CAJ | 학술논문

采用ERP和眼动技术考察职前教师情绪复杂性对情绪面孔加工的影响。实验采用面孔识别范式,分别比较高低情绪复杂性的职前教师在加工4类基本情绪时的ERP和眼动差异。行为结果显示,除愉快情绪外,高分组在其他3种情绪加工的正确率上显著高于低分组,反应时上则显著短于低分组;ERP结果显示,高分组在P100、N170和LPP三个成分的幅值上均显著高于低分组,而在VPP、P200和N200三个成分的幅值上则显著低于低分组;眼动结果显示,高分组在总注视点个数、注视频率和瞳孔直径上高于低分组,而在眼跳时间和眼跳幅度上则小于低分组。这些结果表明情绪复杂性影响情绪面孔的加工,高情绪复杂性促使个体在情绪信息加工时对情绪类别信息更敏感,且采用更高的加工效率和更优的加工模式。
채용ERP화안동기술고찰직전교사정서복잡성대정서면공가공적영향。실험채용면공식별범식,분별비교고저정서복잡성적직전교사재가공4류기본정서시적ERP화안동차이。행위결과현시,제유쾌정서외,고분조재기타3충정서가공적정학솔상현저고우저분조,반응시상칙현저단우저분조;ERP결과현시,고분조재P100、N170화LPP삼개성분적폭치상균현저고우저분조,이재VPP、P200화N200삼개성분적폭치상칙현저저우저분조;안동결과현시,고분조재총주시점개수、주시빈솔화동공직경상고우저분조,이재안도시간화안도폭도상칙소우저분조。저사결과표명정서복잡성영향정서면공적가공,고정서복잡성촉사개체재정서신식가공시대정서유별신식경민감,차채용경고적가공효솔화경우적가공모식。
Propositional knowledge for emotional complexity is also called emotional awareness, which has been regarded as the most fundamental skill to emotional intelligence. It refers to the ability of recognizing and describing one＇s own and others＇ emotions. This kind of ability is important to the processing of individual mental health and interpersonal interaction. In the present study, the electrophysiological correlates and the eye movement of the facial expression processing among the pre-service teachers who have different emotional awareness were investigated. To screen participant of high or low emotional awareness, 800 Pre-Service Teachers were surveyed by the Chinese version of leaves of emotional awareness scale （LEAS）. As paid volunteers, 40 pre-service teachers were recruited to take part in studyl and the other 60 pre-service teachers in study2. The participants in the experiment were all right-hand, had normal or corrected-to-normal vision and had no neurological or psychological disorders. This study was approved by the local ethics committee, and all participants signed an informed consent form prior to their inclusion in the experiment. The participants were instructed to judge the emotion of faces （happy, anger, fear and sadness） while recording EEG and eye movement. Behavioral results showed that the mean accuracy rate was higher for pre-service teachers who have high emotional awareness score group than that of the low score group, and the mean reaction time of the high score group was significantly shorter than that of the low score group. Relative to the case of the low score group, it was observed that the amplitudes of P100, N170 and LPP were higher while the amplitudes of VPP, P200 and N200 were lower in high score group. Eye movement results showed that the number of total eye fixation, monitoring frequency and the diameter of the pupil of high score group were higher than the low score group, while their saccadic time and saccade amplitude were lower. These results suggested that the emotional complexity has an influence on the processing of the emotional facial expressions. Pre-service teachers with higher emotional complexity were more sensitive to the categorization information of emotion, and probably adopt a more efficient and better pattern.