愤怒优势效应随年龄的变化:来自视觉搜索任务的证据

IF 3.2 3区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL Psychonomic Bulletin & Review Pub Date : 2024-08-01 Epub Date: 2024-01-18 DOI:10.3758/s13423-023-02401-3
Francesco Ceccarini, Ilaria Colpizzi, Corrado Caudek
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引用次数: 0

摘要

感知威胁性面部表情是检测他人情绪状态并做出适当反应的一项重要技能。愤怒优势效应假说认为,与其他非威胁性面部表情相比,个体更善于处理和识别愤怒的面部表情。在成人中,即使控制了自下而上的视觉显著性,并使用生态学上有效的刺激物,愤怒优势效应仍然存在。然而,目前还不清楚儿童是否也存在这种效应。为了填补这一空白,我们在一项视觉搜索任务中使用了情绪动态刺激物,并将目标物和干扰物的视觉显著性等同起来,从而测试了 6-14 岁儿童的愤怒优势效应。结果表明,在儿童时期,愤怒优势效应包括提高检测愤怒面孔的准确性,而在青少年时期,辨别愤怒面孔的能力会进一步发展,从而能够更快、更准确地检测威胁。
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Age-dependent changes in the anger superiority effect: Evidence from a visual search task.

The perception of threatening facial expressions is a critical skill necessary for detecting the emotional states of others and responding appropriately. The anger superiority effect hypothesis suggests that individuals are better at processing and identifying angry faces compared with other nonthreatening facial expressions. In adults, the anger superiority effect is present even after controlling for the bottom-up visual saliency, and when ecologically valid stimuli are used. However, it is as yet unclear whether this effect is present in children. To fill this gap, we tested the anger superiority effect in children ages 6-14 years in a visual search task by using emotional dynamic stimuli and equating the visual salience of target and distractors. The results suggest that in childhood, the angry superiority effect consists of improved accuracy in detecting angry faces, while in adolescence, the ability to discriminate angry faces undergoes further development, enabling faster and more accurate threat detection.

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来源期刊
CiteScore
6.70
自引率
2.90%
发文量
165
期刊介绍: The journal provides coverage spanning a broad spectrum of topics in all areas of experimental psychology. The journal is primarily dedicated to the publication of theory and review articles and brief reports of outstanding experimental work. Areas of coverage include cognitive psychology broadly construed, including but not limited to action, perception, & attention, language, learning & memory, reasoning & decision making, and social cognition. We welcome submissions that approach these issues from a variety of perspectives such as behavioral measurements, comparative psychology, development, evolutionary psychology, genetics, neuroscience, and quantitative/computational modeling. We particularly encourage integrative research that crosses traditional content and methodological boundaries.
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