Satoshi F. Nakashima

The effect of facial expression and gaze direction on memory for unfamiliar faces

We report data from an experiment that investigated the influence of gaze direction and facial expression on face memory. Participants were shown a set of unfamiliar faces with either happy or angry facial expressions, which were either gazing straight ahead or had their gaze averted to one side. Memory for faces that were initially shown with angry expressions was found to be poorer when these faces had averted as opposed to direct gaze, whereas memory for individuals shown with happy faces was unaffected by gaze direction. We suggest that memory for another individuals face partly depends on an evaluation of the behavioural intention of that individual.

Receiving of emotional signal of pain from conspecifics in laboratory rats

Though recent studies have shown that rodents express emotions with their face, whether emotional expression in rodents has a communicative function between conspecifics is still unclear. Here, we demonstrate the ability of visual recognition of emotional expressions in laboratory rats. We found that Long-Evans rats avoid images of pain expressions of conspecifics but not those of neutral expressions. The results indicate that rats use visual emotional signals from conspecifics to adjust their behaviour in an environment to avoid a potentially dangerous place. Therefore, emotional expression in rodents, rather than just a mere ‘expression’ of emotional states, might have a communicative function.

Emotion Words: Adding Face Value.

Despite a growing number of studies suggesting that emotion words affect perceptual judgments of emotional stimuli, little is known about how emotion words affect perceptual memory for emotional faces. In Experiments 1 and 2 we tested how emotion words (compared with control words) affected participants’ abilities to select a target emotional face from among distractor faces. Participants were generally more likely to false alarm to distractor emotional faces when primed with an emotion word congruent with the face (compared with a control word). Moreover, participants showed both decreased sensitivity (d′) to discriminate between target and distractor faces, as well as altered response biases (c; more likely to answer “yes”) when primed with an emotion word (compared with a control word). In Experiment 3 we showed that emotion words had more of an effect on perceptual memory judgments when the structural information in the target face was limited, as well as when participants were only able to categorize the face with a partially congruent emotion word. The overall results are consistent with the idea that emotion words affect the encoding of emotional faces in perceptual memory.

The combination of perception of other individuals and exogenous manipulation of arousal enhances social facilitation as an aftereffect: re-examination of Zajonc's drive theory.

Zajonc’s drive theory postulates that arousal enhanced through the perception of the presence of other individuals plays a crucial role in social facilitation (Zajonc, 1965). Here, we conducted two experiments to examine whether the elevation of arousal through a stepping exercise performed in front of others as an exogenous factor causes social facilitation of a cognitive task in a condition where the presence of others does not elevate the arousal level. In the main experiment, as an “aftereffect of social stimulus,” we manipulated the presence or absence of others and arousal enhancement before participants conducted the primary cognitive task. The results showed that the strongest social facilitation was induced by the combination of the perception of others and arousal enhancement. In a supplementary experiment, we manipulated these factors by adding the presence of another person during the task. The results showed that the effect of the presence of the other during the primary task is enough on its own to produce facilitation of task performance regardless of the arousal enhancement as an aftereffect of social stimulus. Our study therefore extends the framework of Zajonc’s drive theory in that the combination of the perception of others and enhanced arousal as an “aftereffect” was found to induce social facilitation especially when participants did not experience the presence of others while conducting the primary task.

Faces in the dark: interactive effects of darkness and anxiety on the memory for threatening faces

In the current research, we extend past work on the effects of ambient darkness and threat to the domain of memory for expressive faces. In one study, we examined the effects of ambient darkness and individual differences in state anxiety on memory of unfamiliar expressive faces. Here, participants were seated in either a dark or light room and encoded a set of unfamiliar faces with angry, happy, and neutral facial expressions. A subsequent recognition task revealed an interactive effect of ambient darkness, anxiety, and target expression. Highly anxious participants in ambient darkness had worse memory for angry faces than did low-anxiety participants. On the other hand, the recognition performance for happy faces was affected neither by the darkness nor state anxiety. The results suggest not only that ambient darkness has its strongest effect on anxious perceivers, but also that person × situation effects should be considered in face recognition research.

Learning of efficient behaviour in spatial exploration through observation of behaviour of conspecific in laboratory rats

Recent studies have suggested that rodent behaviour is influenced by the behaviour of surrounding conspecifics (e.g. emotional contagion and prosocial behaviour). However, little is known about deferred imitation and complex observational learning in rats. The purpose of this study was to reveal whether rats can learn from another rats experiences. In a maze, observer rats watched the foraging behaviour of other rats (demonstrators) and then foraged in turn. The results showed that demonstrators explored inefficiently, but observers explored more efficiently after observing inefficient exploration by the demonstrators. This observational learning probably involved the acquisition of an efficient strategy through spatial exploration.