언어 정보와 얼굴 표정의 정서가 불일치할 때, 3세 아동은 어떤 정보에 주목하여 타인의 정서를 판단할까?: 점화 과제 연구
Three-Year-Old Children Focus on Emotional Adjectives When Linguistic Context and Facial Expression were Not Congruent: The Priming Task Research
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참고문헌
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초록
본 연구는 타인의 표정을 인식할 때 함께 제공되는 언어 정보가 정서 인식에 영향을 주는 현상이 관찰되는 연령의 하한계를 알아보기 위한 목적으로, 학령전기 아동을 대상으로 언어 정보와 얼굴 표정을 순차적으로 제시하는 점화 과제를 실시하여 언어 정보에 따른 아동의 정서 인식의 변화를 관찰하였다. 연구 대상은 의료기관으로부터 언어장애나 정서발달장애 진단을 받은 경험이 없는 3세 0개월에서 3세 11개월 사이의 아동이었다. 점화과제에서 참가자에게 형용사(예-기뻐요, 슬퍼요)나 정서 상황(예-생일 선물을 받다, 키우던 강아지를 잃어버렸다)에 대한 언어 정보를 청각적으로 제시한 후, 5세 아동의 기쁨 또는 슬픔 표정 사진을 제시하여 사진 속 주인공의 정서를 판단하도록 요청하였다. 언어 정보는 형용사만 제시되는 단순한 언어 정보 조건(예-기뻐요), 정서와 관련성이 높은 상황 정보가 제시되는 구체적 언어 정보 조건(예-생일 선물을 받아서 기뻐요), 정서와 관련성이 낮은 상황 정보가 제시되는 애매한 언어 정보 조건(예-문을 열어서 기뻐요)으로 구성되었으며, 참가자들은 세 가지 조건 중 한 가지 조건에 무선 배정되었다. 모든 참가자들은 언어 정보와 표정의 정서가 일치하는 시행과 불일치하는 시행에서 사진 속 주인공의 정서를 판단하였고, 주인공의 얼굴 표정에 따라 정서를 판단하였을 경우 정답으로, 언어 정보에 따라 정서를 판단하였을 경우 오답으로 처리하여 각 집단 별 점화 과제 점수를 산출하였다. 그 결과, 모든 언어 정보 집단에서 언어 정보와 얼굴 표정의 정서가 불일치할 때 점화 과제 점수가 유의하게 감소하였다. 본 연구의 결과는 3세 아동이 다양한 상황 간의 정서적 의미의 강도를 비교하는 것을 어려워하지만, 언어적으로 제시된 상황 정보와 얼굴 표정의 정서가 불일치할 때, 얼굴 표정보다는 언어적으로 제시된 형용사로 타인의 정서 상태를 추론함을 보여 준다. 또한, 적어도 생후 3년 이후에서 타인의 정서 인식에 대한 언어 정보의 영향이 관찰될 수 있다는 것을 시사한다. 논의에서는, 이러한 결과에 대하여 본 연구에서 사용된 언어 정보의 구조의 특성, 연령에 따른 정서의 원인에 대한 이해 발달 차이, 3세 아동의 형용사 이해의 용이성 등의 관점에서 설명하였으며, 마지막으로, 정서 및 언어 발달 장애 연구에의 응용에 대해 논하였다.
Abstract
This study investigated that whether three-year-old children in normal emotion and language development, more focus on linguistic contexts about emotional situations than facial expressions to judge the other’s emotions, expecially when emotions of the situation and the facial expression are not congruent. Using priming task paradigm, a linguistic context sentence was acoustically presented as primer stimulus, after that, a happy face or a sad face was immediately presented on the monitor as target stimulus. There were three linguistic information groups: a) Simple information(SI)-emotional adjectives, b) Elaborative information(EI)- emotional adjectives with situational information related to the adjectives, c) Ambiguous information(AI)-emotional adjectives with situational information not related to the adjectives. Participants asked to judge the emotional states of protagonists of facial expressions. The priming task score was calculated and compared among groups. As a result, all group’s task score were decreased when emotions of the situation and the facial expression are not congruent. Three-year-old children may struggle to compare emotional intensity of elaborative context and that of ambiguous context. However, sentences of all linguistic context contained emotional adjectives, happy and sad. Hence, it seems that three-year-old children focus on and use the adjectives to infer the other’s emotional state when emotions of the situation and the facial expression are incongruent. In discussion, we discussed the result of the present study in terms of three perspectives: structural feature of the linguistic information, developmental difference on understanding of reason for emotion, and easiness to use emotional adjectives to infer other’s emotional state in three-year-old children. Finally, we suggested that this study could applicate to future investigation to explore how children with emotional and language impairment perceive and recognize the interaction between language and emotion information.
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