【摘要】：情緒識(shí)別能力是人類在社會(huì)生存中不可或缺的能力之一，它對(duì)于兒童的社會(huì)性發(fā)展、心理健康，甚至一生的發(fā)展都至關(guān)重要。其中，面部表情識(shí)別屬于情緒識(shí)別能力的一部分，面部表情的識(shí)別在一定程度上影響著兒童的社會(huì)交往質(zhì)量。孤獨(dú)癥兒童在社會(huì)交往方面存在缺陷，因此，對(duì)于這一群體的情緒識(shí)別能力的研究較為豐富，面部表情識(shí)別的研究也頗受國(guó)內(nèi)外學(xué)者的關(guān)注。 本研究首先對(duì)高功能孤獨(dú)癥兒童面部表情識(shí)別特點(diǎn)進(jìn)行分析討論，再通過不同面部表情材料的呈現(xiàn)，探討影響高功能孤獨(dú)癥兒童面部表情識(shí)別的因素。 國(guó)內(nèi)學(xué)者關(guān)于孤獨(dú)癥兒童的真人面孔識(shí)別研究較為詳實(shí)，然而，許多研究的結(jié)論不同，有些甚至相悖。因而，致使探討孤獨(dú)癥兒童面部表情識(shí)別的特點(diǎn)時(shí)存在一定爭(zhēng)議。本研究將采用羅躍嘉的中國(guó)人情緒面孔圖片系統(tǒng)，對(duì)高功能孤獨(dú)癥兒童6種基本面部表情的識(shí)別進(jìn)行研究，并歸納總結(jié)其識(shí)別特點(diǎn)。 近幾年，國(guó)內(nèi)部分學(xué)者也開始將研究的廣度擴(kuò)展到孤獨(dú)癥兒童對(duì)于卡通人物表情識(shí)別等方面，深度擴(kuò)展到眼部與嘴部等對(duì)人物表情識(shí)別的影響。但是，國(guó)內(nèi)學(xué)者與國(guó)外學(xué)者的結(jié)論略有差異。這可能與所選用實(shí)驗(yàn)材料不同有關(guān)，也可能是因?yàn)槲幕瘋鹘y(tǒng)或教育不同。本研究將運(yùn)用兒童平日熟悉與陌生的卡通人物表情進(jìn)行研究，查看其對(duì)高功能孤獨(dú)癥兒童的面部表情識(shí)別是否存在一定影響。 國(guó)內(nèi)關(guān)于表情識(shí)別的研究更多采用靜態(tài)圖片，，而實(shí)際生活中人們交流與交往時(shí)呈現(xiàn)的是動(dòng)態(tài)表情。近幾年，有部分研究者開始關(guān)注動(dòng)態(tài)面部表情的識(shí)別，但是研究對(duì)象大多為學(xué)齡前兒童和成年人，對(duì)于6歲以上的學(xué)齡兒童研究存在一定缺漏，而對(duì)于孤獨(dú)癥兒童的動(dòng)態(tài)面部表情識(shí)別研究，國(guó)內(nèi)也并未涉及。本研究利用標(biāo)準(zhǔn)化的動(dòng)態(tài)面部表情視頻作為實(shí)驗(yàn)材料，讓孤獨(dú)癥兒童進(jìn)行識(shí)別，并將其結(jié)果與相對(duì)應(yīng)的標(biāo)準(zhǔn)化靜態(tài)表情圖片結(jié)果進(jìn)行比對(duì)。 本研究自編卡通及視頻表情材料，以13名6-10歲孤獨(dú)癥兒童為研究對(duì)象，考察其對(duì)于6種基本面部表情的識(shí)別特點(diǎn)及影響因素，并與16名正常兒童進(jìn)行比照。結(jié)果顯示： （1）高功能孤獨(dú)癥兒童對(duì)于6種基本面部表情的識(shí)別能力弱于正常兒童。其中，高功能孤獨(dú)癥兒童對(duì)于高興表情識(shí)別最好，厭惡表情識(shí)別最弱。 （2）高功能孤獨(dú)癥兒童悲傷表情的命名能力高于其他3種消極表情（憤怒、厭惡、恐懼）。厭惡表情的指認(rèn)能力低于其他4種表情（悲傷、驚訝、憤怒、恐懼）。 （3）高功能孤獨(dú)癥兒童卡通圖片的6種基本面部表情識(shí)別能力弱于正常兒童。高功能孤獨(dú)癥兒童對(duì)驚訝表情的識(shí)別存在熟悉度上的差異，熟悉卡通識(shí)別優(yōu)于陌生卡通。 （4）在動(dòng)態(tài)視頻材料呈現(xiàn)下，高功能孤獨(dú)癥兒童6種基本表情的識(shí)別能力弱于正常兒童。其中，高功能孤獨(dú)癥兒童憤怒表情的識(shí)別能力顯著弱于正常兒童。 （5）高功能孤獨(dú)癥兒童對(duì)動(dòng)態(tài)視頻中6種基本表情的識(shí)別能力強(qiáng)于靜態(tài)圖片。其中，悲傷和恐懼2種表情的識(shí)別在材料類型上的差異顯著。
[Abstract]:The ability of emotion recognition is one of the indispensable abilities of human being in social existence. It is vital to the social development, mental health and even the development of a child. Facial expression recognition is part of the ability of emotion recognition, and the recognition of facial expression affects the quality of social communication of children to some extent. There are defects in the social communication of children with single disease. Therefore, the research on the ability of emotion recognition of this group is more abundant, and the research on facial expression recognition is also concerned by scholars at home and abroad.
In this study, the characteristics of facial expression recognition for high functional autistic children were analyzed and discussed, and the factors affecting facial expression recognition of the children with high function autism were discussed through the presentation of different facial expression materials.
The research on human face recognition of autistic children is more detailed in China. However, many studies have different conclusions and some even disagree. Therefore, there are some disputes about the characteristics of facial expression recognition of autistic children. This study will adopt Luo Yuejia's Chinese emotional face picture system for the high functional autistic children. Children's recognition of 6 basic facial expressions is studied, and their recognition characteristics are summarized.
In recent years, some scholars in China have expanded the breadth of the study to the influence of the autistic children on the expression recognition of cartoon characters, such as the facial expression recognition, and so on. However, there is a slight difference between the domestic scholars and the foreign scholars' conclusions. This may be related to the selected experimental materials and may also be Because of the differences in cultural traditions or education, this study will use children's familiar and unfamiliar cartoon characters to study whether there is a certain impact on facial expression recognition for children with high function autism.
The domestic research on expression recognition uses more static pictures, while in real life people communicate and communicate with the dynamic expression. In recent years, some researchers have begun to pay attention to the recognition of dynamic facial expressions. However, most of the research objects are preschool children and adults, and there is a certain degree of study for school-age children over 6 years old. The study of dynamic facial expression recognition for autistic children is not involved. The study uses standardized dynamic facial expression video as an experimental material to identify autistic children and compare the results with the corresponding standardized static expression images.
In this study, 13 children aged 6-10 years of autism were studied by self-made cartoons and video expression materials. The identification and influence factors of 6 basic facial expressions were investigated and compared with 16 normal children. The results showed that:
(1) the ability to recognize 6 basic facial expressions in children with high function autism is weaker than that of normal children. Among them, the children with high function autism are best for the recognition of happy expression, and the disgust expression is the weakest.
(2) the naming ability of high functional autistic children's sad expressions is higher than the other 3 negative expressions (anger, disgust, fear). The ability to recognize disgust is lower than the other 4 expressions (sadness, surprise, anger, fear).
(3) the 6 basic facial expression recognition ability of the cartoon pictures of the children with high function autism is weaker than that of the normal children. The recognition of the astonishment expression of the children with high function autism has the difference of familiarity, and the familiar cartoon recognition is better than the strange cartoon.
(4) under the presentation of dynamic video materials, the ability to recognize 6 basic expressions of high functional autistic children is weaker than that of normal children. Among them, the ability to recognize the angry expression of the high functional autistic children is significantly weaker than that of the normal children.
(5) the ability of high functional autistic children to recognize 6 basic expressions in dynamic video is stronger than that of static pictures. Among them, the difference of 2 kinds of facial expressions of sadness and fear is significant in the type of material.
【學(xué)位授予單位】：蘇州大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2014
【分類號(hào)】：B842

【參考文獻(xiàn)】

相關(guān)期刊論文 前10條

1 顧莉萍;靜進(jìn);金宇;陳強(qiáng);范方;徐桂鳳;黃賽君;;孤獨(dú)癥兒童對(duì)人物面孔圖表情識(shí)別特征及情緒歸因特點(diǎn)[J];中國(guó)兒童保健雜志;2012年04期

2 黃煜峰,傅安球,林祟德,沈德立;兒童與青少年情緒發(fā)展的實(shí)驗(yàn)研究[J];心理發(fā)展與教育;1986年01期

3 寇_g;徐華女;倪霞玲;唐玲玲;馬來祥;;提高小學(xué)四年級(jí)學(xué)生情緒勝任力的干預(yù)研究[J];心理發(fā)展與教育;2006年02期

4 喬建中;不同類型表情和不同強(qiáng)度表情在表情判別中的作用[J];心理科學(xué)通訊;1989年02期

5 周念麗,方俊明;自閉癥幼兒的情感認(rèn)知特點(diǎn)的實(shí)驗(yàn)研究[J];心理科學(xué);2003年03期

6 楊麗珠,胡金生;不同線索下3～9歲兒童的情緒認(rèn)知、助人意向和助人行為[J];心理科學(xué);2003年06期

7 王振宏;田博;石長(zhǎng)地;崔雪融;;3～6歲幼兒面部表情識(shí)別與標(biāo)簽的發(fā)展特點(diǎn)[J];心理科學(xué);2010年02期

8 王小英;張玉梅;王麗娟;劉鳳玲;;3～6歲兒童情緒理解過程:情緒表現(xiàn)、歸因和調(diào)節(jié)[J];心理科學(xué);2010年04期

9 徐琴美;何潔;;兒童情緒理解發(fā)展的研究述評(píng)[J];心理科學(xué)進(jìn)展;2006年02期

10 金麗;陳順森;;自閉癥兒童面孔加工的異常:來自眼動(dòng)的證據(jù)[J];漳州師范學(xué)院學(xué)報(bào)(自然科學(xué)版);2011年04期

本文編號(hào)：2144547