Abstract
Fifty subjects concerned and in continual interaction with visually impaired individuals were randomly assigned to view one of two videotapes. The tapes showed two visually impaired children without gaze direction and two with gaze direction, responding to a random set of questions from two adults sitting on either side of a child. Subjects viewed the same four children, although in different order and in opposite conditions. Analyses revealed that when a visually impaired child utilized gaze direction toward the questioner, the child was evaluated, by informed respondents, as being more intelligent and more socially competent than when the child did not use gaze direction.
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