本文關(guān)鍵詞： 面部表情識(shí)別 Morph技術(shù) 孤獨(dú)癥　出處：《新疆師范大學(xué)》2016年碩士論文　論文類型：學(xué)位論文

【摘要】：個(gè)體的情緒識(shí)別能力對(duì)其生存和發(fā)展有著舉足輕重的作用,而對(duì)面部表情的識(shí)別能力又是個(gè)體情緒識(shí)別能力的一個(gè)重要表現(xiàn)。接收和解讀他人的面部表情信息,不僅對(duì)個(gè)體的社會(huì)交往活動(dòng)產(chǎn)生重要影響,對(duì)其心理健康更是有著深遠(yuǎn)意義。大量研究發(fā)現(xiàn)孤獨(dú)癥兒童對(duì)積極情緒面孔的識(shí)別要好于消極情緒面孔,并且他們對(duì)各種消極情緒面孔的識(shí)別存在差異,但對(duì)此得出的結(jié)論卻有所不同。為探明孤獨(dú)癥兒童對(duì)不同消極情緒面孔的識(shí)別情況及其在面孔識(shí)別中采用的異常加工策略,本研究設(shè)計(jì)兩個(gè)實(shí)驗(yàn),若兩個(gè)實(shí)驗(yàn)得到一致的結(jié)論,則本實(shí)驗(yàn)為當(dāng)前該研究領(lǐng)域存在的爭(zhēng)議提供了有力的支持。實(shí)驗(yàn)一采用經(jīng)典的學(xué)習(xí)——再認(rèn)范式,實(shí)驗(yàn)二利用Morph技術(shù)進(jìn)行實(shí)驗(yàn)。從孤獨(dú)癥兒童康復(fù)中心招募孤獨(dú)癥兒童20名,年齡6-10歲。從中國(guó)化面孔情緒圖片中選取10張中性情緒面孔圖片,運(yùn)用FaceGen、Photoshop、Sqirlz Morph2.1等軟件對(duì)這些圖片進(jìn)行處理,整理出本實(shí)驗(yàn)所需要的一系列情緒面孔圖片。采用Excel、E-prime自帶E-merge以及SPSS16.0等數(shù)據(jù)處理軟件對(duì)實(shí)驗(yàn)所收集的數(shù)據(jù)進(jìn)行統(tǒng)計(jì)整理分析。實(shí)驗(yàn)一結(jié)果顯示:孤獨(dú)癥兒童在本研究所涉及的四種消極情緒面孔的識(shí)別上存在顯著差異,具體表現(xiàn)為:在四種消極情緒面孔圖片中,孤獨(dú)癥兒童對(duì)厭惡情緒面孔圖片的再認(rèn)成績(jī)最好,對(duì)恐懼情緒面孔圖片的再認(rèn)成績(jī)最差。實(shí)驗(yàn)二得到與實(shí)驗(yàn)一一致的結(jié)果,表現(xiàn)為被試需要更高強(qiáng)度的恐懼情緒才能對(duì)恐懼情緒面孔圖片進(jìn)行識(shí)別,而在識(shí)別厭惡情緒面孔圖片時(shí),卻只需要較低的情緒強(qiáng)度。通過對(duì)兩個(gè)實(shí)驗(yàn)所得結(jié)果進(jìn)行分析,本研究得出以下結(jié)論:孤獨(dú)癥兒童在四種消極情緒面孔的識(shí)別上存在顯著差異,對(duì)厭惡情緒面孔的識(shí)別最好,對(duì)憤怒情緒面孔和悲傷情緒面孔的識(shí)別情況次之且對(duì)這兩種情緒面孔的識(shí)別不存在差異,對(duì)恐懼情緒面孔的識(shí)別最差。
[Abstract]:The ability of individual emotion recognition plays an important role in its survival and development, and the recognition ability of facial expression is an important expression of individual emotion recognition ability. It not only has an important influence on the individual's social interaction, but also has profound significance to its mental health. A large number of studies have found that autistic children recognize positive emotional faces better than negative emotional faces. In order to find out how autistic children recognize different negative emotional faces and the abnormal processing strategies used in face recognition, there are differences in their recognition of various negative emotional faces, but their conclusions are different. In this study, two experiments are designed. If the two experiments reach a consistent conclusion, this experiment provides a powerful support for the current controversy in this field. Experiment 1 adopts the classical learning-recognition paradigm. Experiment 2: using Morph technique, 20 autistic children aged 6 to 10 years were recruited from the rehabilitation center of autistic children. Ten neutral emotional faces were selected from Chinese facial images. The images were processed using software like Facebook Photoshop Sqirlz Morph2.1. A series of images of emotional faces needed in this experiment were sorted out. Data processing software such as Excel E-prime with E-merge and SPSS16.0 were used to analyze the data collected in the experiment. The results of experiment 1 showed that autistic children were in this study. There are significant differences in the recognition of the four negative emotional faces involved. Among the four negative emotional faces, the autistic children had the best recognition scores for the disgust faces and the worst for fear faces. In order to recognize the face of fear emotion, the subjects need higher intensity of fear emotion in order to recognize the face of fear emotion, but only the lower intensity of emotion is needed when recognizing the picture of face of disgust. The results of two experiments were analyzed. This study concludes that there are significant differences in the recognition of four negative emotional faces in autistic children, and the recognition of disgust faces is the best. The recognition of angry and sad faces is second, and there is no difference between them, but the recognition of fear faces is the worst.
【學(xué)位授予單位】：新疆師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2016
【分類號(hào)】：B842

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