臺灣博碩士論文加值系統

　　過去研究證明快樂臉孔有引導注意力之優勢效果（Calvo & Nummenmaa, 2008; Calvo, Nummenmaa, & Avero, 2008; Leppänen, Tenhunen, & Hietanen, 2003; Leppänen & Hietanen, 2004; Juth, Lundqvist, Karlsson, & Öhman, 2005）。Tong與 Nakayama（1999）指出人們對於生活中熟悉的臉孔，注意力系統會建構出一套強韌（robust）之辨認基模。本研究參考自Khurana（2000）負向促發作業之夾擊典範（flanker task），探討注意力對於情緒臉孔之抑制表現，並假設人們對於生活中出現頻率最高之「快樂情緒臉孔」亦會發展一套強韌基模，證明快樂優勢效果。
　　實驗一操弄目標－干擾臉孔距離，實驗二則改變不同空間配置方式，本研究問題為是否負向促發作業中出現快樂優勢效果？是否在干擾－目標臉孔距離較近時，產生較大之負向促發效果？以及是否在情境不相似的條件下，負向促發效果會消失？資料分析主要針對受試者之「反應時間」與「正確率」，結果顯示，實驗一之快樂干擾重複組比起其他中性、生氣干擾重複組有顯著反應時間較長之負向促發效果，但正確率則無顯著差異；實驗二之相同情境中，情緒干擾重複組比起情緒干擾不重複組之正確率顯著較低，但反應時間無顯著差異。實驗一證實負向促發作業之快樂優勢效果；實驗二顯示情境相似性對於負向促發效果仍有部分影響。最後，實驗一、二結果指出中央干擾臉孔在負向促發作業中扮演重要角色，不僅必須位於凝視點，還須與目標臉孔保持適當距離，才會產生較大之負向促發效果。

　　Previous study demonstrated that happy faces have advantages to guide attention（Calvo & Nummenmaa, 2008; Calvo, Nummenmaa, &Avero, 2008; Leppänen, Tenhunen, & Hietanen, 2003; Leppänen & Hietanen, 2004; Juth, Lundqvist, Karlsson, & Öhman, 2005）. Tong& Nakayama（1999）also indicated that people would develop a robust representation to the familiar and over-learned faces in the daily life. The present study employs negative priming paradigm of flanker task（Khurana, 2000）to investigate the inhibition mechanism of attention to emotional face. The hypothesis proposed in this study is that happy superiority would be found because people would develop a robust representation to the “happy emotion face”.
　　In experiment 1, the distance of distract-target faces (far & near ) were manipulated. In experiment 2, we manipulate different spatial patterns. The research questions are proposed: Whether happy faces have the advantage to guide attention and produce “happy superiority effect” in negative priming task? Whether negative priming effect will be large in the condition of near distance of distract-target faces? Whether negative priming effect will vanish in contextual dissimilarity condition? Data of the reaction times and correct rates of subjects were analyzed. The results of experiment 1 indicated that happy distractor repetitive groups have significant longer reaction time than neutral and angry distractor repetitive groups; but, the differences of correct rates are non-significant. The results of experiment 2 indicated that emotion distractor repetitive groups have significant lower correct rate than emotion distractor non-repetitive groups in the same condition; but, the differences of reaction time are non-significant. Experiment 1 provides the evidence to support the “happy superiority effect” in negative priming effect; Experiment 2 indicated that contextual similarity still has some influence in negative priming effect. Furthermore, the result of experiment 1&2 indicated that the central distractor faces have a significant effect on Negative priming effect, not only have to locate in fixation, but also engage in an appropriate position with the target faces, which can produce higher negative priming effect.

目錄
摘要........................................... I
abstract...................................... II
目錄........................................... IV
第一章　緒論.................................... 1
第二章　文獻探討................................. 3
　第一節　負向促發效果之研究........................　3
　　壹、負向促發之發展歷史..........................　3
　　　一、發現與命名...............................　3
　　　二、臉孔刺激之負向促發效果.....................　4
　　　三、威脅臉孔之負向促發效果.....................　5
　　貳、負向促發之神經生理基礎.......................　6
　　參、負向促發之理論解釋..........................　7
　　　一、抑制論..................................　7
　　　二、記憶提取論...............................　8
　　肆、小結......................................　10
　第二節　情緒臉孔.................................　10
　　壹、情緒臉孔之辨認優勢...........................　11
　　　一、情緒優勢假說..............................　11
　　　二、負向優勢效果..............................　12
　　　三、快樂優勢效果..............................　14
　　貳、熟悉度、快樂表情與臉孔辨識....................　17　　
　　參、小結......................................　20
　第三節　影響負向促發效果之變項......................　20
　　壹、Flanker　task.............................　21
　　貳、偵測項干擾物之影響...........................　22
　　參、小結.......................................　25
　第四節　研究目的、問題與假設........................　25
第三章　研究方法...................................　29
　第一節　受試者...................................　29
　第二節　實驗材料.................................　29
　第三節　實驗設計.................................　30
　第四節　實驗操弄之變項............................　35
　第五節　實驗環境.................................　35
　第六節　研究流程及受試者保護說明....................　36
　第七節　資料處理.................................　37
第四章　究結果與討論...............................　39
　第一節　實驗一結果與討論..........................　39
　第二節　實驗二結果與討論..........................　44
　第三節　綜合討論.................................　47
第五章　結論與建議.................................　49
　第一節　結論....................................　49
　第二節　研究限制與未來建議.........................　49
參考文獻.........................................　51
　中文參考文獻....................................　51
　外文參考文獻....................................　51
附錄............................................　57
　附錄一：研究倫理審查核可證明.......................　57
　附錄二：實驗指導語...............................　58
　附錄三：實驗一偵測項情境變項描述性統計摘要表..........　60
　附錄四：實驗一反應時間之三因子變異數分析摘要表.........　61
　附錄五：實驗一反應時間之二因子變異數分析摘要表.........　62
　附錄六：實驗一反應時間之單純主要效果變異數分析摘要表....　62
　附錄七：實驗一負向促發效果之二因子變異數分析摘要表......　63
　附錄八：實驗一正確率之三因子變異數分析摘要表...........　64
　附錄九：實驗二偵測項情境變項描述性統計摘要.............　65
　附錄十：實驗二反應時間之三因子變異數分析摘要表..........　66
　附錄十一：實驗二負向促發效果之二因子變異數分析摘要表.....　67
　附錄十二：實驗二正確率之三因子變異數分析摘要表..........　68
　附錄十三：實驗二正確率之單純主要效果變異數分析摘要表.....　69

圖次目錄
　圖1：臉孔表徵發展與再認表現之典型學習曲線圖............　19
　圖2：趙軒甫（2001）實驗五之刺激配置示意圖.............　23
　圖3：實驗嘗試設計圖................................　30
　圖4：實驗一之三種不同距離（遠、中、近）示意圖...........　31
　圖5：實驗一之干擾情境（重複、不重複）示意圖.............　32
　圖6：實驗二之空間配置示意圖..........................　33
　圖7：實驗二之三種不同情境（相同、相似、不相似）示意圖.....　34
　圖8：實驗一負向促發效果之結果示意圖....................　40

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