职前教师情绪复杂性对情绪面孔加工的影响——来自行为、ERP和眼动的证据

The Impact of Pre-Service Teachers' Emotional Complexity on Facial Expression Processing: Evidences from Behavioral, ERP and Eye-Movement Study

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。

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.