Name: measuring attentional biases for threat in children and adults
Uploaded: 2014-10-19T15:00:00.000+00:00
Duration: 8 min 25 s
Description: Watch this Scientific Journal Video about Measuring Attentional Biases for Threat in Children and Adults at JoVE.com

We would like to thank Evan Rapoport and William Hulbert for writing the code for the original and updated Matrix programs.

注:以下协议如下罗格斯大学人类研究伦理委员会的指导方针。 1，刺激<ol><li>使用集合的照片，每个属于同一类别。选择的刺激最适合的实验问题的数量;许多以前的工作与此过程中使用的每类24照片; </li><li>对社会的威胁检测的研究，使用示意图或作为威胁的刺激，如在NimStim脸上发现了成人愤怒的表情设定5，7-9愤怒面孔的照片。另外，使用可怕的脸5。 </li><li>对于社会的威胁患儿的检测研究，用成人的脸刺激，如上面所描述的，或使用儿童愤怒面孔的照片，如在儿童情感的面部表情设置标准（CAFE）8，看下面的注释 。 注:LoBue，五，和舍，三子Affecti已经表情（CAFE）套装:由未经训练的成年人有效性和可靠性（2014）。 </li><li>对于威胁性的动物，如蛇和蜘蛛的检测研究，利用动物从大自然的书籍或网站3-4,7照片。 </li><li>选择一个类别是非常匹配的威胁类别中性的比较刺激。如果学习威胁（愤怒/恐惧）的面孔，用中性或幸福的笑脸作为比较刺激。如果学习威胁的动物（ 如蛇/蜘蛛），使用类似的感知不具威胁性的动物（ 如蛙/蟑螂）3-4。 </li><li>选择分心的刺激。无论是联通（蛇分心之间的青蛙分心之间如蛇的目标，和青蛙目标）的目标和分心，或使用一组分心统一的威胁和不具威胁性的目标条件下（ 如，花分心间蛇的目标，和青蛙花间目标分心）。 注:请参阅讨论与选择适当的分心问题。 </li><li>当刺激是由人脸的照片，使用同等数量的男性和女性的面孔，不同的基础上每套不同种族/族裔的可用性种族的面孔。 </li><li>当刺激物是由动物或植物的照片，匹配的类别的颜色和亮度，或者使用黑白照片3-4,7。 </li></ol> 2，设备<ol><li>获得一台带触摸屏显示器的任务。使用一个独立的触摸屏显示器，连接到标准的VGA端口，任何一台电脑，或使用平板电脑，其功能如同一个全功能于一身的电脑和触摸屏。 </li><li>选择研究的参数，包括矩阵尺寸和试验次数。 注:先前的工作中使用的9图像（3×3）矩阵，或4-图象（2×2）矩阵，以及24的试验，但其他参数可以是使用。 </li><li>使用一个自定义的程序提出了矩阵参与者，商业演示软件，如EPrime，或访问专为在作者的网站这种方法设计的矩阵程序。 注:矩阵程序允许灵活的学习参数。它使研究人员能够选择矩阵尺寸，试验次数，和刺激的选项。它也随机地排列每个矩阵中的刺激物，并显示它们以随机的顺序。 </li><li>排列触摸屏显示器/电脑在办公桌或工作台与位于表中的显示器前手印的轮廓。用手印为出发点，使参与者的手在每次试验开始时的同一个地方。 </li></ol> 3，儿童程序<ol><li>确保视障儿童配戴的眼镜或隐形眼镜整个过程。排除视障孩子谁没有correctivE设备。 </li><li>座椅参与者在从触摸屏显示器的开始实验前的基臂的长度。 </li><li>指导孩子们把他们的手放在手印。做到这一点每一个试验之间，使得参与者的双手在每一个试验初期一样的地方。 </li><li>站在监视器旁​​边指导参加者在整个手术过程。 </li><li>首先解释一下任务的孩子:"你准备好同我一起打电脑游戏？这是一个特殊的电脑，你可以触摸！我要告诉你一堆的屏幕上的图像，并要求你触动一些人。你准备好了吗？" </li><li>其次，教孩子如何参加，给他们一些实践试验，使用触摸屏。在第一次审判实践中，目前参加者从目标类别的单张照片，并要求他们去触摸它的屏幕上。使用下列语言:"这是一个（目标）。你能触摸屏幕上的（目标）？" </li><li>在第二次练习试验，目前参加者来自分心类单张照片，并要求他们去触摸它的屏幕上。使用下列语言:"这是一个（分心）。您可以在屏幕上触摸（分心）？" </li><li>在未来三年的实践试验，目前参加全九画面矩阵与在八个分心一个目标。当第9画面的做法矩阵出现在屏幕上，给出如下说明:"当你看到照片都在屏幕上，这是你的工作，以找到（目标）和触摸一样快 ，你可以。你能做到吗？你认为你可以找到（目标）真的快吗？" 注:该步骤可以被修改为其它大小的矩阵，如2×2,1×1 等。 </li><li>每个全矩阵审判之间，设计了刺激演示程序，这样一个笑脸图标。解释给孩子:"这是你的工作，接触到（目标），这是我的工作接触到笑脸"如果孩子试图触摸后续试验的笑脸加强这些方向。 </li><li>请在每个审判的笑脸，以确保孩子的全部注意力在屏幕上的下一个审判来临之前。当孩子的手都在手印和他/她看着屏幕，按下笑脸图标继续。每次试验之间做到这一点。 </li><li>触摸笑脸，继续第二和第三次练习试验。如果孩子不接触目标在屏幕上，重申了批示:"请记住，你的任务是找到（目标）一样快，你可以​​触摸它在屏幕上！" </li><li>其次，目前参与者的测试试验。 </li><li>使用刺激的演示程序，自动记录潜伏期从每个矩阵的发病触摸屏幕。在屏幕上当前矩阵，直到参与者触摸目标。显示笑脸图标时，不记录的延迟;使用此图标孩子的注意力重新定向到屏幕上，并在必要时重申说明。 </li><li>从你的等待时间数据识别错误。误差试验中，参与者选择的分心刺激来代替目标之一。自定义刺激呈现软件应该写这样的错误识别和标记输出。 </li><li>计算平均等待时间消除错误后，探测到目标物的刺激每一个参与者。使用这些数据的统计分析。 </li></ol> 4，成年过程<ol><li>确保视障的成年人都戴着自己的眼镜或隐形眼镜整个过程。排除谁没有矫正视力的设备受损的成年人。 </li><li>座椅参与者在从触摸屏显示器的基部臂的长度。 </lI&gt; <li>指导参与者把他/她的手在手印，以确保参与者的手都在同一个地方，在每一个审判的开始。 </li><li>站在监视器旁​​边指导参加者在整个手术过程。 </li><li>为了教导学员如何使用触摸屏，给他们一些实践试验。在前两种审判实践，要求学员从屏幕上的目标类别，然后从分心类别单一画面触摸单张照片。 </li><li>在未来三年的实践试验，目前参加全九画面矩阵的一个目标际8分心。 </li><li>指示参与者找到目标并快速触摸它们在屏幕上成为可能。然后返回他/她的手给手印。 注意:每次试验之间的笑脸是没有必要的成年参与者;您可以选择是否使用它或消除它。 </li><li>如果使用的是笑脸面孔，指导学员触摸笑脸就移动到下一个试验。 </li><li>下面的练习试验，目前参与测试的试验，每个包含一个目标和八个分心。 </li><li>使用刺激的演示程序，自动记录潜伏期从每个矩阵的发病触摸屏幕。 </li><li>从你的延迟数据识别错误，如在步骤3.13中指定。 </li><li>计算平均等待时间消除错误后，探测到目标物的刺激每一个参与者。使用这些数据的统计分析。 </li></ol>

<ol>
	<li>Flykt, A., Esteves, F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Emotion+drives+attention:+Detecting+the+snake+in+the+grass.">Emotion drives attention: Detecting the snake in the grass.</a> J. Exp. Psychol. Gen. 130 (3), 466-478 (2001).</li><li>Lundqvist, D., Esteves, F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+face+in+the+crowd+revisited:+A+threat+advantage+with+schematic+stimuli.">The face in the crowd revisited: A threat advantage with schematic stimuli.</a> J. Pers. Soc. Psychol. 80 (3), 381-396 (2001).</li><li>LoBue, V., DeLoache, J. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Detecting+the+snake+in+the+grass:+Attention+to+fear-relevant+stimuli+by+adults+and+young+children.">Detecting the snake in the grass: Attention to fear-relevant stimuli by adults and young children.</a> Psychol. Sci. 19 (3), 284-289 (2008).</li><li>LoBue, V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=And+along+came+a+spider:+Superior+detection+of+spiders+in+children+and+adults.">And along came a spider: Superior detection of spiders in children and adults.</a> J. Exp. Child. Psychol. 107 (1), 59-66 (2010).</li><li>LoBue, V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=More+than+just+a+face+in+the+crowd:+Detection+of+emotional+facial+expressions+in+young+children+and+adults.">More than just a face in the crowd: Detection of emotional facial expressions in young children and adults.</a> Developmental Sci. 12 (2), 305-313 (2009).</li><li>Shibasaki, M., Kawai, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Rapid+detection+of+snakes+by+Japanese+Monkeys+(Macaca+fuscata):+An+evolutionarily+predisposed+visual+system.">Rapid detection of snakes by Japanese Monkeys (Macaca fuscata): An evolutionarily predisposed visual system.</a> J. Comp. Psychol. 123 (2), 131-135 (2009).</li><li>LoBue, V., DeLoache, J. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=What+so+special+about+slithering+serpents?+Children+and+adults+rapidly+detect+snakes+based+on+their+simple+features.">What so special about slithering serpents? Children and adults rapidly detect snakes based on their simple features.</a> Vis. Cogn. 19 (1), 129-143 (2011).</li><li>LoBue, V., Matthews, K., Harvey, T., Thrasher, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Pick+on+someone+your+own+size:+The+detection+of+threatening+facial+expressions+posed+by+both+child+and+adult+models.">Pick on someone your own size: The detection of threatening facial expressions posed by both child and adult models.</a> J. Exp. Child. Psychol. 118, 134-142 (2014).</li><li>Tottenham, N., Tanaka, J. W., Leon, A. C., McCarry, T., Nurse, M., Hare, T. A., Marcus, D. J., Westerlund, A., Casey, B. J., Nelson, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+NimStim+set+of+facial+expressions:+Judgments+from+untrained+research+participants.">The NimStim set of facial expressions: Judgments from untrained research participants.</a> Psychiat. Res. 168 (3), 242-249 (2009).</li><li>LoBue, V., P&#233;rez-Edgar, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Sensitivity+to+social+and+non-social+threats+in+temperamentally+shy+children+at-risk+for+anxiety.">Sensitivity to social and non-social threats in temperamentally shy children at-risk for anxiety.</a> Developmental Sci. 17 (2), 239-247 (2014).</li><li>LoBue, V., Matthews, K., Harvey, T., Stark, S. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=What+accounts+for+the+rapid+detection+of+threat?+Evidence+for+an+advantage+in+perceptual+and+behavioral+responding+from+eye+movements.">What accounts for the rapid detection of threat? Evidence for an advantage in perceptual and behavioral responding from eye movements.</a> Emotion. 14, 816-823 (2014).</li><li>Baayen, R. H., Davidson, D. J., Bates, D. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mixed-effects+modeling+with+crossed+random+effects+for+subjects+and+items.">Mixed-effects modeling with crossed random effects for subjects and items.</a> J Mem Lang. 59 (4), 390-412 (2008).</li><li>Bagiella, E., Sloan, R. P., Heitjan, D. F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Mixed-effects+models+in+psychophysiology.">Mixed-effects models in psychophysiology.</a> Psychophysiology. 37 (1), 13-20 (2008).</li><li>Gueorguieva, R., Krystal, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Move+over+ANOVA:+Progress+in+analyzing+repeated-measures+data+and+its+reflection+in+papers+published+in+the+Archives+of+General+Psychiatry.">Move over ANOVA: Progress in analyzing repeated-measures data and its reflection in papers published in the Archives of General Psychiatry.</a> Arch. Gen. Psychiat. 61 (3), 310-317 (2004).</li><li>LoBue, V., Matthews, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+snake+in+the+grass+revisited:+An+experimental+comparison+of+threat+detection+paradigms.">The snake in the grass revisited: An experimental comparison of threat detection paradigms.</a> Cognition Emotion. 28 (1), 22-35 (2014).</li><li>LoBue, V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Deconstructing+the+snake:+The+relative+roles+of+perception,+cognition,+and+emotion+on+threat+detection.">Deconstructing the snake: The relative roles of perception, cognition, and emotion on threat detection.</a> Emotion. 14, 701-711 (2014).</li><li>Lipp, O. V. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Of+snakes+and+flowers:+Does+preferential+detection+of+pictures+of+fear-relevant+animals+in+visual+search+reflect+on+fear-relevance.">Of snakes and flowers: Does preferential detection of pictures of fear-relevant animals in visual search reflect on fear-relevance.</a> Emotion. 6 (2), 296-308 (2006).</li><li>Lipp, O. V., Derakshan, N., Waters, A. M., Logies, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Snakes+and+cats+in+the+flower+bed:+Fast+detection+is+not+specific+to+pictures+of+fear-relevant+animals.">Snakes and cats in the flower bed: Fast detection is not specific to pictures of fear-relevant animals.</a> Emotion. 4 (3), 233-250 (2004).</li><li>Tipples, J., Young, A. W., Quinlan, P., Broks, P., Ellis, A. W. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Searching+for+threat.">Searching for threat.</a> Q. J. Exp. Psychol. 55 (3), 1007-1026 (2002).</li><li>Frischen, A., Eastwood, J. D., Smilek, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Visual+search+for+faces+with+emotional+expressions.">Visual search for faces with emotional expressions.</a> Psychol. Bull. 134 (5), 662-676 (2008).</li><li>Byrne, A., Eysenck, M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Trait+anxiety,+anxious+mood,+and+threat+detection.">Trait anxiety, anxious mood, and threat detection.</a> Cognition Emotion. 9 (6), 549-562 (1995).</li><li>Fenske, M. J., Eastwood, J. D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Modulation+of+focused+attention+by+faces+expressing+emotion:+Evidence+from+flanker+tasks.">Modulation of focused attention by faces expressing emotion: Evidence from flanker tasks.</a> Emotion. 3 (4), 327-343 (2003).</li><li>Fox, E., Russo, R., Dutton, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Attentional+bias+for+threat:+Evidence+for+delayed+disengagement+from+emotional+faces.">Attentional bias for threat: Evidence for delayed disengagement from emotional faces.</a> Cognition Emotion. 16 (3), 355-379 (2002).</li><li>Gilboa-Schechtman, E., Foa, E. B., Amir, N. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Attentional+biases+for+facial+expressions+in+social+phobia:+The+face-in-the-crowd+paradigm.">Attentional biases for facial expressions in social phobia: The face-in-the-crowd paradigm.</a> Cognition Emotion. 13 (3), 305-318 (1999).</li><li>Horstmann, G., Scharlau, I., Ansorge, U. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=More+efficient+rejection+of+happy+than+of+angry+face+distractors+in+visual+search.">More efficient rejection of happy than of angry face distractors in visual search.</a> Psychon. B. Rev. 13 (6), 1067-1073 (2006).</li><li>Lipp, O. V., Waters, A. M. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=When+danger+lurks+in+the+background:+Attentional+capture+by+animal+fear-relevant+distractors+is+specific+and+selectively+enhanced+by+animal+fear.">When danger lurks in the background: Attentional capture by animal fear-relevant distractors is specific and selectively enhanced by animal fear.</a> Emotion. 7 (1), 192-200 (2007).</li><li>Cacioppo, J. T., Priester, J. R., Berntson, G. G. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Rudimentary+determinants+of+attitudes:+II.+Arm+flexion+and+extension+have+differential+effects+on+attitudes.">Rudimentary determinants of attitudes: II. Arm flexion and extension have differential effects on attitudes.</a> J. Pers. Soc. Psychol. 65 (1), 5-17 (1993).</li><li>Reynolds, M. G., Eastwood, J. D., Partanen, M., Frischen, A., Smilek, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Monitoring+eye+movements+while+searching+for+affective+faces.">Monitoring eye movements while searching for affective faces.</a> Vis. Cogn. 17 (3), 318-333 (2009).</li><li>Calvo, M. G., Avero, P., Lundqvist, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Facilitated+detection+of+angry+faces:+Initial+orienting+and+processing+efficiency.">Facilitated detection of angry faces: Initial orienting and processing efficiency.</a> Cognition Emotion. 20 (6), 785-811 (2006).</li><li>Reinholdt-Dunne, M. L., et al. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Anxiety+and+selective+attention+to+angry+faces:+An+antisaccade+study.">Anxiety and selective attention to angry faces: An antisaccade study.</a> J. Cogn. Psychol. 24 (1), 54-65 (2012).</li><li>Rinck, M., Reinecke, A., Ellwart, T., Heuer, K., Becker, E. S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Speeded+detection+and+increased+distraction+in+fear+of+spiders:+Evidence+from+eye+movements.">Speeded detection and increased distraction in fear of spiders: Evidence from eye movements.</a> J. Abnorm. Psychol. 114 (2), 235-248 (2005).</li><li>Flykt, A. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Preparedness+for+action:+Responding+to+the+snake+in+the+grass.">Preparedness for action: Responding to the snake in the grass.</a> J. Abnorm. Psychol. 119 (1), 29-43 (2006).</li><li>Flykt, A., Caldera, R. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Tracking+fear+in+snake+and+spider+fearful+participants+during+visual+search:+A+multi-response+domain+study.">Tracking fear in snake and spider fearful participants during visual search: A multi-response domain study.</a> Cognition Emotion. 20 (8), 1075-1091 (2006).</li></ol>

The authors have nothing to disclose.

这里的儿童友好的触摸屏检测模式的详细协议提出，并使用了儿童和成人的程序前面的结果进行了讨论。有迹象表明，研究人员使用的模式时，应该考虑一些其他因素。首先，研究人员应该仔细思考的实验装置，作为标记的目标，参与者的情绪状态，以及参与者的情绪特质（ 如，恐惧症，焦虑症）都被证明影响的结果1,11,15-16 。此外，研究人员应该采取谨慎选择合适的目标刺激。在大部分的威胁检测与成人的研究，发现蛇和蜘蛛进行比较，以检测花和蘑菇1。然而，由于花和蘑菇是不是动物，其优点为蛇和报告这些研究蜘蛛可能反映了对一般的动物，而不是威胁动物的优势s每秒本身。极少数的研究表明，动物（不论威胁的相关性）检测速度比植物17-19;对比蛇和蜘蛛等动物会纠正这个潜在的问题3-4。同样要注意，以选择合适的分心刺激视觉检测研究作为威胁分心因素已经显示出放缓的参与者，当他们检测不具威胁性的目标20-26。使用均匀的分心可能有助于确保在检测所发现的任何差异可以归因于靶7。最后，选择这两个目标和干扰物的刺激时，应注意在整个刺激付给感性的异质性。换言之，照片应匹配的颜色，亮度，亮度等 ，视觉搜索范式是特别敏感的刺激的低级别的感知差异。 的潜在的批判UCH-屏幕的范例是，它要求参与者通过触摸在屏幕上，以使与目标刺激的物理接触。有人可能会说，要求参加者以与威胁刺激的照片，身体接触可能会降低反应的促进它来代替。然而，使用触摸屏模式广泛的工作显示了一贯的威胁刺激检测（摸在屏幕上）的速度比各种不具威胁的刺激，即使参与者恐惧或害怕的威胁目标1。此外，一些研究已经表明，所需的触摸屏检测模式的按压动作确实与回避响应线。更具体地说，卡西奥普和他的同事认为，拉向自己的行为通常与临近利好刺激有关，而推行为产生的是类似于避免负面stimul身体反馈岛例如，与会者谁被要求在手臂屈曲任务进行评分中性刺激更喜欢刺激多的参与者谁在手臂支线任务27额定它们。因此，尽管触摸屏程序要求参与者进行身体接触的危险刺激，也没有证据表明，制作这些威胁身体接触减慢响应。 最后要注意的是，触摸屏操作，现在可以与眼动追踪技术，可允许的潜力发掘，推动快速威胁检测机制结合使用。一些研究人员，例如，已建议的优点为在视觉搜索范式威胁被迅速第一的注视驱动以危险刺激28。其他人报告说，这些结果是由以下事实的参与者检测威胁性比非威胁刺激29前使较少的注视驱动。在CON相比之下，其他研究表明，优势在焦虑或恐惧威胁的参与者通过难度从参与者的恐惧30-31对象脱离驱动。最后，还有其他人谁曾建议利用在检测范式的威胁是由于更快的行为响应 （按下一个按钮或触摸屏）威胁的目标先迷恋了。换句话说，危险刺激可引起更快的动作，而不一定是更快的检测32-33。使用触摸屏模式与眼动跟踪技术的结合可以帮助澄清这一重要（尚有争议）问题。 总之，对儿​​童友好的触摸屏模式产生类似的结果与传统的成人为中心的可视化检测范式产生。使用这种模式不仅可能有助于阐明种被检测出特别刺激的曲未来的研究ickly，但它也可能有助于揭示人类是如何获得这些偏见在视觉注意力的威胁。

几十年来，研究人员一直关注人类的检测各类危险刺激的。在以前的研究中使用的标准成人检测模式，参与者一般都表现为排列3×3的矩阵或2×2矩阵的照片。该矩阵是由一个单一的刺激类别由照片，或者包含第二个刺激类别的一个差异的图像。成人参与者被要求按下一个按钮，如果所有的照片都是从同一类别，而第二个按钮，如果有一个不一致的形象出现。成年人一般侦测威胁的刺激，包括蛇，蜘蛛和愤怒的表情比更快中性刺激，包括花，蘑菇，快乐或中性面孔1,2。 传统上，大多数威胁检测研究的重点一直是成年参与者。为了研究如何注意偏向于威胁发展，LoBue和德Loache（2008）修改的标准成人视觉检测模式，以便它可以与儿童使用，以及3。他们提出了与会者的图像3×3的矩阵触摸屏显示器上，包含在八个分心单个目标每个矩阵。他们告诉参加者找到目标尽快和触摸它的屏幕上。使用修改的触摸屏模式的各种研究已经表明的结果平行于那些报道的前期研究与上述的标准按键按下的过程:学龄前儿童（年龄介于3到5）和成人检测的蛇的图像的速度比的图像花卉，青蛙，毛毛虫;他们发现蜘蛛比蘑菇和蟑螂更快;他们发现愤怒和恐惧的表情高兴，中性，悲伤的面孔3-5更快。 有标准的按键，按程序和新的触摸屏之间的一些重要区别方法，使触摸屏的模式更容易和孩子友好。在经典的成年过程，参与者都带有两种类型的矩阵，一些被从一个单一类别组成的相片，以及其他包含从差异的类别的图像。在这个范例中，参与者的任务是按一个键，如果他们看到了差异的图像，和第二密钥，如果所有在基质中的图像属于相同的类别。相比之下，使用触摸屏操作的参与者知道会有每个矩阵的目标，他们的任务是简单地触摸它。这使得触摸屏的工作更加容易:而不必检测差异的图像是否存在，记得按下键盘上的特定按钮，参与者在触摸屏范式知道目标是存在于每一个矩阵，其唯一的任务就是找到它，并直接触摸屏幕5。此外，触摸屏程序可以是你作为强迫选择的任务，而不是一个是向右/像标准的按钮，按程序没有任务;采用迫选任务，消除任何潜在的反应偏差。触摸屏的方法，可以与孩子年仅3中使用，与年龄较大的儿童和成人使用。事实上，研究人员甚至用触摸屏模式，研究威胁检测的猴子，报告说，他们也发现一个蛇在八个花之快，超过一花独在八个蛇6。 在这里，我们提出了一个详细的协议，对孩子友好的触摸屏检测模式，描述了相关材料，设备，过程和分析需要使用这个程序有两个孩子和成人参加。我们描述了使用相同的参与者中的成人标准按钮按下程序和修改后的触摸屏程序以前的结果，并讨论相似，结果每个模式之间的差异。最后，我们讨论的实际考虑使用触摸屏操作在今后的研究上威胁检测的研究。

measuring attentional biases for threat in children and adults

Investigators have long been interested in the human propensity for the rapid detection of threatening stimuli. However, until recently, research in this domain has focused almost exclusively on adult participants, completely ignoring the topic of threat detection over the course of development. One of the biggest reasons for the lack of developmental work in this area is likely the absence of a reliable paradigm that can measure perceptual biases for threat in children. To address this issue, we recently designed a modified visual search paradigm similar to the standard adult paradigm that is appropriate for studying threat detection in preschool-aged participants. Here we describe this new procedure. In the general paradigm, we present participants with matrices of color photographs, and ask them to find and touch a target on the screen. Latency to touch the target is recorded. Using a touch-screen monitor makes the procedure simple and easy, allowing us to collect data in participants ranging from 3 years of age to adults. Thus far, the paradigm has consistently shown that both adults and children detect threatening stimuli (e.g., snakes, spiders, angry/fearful faces) more quickly than neutral stimuli (e.g., flowers, mushrooms, happy/neutral faces). Altogether, this procedure provides an important new tool for researchers interested in studying the development of attentional biases for threat.

统计分析 还有，可以与通过触摸屏的方法所产生的数据进行多种可能的统计分析。使用SPSS或其他统计软件对数据进行分析。用中使用的触摸屏检测任务的原始研究试间，其中每个参与者随机分配至一个实验条件3,5的设计。如果是这种情况，调查应计算平均等待时间来检测所有可用试验的目标刺激（如定向议定书）。这就产生了每个参与者的单一数据点。这些数据可以被输入与目标类别的主体间因子的标准方差分析的因变量。 备选地，研究人员可以选择使用受试者内设计与参与者接收到所有的实验条件。在这种情况下，研究人员应仔细counterbalanCE /随机任务的顺序，如参加者往往会得到更快了反复试验。研究人员可以使用上面介绍了使用重复测量方差分析的被试间设计相同的统计方法。可替换地，一个主体内设计的优点是，研究人员可以计算偏置得分，这是一般的差分值表示的偏置某些种类的刺激。例如，一个偏置的分数威胁面可以通过减去平均等待时间来检测愤怒的脸从平均等待时间来检测高兴面孔10来计算。在这种情况下，正的分数表示的偏压为威胁，并且负的分数表示一个偏压非威胁。 在某些情况下，研究人员可以选择使用主体内的设计，参与者完成几个实验条件下在一个单一的测试环节。在这些情况下，研究人员可以选择使用混合效应方差分析来分析试验级的数据，而不是的分析每个参与者一个平均的数据点。利用每一个数据点，而不是一个单一的平均值，混合模型考虑了参与者的行为，个体差异在许多试验过程中，减少了潜在的错误12-14。 最后，值得注意的是该头置式或桌面式眼动跟踪技术可以组合使用的触摸屏的视觉检测模式以捕获精确录制品作为参与者搜索目标刺激。眼球追踪产生的不仅仅是延迟，触摸屏，它也产生对延迟数据先注视目标，总的注视和固定的时间，以每分心之前先行了吧目标，并等待从第一固定到作出行为反应11。通过这些措施之间的区别，研究人员可以消除歧义，推动快速检测的潜在机制。例如，一个感性优势为目标的刺激可通过分析延迟到第一个注视目标刺激进行检查。如果有一个感性的优势，一些刺激过别人，延迟先注视这些目标应该是比其他的目标更快。 àutomaticity搜索，或"蹦出来"，还可以用眼睛跟踪器通过检查每一个参与者注视它们到达目标之前分心的数量来衡量。如果自动发生某些目标刺激的搜索，学员应达到这些目标之前扫描较少分心。眼睛跟踪器还可以用来检查的行为响应效率 ，测量延迟到从参与者第一次注视目标时触摸屏幕。如果在行为上回应了某些目标刺激的优点，参与者应该更快做出后的第一次行了吧这些目标的行为反应（ 例如 ，轻触屏幕上的目标）。混合模型可以为Used的分析，使得每个固定可以在分析中可以使用眼睛跟踪数据。 检测在学前儿童和成人模式 使用触摸屏检测模式既儿童和成人参与先前的研究一致显示，各年龄段的学员发现危险刺激的速度比不具威胁性的刺​​激。在使用过程中的原始论文中，作者（分别为花，青蛙，毛毛虫）研究发现蛇与各种非威胁性的刺​​激。在用于实验1的过程中，参与者无论是检测到其中8花一个蛇或在8蛇一朵鲜花在每个后续试验。与会者发现蛇的速度比鲜花，和成人比孩子更快速地检测到所有的刺激。第二个实验相比，蛇的动物是非常类似的蛇，青蛙。再次，参加检测蛇比青蛙显著更快，大人比孩子更快地检测到的所有目标。最后，第三个实验对比检测蛇其他动物的形状像蛇，毛毛虫。再次，两个年龄组检测蛇比毛虫更快，但效果只有儿童3（ 图1）显著。 <img alt="图1" src="/files/ftp_upload/52190/52190fig1highres.jpg" /> 图1表示收集起来用于实验1-3 3岁的孩子和成年人的数据，并已经被修改LoBue＆DeLoache（2008）3。在这三个实验中，3岁的孩子检测到威胁刺激（蛇）显著比各不具威胁性的刺​​激更快（花，青蛙，毛毛虫分别）。成年人表现出相同的图案，但结果仅用于实验1和2（花显著S，青蛙）。这个数字已经被修改LoBue＆DeLoache（2008）3。 <a href="https://www.jove.com/files/ftp_upload/52190/52190fig1highres.jpg" target="_blank">请点击这里查看该图的放大版本。</a> 总之，这些结果表明，该触摸屏范例演示了一个优点为威胁过无威胁的刺激相同的报道在以前的研究优势。此外，触摸屏模式产生跨越多个年龄组，包括成人和学龄前儿童3-5响应的相同的模式。 跨范式的比较 如何通过触摸屏操作所产生的结果进行比较，以通过经典成人按键按下检测模式产生的效果？一项研究最近试图复制对象中的按钮，按下1和3触摸屏的方法来比较模式跨越这两种模式15响应。在研究中，一组的成人进行的，按钮按压检测和触摸屏检测任务恰好两者，并对结果进行了比较。正如预期的那样，在这两个范例，参与者发现威胁目标（蛇，蜘蛛）更快速，更准确的（ 也就是说 ，他们取得了更少的错误）较不具威胁性的目标（花卉，香菇），符合使用这两种范式以前的工作。这些结果表明，该触摸屏模式的确产生的结果作为经典按钮按下程序，3-4,15的相同的图案，这表明该范例之间的微小差异（刺激，试验次数等 ）不改结果相对于威胁与非威胁刺激的检测的整体图案。 尽管有这些相似之处，也有在结果中值得注意的一个重要区别。在按钮按下过程中，水平提高克的4至9的照片的矩阵大小减缓检测无威胁的目标，而检测的威胁的目标也同样快不管集合的大小。没有这样的相互作用被发现的触摸屏模式，并且检测的威胁和非威胁目标时，从4到9的照片增加矩阵大小为慢。此外，还有一个任务响应，并根据相关性分析中的其他响应之间的关系不大。因此，研究人员应该牢记的是，虽然结果，更快的检测威胁与非威胁性的总体格局刺激了范式之间是相同的，目前还不清楚该程序是否测量相同的底层程序15（ 图2）。 <img alt="图2" src="/files/ftp_upload/52190/52190fig2highres.jpg" /> 图2表示的数据collecte<html> d个成人（和已经被修改的数字）LoBue＆马修斯（2014）15，它呈现平均延迟来检测目标刺激在按钮按下过程（实验1），并且触摸屏的过程（实验3） 。这两个过程产生的优势威胁刺激，蛇和蜘蛛，检测速度比花和蘑菇。然而，有仅由对按钮按下程序集大小相互作用靶，表明检测威胁的刺激并不受在每个矩阵分心的数目，而检测无威胁的刺激是快于2×2比在3×3矩阵。这样的相互作用未找到触摸屏程序，并且这两种类型的刺激均同样受到从4到9的照片增加矩阵的大小。这个数字已经被修改LoBue和马修斯（2014）15。2highres.jpg"目标="_ blank将"&gt;请点击这里查看该图的放大版本。

Watch this Scientific Journal Video about Measuring Attentional Biases for Threat in Children and Adults at JoVE.com

Measuring Attentional Biases for Threat in Children and Adults

Here we describe a touch-screen visual search paradigm that can be used to study threat detection across the lifespan. The paradigm has already been used in various studies demonstrating that both children and adults detect threatening stimuli like snakes, spiders, and angry faces faster than non-threatening stimuli.

测量注意偏向对威胁儿童和成人

Investigators have long been interested in the human propensity for the rapid detection of threatening stimuli. However, until recently, research in this ...

measuring-attentional-biases-for-threat-in-children-and-adults

Nanyang Technological University

Research

JoVE Journal

Behavior

15.2K 次观看.  Rutgers University. Here we describe a touch-screen visual search paradigm that can be used to study threat detection across the lifespan. The paradigm has already been used in various studies demonstrating that both children and adults detect threatening stimuli like snakes, spiders, and angry faces faster than non-threatening stimuli.

视频: Measuring Attentional Biases for Threat in Children and Adults

Measurement of Fronto-limbic Activity Using an Emotional Oddball Task in Children with Familial High Risk for Schizophrenia

Adolescence is a critical developmental period where the early symptoms of schizophrenia frequently emerge. First-degree relatives of people with schizophrenia who are at familial high risk (FHR) may show similar cognitive and emotional changes. However, the neurological changes underlying the emergence of these symptoms remain unclear. This study sought to identify differences in frontal, striatal, and limbic regions in children and adolescents with FHR using functional magnetic resonance imaging. Groups of 21 children and adolescents at FHR and 21 healthy controls completed an emotional oddball task that relied on selective attention and the suppression of task-irrelevant emotional information. The standard oddball task was modified to include aversive and neutral distractors in order to examine potential group differences in both emotional and executive processing. This task was designed specifically to allow for children and adolescents to complete by keeping the difficulty and emotional image content age-appropriate. Furthermore, we demonstrate a technique for suitable fMRI registration for children and adolescent participants. This paradigm may also be applied in future studies to measure changes in neural activity in other populations with hypothesized developmental changes in executive and emotional processing.

This paper describes how to use the emotional oddball task and fMRI to measure brain activation in children and adolescents at familial high risk for schizophrenia (FHR).&#160;FMRI was used to measure differences in fronto-striato-limbic regions during an emotional oddball task. Children with FHR exhibited abnormal functional activation during adolescence.

的额边缘活度测量在儿童使用情绪穿着或行为古怪的任务与家族性高风险的精神分裂症

Adolescence is a critical developmental period where the early symptoms of schizophrenia frequently emerge. First-degree relatives of people with ...

科研

行为学

Using the Threat Probability Task to Assess Anxiety and Fear During Uncertain and Certain Threat

Fear of certain threat and anxiety about uncertain threat are distinct emotions with unique behavioral, cognitive-attentional, and neuroanatomical components. Both anxiety and fear can be studied in the laboratory by measuring the potentiation of the startle reflex. The startle reflex is a defensive reflex that is potentiated when an organism is threatened and the need for defense is high. The startle reflex is assessed via electromyography (EMG) in the orbicularis oculi muscle elicited by brief, intense, bursts of acoustic white noise (i.e., &#8220;startle probes&#8221;). Startle potentiation is calculated as the increase in startle response magnitude during presentation of sets of visual threat cues that signal delivery of mild electric shock relative to sets of matched cues that signal the absence of shock (no-threat cues). In the Threat Probability Task, fear is measured via startle potentiation to high probability (100% cue-contingent shock; certain) threat cues whereas anxiety is measured via startle potentiation to low probability (20% cue-contingent shock; uncertain) threat cues. Measurement of startle potentiation during the Threat Probability Task provides an objective and easily implemented alternative to assessment of negative affect via self-report or other methods (e.g., neuroimaging) that may be inappropriate or impractical for some researchers. Startle potentiation has been studied rigorously in both animals (e.g., rodents, non-human primates) and humans which facilitates animal-to-human translational research. Startle potentiation during certain and uncertain threat provides an objective measure of negative affective and distinct emotional states (fear, anxiety) to use in research on psychopathology, substance use/abuse and broadly in affective science. As such, it has been used extensively by clinical scientists interested in psychopathology etiology and by affective scientists interested in individual differences in emotion.

Potentiation of the startle reflex is measured via electromyography of the orbicularis oculi muscle during low (uncertain) and high (certain) probability electric shock threat in the Threat Probability Task. This provides an objective measure of distinct negative emotional states (fear/anxiety) for research on psychopathology, substance use/abuse, and broad affective science.

使用威胁概率任务，以评估焦虑和恐惧在不确定性和一定的威胁

Fear of certain threat and anxiety about uncertain threat are distinct emotions with unique behavioral, cognitive-attentional, and neuroanatomical ...

Measurement of Neurophysiological Signals of Ignoring and Attending Processes in Attention Control

Attention control is the ability to selectively attend to some sensory signals while ignoring others. This ability is thought to involve two processes: enhancement of sensory signals that are to be attended and the attenuation of sensory signals that are to be ignored. The overall strength of attentional modulation is often measured by comparing the amplitude of a sensory neural response to an external input when attended versus when ignored. This method is robust for detecting attentional modulation, but precludes the ability to assess the separate dynamics of attending and ignoring processes. Here, we describe methodology to measure independently the neurophysiological signals of attending and ignoring using the intermodal attention task (IMAT). This task, when combined with electroencephalography, isolates neurophysiological sensory responses in auditory and visual modalities, when either attending or ignoring, with respect to a passive control. As a result, independent dynamics of attending and of a ignoring can be assessed in either modality. Our results using this task indicate that the timing and cortical sources of attending and ignoring effects differ, as do their contributions to the attention modulation effect, pointing to unique neural trajectories and demonstrating sample utility of measuring them separately.

Attention control comprises enhancement of target signals and attenuation of distractor signals. We describe an approach to measure separately but concurrently, the neurophysiology of attending and ignoring in sustained intermodal attention, utilizing a passive control condition during which neither process is continuously engaged.

忽略并出席在注意控制过程的神经生理信号的测量

Attention control is the ability to selectively attend to some sensory signals while ignoring others. This ability is thought to involve two processes: ...

The Emotional Stroop Task: Assessing Cognitive Performance under Exposure to Emotional Content

The emotional Stroop effect (ESE) is the result of longer naming latencies to ink colors of emotion words than to ink colors of neutral words. The difference shows that people are affected by the emotional content conveyed by the carrier words even though they are irrelevant to the color-naming task at hand. The ESE has been widely deployed with patient populations, as well as with non-selected populations, because the emotion words can be selected to match the tested pathology. The ESE is a powerful tool, yet it is vulnerable to various threats to its validity. This report refers to potential sources of confounding and includes a modal experiment that provides the means to control for them. The most prevalent threat to the validity of existing ESE studies is sustained effects and habituation wrought about by repeated exposure to emotion stimuli. Consequently, the order of exposure to emotion and neutral stimuli is of utmost importance. We show that in the standard design, only one specific order produces the ESE.

The emotional Stroop effect (ESE) is the result of longer naming latencies to ink colors of emotion words than those of neutral words. This report refers to potential sources of confounding and includes a modal experiment that provides the means to control for them.

情绪Stroop任务:评估下暴露的认知表现的情感内容

The emotional Stroop effect (ESE) is the result of longer naming latencies to ink colors of emotion words than to ink colors of neutral words. The ...

Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments

This protocol describes how to conduct temporal-order experiments to measure visual processing speed and the attentional resource distribution. The proposed method is based on a new and synergistic combination of three components: the temporal-order judgments (TOJ) paradigm, Bundesen&#39;s Theory of Visual Attention (TVA), and a hierarchical Bayesian estimation framework. The method provides readily interpretable parameters, which are supported by the theoretical and neurophysiological underpinnings of TVA. Using TOJs, TVA-based estimates can be obtained for a broad range of stimuli, whereas traditional paradigms used with TVA are mainly limited to letters and digits. Finally, the meaningful parameters of the proposed model allow for the establishment of a hierarchical Bayesian model. Such a statistical model allows assessing results in one coherent analysis both on the subject and the group level.
To demonstrate the feasibility and versatility of this new approach, three experiments are reported with attention manipulations in synthetic pop-out displays, natural images, and a cued letter-report paradigm.

Temporal-order judgments can be used to estimate processing speed parameters and attentional weights and thereby to infer the mechanisms of attentional processing. This methodology can be applied to a wide range of visual stimuli and works with many attention manipulations.

通过颞阶判决的基于模型的分析测量注意力和视觉处理速度

This protocol describes how to conduct temporal-order experiments to measure visual processing speed and the attentional resource distribution. The ...

Gaze in Action: Head-mounted Eye Tracking of Children's Dynamic Visual Attention During Naturalistic Behavior

Young children's visual environments are dynamic, changing moment-by-moment as children physically and visually explore spaces and objects and interact with people around them. Head-mounted eye tracking offers a unique opportunity to capture children's dynamic egocentric views and how they allocate visual attention within those views. This protocol provides guiding principles and practical recommendations for researchers using head-mounted eye trackers in both laboratory and more naturalistic settings. Head-mounted eye tracking complements other experimental methods by enhancing opportunities for data collection in more ecologically valid contexts through increased portability and freedom of head and body movements compared to screen-based eye tracking. This protocol can also be integrated with other technologies, such as motion tracking and heart-rate monitoring, to provide a high-density multimodal dataset for examining natural behavior, learning, and development than previously possible. This paper illustrates the types of data generated from head-mounted eye tracking in a study designed to investigate visual attention in one natural context for toddlers: free-flowing toy play with a parent. Successful use of this protocol will allow researchers to collect data that can be used to answer questions not only about visual attention, but also about a broad range of other perceptual, cognitive, and social skills and their development.

Young children do not passively observe the world, but rather actively explore and engage with their environment. This protocol provides guiding principles and practical recommendations for using head-mounted eye trackers to record infants' and toddlers' dynamic visual environments and visual attention in the context of natural behavior.

行动中的目光: 在自然主义行为中对儿童动态视觉注意力的头戴式眼动

Young children's visual environments are dynamic, changing moment-by-moment as children physically and visually explore spaces and objects and interact ...

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Children with autism spectrum disorders (ASD) are known to have sensory-perceptual processing deficits that weaken their abilities to attend and perceive social stimuli in daily living contexts. Since daily social episodes consist of subtle dynamic changes in social information, any failure to attend to or process subtle human nonverbal cues, such as facial expression, postures, and gestures, might lead to inappropriate social interaction. Traditional behavioral rating scales or assessment tools based on static social scenes have limitations in capturing the moment-to-moment changes in social scenarios. An eye-tracking assessment, which can be administered in a video-based mode, is therefore preferred, to augment clinical observation. In this study, using the single-case comparison design, the eye-tracking data of three participants, a child with autism spectrum disorder (ASD), another with comorbid attention deficit-hyperactive disorder (ADHD), and a neurotypical control, are captured while they view a video of social scenarios. The eye-tracking experiment has helped answer the research question: How does social attention differ between the three participants? By predefining areas of interest (AOIs), their visual attention on relevant or irrelevant social stimuli, how fast each participant attends to the first social stimuli appearing in the videos, for how long each participant continues to attend to those stimuli within the AOIs, and the gaze shifts between multiple social stimuli appearing concurrently in the same social scene are captured, compared, and analyzed in a video-based eye-tracking experiment.

This is a qualitative comparative case study analysis of eye-tracking data on the first moments of social video scenes as viewed by three participants: one with autism spectrum disorder, one with comorbid attention deficit-hyperactive disorder, and one neurotypical control.

患有高功能性泛型疾病、无注意力缺陷多动障碍和控制社会视频的儿童眼动追踪数据比较

Children with autism spectrum disorders (ASD) are known to have sensory-perceptual processing deficits that weaken their abilities to attend and perceive ...

提高课堂参与度：基于 AI 的学生注意力水平分析

Artificial Intelligence-Based System for Detecting Attention Levels in Students

The attention level of students in a classroom can be improved through the use of Artificial Intelligence (AI) techniques. By automatically identifying the attention level, teachers can employ strategies to regain students' focus. This can be achieved through various sources of information.
One source is to analyze the emotions reflected on students' faces. AI can detect emotions, such as neutral, disgust, surprise, sadness, fear, happiness, and anger. Additionally, the direction of the students' gaze can also potentially indicate their level of attention. Another source is to observe the students' body posture. By using cameras and deep learning techniques, posture can be analyzed to determine the level of attention. For example, students who are slouching or resting their heads on their desks may have a lower level of attention. Smartwatches distributed to the students can provide biometric and other data, including heart rate and inertial measurements, which can also be used as indicators of attention. By combining these sources of information, an AI system can be trained to identify the level of attention in the classroom. However, integrating the different types of data poses a challenge that requires creating a labeled dataset. Expert input and existing studies are consulted for accurate labeling. In this paper, we propose the integration of such measurements and the creation of a dataset and a potential attention classifier. To provide feedback to the teacher, we explore various methods, such as smartwatches or direct computers. Once the teacher becomes aware of attention issues, they can adjust their teaching approach to re-engage and motivate the students. In summary, AI techniques can automatically identify the students' attention level by analyzing their emotions, gaze direction, body posture, and biometric data. This information can assist teachers in optimizing the teaching-learning process.

作者聚焦：解决测量课堂注意力的技术和主观挑战

This paper proposes an artificial intelligence-based system to automatically detect whether students are paying attention to the class or are distracted. This system is designed to help teachers maintain students' attention, optimize their lessons, and dynamically introduce modifications in order for them to be more engaging.

基于人工智能的系统，用于检测学生的注意力水平

The attention level of students in a classroom can be improved through the use of Artificial Intelligence (AI) techniques. By automatically identifying ...

测量注意偏向对威胁儿童和成人

摘要

探索更多视频

此视频中的章节

的额边缘活度测量在儿童使用情绪穿着或行为古怪的任务与家族性高风险的精神分裂症

使用威胁概率任务，以评估焦虑和恐惧在不确定性和一定的威胁

忽略并出席在注意控制过程的神经生理信号的测量

情绪Stroop任务:评估下暴露的认知表现的情感内容

通过颞阶判决的基于模型的分析测量注意力和视觉处理速度

行动中的目光: 在自然主义行为中对儿童动态视觉注意力的头戴式眼动

患有高功能性泛型疾病、无注意力缺陷多动障碍和控制社会视频的儿童眼动追踪数据比较

基于人工智能的系统，用于检测学生的注意力水平

基于人工智能的系统，用于检测学生的注意力水平

基于人工智能的系统，用于检测学生的注意力水平