穿靴子的猫效应

IF 0.9 4区 心理学 Q3 COMMUNICATION
Jemma Forman, L. Brown, H. Root-Gutteridge, G. Hole, Raffaela Lesch, K. Pisanski, D. Reby
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引用次数: 0

摘要

宠物定向语音(PDS)通常是由人类在对狗讲话时产生的。与婴儿定向语音类似,PDS的基频(f0)比成人定向语音相对更高、调制更大。我们测试了一种预测,即狗的眼睛大小增加,这是幼年时期的一个面部特征,会引发夸张的韵律特征或宠物引导的言语。我们通过实验将12个犬种的照片中的眼睛大小分别调整了-15%、+15%和+30%。我们首先表明,眼睛较大的狗确实被认为更年轻。然后,我们记录了男性和女性对这些照片的说话,他们也对这些照片进行了可爱评级。线性混合效应模型表明,仅在女性中,眼睛大小增加15%会显著增加音高范围(f0范围)和变异性(f0CV)。可爱度评级并没有随着眼睛的大小而变化,因为眼睛大小可能会产生天花板效应。我们的研究结果提供了初步证据,证明大眼睛可以引发宠物引导的言语,并表明PDS可能是由感知到的年轻而非可爱所调节的。我们在物种间声音交流的背景下讨论这些发现。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Puss in Boots effect
Pet-directed speech (PDS) is often produced by humans when addressing dogs. Similar to infant-directed speech, PDS is marked by a relatively higher and more modulated fundamental frequency (f 0) than is adult-directed speech. We tested the prediction that increasing eye size in dogs, one facial feature of neoteny (juvenilisation), would elicit exaggerated prosodic qualities or pet-directed speech. We experimentally manipulated eye size in photographs of twelve dog breeds by −15%, +15% and +30%. We first showed that dogs with larger eyes were indeed perceived as younger. We then recorded men and women speaking towards these photographs, who also rated these images for cuteness. Linear mixed-effects models demonstrated that increasing eye size by 15% significantly increased pitch range (f 0 range) and variability (f 0CV) among women only. Cuteness ratings did not vary with eye size, due to a possible ceiling effect across eye sizes. Our results offer preliminary evidence that large eyes can elicit pet-directed speech and suggest that PDS may be modulated by perceived juvenility rather than cuteness. We discuss these findings in the context of inter-species vocal communication.
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来源期刊
CiteScore
3.30
自引率
6.70%
发文量
8
期刊介绍: This international peer-reviewed journal aims to advance knowledge in the growing and strongly interdisciplinary area of Interaction Studies in biological and artificial systems. Understanding social behaviour and communication in biological and artificial systems requires knowledge of evolutionary, developmental and neurobiological aspects of social behaviour and communication; the embodied nature of interactions; origins and characteristics of social and narrative intelligence; perception, action and communication in the context of dynamic and social environments; social learning.
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