5~6岁幼儿对不同文化背景卡通面孔再认的眼动研究

采用不同文化背景卡通面孔为刺激材料,探究中国幼儿对中国风、日本风与欧美风女性卡通面孔再认的差异及其眼动机制。结果显示：（1）卡通面孔再认正确率差异显著,日本风面孔具有记忆优势;女童对三种面孔再认正确率均显著高于男童;（2）卡通面孔特质中的夸张性对卡通面孔再认正确率的预测显著;（3）文化背景与性别因素显著影响平均注视时间、注视点个数、眼跳次数和幅度及瞳孔大小等总体眼动指标;（4）兴趣区数据显示：对日本风面孔的总注视时间和注视点个数最高;卡通面孔再认主要依赖于眼部、其次为鼻子;文化背景与兴趣区存在交互作用,在注视时间、注视点个数与首注视点指标上,提示幼儿更关注日本风的眼睛区域与欧美风的鼻子区域。综上,幼儿对不同文化背景卡通面孔的记忆和眼动加工存在差异,日本风卡通面孔的记忆优势可能基于其夸张性高的面孔特质,尤其在眼睛部位;行为学与眼动指标均提示女童对卡通面孔的再认具有优势。     

卡通面孔分类与识别加工的ERP比较研究

通过ERP方法,考察卡通面孔分类（人和动物）的脑机制及其与卡通面孔识别（人与车）的差异。结果表明,分类任务中,动物面孔VPP潜伏期显著长于人,N170潜伏期主效应不显著、波幅半球效应显著,LPP波幅在顶叶和中央区最大;分类任务VPP和LPP波幅均显著大于识别。结论：卡通面孔分类比识别速度慢、强度大,消耗心理资源多。顶叶和中央区可能是执行分类任务的主要脑区,且加工人类面孔具有优势。面孔加工中结构编码和特征编码可能部分是并行的。     

7～10岁自闭症谱系障碍儿童对情绪面孔的觉察与加工

为了考察自闭症谱系障碍(autism spectrum disorder,ASD)儿童对不同情绪面孔的觉察和加工情况,设计两个眼动实验任务,要求14名7～10岁ASD儿童和20名同年龄正常儿童观看图片。实验一采用将情绪面孔嵌入风景图片中引起语义不一致的刺激;实验二采用含有情绪面孔的无意义背景乱序图片刺激。结果发现:(1)ASD儿童对不同情绪面孔的觉察时间都显著长于正常儿童;(2)与正常儿童一样,ASD儿童表现出对恐惧面孔的注意偏向;(3)实验二中,ASD儿童对不同情绪面孔内部特征区的注意分配与正常儿童不同;正常儿童能注意最能展示该类情绪特征信息的区域,如恐惧的眼睛、愉快的嘴巴,而ASD儿童对三类情绪面孔特征区的注意分配方式相似;(4)两个实验条件下,ASD者对不同情绪面孔的觉察、加工模式与正常儿童相似。     

面孔知觉中特征、结构和整体加工策略的眼动研究

考察面孔知觉中特征加工、结构加工和整体加工三种不同加工方式对应的眼动模式。实验1中, 将以特征信息为主的错乱面孔和以结构信息为主的模糊面孔作为线索刺激, 引发对测试面孔的特征加工和结构加工, 眼动分析表明：特征加工表现为对面孔各特征内更长的凝视时间, 结构加工表现为对面孔各特征间高频的眼跳。实验2采用相同的研究范式, 将完整面孔、轻度错乱面孔和低水平模糊面孔作为线索刺激, 引发对测试面孔除特征加工和结构加工外的另一种加工方式-- 整体加工, 表现为注视点更多地落在测试面孔中央区的鼻子部位以扩大注视范围, 进而把握整张面孔信息。本研究揭示了三种不同面孔加工方式眼动模式的差异。     

本族和异族面孔表情注视的差异性：来自眼动的证据

采用无任务浏览范式，选取积极、中性和消极的情绪面孔作为材料，将面孔划分为3个兴趣区（眼睛、鼻子和嘴），考察中国个体在加工本族与高加索情绪面孔的眼动注视特点。研究结果显示，在浏览本族的（积极、中性和消极）情绪面孔时，中国被试对眼睛和鼻子的注视次数和时长显著多于对嘴部的注视次数和时长。在浏览高加索的（积极、中性和消极）情绪面孔时，中国被试对眼睛和鼻子的注视次数和时长显著多于其对嘴部的注视次数和时长，并且对鼻子的注视次数和时长也显著多于眼睛的注视次数和时长。结果表明，在加工本族面孔表情，中国被试将鼻子和眼睛作为主要注视区域，而加工高加索面孔表情时则是将鼻子作为最主要注视区域，即中国被试加工本族和异族面孔表情的注视特点存在差异。     

五官完整度对自闭症儿童面孔表情性别识别的影响

摘 要 为探讨自闭症儿童在不同面孔遮蔽部位和不同面孔表情下的性别识别能力,本研究选取自闭症、智力障碍和普通儿童各21名对240张面孔表情图片进行性别识别。结果发现,自闭症儿童的性别识别正确率显著低于普通儿童,且表现出对中性和高兴表情的识别优于生气表情,同时在遮蔽眼睛时正确率最低。研究认为,自闭症儿童的总体性别识别能力偏低,且受面孔遮蔽部位和表情类型的影响显著,在面孔表情加工过程中体现出较为明显的局部加工特征。     

面孔线索对4~6岁幼儿真人与卡通面孔记忆的影响

对真人面孔与卡通面孔记忆线索的比较研究,有助于深入认识儿童的面孔认知机制。采用“学习-再认”范式,以内部线索面孔、外部线索面孔和完整面孔为刺激材料,探究面孔线索对4~6岁幼儿真人与卡通面孔记忆的影响。结果发现：（1）女童对真人面孔的记忆显著优于卡通;（2）对卡通面孔的记忆,男童显著优于女童;（3）对真人面孔：完整面孔记忆显著优于内部线索面孔与外部线索面孔;对卡通面孔：外部线索面孔记忆最佳,其次完整面孔,内部线索面孔最低;（4）幼儿对外部与内部线索面孔的记忆能力随年龄逐步提高,6岁显著优于4岁。综上,幼儿对真人面孔与卡通面孔的记忆模式存在差异;且面孔类别、性别、面孔线索与年龄等因素均影响幼儿的面孔记忆。     

双侧梭状回面孔区在面孔加工中的功能分工与协作

梭状回面孔区(fusiform face area,FFA)是视觉皮层上专门加工面孔的区域。然而,双侧FFA在面孔加工中的功能分工与协作还存在争议。在特异性刺激的加工上,右侧FFA主要负责人类面孔类别的知觉,而左侧FFA的功能与面孔精细特征的感知有关;在皮层可塑性上,右侧FFA主要参与青少年的社会适应学习,而左侧FFA负责成年人的知觉学习;在面孔网络中,二者与不同区域的连接用以适应不同的认知需求;他们之间的有向协作具有任务特定性。未来研究需要回答三个问题:左侧FFA的可塑性程度及这一可塑性是否是认知特定的、左侧FFA及其形成的网络连接的认知意义,双侧FFA在面孔网络中的连接有向性等问题。     

面部特征空间关系、肤色亮度对卡通面孔吸引力的影响

选取88名大班儿童（43名女童和45名男童）及90名在校大学生（42名男生和48名女生）为实验被试,通过心理量表评分,探讨面部特征空间关系、肤色和亮度对儿童卡通面孔吸引力影响。结果显示：（1）幼儿与成人对卡通面孔最佳面部特征空间关系评价存在差异;（2）幼儿评价女童卡通面孔眼嘴间距离占面长24%时吸引力最优,两眼间距离占面宽41%时吸引力最优,但未达显著。成人评价女童卡通面孔也存在纵向“黄金比例（19%）”现象;（3）男童卡通面孔不存在最佳比例;（4）幼儿偏爱偏白肤色,而成人偏好白里透红;（5）受众性别与卡通形象性别均对肤色偏好有影响;（6）亮度高的儿童卡通面孔更具吸引力。结论：卡通面孔吸引力受面部特征空间关系、肤色与亮度等因素显著影响,卡通设计需针对不同年龄、性别受众来设定面部特征空间关系与肤色等要素。     

微笑影响面孔吸引力判断的眼动研究

运用眼动仪技术,探寻微笑对面孔吸引力认知加工的影响及其眼动模式。眼动结果发现:被试注视微笑图片嘴巴部位的总注视时间长于中性图片嘴巴部位;被试注视高吸引力图片眼睛部位的总注视时间长于低吸引力眼睛部位。被试先看嘴巴,后看鼻子,最后是眼睛部位。首次注视持续时间从长到短依次是:嘴巴、鼻子,眼睛部位。结果表明微笑影响面孔吸引力的认知加工及其眼动模式。嘴巴对微笑图片有影响,眼睛对面孔吸引力的判断有重要的作用。     

情绪效价与面孔类型对幼儿无意视盲的影响

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。     

情绪效价与面孔类型对幼儿无意视盲的影响

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。     

Improvement in gross motor performance between 3 and 5 years of age

This study examined gross motor performance of 101 typically developing children between 3 and 5 years of age (48 boys, 53 girls, M age = 3.9 yr., SD = 0.5). All children performed 7 different gross motor tasks which were rated on a 5-point scale. Age and sex were assessed by an ordinal-logistic model, and odds ratios were calculated for each task using age and sex as covariates. For standing on one leg, walking on a beam, hopping on one leg, running, and taking stairs, statistically significant age differences were found, while for rising and jumping down, none were apparent. Mean motor performance did not differ between boys and girls on the tasks. The older the children were, the better they performed on the tasks.     

The importance of gesture in children's spatial reasoning

On average, men outperform women on mental rotation tasks. Even boys as young as 4 1/2 perform better than girls on simplified spatial transformation tasks. The goal of our study was to explore ways of improving 5-year-olds' performance on a spatial transformation task and to examine the strategies children use to solve this task. We found that boys performed better than girls before training and that both boys and girls improved with training, whether they were given explicit instruction or just practice. Regardless of training condition, the more children gestured about moving the pieces when asked to explain how they solved the spatial transformation task, the better they performed on the task, with boys gesturing about movement significantly more (and performing better) than girls. Gesture thus provides useful information about children's spatial strategies, raising the possibility that gesture training may be particularly effective in improving children's mental rotation skills.     

Developmental differences in drawing performance of the dominant and non-dominant hand in right-handed boys and girls

This paper addresses the development of fine motor skills in the dominant and non-dominant hand. A total of 60 right-handed children, aged 4-12 years old, were divided in five groups of 12 children, with six girls and six boys in each group. The children were presented with drawing tasks that had to be performed with the dominant and non-dominant hand. Small or large targets had to be connected by lines making either a zigzag (discrete) or slalom (continuous) movement. For each task, effects of age group, gender, hand, and target size were examined for drawing time, percentage of stop time, drawing distance, velocity, and errors. Comparison of stop times in both tasks showed that the zigzag task was performed in a discrete way while the slalom task was performed more continuously, except in the youngest children, who performed both tasks in a discrete manner. With increasing age the children performed the tasks faster, more accurate and with shorter stops. No significant differences were found between boys and girls. While a shorter drawing distance and less errors were observed for the dominant hand in both tasks, drawing time and velocity were not significantly different between both hands. However, the percentage of stop time was higher for the dominant hand. Moving to smaller targets resulted in slower and less accurate performance. A significant interaction of age group and hand was found for errors in both tasks, and for stop time and velocity in the slalom task, suggesting differential maturational changes for both hands in discrete and continuous drawing tasks.     

面孔吸引力和信息正确性对幼儿选择性信任的影响

实验1采用3×2×2 的混合设计, 考察4~6岁幼儿获取全新信息时基于面孔吸引力的选择性信任及其特点。结果显示：(1) 4~6岁的男孩和女孩均表现出对高面孔吸引力者的选择性信任。(2)在选择性信任程度方面：5岁比4岁高, 而4岁和6岁之间、5岁和6岁之间则相同; 女孩在询问任务中比男孩表现出更高的选择性信任, 在赞同任务中则相同。那么, 幼儿的这种选择性信任是否受到信息正确性的调节?为此, 实验2采用2×3的被试间设计, 探讨信息提供者提供信息的正确性对4~6岁幼儿基于面孔吸引力的选择性信任的影响。结果显示：在正确性为50% vs. 50%条件下, 幼儿未对信息提供者产生选择性信任; 在正确性为25% vs. 75%条件下, 幼儿对提供较大正确性信息的低面孔吸引力者产生了选择性信任。研究结果表明：(1)在信息缺乏时, 4~6岁幼儿普遍存在有偏见的选择性信任; 女孩比男孩更易受到社会偏见因素的影响。(2)在信息明确时, 4~6岁幼儿也能做出相对理性的选择性信任。