目的：個體辨識他人臉部情緒有賴其神經心理機制，學齡前兒童的臉部情緒辨識(Facial Emotion Recognition, FER)能力會隨著神經發展而逐漸成熟，對兒童的社會認知發展有關鍵作用，大量國外研究顯示年齡在6種情緒(快樂、傷心、生氣、驚訝、害怕、以及厭惡)的影響有所不同，3歲對快樂和生氣的辨識正確率高於七成，傷心的正確率高於六成，但驚訝、害怕、以及厭惡的正確率低於四成，而3歲和6歲之間的傷心、驚訝、以及害怕的正確率變化量超過30%。此外，父母的述情障礙對兒童的情緒能力有調節作用，父母的執行功能(Executive Function, EF)較好，兒童的心智發展也會較佳。然而國內少有針對台灣學齡前兒童以華人臉孔為素材進行FER之發展研究，也未曾討論過父母EF和述情障礙對兒童FER之影響。本研究旨在藉由以本土素材檢視學齡前兒童之年齡與父母之述情障礙和EF對兒童FER表現之影響，探討台灣學齡前兒童的FER之發展軌跡和影響FER的因子。
方法：依據兒童年齡3至6歲分為四組，自社區招募自願參與研究之學齡前兒童和其父或母其中之一共同參加研究，3歲組之24位兒童和其家長(父或母)24位，4歲組為兒童和家長各30位、5歲組為各30位、以及6歲組為各27位，總計共111位兒童和111位家長參與研究，研究參與者之家長都有簽署參與研究知情同意書。在父母評估部分，使用執行功能行為量表成人版評估父母之EF，以台灣版多倫多述情量表評估父母之述情障礙。在兒童評估部分，以魏氏幼兒智力量表第四版(WPPSI–IV)評估兒童智能，並以自編之學齡前兒童辨識臉部情緒測驗(FERP)評估兒童的臉部情緒辨識能力，FERP包含3個分測驗，分別呈現3種臉部區位特徵(全臉、眼周、以及嘴周)，每個分測驗都包含6種情緒(快樂、傷心、生氣、驚訝、害怕、以及厭惡)。研究分析以4x3x6的三因子混合設計變異數分析檢驗4個年齡組、3種臉部區位特徵、以及6種情緒對FER之交互作用，並以線性階層回歸法分析父母EF和述情障礙對兒童FER之預測力。
結果：(1) 兒童年齡、臉部區位特徵、以及情緒種類皆對FER有顯著影響(p < .001)，年齡*臉部區位特徵之交互作用未達顯著(p =.112)，年齡*情緒(p =.036)與臉部區位特徵*情緒(p < .001)之交互作用皆達顯著，然而年齡*臉部區位特徵*情緒之交互作用未達顯著(p =.114)；(2) 3歲組的父母EF(p < .05)、述情障礙(p < .01)、以及EF*述情障礙之交互作用(p < .01)皆對嘴周的FER有顯著解釋力，整體模型顯示對兒童的嘴周FER表現有顯著預測力(p < .001)，可解釋63%的變異量。在4、5、以及6歲組的父母EF和述情障礙對兒童FER的預測力則未達顯著。
結論：學齡前兒童之FER表現明顯受年齡、臉部區位特徵、以及情緒種類等因子影響，然而COVID-19疫情使台灣民眾普遍戴口罩而遮蔽了重要的社交線索，導致兒童難以自然學習辨識臉部情緒，未來需持續追蹤這群兒童進入學齡期後之FER表現，並可進行世代研究以探索社會習慣的變化(戴口罩)對兒童的社會認知發展之影響。父母EF和述情能力有助於3歲兒童學習辨識嘴周情緒，未來可以此研究結果為基礎發展適宜的早期介入方案。能有效幫助4至6歲兒童學習辨識情緒之因子仍有持續探索之必要，未來可考慮將兒童執行功能和幼兒園的情緒教育納入研究中。

This study aims to explore the Facial Emotion Recognition (FER) performance of Taiwanese preschool children in recognizing 6 emotions (happiness, sadness, anger, surprise, fear, and disgust) with three facial features (whole faces, upper faces, and lower faces), as well as to investigate the impact of child age and parental alexithymia and executive function on FER of children. Four groups, parents and children aged 3-year-old, 4-year-old, 5-year-old, and 6-year-old, were recruited. The parents of participants had all signed the informed consent (B-ER-110-462). The parents’ Executive Function (EF) and parental alexithymia was assessed by questionnaires. Facial Emotion Recognition Test－Preschool (FERP) was developed by this study to evaluate the performance of children’s FER, which including three subtests, each presenting 3 facial features (whole face, upper face, and lower face) with 6 emotions (happiness, sadness, anger, surprise, fear, and disgust). The results showed that child age, facial features, and emotions all significantly influenced FER. However, since covid-19 pandemic, Taiwanese used to wear mask covering facial features, it is necessary to continue monitoring the FER development of these children as they transited into school age. Moreover, the results of regression model indicated that children's FER of lower faces could be significantly predicted by parental EF and alexithymia in the 3-year-old group. Therefore, based on this study, early intervention programs could be established in future research.

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