracking Study. Proceedings of the Annual Meeting of the Cognitive Science Society, 43. (Retrieved from https://escholarship.org/uc/item/77z4h6rx) (review date 06.09.2018).

Nystrom, M., Orgen, M. (2012). How illustrations influence performance and eye-movement behaviour when solving problems in vector calculus. Proceedings, In LTHs 7:e Pedagogiska Inspirationskonferens. (Retrieved from https://lucris.lub.lu.se/ wsZportalfilesZportalZ73189095Z3045271.pdf) (review date: 10.01.2022).

Pecher, C., Lemercier, C., Cellier, J.-M. (2009). Emotions drive attention: Effects on driver's behaviour. Safety Science, 47 (9), 1254-1259. doi: 10.1016/j.ssci.2009.03.011.

Scheiter, K., Schuler, A., Gerjets, P., Huk, T., Hesse, F.W. (2014). Extending multimedia research: How do prerequisite knowledge and reading comprehension affect learning from text and pictures. Computers in Human Behavior, 31, 73-84. doi: 10.1016/j.chb.2013.09.022

Schmidt-Weigand, F., Kohnert, A., Glowalla, U. (2010). A closer look at split visual attention in system- and self-paced instruction in multimedia learning. Learning and Instruction, 20 (2), 100-110.

Schroer, S.E, Yu, C. (2021). The Sensorimotor Dynamics of Joint Attention. Proceedings of the Annual Meeting of the Cognitive Science Society, 43. (Retrieved from https://escholarship.org/uc/item/2kn7k904) (review date: 06.09.2018)

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Sebanz, N., Bekkering, H., Knoblich, G. (2006). Joint action: bodies and minds moving together. Trends in Cognitive Science, 10 (2), 70-6. doi: 10.1016/j. tics.2005.12.009

Shockley, K., Richardson, D.C., & Dale, R. (2009). Conversation and coordi- native structures. Topics in Cognitive Science, 1 (2), 305-319. doi: 10.1111/j.1756- 8765.2009.01021.x

Shvarts, A. (2018). Joint attention in resolving the ambiguity of different presentations: a dual eye-tracking study of the teachinglearning process. In N. Presmeg, L. Radford, W.-M. Roth, G. Kadunz (Eds.), Signs of signification: Semiotics in mathematics education research (pp. 73-103). Dordrecht: Springer.

Smith, L., Ulvund, L. (2003). The role of joint attention in later development among preterm children: Linkages between early and middle childhood. Social Development, 1, 222-234.

Suarez-Rivera, C., Smith, L.B., Yu, C. (2019). Multimodal parent behaviors within joint attention support sustained attention in infants. Developmental Psychology, 55 (1), 96-109. doi: 10.1037/dev0000628

Tomasello, M., Farrar, J.M. (1986). Joint attention and early language. Child Development, 57, 1454-1463.

Welham, A.K., Wills, A.J. (2011). Unitization, similarity, and overt attention in categorization and exposure. Memory & Cognition, 39, 1518-1533. doi: 10.3758/ s13421-011-0124-x

Yu, C., Smith, L.B. (2016). Multiple sensory-motor pathways lead to coordinated visual attention. Cognitive Science, 41 (S1), 1-27.

Yu, C., Smith, L.B. (2017). Hand-Eye Coordination Predicts Joint Attention. Child Development, 88 (6), 2060-2078.

Yuan, L., Xu, T.L., Yu, C., Smith, L. (2019). Sustained visual attention is more than seeing. Journal of Experimental Child Psychology, 179, 324-336. doi: 10.1016/j. jecp.2018.11.020

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