自闭症谱系障碍儿童面部表情识别的实验研究
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摘要
面部表情识别是个体社会认知的重要组成部分,人们通过对人脸面部表情的感知与理解,掌握对方所传达的内部情感和意图,形成反馈性的社会互动。由于自闭症儿童伴有明显的社会认知障碍,他们的人脸面部表情识别研究成为特殊教育学、认知科学、儿童发展学、神经科学等相关学科共同关注的研究课题。近年来,世界卫生组织和美国精神病学会将用于社交的面部表情障碍作为自闭症的诊断标准,自闭症谱系障碍儿童的人脸面部表情的识别机制、加工过程更引起了较大的争议。本研究者希望通过对自闭症儿童面部表情识别的系列的实验,客观地评价自闭症儿童人脸面部表情认知的能力,揭示影响他们面部表情识别的主要因素,探讨面部表情识别的信息加工过程和内在机制,为进行有效的干预和提高自闭症儿童面部表情识别能力提供实验依据。
本研究由五部分构成：
第一部分文献综述。主要阐述了面部表情与面部表情识别的概念、分类和研究范式,自闭症谱系障碍儿童(ASD)面部表情识别研究的背景、成果以及存在的主要问题。
第二部分提出了本研究的目标、主要内容、研究的总体构想以及力求突破的研究的重点和难点。
第三部分通过6个系列实验从行为和事件相关电位(ERP)两条路径系统探讨了自闭症谱系障碍儿童面部表情识别的过程与特点。实验1的面部表情标签研究,探寻了自闭症谱系障碍儿童面部表情图式的特点以及与智障儿童的表情图式的异同。研究发现,自闭症谱系障碍儿童具有较强的愤怒面部表情优势效应,在面部表情图式上偏向于强面部表情,而智障儿童则偏向弱强度面部表情,实验2的面部表情强度识别研究,比较了自闭症谱系障碍儿童与智障儿童对面部表情强度的评定与判断能力以及面部表情图式的稳定性。但是,实验2所提供的验证,任务比较简单,其所起到的干扰作用较小。增加实验任务难度,是否能够发现自闭症谱系障碍儿童面部表情识别的变化?这成为实验3到实验5关注的重点。
实验3的内隐表情识别研究,通过增加任务难度,进一步探讨了自闭症谱系障碍儿童内隐表情识别的能力和影响内隐表情识别的干扰因素。通过内隐角度验证了实验1的结论的可重复性。
实验4通过改变和控制面部表情的呈现速度,进一步比较了自闭症谱系障碍儿童与智障儿童在3种不同呈现速度下的面部表情识别情况。研究发现,随着呈现速度增加,自闭症谱系障碍儿童面部表情识别反应时和准确率在一定程度上与智障儿童发生了分离,即识别准确率随呈现时间变化呈“v”的走向,但自闭症谱系障碍儿童愤怒优势效应却依然存在。
实验5通过前后两张面部表情图片的伪动画和伪随机呈现方式的改变,比较了自闭症谱系障碍儿童与智障儿童在同时关注面部身份特征和面部表情条件下,面部表情匹配的能力。实验结果发现,自闭症谱系障碍儿童与智障儿童在不同表情匹配的准确性和速度方面呈现分离,即前者匹配愤怒速度显著快于后者,而后者在匹配中性表情方面占据明显优势。实验6再次通过事件相关电位(ERP)的测查,验证了行为与认知心理实验所得出的结论,再次证明了自闭症谱系障碍儿童对愤怒面部表情识别具有优势效应,识别开心和愤怒具有不同的时空模式,也为前面五个实验的结论提供了一定的神经生理方面的佐证。
论文的第四部分是对系列实验研究的综合分析。阐述了有关自闭症谱系障碍儿童面部表情标签认知加工模型、规则—经验竞争模型、记忆—识别面孔空间距离远近模型、资源分配策略模型、锚定—再认匹配模型的特点以及上述5个实验结论的内在联系和相互佐证。对自闭症谱系障碍儿童在上述五个行为实验中的表现进行了综合分析。
第五部分是总结与展望。根据系列实验的结果,总结了本项研究的6点主要结论,提出了自闭症谱系障碍儿童面部表情识别综合模型。与此同时探讨了本研究对自闭症儿童干预与教育的启示、本研究的不足和对未来开展更深入、系统的有关不同类型特殊儿童面部表情识别的大型合作研究的期待。
The facial expression recognition is an important part of social cognition. It facilitates people's feedback in a social interaction through the procedure from sensing and recognizing others'facial expressions to understanding the transmitted affect and intention. The facial expression recognition of children with autism spectrum disorder (ASD) is now a popular topic in the disciplinary fields like special education, cognitive science, developmental psychology, and neuroscience. It even became a controversial issue when recently the World Health Organization (WHO) and the American Psychiatric Association (APA) incorporated facial expressions as one of the diagnostic criteria for ASD. This research employed a systematic study on facial expression recognition of children with ASD for the purpose of:(1) offering an objective evaluation on autistic children's capability to recognize facial expressions;(2) exploring internally the information processing progress of facial expression recognition of children with ASD;(3) providing experimental evidence to interventions on facial expression recognition of children with ASD.
There are five parts in the paper:
Chapter One is the literature review. Topics elaborated in this part include the concept of facial expression, the concept of facial expression identification, the taxonomy of facial expression recognition, the research paradigm of facial expression recognition, the research background, and research problems.
Chapter Two put forward the research purposes, contents, design, research priorities and potential difficulties.
Chapter Three details the experimental study, in which the researcher employs two major aspects (behavioral and ERP) to explore the characteristics of autistic children's facial expression recognition.
In Experiment1, a facial expression labeling experiment was implemented to explore whether children with ASD have their facial expression schemata, and to find the differences between facial expression schemata of children with ASD and those of children with intellectual disability (ID). The result revealed a superiority effect when children with ASD recognize anger facial expressions, and also showed that children with ASD had a preference on strong facial expressions, and children with intellectual disability, on the contrary, prefer weak facial expressions.
In Experiment2, a facial expression intensity distinguishing task was given to participants to compare the ability to assess intensity of facial expression as well as the stability of facial expression schemata between children with ASD and children with ID. However, the task here was relatively simple and less disturbing. Therefore more challenging tasks were designed in Experiment3and Experiment5to see if the increasing difficulty would change the facial expression recognition of children with ASD.
In Experiment3, there was an implicit expression recognition task. With a more difficult task, it further explored the ability of children with ASD to recognize implicit expression, as well as interference factors that affect implicit expression recognition. This part tested the repeatability of results in Experiment1through an implicit design.
In Experiment4, the facial expressions rendering speed was controlled and put into three conditions in the task as to compare facial expression recognition of children with ASD and of children with ID in three different experimental settings. It was found that with the rendering speed increasing, the reaction time and accuracy of children with ASD altered in a separated way. The accuracy formed a V curve, but the anger-superiority effect remains.
In Experiment5, two faces were presented in either a pseudo-animation or a pseudo-random way, as representation of a facial identification and a facial expression condition, to compare the facial expression matching performance of children with ASD and children with ID. It was found that those two groups of children had different performances on the task. Children with ASD performed better when matching anger faces, and children with ID had better performance when matching neutral faces.
In Experiments6, we implemented an ERP experiment which provided evidence to support the f the anger-superiority effect we found in the previous cognitive experiments. Moreover, the ERP experiment offered a neurobiological support to this finding by revealing the separated spatial and temporal patterns in recognizing happiness and anger.
Chapter Four gave a comprehensive analysis to the results Five cognition models were elaborated to support the analysis, and they are:(1) the label cognitive processing model,(2) rules experience competition,(3) memory to recognize faces space model,(4) the model of resource allocation strategies,(5) anchor recognition matching model. Based on these models, the comprehensive analysis to results of the previous studies was given to explore the performance on facial expression recognition of children with ASD.
Chapter Five is mainly about summary and outlook. It summarized the six findings in this research, and then proposed a comprehensive facial expression recognition model for children with ASD. Moreover, Enlightenment of the intervention and education for Children with ASD and the limitations of this research were discussed here. And future research about facial expression recognition of children with ASD was recommended to be larger sized, more cooperative, and more systematic.
本研究由五部分构成：
第一部分文献综述。主要阐述了面部表情与面部表情识别的概念、分类和研究范式,自闭症谱系障碍儿童(ASD)面部表情识别研究的背景、成果以及存在的主要问题。
第二部分提出了本研究的目标、主要内容、研究的总体构想以及力求突破的研究的重点和难点。
第三部分通过6个系列实验从行为和事件相关电位(ERP)两条路径系统探讨了自闭症谱系障碍儿童面部表情识别的过程与特点。实验1的面部表情标签研究,探寻了自闭症谱系障碍儿童面部表情图式的特点以及与智障儿童的表情图式的异同。研究发现,自闭症谱系障碍儿童具有较强的愤怒面部表情优势效应,在面部表情图式上偏向于强面部表情,而智障儿童则偏向弱强度面部表情,实验2的面部表情强度识别研究,比较了自闭症谱系障碍儿童与智障儿童对面部表情强度的评定与判断能力以及面部表情图式的稳定性。但是,实验2所提供的验证,任务比较简单,其所起到的干扰作用较小。增加实验任务难度,是否能够发现自闭症谱系障碍儿童面部表情识别的变化?这成为实验3到实验5关注的重点。
实验3的内隐表情识别研究,通过增加任务难度,进一步探讨了自闭症谱系障碍儿童内隐表情识别的能力和影响内隐表情识别的干扰因素。通过内隐角度验证了实验1的结论的可重复性。
实验4通过改变和控制面部表情的呈现速度,进一步比较了自闭症谱系障碍儿童与智障儿童在3种不同呈现速度下的面部表情识别情况。研究发现,随着呈现速度增加,自闭症谱系障碍儿童面部表情识别反应时和准确率在一定程度上与智障儿童发生了分离,即识别准确率随呈现时间变化呈“v”的走向,但自闭症谱系障碍儿童愤怒优势效应却依然存在。
实验5通过前后两张面部表情图片的伪动画和伪随机呈现方式的改变,比较了自闭症谱系障碍儿童与智障儿童在同时关注面部身份特征和面部表情条件下,面部表情匹配的能力。实验结果发现,自闭症谱系障碍儿童与智障儿童在不同表情匹配的准确性和速度方面呈现分离,即前者匹配愤怒速度显著快于后者,而后者在匹配中性表情方面占据明显优势。实验6再次通过事件相关电位(ERP)的测查,验证了行为与认知心理实验所得出的结论,再次证明了自闭症谱系障碍儿童对愤怒面部表情识别具有优势效应,识别开心和愤怒具有不同的时空模式,也为前面五个实验的结论提供了一定的神经生理方面的佐证。
论文的第四部分是对系列实验研究的综合分析。阐述了有关自闭症谱系障碍儿童面部表情标签认知加工模型、规则—经验竞争模型、记忆—识别面孔空间距离远近模型、资源分配策略模型、锚定—再认匹配模型的特点以及上述5个实验结论的内在联系和相互佐证。对自闭症谱系障碍儿童在上述五个行为实验中的表现进行了综合分析。
第五部分是总结与展望。根据系列实验的结果,总结了本项研究的6点主要结论,提出了自闭症谱系障碍儿童面部表情识别综合模型。与此同时探讨了本研究对自闭症儿童干预与教育的启示、本研究的不足和对未来开展更深入、系统的有关不同类型特殊儿童面部表情识别的大型合作研究的期待。
The facial expression recognition is an important part of social cognition. It facilitates people's feedback in a social interaction through the procedure from sensing and recognizing others'facial expressions to understanding the transmitted affect and intention. The facial expression recognition of children with autism spectrum disorder (ASD) is now a popular topic in the disciplinary fields like special education, cognitive science, developmental psychology, and neuroscience. It even became a controversial issue when recently the World Health Organization (WHO) and the American Psychiatric Association (APA) incorporated facial expressions as one of the diagnostic criteria for ASD. This research employed a systematic study on facial expression recognition of children with ASD for the purpose of:(1) offering an objective evaluation on autistic children's capability to recognize facial expressions;(2) exploring internally the information processing progress of facial expression recognition of children with ASD;(3) providing experimental evidence to interventions on facial expression recognition of children with ASD.
There are five parts in the paper:
Chapter One is the literature review. Topics elaborated in this part include the concept of facial expression, the concept of facial expression identification, the taxonomy of facial expression recognition, the research paradigm of facial expression recognition, the research background, and research problems.
Chapter Two put forward the research purposes, contents, design, research priorities and potential difficulties.
Chapter Three details the experimental study, in which the researcher employs two major aspects (behavioral and ERP) to explore the characteristics of autistic children's facial expression recognition.
In Experiment1, a facial expression labeling experiment was implemented to explore whether children with ASD have their facial expression schemata, and to find the differences between facial expression schemata of children with ASD and those of children with intellectual disability (ID). The result revealed a superiority effect when children with ASD recognize anger facial expressions, and also showed that children with ASD had a preference on strong facial expressions, and children with intellectual disability, on the contrary, prefer weak facial expressions.
In Experiment2, a facial expression intensity distinguishing task was given to participants to compare the ability to assess intensity of facial expression as well as the stability of facial expression schemata between children with ASD and children with ID. However, the task here was relatively simple and less disturbing. Therefore more challenging tasks were designed in Experiment3and Experiment5to see if the increasing difficulty would change the facial expression recognition of children with ASD.
In Experiment3, there was an implicit expression recognition task. With a more difficult task, it further explored the ability of children with ASD to recognize implicit expression, as well as interference factors that affect implicit expression recognition. This part tested the repeatability of results in Experiment1through an implicit design.
In Experiment4, the facial expressions rendering speed was controlled and put into three conditions in the task as to compare facial expression recognition of children with ASD and of children with ID in three different experimental settings. It was found that with the rendering speed increasing, the reaction time and accuracy of children with ASD altered in a separated way. The accuracy formed a V curve, but the anger-superiority effect remains.
In Experiment5, two faces were presented in either a pseudo-animation or a pseudo-random way, as representation of a facial identification and a facial expression condition, to compare the facial expression matching performance of children with ASD and children with ID. It was found that those two groups of children had different performances on the task. Children with ASD performed better when matching anger faces, and children with ID had better performance when matching neutral faces.
In Experiments6, we implemented an ERP experiment which provided evidence to support the f the anger-superiority effect we found in the previous cognitive experiments. Moreover, the ERP experiment offered a neurobiological support to this finding by revealing the separated spatial and temporal patterns in recognizing happiness and anger.
Chapter Four gave a comprehensive analysis to the results Five cognition models were elaborated to support the analysis, and they are:(1) the label cognitive processing model,(2) rules experience competition,(3) memory to recognize faces space model,(4) the model of resource allocation strategies,(5) anchor recognition matching model. Based on these models, the comprehensive analysis to results of the previous studies was given to explore the performance on facial expression recognition of children with ASD.
Chapter Five is mainly about summary and outlook. It summarized the six findings in this research, and then proposed a comprehensive facial expression recognition model for children with ASD. Moreover, Enlightenment of the intervention and education for Children with ASD and the limitations of this research were discussed here. And future research about facial expression recognition of children with ASD was recommended to be larger sized, more cooperative, and more systematic.
引文
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