선택적 주의와 억제가 아동의 낯선 얼굴에 대한 사회-정서적 평가에 미치는 영향
The Effect of Selective attention and Inhibition on Social-emotional Evaluation toward Unfamiliar Faces
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초록
본 연구는 선택적 주의와 억제가 낯선 얼굴에 대한 사회-정서적 평가에 미치는 영향을 살펴보고자 하였다. 또한 아동을 포함함으로써 작업기억 내의 주의와 억제의 부호화가 이후 정서적 평가에 영향을 미친다는 Raymond(2005)의 가설을 검증하고자 하였다. 초등학교 2학년, 초등학교 5학년, 그리고 대학생 각각 30명에게 한 쌍의 얼굴 중 하나의 얼굴을 기억하도록 지시함으로써 피험자의 선택적 주의를 유도하였고, 이후 억제 신호에 따라 버튼을 누르지 않도록 요구하여 피험자의 행동적 억제 반응을 유도하였다. 그 후 무선적으로 제시된 얼굴 자극에 대해 5점 척도로 사회-정서적 평가를 실시하였고, 얼굴 재인에 성공한 시행과 실패한 시행에 대하여 개별적으로 3(연령) × 2(선택적 주의) × 2(억제)의 혼합설계에 의한 변량분석을 실시하였다. 그 결과 얼굴 재인에 성공한 시행에서는 (b)기억하도록 선택되고 억제단서를 받지 않은 얼굴과 (c)기억하도록 선택되지 않고 억제단서를 받은 얼굴에 대하여 긍정적인 사회-정서적 평가가 나타났다. 이는 작업기억 내에 정보가 유지만 된다면 아동들에게도 선택적 주의와 억제가 사회-정서적 평가에 영향을 미침을 의미한다.
Abstract
The purpose of this study was to investigate the effects of selective attention and inhibition on social-emotional evaluation toward unfamiliar face. The subjects were total 90 of each 30 from elementary school second-grade, fifth-grade, and university students. A pair of unfamiliar face were shown to the subjects and then asked to remember one of them. After that, they were asked to refrain from pressing any button and then rated one face chosen at random on social-emotional scale ranged from 1 to 5. Data was analyzed with 3(age) × 2(selective attention) × 2(inhibition) mixed ANOVA in terms of success or failure on face-recognition task respectively. Results showed that in the cases of success on face-recognition task, both (b) the faces of receiving selective attention and simultaneously requiring non-inhibition and (c) the faces of not receiving selective attention and simultaneously requiring inhibition were rated more positively than other conditional faces. The result suggests that if children can remain attention and inhibition in working memory, these factors can positively affect social-emotional evaluation toward unfamiliar-faces.
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