狗在学校有助于识别人类和动物的面部表情吗? 一个初步的纵向研究
Manon Toutain1, Nicolas Dollion2, Laurence Henry1
1EthoS (Éthologie Animale et Humaine)-UMR 6552, Centre National de la Recherche Scientifique (CNRS), University Rennes, Normandie University, F-35000 Rennes, France.
European journal of investigation in health, psychology and education
|February 25, 2025
概括
一个使用服务犬的为期一年的学校课程改善了认知障碍的青少年的面部识别. 这包括识别人类和狗脸上的情绪,与对照组不同.
科学领域:
- 儿童心理学 儿童心理学
- 动物辅助干预 动物辅助干预
- 神经发育障碍 神经发育障碍
背景情况:
- 有限的研究存在于动物的存在,特别是服务犬,在学校环境.
- 本试点研究涉及服务犬对儿童社会认知发展的影响.
研究的目的:
- 调查在学校环境中长达一年时间接触服务犬是否能提高认知功能障碍的青少年的面部表情识别.
- 为了比较服务犬存在对面部表情识别在青少年与认知障碍和神经类型对照之间的影响.
主要方法:
- 23名青少年参与了这项研究,10名青少年参加了一种专门的法语教学计划 (LUSI),其中包括一只服务犬和13名神经类型对照.
- 参与者在14个月的三个时间点,在人类,狗和猫的脸上识别了面部表情 (悲伤,快乐,恐惧,中立,愤怒).
- 在服务犬融入LUSI计划之前,期间和之后进行了绩效评估.
主要成果:
- 随着时间的推移,LUSI组的青少年在识别狗 (p=0.001) 和人类 (p=0.01) 的面部表情方面显著改善.
- 在识别猫的面部表情 (p>0.05) 或对照组 (所有p>0.05) 中没有观察到显著的改善.
- 在LUSI组中表现的改善与以前与动物生活的经验相关.
结论:
- 一个以学校为基础的服务犬计划可以增强面部表情识别能力在青少年有认知功能障碍.
- 服务犬的存在对社会认知技能产生了积极的影响,特别是在解释狗和人类情绪方面.
- 研究结果表明,将动物辅助干预措施纳入特殊需求儿童教育环境的潜在好处.
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