Psychological Development and Education ›› 2021, Vol. 37 ›› Issue (2): 159-166.doi: 10.16187/j.cnki.issn1001-4918.2021.02.02

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The Effects of Parent-child Communication of High School Students on the Attention Bias of Affactive Stimuli

WU Jie1,2, WEI Furong3, LI Jiaqi1,2, WU Xia1,2   

  1. 1. Key Research Base of Humanities and Social Sciences of Ministry of Education, Academy of Psychology and Behavior, Tianjin Normal University, Tianjin 300387;
    2. Faculty of Psychology, Tianjin Normal University, Tianjin 300387;
    3. Tianjin No. 41 middle school, Tianjin 300204
  • Published:2021-03-15

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Abstract: In order to explore the effects of the quality of parent-child communication in high school students on the attention bias in the processing of affactive stimuli, firstly, the parent-child communication questionnaire was used to select the high group and the low group of parent-child communication. Both groups participated in a behavioral experiment task by employing the dot-probe paradigm (Experiment 1). Participants were instructed to response for the position of a dot followed a probe. The experiment employed a 2×2 within-subject design, with the affective picture pairs of the probe (negative, positive), and the validity of the probe and dot position (valid, invalid). The experiment simultaneously recorded behavioral data and event-related potential data. The data of Experiment 1 showed a significant effect of inhibition return, which terms that the reaction times in invalid condition were faster than that in valid condition. Experiment 2 used event-ralated potential (ERP) technology to investigate the neural mechanism underlying the attentional bias to affective stimuli. Data of Experiment 2 showed that the high group of family communication triggered a larger amplitude of P2 and P3 components than the low group of family communication, suggesting an attentional bias to the aggressive stimuli. Behavioral and ERP data suggested that the students with better family communication could pay more attention to aggressive stimuli in the early stage of orientation selection. Students with poor family communication were not found to have the attentional bias toward the affective stimuli, leading to a state of ‘indifferent care’.

Key words: parent-child communication, affective picture, attention bias, P2 component, P3 component

CLC Number: 

  • B844
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