Effects of facial expression and gaze interaction on brain dynamics during a working memory task in preschool children.
Effects of facial expression and gaze interaction on brain dynamics during a working memory task in preschool children.
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DOI：
10.1371/journal.pone.0266713
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发表时间：
2022
期刊：
影响因子：
3.7
通讯作者：
Matsuda, Yoshitaka
中科院分区：
文献类型：
--
作者：
Kashihara, Koji;Matsuda, Yoshitaka
学龄前儿童的执行功能对于在发展的早期阶段建立社会关系非常重要。我们研究了学龄前儿童在注意力转移任务中的大脑动态，该任务涉及情感面部表情（中性、愤怒和快乐的面孔）中一致和不一致的注视方向。忽略分散注意力的刺激（注视方向和表情），参与者（17 名学龄前儿童和 17 名年轻人）被要求检测并记住目标符号的位置（左侧或右侧），作为一项简单的工作记忆任务（即，没有一般的启动范式，其中目标在提示刺激后出现）。对于学龄前儿童，额叶晚期阳性反应以及中枢和顶叶 P3 反应对愤怒的面孔有所增加。此外，顶叶中线α（Pmα）改变注意力水平的能力主要在编码愤怒面孔的目标期间下降，可能导致反应时间没有一致性效应的关联（即，在一致注视条件下没有比不一致注视条件更快的反应）。对于成年人来说，顶叶 P3 反应和额叶中线 θ (Fmθ) 功率主要在编码期间因快乐面孔中不一致的目光移动而增加。在编码期间，对于不一致的注视，笑脸的 Pmα 功率会降低；而在第一个保留期间，对于一致的注视，笑脸的 Pmα 功率会增加。这些结果表明，成年人可以迅速将注意力转移到笑脸的目标上，充分分配注意力资源来忽略不一致的注视并检测目标，这可以减弱对反应时间的一致性影响。相比之下，可能是由于大脑活动不发达，学龄前儿童并没有表现出快乐的面孔优势效应，他们可能对愤怒的面孔更敏感。这些观察结果表明，在学龄前儿童与其父母和教育者之间建立更好的关系、将非语言交流纳入社交和情感学习中是至关重要的。
Executive functioning in preschool children is important for building social relationships during the early stages of development. We investigated the brain dynamics of preschool children during an attention-shifting task involving congruent and incongruent gaze directions in emotional facial expressions (neutral, angry, and happy faces). Ignoring distracting stimuli (gaze direction and expression), participants (17 preschool children and 17 young adults) were required to detect and memorize the location (left or right) of a target symbol as a simple working memory task (i.e., no general priming paradigm in which a target appears after a cue stimulus). For the preschool children, the frontal late positive response and the central and parietal P3 responses increased for angry faces. In addition, a parietal midline α (Pmα) power to change attention levels decreased mainly during the encoding of a target for angry faces, possibly causing an association of no congruency effect on reaction times (i.e., no faster response in the congruent than incongruent gaze condition). For the adults, parietal P3 response and frontal midline θ (Fmθ) power increased mainly during the encoding period for incongruent gaze shifts in happy faces. The Pmα power for happy faces decreased for incongruent gaze during the encoding period and increased for congruent gaze during the first retention period. These results suggest that adults can quickly shift attention to a target in happy faces, sufficiently allocating attentional resources to ignore incongruent gazes and detect a target, which can attenuate a congruency effect on reaction times. By contrast, possibly because of underdeveloped brain activity, preschool children did not show the happy face superiority effect and they may be more responsive to angry faces. These observations imply a crucial key point to build better relationships between developing preschoolers and their parents and educators, incorporating nonverbal communication into social and emotional learning.
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