Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (2): 153-158.doi: 10.16187/j.cnki.issn1001-4918.2021.02.01

    Next Articles

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

RichHTML

PDF (PC)

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

CLC Number: 

  • 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] XIE Qingbin, LIN Siting, CHEN Zekai, XU Yao, LI Yan. Interaction between Behavioral Self-regulation and Social Adjustment in 4~5 Years Old Children: The Inhibitory Effect of Unsociability [J]. Psychological Development and Education, 2025, 41(6): 770-776.
[2] XING Shufen, BAI Rong, LIU Xia, LI Sen. Combined Effects of Maternal Rejection and Dopaminergic Polygenes on Externalizing Behavior in Preschoolers: A Proximal Mechanism of Effortful Control [J]. Psychological Development and Education, 2025, 41(4): 518-527.
[3] LIU Qianwen, GAO Hanjing, WANG Zhenhong. The Interaction Effect of Parent-child Relationships and the CLOCK rs1801260 Polymorphism on Preschoolers’ Prosocial Behaviors: The Moderating Role of Sex [J]. Psychological Development and Education, 2024, 40(5): 625-635.
[4] ZHANG Wenjie, HUANG Zijun, TAN Peixia, FAN Wei, ZHONG Yiping. Who Are Young Children More Likely to Lie for? The Influence of Different Beneficiaries on Lying Behavior among Preschoolers Aged 5～6 Years [J]. Psychological Development and Education, 2024, 40(3): 316-323.
[5] YAN Zhiqiang, ZHOU Ke, ZENG Xiao, XU Hui, ZHU Xiaoqian, ZHANG Juan. The Relationship between Preschooler’s Executive Function and Aggressive Behavior: The Mediation Effect of Cognitive Empathy [J]. Psychological Development and Education, 2023, 39(6): 788-797.
[6] ZHANG Wenjie, FAN Zeng, LI Lei, LIU Yi, ZHONG Yiping. The Influence of Recipients' Conventional Rule and Resource Neediness on Sharing Behavior among Preschoolers at Age of 5～6 [J]. Psychological Development and Education, 2023, 39(4): 465-472.
[7] NIU Xiang, RAN Guangming. The Association between Peer Relationship and Preschoolers' Problem Behavior: A Three-level Meta-analysis [J]. Psychological Development and Education, 2023, 39(4): 473-487.
[8] LIU Xiaojie, LI Yan. The Influence of Mother's Perception of Coparenting on Behavior Problems among Preschoolers: A Moderated Mediation Model [J]. Psychological Development and Education, 2022, 38(5): 626-634.
[9] BAI Rong, YAN Rong, WANG Qian, LI Ye, XING Shufen. The Relationships between Executive Functions and Problem Behavior: Situational Specificity and Gender Differences [J]. Psychological Development and Education, 2022, 38(1): 35-44.
[10] LI Zhanxing, ZHU Liqi. Can It Be Owner? Young Children's Understanding of Ownership Agents [J]. Psychological Development and Education, 2021, 37(4): 465-471.
[11] ZHENG Chenye, HUANG Yan, WANG Jingmei, JIANG Cundui, LU Yingjun. The Effect of Face Clues on Real and Cartoon Face Memory of 4~6-year-olds [J]. Psychological Development and Education, 2021, 37(4): 472-480.
[12] LUO Shilan, ZHANG Dajun, LIU Yunyan. Family Socioeconomic Status and Preschoolers' Good Behavior Habits: Mediating Effects of Parenting Style and Preschoolers' Psychological Suzhi [J]. Psychological Development and Education, 2021, 37(1): 26-33.
[13] WANG Su, GAI Xiaosong. Development Trends and Gender Differences of Cool and Hot Self-regulation for Children Aged 3~4—A Longitudinal Study [J]. Psychological Development and Education, 2020, 36(6): 641-648.
[14] LIU Xiaoshi, LIU Shihong, MO Bibo, LI Dan, FU Rui. Extroversion and Aggressive Behavior in Early Childhood: Moderating Effects of Self-control and Maternal Warmth [J]. Psychological Development and Education, 2020, 36(5): 538-544.
[15] LI Qianqian, YAO Lining, LIANG Jinjun, XING Shufen. Differential influence of Television Violence on Preschool Children's Social Behavior——The Debate between the “the General Aggressive Model” and “Catalyst Model” Theory [J]. Psychological Development and Education, 2020, 36(5): 545-554.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd