具身情绪启动对智障学生面部情绪识别的影响  

The Effects of Embodied Emotion Priming on Facial Emotion Recognition in Students with Intellectual Disabilities

作　　者：孙玉梅[1] 磨利园 宫慧娜 施玮凌 宗清瑶 岳浩文 SUN Yumei;Mo Liyuan;GONG Huina;SHI Weiing;ZONG Qingyao;YUE Haowen(College of Education,Central China Normal University,Wuhan,430079)

机构地区：[1]华中师范大学教育学院,武汉430079

出　　处：《中国特殊教育》2024年第6期26-34,共9页Chinese Journal of Special Education

基　　金：国家社会科学基金教育学青年课题“工作记忆训练对听障学生汉语唇读能力的干预研究”(项目批准号:CBA220315)的研究成果。

摘　　要：具身情绪对智障学生面部情绪识别干预的影响日益引起研究者们的广泛关注,但具身情绪启动对智障学生情绪识别的作用机制仍不明晰。本研究基于具身情绪启动范式,探究智障学生情绪信息的加工特点,以期为其情绪识别的理论研究与实践干预提供依据。结果发现:(1)智障学生在情绪识别中存在积极偏向效应;(2)智障学生识别积极情绪主要依靠嘴部区域,而识别消极情绪主要依靠眼部区域;(3)不同具身情绪启动类型会调整智障学生的视觉加工模式,从而影响情绪识别的效率。这些结果表明,操纵智障学生的面部肌肉活动可以对其情绪识别产生具身影响,智障学生识别情绪的效率受到面部区域和情绪效价的双重调节,未来智障学生的面部情绪识别干预应注重情绪识别的关键特征学习和具身的情绪识别训练。The effects of embodied emotions on facial emotion recognition interventions for students with intellectual disabilities(ID)have increasingly attracted extensive attention from researchers,but the mechanism of embodied emotion priming on emotion recognition in students with ID remains unclear.Based on the embodied emotion priming paradigm,this study explored the processing characteristics of emotion information in students with ID,with the aim of providing a basis for theoretical research and practical interventions on their emotion recognition.The results revealed that:(1)there was a positive bias effect on emotion recognition in students with ID;(2)students with ID mainly relied on mouth regions to recognise positive emotions,while they mainly relied on eye regions to recognise negative emotions;(3)different types of embodied emotion priming modulated the visual processing patterns of students with ID,which in turn affected the efficiency of emotion recognition.In conclusion,manipulating the facial muscle activities of students with ID can have an embodied effect on their emotion recognition,and the efficiency of students with ID in recognising emotions is regulated by both facial regions and emotional valence.Future facial emotion recognition interventions for students with ID should focus on learning key features of emotion recognition and embodied emotion recognition training.

关 键 词：具身情绪启动 智障学生 情绪识别 

分 类 号：G764[文化科学—特殊教育学]