心理发展与教育 ›› 2021, Vol. 37 ›› Issue (2): 153-158.doi: 10.16187/j.cnki.issn1001-4918.2021.02.01

• 认知与社会性发展 •    下一篇

情绪效价与面孔类型对幼儿无意视盲的影响

王佳乐1,2, 张慧1, 杨敏1   

  1. 1. 浙江师范大学杭州幼儿师范学院, 杭州 310012;
    2. 浙江师范大学幼儿教育集团第一幼儿园, 杭州 310012
  • 发布日期:2021-03-15
  • 通讯作者: 张慧 E-mail:zhanghui1987@zjnu.cn
  • 基金资助:
    浙江省自然科学基金(LQ20C090003)。

The Effect of Emotional Valence and Facial Type on Children's Inattentional Blindness

WANG Jiale1,2, ZHANG Hui1, YANG Min1   

  1. 1. Hangzhou College of Early Childhood Teachers Education, Zhejiang Normal University, Hangzhou 310012;
    2. Early Childhood Education Group in Zhejiang Normal Uniuersity, Hangzhou 310012
  • Published:2021-03-15

摘要: 幼儿对不同的情绪面孔图片存在不同的注意偏向,考察情绪效价与面孔类型对幼儿无意视盲的影响,可以帮助我们进一步认识幼儿对情绪面孔的注意偏向。本研究采用静态无意视盲的实验范式,通过2(面孔类型:符号化卡通、真人)×2(情绪效价:积极、消极)被试间完全随机设计,考察了111名幼儿(62.5±3.6个月,男生60名)在无意注意条件下对不同情绪效价和不同类型面孔的觉察情况。结果表明:(1)幼儿对积极情绪面孔的觉察率显著高于消极情绪面孔;(2)符号化卡通面孔与真人面孔的整体觉察率不存在显著差异;(3)积极情绪面孔中符号化卡通面孔的觉察率高于真人面孔。综上,情绪效价对无意视盲的影响会基于面孔类型的不同而不同,幼儿对卡通积极情绪面孔有更显著的注意偏向。

关键词: 无意视盲, 幼儿, 卡通面孔, 真人面孔, 情绪效价

Abstract: Preschoolers have attentional biases on different kinds of emotional faces. This research uses the static cross judgment, an inattentional blindness paradigm, to investigate the attentional bias of children with two kinds of emotions appearing on two types of face. It is 2 (face: symbolic cartoon & real face)×2 (emotion: positive & negative emotion) design in a number of 111 participants (60 males) with average of 62.5 months. The detection rate of positive emotional faces was significantly higher than the negative ones but the difference between symbolic cartoon and real faces did not exist. When the face was happy face, however, the detection rate of cartoon was higher than that of real ones.These results suggested that emotion had a significant impact on children in the IB paradigm, while facial type did not has direct effect. The effect of emotion on IB varied depending on the type of face.

Key words: inattentional blindness, preschooler, symbolic cartoon face, real face, emotion valence

中图分类号: 

  • B844
Becker, D. V., Anderson, U. S., Mortensen, C. R., Neufeld, S. L., & Neel, R. (2011). The face in the crowd effect unconfounded:Happy faces, not angry faces, are more efficiently detected in single- and multiple-target visual search tasks.Journal of Experimental Psychology General, 140(4), 637-659.
Bruce, V.,& Young, A. (2011).Understanding face recognition.British Journal of Psychology, 77(3), 305-327.
Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers:Contextual validation.Child Development, 57(1), 194-201.
Devue, C., Laloyaux, C., Feyers, D., Theeuwes, J., & Brédart, S. (2009). Do pictures of faces, and which ones, capture attention in the inattentional-blindness paradigm? Perception, 38(4), 552-568.
Diener, E., & Diener, C. (1996). Most people are happy.Psychological Science, 7(3), 181-185.
Dreisbach, G., & Goschke, T. (2004). How positive affect modulates cognitive control:Reduced perseveration at the cost of increased distractibility.Journal of Experimental Psychology:Learning, Memory, and Cognition, 30(2), 343-353.
Eastwood, J. D., Smilek, D., & Merikle, P. M. (2003). Negative facial expression captures attention and disrupts performance.Perception and Psychophysics, 65(3), 352-358.
Elfenbein,H. A.,& Ambady, N. (2002). On the universality and cultural specificity of emotion recognition:A meta-analysis. Psychological Bulletin, 128(2), 203-235.
Gray, H. M., Mendes, W. B., & Dennybrown, C. (2008). An in-group advantage in detecting intergroup anxiety. Psychological Science, 19(12), 1233-1237.
Gupta, R., & Srinivasan, N. (2015). Only irrelevant sad but not happy faces are inhibited under high perceptual load.Cognition and Emotion, 29(4), 747-754.
Izard, C. E. (1994). Innate and universal facial expressions:Evidence from developmental and cross-cultural research.Psychological Bulletin, 115(2), 288-299.
Mack, A., & Rock, I. (Eds).(1998). Inattentional blindness. MIT Press.
Rosset, D. B., Rondan, C., Da, F. D., Santos, A., Assouline, B., & Deruelle, C. (2008). Typical emotion processing for cartoon but not for real faces in children with autistic spectrum disorders.Journal of Autism and Developmental Disorders, 38(5), 919-925.
Simons, D. J., & Chabris, C. F. (1999). Gorillas in our midst:Sustained inattentional blindness for dynamic events.Perception, 28(9), 1059-1074.
Simons, D. J., Scholl, B. J., & Chabris, C. F. (2000). Sustained inattentional blindness:the role of location in the detection of unexpected dynamic events.Psyche, 6(14), 13-24.
Srivastava, P., & Srinivasan, N. (2010). Time course of visual attention with emotional faces.Attention Perception and Psychophysics, 72(2), 369-377.
Wickline, V. B., Bailey, W., & Nowicki, S. (2009). Cultural in-group advantage:Emotion recognition in african american and european american faces and voices.Journal of Genetic Psychology, 170(1), 5-30.
Zhang, H., Yan, C., Zhang, X., Shi, J., Zhu, B., & Zhang, H. (2017). The relationship between fluid intelligence and sustained inattentional blindness in 7-to-14-year-old children.Consciousness and Cognition, 55, 172-178.
葛国宏,金一波.(2015).非期望刺激的生态意义信息对无意视盲的影响:情绪效价和精细程度的作用.心理发展与教育,31(6), 661-667.
李会杰, 陈楚侨. (2007). 注意捕获的另一扇窗户——无意视盲.心理科学进展,15(4),577-586.
梁溢朕.(2018), 情绪诱发与意外刺激生态性对无意视盲的影响(硕士学位论文). 四川师范大学, 成都.
王静梅. (2014). 幼儿对卡通与真人面孔表情认知的行为和ERP比较研究(硕士学位论文). 浙江师范大学, 杭州.
王乾东, 胡超, 傅根跃. (2013). 幼儿面孔加工异族效应的眼动研究. 心理学报, 45(2), 169-178.
王振宏, 田博, 石长地, 崔雪融. (2010). 3~6岁幼儿面部表情识别与标签的发展特点.心理科学, 33(2), 325-328.
徐丹. (2011). 积极情绪对3~5岁幼儿认知灵活性的影响(博士学位论文).浙江大学, 杭州.
杨佳佳. (2015). 学优生与学困生注意机制差异(硕士学位论文). 河北师范大学, 石家庄.
张慧, 施建农. (2014). 无意视盲的认知神经机制.心理科学进展, 22(12), 1867-1874.
郑娴, 张筱群, 郑潇雅, 王静梅, 卢英俊.(2014).6岁幼儿对卡通与真人面孔表情认知差异的研究.幼儿教育,12(4),35-39.
[1] 高子惠, 焦雨, 王曦, 刘肖岑. 电子绘本文字的动静态呈现方式对幼儿阅读体验和学习效果的影响[J]. 心理发展与教育, 2023, 39(6): 817-824.
[2] 王英杰, 栾金鑫, 李燕. 母亲养育压力与幼儿焦虑的关系:亲子冲突的中介作用和母亲正念的调节作用[J]. 心理发展与教育, 2023, 39(5): 702-709.
[3] 张文洁, 范增, 黎蕾, 刘毅, 钟毅平. 接受对象的常规行为与资源需求对5~6岁幼儿分享行为的影响[J]. 心理发展与教育, 2023, 39(4): 465-472.
[4] 牛湘, 冉光明. 同伴关系与幼儿问题行为关系的三水平元分析[J]. 心理发展与教育, 2023, 39(4): 473-487.
[5] 刘双, 李梅, 冯晓杭, 张向葵. 幼儿掌控动机与能力关系的纵向研究:任务类型与气质的调节作用[J]. 心理发展与教育, 2023, 39(2): 161-172.
[6] 王英杰, 张刈, 张美霞, 李燕. 母亲正念与幼儿问题行为的关系:正念养育和亲子关系的链式中介作用[J]. 心理发展与教育, 2023, 39(2): 184-191.
[7] 刘晓洁, 李燕. 母亲感知的共同教养对幼儿行为问题的影响:一个有调节的中介模型[J]. 心理发展与教育, 2022, 38(5): 626-634.
[8] 张和颐, 洪秀敏. 家庭认知环境与0~3岁婴幼儿发展的关系:有调节的中介效应[J]. 心理发展与教育, 2022, 38(2): 178-185.
[9] 郭滢, 肖红蕊, 龚先旻, 王大华. 情绪影响错误记忆认知机制的年龄差异[J]. 心理发展与教育, 2022, 38(1): 17-25.
[10] 王薇, 贡德英, 程春, 陈科, 李永鑫, 闫晶晶. 5~7岁自闭症谱系障碍幼儿数感的特点[J]. 心理发展与教育, 2021, 37(6): 818-825.
[11] 刘田田, 李燕, 李有嘉, 姜新苗. 父母协同教养与学前儿童社会行为的关系:亲子关系和同胞关系的链式中介作用[J]. 心理发展与教育, 2021, 37(5): 638-647.
[12] 周思妤, 王艺卓, 李晓巍. 幼儿园新教师学历与离职意向的关系:入职适应、工作满意度的多重中介作用[J]. 心理发展与教育, 2021, 37(5): 675-682.
[13] 贺晓玲, 陈俊, 刘灵, 张甜. 3~5岁幼儿职业声望垂直空间、大小双重隐喻发展[J]. 心理发展与教育, 2021, 37(4): 457-464.
[14] 李占星, 朱莉琪. “它”是所有者吗?幼儿对所有权主体的理解[J]. 心理发展与教育, 2021, 37(4): 465-471.
[15] 郑晨烨, 黄焰, 王静梅, 姜存对, 卢英俊. 面孔线索对4~6岁幼儿真人与卡通面孔记忆的影响[J]. 心理发展与教育, 2021, 37(4): 472-480.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!