子どもと成人の脅威のための注意のバイアスを測定

The overall goal of the following experiment is to examine how quickly children and adults detect threatening versus non-threatening stimuli. This is achieved by presenting participants with different sized matrices of various images. Some of the matrices will have a threatening target among neutral distractors, and others will have a non-threatening target.

Participants will be told to find the target as quickly as possible and touch it on the screen. The results generally show that latencies to detect threatening targets are shorter than latencies to detect non-threatening targets in both children and adults. The main advantage of this technique over existing methods, such as the classic adult visual search procedure, is that it could be used with adults as well as with children as young as age three.

The first step is to select photographs belonging to the same category. Choose the number of stimuli the best fit, the experimental question to study the detection of social threats. Use schematic drawings or photographs of angry faces, such as the adult angry faces found in the NIMS dim face set.

Alternatively, use fearful faces to study the detection of social threats in children. Use adult face stimuli such as the ones described above, or use photographs of child angry faces, such as those in the child effective facial expression. Set to study the detection of threatening animals such as snakes and spiders.

Use photographs of animals from nature books or websites. Next, choose a category of neutral comparison stimuli that is well matched to the threatening category. If studying threatening faces, use neutral or happy faces as the comparison stimuli.

If studying threatening animals use a perceptually similar non-threatening animal, the next step is to choose the distractor stimuli. Either interchange the targets and distractors, or use a uniform set of distractors for the threatening and non-threatening target conditions. When the stimuli are made up of photographs of animals or plants, match the categories for color and brightness or use black and white photographs.

A computer with a touchscreen monitor is used for this task. Connect a standalone touchscreen monitor to a standard VGA port for any pc, or use a tablet PC that functions as an all-in-one computer and screen. Next, choose the parameters of the study, including matrix size and number of trials here.

Nine pictures in three by three matrices, or four pictures in two by two matrices are used for a total of 24 trials. Matrices can be presented to participants using commercial presentation software or the specifically designed matrix program available on the author’s website. The matrix program allows for flexible study parameters.

It gives the researchers the option to choose matrix size, number of trials and stimuli. It also randomly arranges the stimuli within each matrix and presents them in a random order. Arrange the touchscreen monitor at a desk or table with an outline of hand prints located on the table in front of the monitor.

Use the hand prints as a starting point so that the participant’s hands are in the same place for the start of each trial. To begin seat the participant at arm’s length from the base of the touchscreen monitor. Instruct the child to place their hands on the hand prints.

Do this between every trial so that the participant’s hands are in the same place. At the beginning of each trial, stand alongside the monitor to instruct the participant throughout the procedure. First, explain the task to the child.

Are you ready to play a game with me? This is a special computer that you can touch. I’m gonna show you a bunch of pictures on this screen and you’re gonna touch them as fast as you can.

Are you ready? Okay.Next, teach the participant how to use the touch screen by giving them several practice trials. On the first practice trial.

Present the child with a single photograph from the target category and ask them to touch it on the screen. Use the following language. This is a snake.

Can you touch the snake on the screen? This is a snake. Can you touch the snake on the screen?

On the second practice trial? Present a single photograph from the distractor category. Use the following language.

This is a frog. Can you touch the frog on the screen? This is a frog.

Can you touch the frog on the screen? On the next three practice trials, present full nine picture matrices with one target among eight distractors. Provide instructions.

When the first nine picture practice matrix appears on the screen. When you see the pictures come up, it’s your job to find the snake as fast as you can and touch it on the screen. Can you do that?

Yes.Good.Between each full matrix trial design, the stimulus presentation program to present a smiley face icon. So it’s your job to touch the snakes, and it’s my job to touch the smiley face. Use the smiley face between each trial to ensure that the child’s full attention is on the screen before the onset of the next trial.

When the child’s hands are on the hand prints and they’re looking at the screen, press the smiley face icon to continue Touch the smiley face between each practice trial. If the child does not touch the target on the screen, reiterate the instructions. So your job is to find the frog as fast as you can and touch it on the screen.

Can you do that? When ready, allow the child to complete the test trials. The stimulus presentation program you are using should automatically record latency to touch the screen from the onset of each matrix.

The matrices are presented on the screen until a participant touches the target. Do not record the latency when the smiley face icon is displayed. Use this icon to redirect the child’s attention to the screen and to reiterate instructions if necessary using this methodology.

Several studies have shown that adults and children as young as three detect threatening targets significantly faster than various non-threatening targets, including flowers, frogs, and caterpillars. Comparing the touchscreen methodology to the traditional button press methodology shows a similar pattern of results. In the standard procedure, participants detected threatening stimuli more quickly than non-threatening stimuli.

In addition, the detection of threatening stimuli wasn’t affected by the number of distractors in the display. In other words, the detection of threatening stimuli was equally fast for two by two and for three by three matrices. The detection of non-threatening stimuli was slower.

When the number of photographs in the matrix increased, such an interaction was not found with the touchscreen procedure, although like in the standard procedure, all participants detected threatening stimuli more quickly than non-threatening stimuli. Both types of targets were equally affected by increasing the matrix size After its development. This technique paved the way for researchers and visual attention to study rapid detection of threat developmentally in children as well as in adults.