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目的了解小学儿童对面孔情绪效价和性别信息的识别特征,进一步探索面部表情识别与性别识别是独立加工还是交互作用机制。方法选取32名三年级小学生和32名五年级小学生,采用情绪信息量和性别信息量相匹配的面孔图片,通过引导被试的注意,使其分别完成对情绪效价和性别特征的快速分类任务。结果在正确率上,面孔性别类型,任务类型与年级的三重交互效应显著(F=7.637,P<0.01),三年级儿童在对女性图片的效价分类任务上正确率显著高于性别分类;在反应时上面孔情绪类型,面孔性别类型,任务类型与年级四因素交互效应显著(F=5.676,P<0.05),三年级儿童对女性积极面孔在情绪效价反应时上显著短于对性别分类的反应时,对男性积极,男性消极和女性消极面孔的两种分类任务在反应时上无显著差异。五年级儿童对4类图片的两种任务在反应时上差异均不显著。结论①小学儿童对积极表情的辨别优于消极表情;②小学儿童对表情信息与性别信息的加工是相互影响的;③小学儿童对面孔中的情绪信息和性别信息加工能力表现出发展的趋势。
Objective To understand the recognition characteristics of primary school children’s emotional potency and gender information, and to further explore whether facial expression recognition and gender recognition are independent processing or interaction mechanisms. Methods Thirty-two pupils of grade three and 32 pupils of grade five were enrolled in this study. Face images matching the amount of emotional information and gender information were selected. By guiding the participants’ attention, they completed the task of rapid classification of emotional potency and gender characteristics respectively . Results On the correct rate, the three-way interactive effect of gender type, task type and grade was significant (F = 7.637, P <0.01). The accuracy rate of the third grade children’s task in the classification of female picture was significantly higher than that of gender classification; There was a significant interaction effect (F = 5.676, P <0.05) between the emotional type of face and gender type of face, the type of task and the grade of four grades in reaction time (F = 5.676, P <0.05) When categorical responses, there was no significant difference in response time between the two classification tasks for masculine, masculine, and feminine negative faces. There was no significant difference in reaction time between the two tasks of the fifth grade children in the four categories of pictures. Conclusions ① The discrimination of positive expression in primary school children is better than that of negative expression; ② The primary school children’s interaction of expression information and gender information are mutually influential; ③ The primary school children’s tendency of processing the emotional information and gender information in face is developing.