Features of the perception and understanding of emoji by adolescents with different levels of intelligence

IF 1.8 Q3 PSYCHOLOGY, CLINICAL Mediterranean Journal of Clinical Psychology Pub Date : 2020-08-13 DOI:10.6092/2282-1619/MJCP-2417
O. Zashchirinskaia, E. Nikolaeva, Hagedorn Udo
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引用次数: 3

Abstract

The present study aims at the comparative analysis of the patterns of the identification of images that reflect basic and complex emotions by adolescents with mild intellectual disturbances and by normatively developing peers. The research involved two groups of adolescents. Author's technique was developed and further applied, containing seven multiple choice tasks to study the non-verbal information perception patterns in adolescents with mild intellectual disturbances. It was determined that during saccadic eye movements, all adolescents, regardless of the level of intellectual development, better define such emotions as “joy” and “fear”. For normatively developing adolescents, the zone of interest corresponds to the mouth area as the most moving part of the face, while peers with mild intellectual disturbances take longer to examine the eye area, which is inherent in children in the early stages of ontogenesis. Data indicate that normatively developing adolescents can combine individual image elements into a single whole, while adolescents with intellectual disabilities, lingering on individual image elements, are incapable of creating a single image of it.
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不同智力水平青少年对表情符号的感知和理解特征
本研究旨在比较分析轻度智力障碍青少年和发育正常的同龄人对反映基本和复杂情绪的图像的识别模式。这项研究涉及两组青少年。作者的技术得到了发展和进一步应用,包括七项多项选择任务,以研究轻度智力障碍青少年的非言语信息感知模式。研究发现,在扫视性眼动中,所有青少年,无论智力发展水平如何,都能更好地将这些情绪定义为“快乐”和“恐惧”。对于发育正常的青少年来说,兴趣区对应于口腔区域,口腔区域是面部最活跃的部分,而轻度智力障碍的同龄人需要更长的时间来检查眼睛区域,这是个体发育早期儿童固有的。数据表明,发育正常的青少年可以将个体图像元素组合成一个整体,而智力残疾的青少年则停留在个体图像元素上,无法创造出单一的图像。
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来源期刊
CiteScore
4.10
自引率
53.80%
发文量
0
审稿时长
4 weeks
期刊介绍: The MJCP is an Open Access Peer-Reviewed International Journal in Clinical Psychology. MJCP accepts research related to innovative and important areas of clinical research: 1. Clinical studies related to Clinical Psychology, 2. Psychopathology and Psychotherapy; 3. Basic studies pertaining to clinical psychology field as experimental psychology, psychoneuroendocrinology and psychoanalysis; 4. Growing application of clinical techniques in clinical psychology, psychology of health, clinical approaches in projective methods; 5. Forensic psychology in clinical research; 6. Psychology of art and religion; 7. Advanced in basic and clinical research methodology including qualitative and quantitative research and new research findings.
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