Experimenter's Gaze Research Articles

Ostensive gaze shifting changes referential intention in word meanings: An examination of children's learning of part names.

Learning part names, such as hands of a clock, can be a challenge for children because of the whole object assumption; that is, a child will assume that a given label refers to the whole object (e.g., a clock) rather than the object part (e.g., hands of a clock). We examined the effect of gaze shifting and deliberate pointing on learning part names. The experiment consisted of 2 conditions: (a) no-shifting and (b) shifting-to-object. No-shifting was when the experimenter continuously looked at the participant's face after establishing mutual gaze even while pointing at an object part to teach the part name. The shifting-to-object condition was the same as the no-shifting condition, except for the experimenter's gaze shifting to the object when teaching part names. The results showed that 4-and-a-half-year-olds and adults correctly inferred a part name only during gaze shifting. Two-and-a-half-year-olds were not yet sensitive to this ostensive flow. Especially while learning part names, a continuous gaze at the face may violate the quantity maxim-that is, the criterion that the speaker must provide the appropriate amount of information-in Grice's cooperative principle. To utilize ostensive signals in learning part names, children need to notice the combination of gaze direction and ostensive signals, such as a pointing gesture. In 4-and-a-half-year-olds, the use of social-pragmatic information is more advanced, allowing them to understand an adult's pointing gesture when gaze shifting occurs. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Herring gull aversion to gaze in urban and rural human settlements

With an increasing human population and expansion of urban settlements, wild animals are often exposed to humans. As humans may be a threat, a neutral presence or a source of food, animals will benefit from continuously assessing the potential risk they pose in order to respond appropriately. Herring gulls, Larus argentatus , are increasingly breeding and foraging in urban areas, and thus have many opportunities to interact with humans. We recently found that herring gulls take longer to approach food when being watched by a human. However, it is not known whether aversion to human gaze arises from experience with humans, and whether individual differences in responsiveness are a result of differential exposure. Here, we tested whether herring gulls' responses to human gaze differ according to their age class and urbanization of their habitat. We measured the gulls' flight initiation distance when an experimenter approached with either a direct or an averted gaze. Neither gull age class nor urbanization significantly influenced the effect of human gaze on flight initiation distance. However, as recently fledged juveniles responded strongly to the experimenter's gaze, aversion to human gaze may not require extensive exposure to humans to develop. Gulls in urban areas could be approached more closely than those in rural areas, consistent with findings in other species. These results indicate that gaze aversion is present early in development and that exposure to humans may influence gulls' responses to perceived risk from humans. Investigating the processes generating individual differences in responses to humans will provide further insights into human–wildlife interactions and the effects of urbanization. • Herring gulls living in built-up areas differ greatly in their wariness of humans. • We tested whether age and urbanization affected gulls' aversion to human gaze. • Urban herring gulls could be approached more closely than their rural counterparts. • However, gulls in urban and rural areas fled sooner if a person was looking at them. • Gulls may not need extensive exposure to humans to be wary of human eye contact.

Herring gulls respond to human gaze direction.

Human–wildlife conflict is one of the greatest threats to species populations worldwide. One species facing national declines in the UK is the herring gull (Larus argentatus), despite an increase in numbers in urban areas. Gulls in urban areas are often considered a nuisance owing to behaviours such as food-snatching. Whether urban gull feeding behaviour is influenced by human behavioural cues, such as gaze direction, remains unknown. We therefore measured the approach times of herring gulls to a food source placed in close proximity to an experimenter who either looked directly at the gull or looked away. We found that only 26% of targeted gulls would touch the food, suggesting that food-snatching is likely to be conducted by a minority of individuals. When gulls did touch the food, they took significantly longer to approach when the experimenter's gaze was directed towards them compared with directed away. However, inter-individual behaviour varied greatly, with some gulls approaching similarly quickly in both treatments, while others approached much more slowly when the experimenter was looking at them. These results indicate that reducing human–herring gull conflict may be possible through small changes in human behaviour, but will require consideration of behavioural differences between individual gulls.

Human ostensive signals do not enhance gaze following in chimpanzees, but do enhance object-oriented attention.

The previous studies have shown that human infants and domestic dogs follow the gaze of a human agent only when the agent has addressed them ostensively-e.g., by making eye contact, or calling their name. This evidence is interpreted as showing that they expect ostensive signals to precede referential information. The present study tested chimpanzees, one of the closest relatives to humans, in a series of eye-tracking experiments using an experimental design adapted from these previous studies. In the ostension conditions, a human actor made eye contact, called the participant's name, and then looked at one of two objects. In the control conditions, a salient cue, which differed in each experiment (a colorful object, the actor's nodding, or an eating action), attracted participants' attention to the actor's face, and then the actor looked at the object. Overall, chimpanzees followed the actor's gaze to the cued object in both ostension and control conditions, and the ostensive signals did not enhance gaze following more than the control attention-getters. However, the ostensive signals enhanced subsequent attention to both target and distractor objects (but not to the actor's face) more strongly than the control attention-getters-especially in the chimpanzees who had a close relationship with human caregivers. We interpret this as showing that chimpanzees have a simple form of communicative expectations on the basis of ostensive signals, but unlike human infants and dogs, they do not subsequently use the experimenter's gaze to infer the intended referent. These results may reflect a limitation of non-domesticated species for interpreting humans' ostensive signals in inter-species communication.

Spontaneous gaze selection and following during naturalistic social interactions in school-aged children and adolescents with autism spectrum disorder.

Using a novel naturalistic paradigm allowing participants the freedom to spontaneously select and follow gaze cues in their environment, this study extends previous research conducted with younger children to determine whether school-age children with autism spectrum disorder (ASD, n = 17) demonstrate abnormal gaze following relative to typically developing (TD, n = 15) children. The participant and experimenter played a series of games, during which the experimenter pseudorandomly averted her gaze toward a social target (person) or a nonsocial target (object). A significant finding was that, relative to TD children, children with ASD were slower to follow the experimenter's gaze relative to the start of the trial (social targets d = -.93 [-1.70, -.16], nonsocial targets d = -1.05 [-1.88, -.20]). When we analyzed the duration of glances to the experimenter, we found that the ASD group made longer glances relative to TD children, but only in the nonsocial target condition (social targets d = .01 [-.68, .71], nonsocial targets d = -.81 [-1.53, -.08]). Other analyses revealed patterns of gaze selection and following that may help interpret the main findings. Despite the differences in the timing of gaze selection and following, the most common type of responder in both groups was one who followed the experimenter's gaze on over half of the trials. This pattern of results argues against a clear deficit in social attention in school-age children with ASD and underscores the importance of measuring both the timing of distinct mechanisms of social attention and the context in which these behaviors occur. (PsycINFO Database Record

Gaze following in baboons (Papio anubis): juveniles adjust their gaze and body position to human's head redirections.

Gaze following, the ability to follow the gaze of other individuals, has been widely studied in non-human primate species, mostly in adult individuals. Yet, the literature on gaze following revealed a quite variability across the different findings, some of it might reflect true inter-species differences, while others might be related to methodological differences, or to an underestimation of the factors involved in the expression of gaze following. In the current study, we tested 54 captive olive baboons (Papio anubis), housed in social groups, to assess how juvenile and adult baboons would spontaneously react to a sudden change in the direction of a human experimenter's head. First, our results showed that juveniles, more than adult baboons, co-oriented their gaze with the experimenter's gaze. We also observed a strong habituation effect in adult baboons but not in juveniles, as the adults' response vanished at the second exposure to a change of direction of the experimenter's head. Second, our results showed that juveniles subsequently adopted an original strategy when the experimenter's head indicated some new directions: they reliably adjusted their spatial body position to keep a gaze contact with the experimenter's line of sight. We discussed how the age class and the individual expertise of the baboons could lead to some modulations in terms of attentiveness, motivation, or cognitive abilities, and thus likely influence gaze following.

Proximity and gaze influences facial temperature: a thermal infrared imaging study.

Direct gaze and interpersonal proximity are known to lead to changes in psycho-physiology, behavior and brain function. We know little, however, about subtler facial reactions such as rise and fall in temperature, which may be sensitive to contextual effects and functional in social interactions. Using thermal infrared imaging cameras 18 female adult participants were filmed at two interpersonal distances (intimate and social) and two gaze conditions (averted and direct). The order of variation in distance was counterbalanced: half the participants experienced a female experimenter's gaze at the social distance first before the intimate distance (a socially “normal” order) and half experienced the intimate distance first and then the social distance (an odd social order). At both distances averted gaze always preceded direct gaze. We found strong correlations in thermal changes between six areas of the face (forehead, chin, cheeks, nose, maxilliary, and periorbital regions) for all experimental conditions and developed a composite measure of thermal shifts for all analyses. Interpersonal proximity led to a thermal rise, but only in the “normal” social order. Direct gaze, compared to averted gaze, led to a thermal increase at both distances with a stronger effect at intimate distance, in both orders of distance variation. Participants reported direct gaze as more intrusive than averted gaze, especially at the intimate distance. These results demonstrate the powerful effects of another person's gaze on psycho-physiological responses, even at a distance and independent of context.

Look at this: the neural correlates of initiating and responding to bids for joint attention

When engaging in joint attention, one person directs another person's attention to an object (Initiating Joint Attention, IJA), and the second person's attention follows (Responding to Joint Attention, RJA). As such, joint attention must occur within the context of a social interaction. This ability is critical to language and social development; yet the neural bases for this pivotal skill remain understudied. This paucity of research is likely due to the challenge in acquiring functional MRI data during a naturalistic, contingent social interaction. To examine the neural bases of both IJA and RJA we implemented a dual-video set-up that allowed for a face-to-face interaction between subject and experimenter via video during fMRI data collection. In each trial, participants either followed the experimenter's gaze to a target (RJA) or cued the experimenter to look at the target (IJA). A control condition, solo attention (SA), was included in which the subject shifted gaze to a target while the experimenter closed her eyes. Block and event-related analyses were conducted and revealed common and distinct regions for IJA and RJA. Distinct regions included the ventromedial prefrontal cortex for RJA and intraparietal sulcus and middle frontal gyrus for IJA (as compared to SA). Conjunction analyses revealed overlap in the dorsal medial prefrontal cortex (dMPFC) and right posterior superior temporal sulcus (pSTS) for IJA and RJA (as compared to SA) for the event analyses. Functional connectivity analyses during a resting baseline suggest joint attention processes recruit distinct but interacting networks, including social-cognitive, voluntary attention orienting, and visual networks. This novel experimental set-up allowed for the identification of the neural bases of joint attention during a real-time interaction and findings suggest that whether one is the initiator or responder, the dMPFC and right pSTS, are selectively recruited during periods of joint attention.

Situational and Psychosocial Factors Mediating Coordinated Joint Attention with Augmentative and Alternative Communication Systems with Beginning Communicators without Disabilities

This study examined how infants' age, joint attention (JA) skills, caregiver ratings of language and temperament, and caregiver JA style related to JA in a structured literacy task with an augmentative and alternative communication (AAC) system. Sixteen infants (mean = 10.6 months) without disabilities participated in two storybook reading interactions with anexperimenter in two conditions where the AAC system was either aligned or divided from the experimenter's eye gaze. Individual differences in JA skills, caregiver JA style, and temperament were associated with coordinated JA across both conditions. The findings suggest it is important to examine both extrinsic and intrinsic factors, which may not only reduce attention demands but also mediate the success of JA interactions with AAC systems.

The role of gaze direction and mutual exclusivity in guiding 24-month-olds' word mappings

In these studies, we examined how a default assumption about word meaning, the mutual exclusivity assumption and an intentional cue, gaze direction, interacted to guide 24-month-olds' object-word mappings. In Expt 1, when the experimenter's gaze was consistent with the mutual exclusivity assumption, novel word mappings were facilitated. When the experimenter's eye-gaze was in conflict with the mutual exclusivity cue, children demonstrated a tendency to rely on the mutual exclusivity assumption rather than follow the experimenter's gaze to map the label to the object. In Expt 2, children relied on the experimenter's gaze direction to successfully map both a first label to a novel object and a second label to a familiar object. Moreover, infants mapped second labels to familiar objects to the same degree that they mapped first labels to novel objects. These findings are discussed with regard to children's use of convergent and divergent cues in indirect word mapping contexts.

Temperament moderates responsiveness to joint attention in 11-month-old infants

The present study investigates the relationship between individual differences in children's temperament and their responsiveness to joint attention. Twenty-five 11-month-old children (12 girls and 13 boys) were presented with a gaze-following task in a laboratory setting, and parent reports of temperament were collected. Findings indicate that children's ability to correctly follow an experimenter's gaze differed as a function of individual temperament predispositions. Children high in perceptual sensitivity and negative affect engaged in relatively less frequent gaze-following, consistent with reports from previous research. However analysis of the dimension of orienting/effortful control produced an unexpected finding; that children low in effortful control were relatively more likely to respond to joint attentional bids. Overall, these findings are consistent with a view of temperament as a moderator of children's engagement in joint attention, and raise the possibility that joint attention may be a mechanism underlying previous reports of temperament–language relationships.

To see or not to see: infants prefer to follow the gaze of a reliable looker

In two experiments, we examined whether 14-month-olds understand the subjective nature of gaze. In the first experiment, infants first observed an experimenter express happiness as she looked inside a container that either contained a toy (reliable looker condition) or was empty (unreliable looker condition). Then, infants had to follow the same experimenter's gaze to a target object located either behind or in front of a barrier. Infants in the reliable looker condition followed the experimenter's gaze behind the barrier more often than infants in the unreliable looker condition, whereas both groups followed the experimenter's gaze to the target object located in front of the barrier equally often. In the second experiment, infants did not generalize their knowledge about the unreliability of a looker to a second 'naïve' looker. These findings suggest that 14-month-old infants adapt their gaze following as a function of their past experience with the looker.

Understanding of visual attention by adult humans (Homo sapiens): A partial replication of Povinelli, Bierschwale, and Čech (1999).

Povinelli, Bierschwale, and Cech (1999) reported that when tested on a visual attention task, the behavior of juvenile chimpanzees did not support a high-level understanding of visual attention. This study replicates their research using adult humans and aims to investigate the validity of their experimental design. Participants were trained to respond to pointing cues given by an experimenter, and then tested on their ability to locate hidden objects from visual cues. Povinelli et al.'s assertion that the generalization of pointing to gaze is indicative of a high-level framework was not supported by our findings: Training improved performance only on initial probe trials when the experimenter's gaze was not directed at the baited cup. Furthermore, participants performed above chance on such trials, the same result exhibited by chimpanzees and used as evidence by Povinelli et al. to support a low-level framework. These findings, together with the high performance of participants in an incongruent condition, in which the experimenter pointed to or gazed at an unbaited container, challenge the validity of their experimental design.

Great Apes' Understanding of Other Individuals' Line of Sight

Previous research has shown that many social animals follow the gaze of other individuals. However, knowledge about how this skill differs between species and whether it shows a relationship with genetic distance from humans is still fragmentary. In the present study of gaze following in great apes, we manipulated the nature of a visual obstruction and the presence/absence of a target. We found that bonobos, chimpanzees, and gorillas followed gaze significantly more often when the obstruction had a window than when it did not, just as human infants do. Additionally, bonobos and chimpanzees looked at the experimenter's side of a windowless obstruction more often than the other species. Moreover, bonobos produced more double looks when the barrier was opaque than when it had a window, indicating an understanding of what other individuals see. The most distant human relatives studied, orangutans, showed few signs of understanding what another individual saw. Instead, they were attracted to the target's location by the target's presence, but not by the experimenter's gaze. Great apes' perspective-taking skills seem to have increased in the evolutionary lineage leading to bonobos, chimpanzees, and humans.

The origins of joint visual attention in infants.

Two experiments examined the origins of joint visual attention with a training procedure. In Experiment 1, infants aged 6-11 months were tested for a gaze-following (joint visual attention) response under feedback and no feedback conditions. In Experiment 2, infants 8-9 months received feedback for either following the experimenter's gaze (natural group) or looking to the opposite side (unnatural group). Results of the 2 experiments indicate that (a) joint visual attention does not reliably appear prior to 10 months of age, (b) from about 8 months of age, a gaze-following response can be learned, and (c) simple learning is not sufficient as the mechanism through which joint attention cues acquire their signal value.

Determinants of Gratitude Expressions in England

A field experiment (Study 1, N = 228) and a questionnaire study (Study 2, N = 120) were conducted to investigate determinants of gratitude expressions of British speakers. Based on Brown and Levinson's politeness theory, the main hypothesis was that the greater the giver's imposition in benefiting the receiver, the more polite the receiver's expression would be. Study 1 examined in four different situations participants' responses to a giver who opened a door for them. The experimenter's gaze and the extent of his imposition were shown to affect the results. Study 2 manipulated the extent of giver's imposition and the locus of the responsibility (neither, receiver, giver). Tendencies to use more polite expressions in the large-imposition conditions were as expected and were lessened in the giver-responsible situations. In addition, in receiver or giver-responsible situations, apology-type expressions were often used.

Imitation over a series of trials without feedback: Age six months

The 6-month-old infant is capable of imitation superior to previous reports, when he or she controls the timing of the model presented. By meeting the experimenter's gaze, 34 infants elicited a rhythmic burst of five mouth movements, opening and closing. After many trials a majority of the infants themselves produced a burst of two or more such movements. Although no universal sequence of acts emerged from the data, a sequence of accommodation was observed: (1) an orienting to the experimenter; (2) a series of imitations of single features of the model, beginning with mouth movements; (3) a string of two or more features of the model; and finally (4) integrating the features into bursts of mouth opening and closing. The findings are regarded as consistent with Piaget's general view of sensory-motor development. However, these subjects over a series of trials gradually imitated movements they could not see themselves make. The sequence of accommodation resembled the sequence of stages usually found in the development of imitation, when imitation is defined as an immediate response to one or two presentations of a model.