Remote associates problems (RAP) have been widely used to measure creative processes. However, studies haverarely explored the RAP processes. The main purpose of this study was to record eye movements while solving RAP. Theresults show that: (1) The mean fixation duration increases throughout the problem-solving process, which indicates that moreproblem solvers encounter impasses. This result supports the “impasse encounter” phase of insight. (2) During the initial periodof problem solving, individuals display more regression counts in the fixation region than in the key region, which supportsthat the impasses are caused by inappropriate initial representation. (3) During the middle period of the process, the timeindividuals spend gazing at the key region increases, while the time spend at the fixation region decreases. This supports the“impasse resolution and insight” phase of insight.

This research is aimed to study whether we will have the same attitude change when we have the same intensityof cognitive or emotional level for attitude. People who have higher involvement will be persuaded by central route and lowinvolvement will be persuaded by peripheral route: the matching effect in attitude change. The present study controlled theintensity of both cognitive and emotional factor and instructed participants to express their initial attitude as well as attitudechange under four experimental manipulations. Results showed that only matching effect of emotional factor was found butnot cognitive factor. A connectionist model was therefore built to simulate the processes and found that there would havedifferent thresholds for cognitive and emotional routes and the threshold of cognitive route should be higher than emotionalroute. Implications are proposed based on the behavioral and simulation investigations.

It is found that when we name an object or a face, we often use basic level name (e.g., dog) rather than a nameat superordinate level (e.g., animal) or subordinate level (e.g., Labrador). In addition, although abundant evidence generallysuggested that both familiarity and typicality influence object recognition, how each of the two factors involves categorizationin terms of naming is not fully investigated yet. The present studies were performed to examine the familiarity and typicalityeffects on naming either an object or a face. Names for basic, superordinate, and subordinate levels were prepared for testingthe speed and correctness of object/face identification. As a result, familiarity, not typicality, induced a down-shift pattern fornaming. In contrast, typicality led to overall faster responses. The findings of the study indicated that familiarity and typicalityhave dissimilar effects on categorization by naming.

The main purpose of current study is to examine the insight theory on the interpretation of remote associates problemsolving. In our experiment, we manipulated the position of keyword to alter the relaxation of constraint in the problem.Three kinds of problems were presented: the Keyword-in-Front (KF), Keyword-in-Middle (KM) and Keyword-in-Back(KB) problems. Fifty-eight undergraduates were recruited and the eye movements while they were solving these threeproblems were recorded. The results indicate that, (1) the correct rate of KM problems are higher than KB problems. (2)When individuals solve the KF problems or KB problems, they would display more regression counts and spend moretime gazing at the fixation region than key region. However, more time and regression counts are spent at the key regionwhile solving KM problems. The results of current experiment support the explanation of Representation Change Theoryon the solving process of remote associates problems.

This study aims to investigate whether autistic individuals (e.g., ASD) have consistent or inconsistent age-related changes for recognizing different facial emotions compared to typical ones. Particularly, we also examined whether facial recognition abilities vary with developmental trends in both groups. Pictures of six primary facial types (happy, sad, angry, surprised, and confused faces) of real person were adopted in the study for 91 ASD patients and 177 normal participants recruited from kindergartens, elementary schools, and colleges. The results showed that, although, in general, normal participants had greater recognition performance as expected, both groups of participants had three distinct categories of developmental patterns: (1) angry and fear, (2) happy and surprised, and the last, (3) sad and confused. These findings revealed significant theoretical and practical values for further research and treatment.

In general, it is still unclear, to what extent, that autistic children would develop the ability to recognize facial expression by age and which basic emotion expressions are consistently difficult to learn. Moreover, what crucial processing and mechanisms would play a key role for the autistic behavior patterns in early social interaction. To answer these questions, a deep learning model is constructed to simulate the eye movement records during judging emotion expression of typical developed and autistic children. The simulation results are: 1. for older autistic models, if the gaze fixations for eyes and mouth of positive emotion is longer, it would lead to greater recognition performance; 2. in contrast, for younger autistic models, it takes longer training sessions to correctly recognize most of negative emotions as too much inferences of internal information occurred while establishing reliable prototypes of facial figures in differentiating the angry, sad, and disgusting expressions.

Cartoon scenes are frequently presented in picture books as a benefit for language development. However, it is unclear if autistic and typical developing children (ASD and TD, respectively) use different processing strategies accordingly. The study focused on how ASD and TD children examine the emotion-evoking areas in scenes for recognizing emotions. The research included 5 cartoon scenes as the study materials and recruited 91 ASD children and 121 TD children to participate in the study. The results revealed as following:1. ASD children showed lower accuracy in emotions recognition than TD children. 2. TD children showed greater gazing time on faces. 3. ASD children showed greater gazing time on emotion-evoking areas. Based on the findings, it is implied that ASD children and TD children use different gazing strategies which could have different impacts on the accuracy for emotion recognition in cartoon scenes.

The purpose of this study is to examine Theory of Mind (ToM) in processing the Chinese implicit causality verbs. The Experiment identified the Chinese causal verbs of high tendency by using a bias decision task to the ToM paradigms (Reading the Mind in the Eyes test revised and YONI task) to explore the relationship among English proficiency, Theory of Mind, and causal verb processing. The main results are: Proficiency in both English and Chinese can affect one’s interpretation of the Chinese implicit causality/consequentiality. On the other hand, the affective ability of ToM is enhanced as the English proficiency increases due to the understanding of the implicit causes/effects of the same concept under the context of the different languages. The study suggests that Chinese-English have different processing mechanisms from the monolinguals for the judgment of the implicit causality verbs.

Very few studies have focused on the stimuli materials for social situations to understand if contextual cues have impacts on the gaze patterns of children with ASD to investigate the emotion recognition performance. This study investigated the performance across 2 age groups (preschool, school age) between ASD and typically developing (TD) children by using eye-tracking techniques and recording recognition accuracy for different areas of interest (AOI). The performance of ASD (n=91) and TD (n=155) participants were observed while asked to identify emotions in a context, including happy, sad, anger, fear, and surprise. The results showed no significant relationship between age and correct rate; but ASD groups actually spent more time on faces to recognize emotions compared to TD groups. The findings highlighted the greater effects of social experience on TD groups, leading to correctly identify emotions despite less gazing time for scanning faces.