The Influence Of Cognitive Inhibition Of Senior High School Students On Solving Ill-Structured Physical Information Problems

As a high-level thinking process,Problem solving can be divided into well-structured and ill-structured types according to the attributes of the problem.In this study,we used the ill-structured physical information as the experimental material,combined with subjective cognitive fatigue assessment and objective eye movement index records,to explore the effects of cognitive inhibition on solving ill-structured physical information problems and the corresponding eye movement patterns.In this study,330 high school sophomores in Henan Province were selected to participate in the Stroop Behavior Test,and 64 subjects(33 in the high cognitive inhibition group and 31 in the low cognitive inhibition group)were selected to participate in the eye movement experiment.The first study explores the differences in the performance,eye movement patterns and cognitive fatigue of senior high school students with different cognitive inhibition in solving different types of physical information.The second study explores the differences in the performance,eye movement patterns and cognitive fatigue of senior high school students with different cognitive inhibition in solving different degrees of ill-structured physical information problems.The third study explores whether senior high school students with different cognitive inhibition solve the problem of ill-structured physical information with or without graphical structure.Differences in performance,eye movement patterns and cognitive fatigue.The conclusions are as follows:Firstly,senior high school students' Physical answer scores are obviously affected by the ill-structured degree of the questions and the graphical clues,and they are better at solving the physical information questions with the low-structured and graphical clues.Secondly,senior high school students have higher eye movement indicators on the physical information questions with severe structure and graphics,that is,senior high school students have more in-depth cognitive processing in solving these two kinds of questions.Thirdly,the higher the cognitive inhibition group,the higher the eye movement index when solving the ill-structured physical information problems,which indicates that the stronger the cognitive inhibition ability is,the more fully the senior high school students' cognitive processing of the ill-structured physical information problems is.Fourthly,senior high school students have a longer first look at the severely ill-structured and graphical physical information,which indicates that senior high school students have a better early processing of these two types of topics.Fifthly,senior high school students will have more cognitive load when they solve severe and pure ill-structured physical information problems.The lower their cognitive inhibition ability,the higher their cognitive fatigue when they solve ill-structured physical information problems.Sixthly,the subjects in the low cognitive fatigue group had higher eye movement indicators when solving the physical information problems with severe structural impairment and graphical structural impairment,that is,cognitive fatigue interfered with the cognitive processing of senior high school students.