Eye Contact Behavior Research Articles

The use of medications approved for Alzheimer's disease in autism spectrum disorder: a systematic review.

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that affects 1 in 68 children in the United States. Even though it is a common disorder, only two medications (risperidone and aripiprazole) are approved by the U.S. Food and Drug Administration (FDA) to treat symptoms associated with ASD. However, these medications are approved to treat irritability, which is not a core symptom of ASD. A number of novel medications, which have not been approved by the FDA to treat ASD have been used off-label in some studies to treat ASD symptoms, including medications approved for Alzheimer’s disease. Interestingly, some of these studies are high-quality, double-blind, placebo-controlled (DBPC) studies. This article systematically reviews studies published through April, 2014, which examined the use of Alzheimer’s medications in ASD, including donepezil (seven studies, two were DBPC, five out of seven reported improvements), galantamine (four studies, two were DBPC, all reported improvements), rivastigmine (one study reporting improvements), tacrine (one study reporting improvements), and memantine (nine studies, one was DBPC, eight reported improvements). An evidence-based scale was used to rank each medication. Collectively, these studies reported improvements in expressive language and communication, receptive language, social interaction, irritability, hyperactivity, attention, eye contact, emotional lability, repetitive or self-stimulatory behaviors, motor planning, disruptive behaviors, obsessive–compulsive symptoms, lethargy, overall ASD behaviors, and increased REM sleep. Reported side effects are reviewed and include irritability, gastrointestinal problems, verbal or behavioral regression, headaches, irritability, rash, tremor, sedation, vomiting, and speech problems. Both galantamine and memantine had sufficient evidence ranking for improving both core and associated symptoms of ASD. Given the lack of medications approved to treat ASD, further studies on novel medications, including Alzheimer’s disease medications, are needed.

Psychometric Properties of the Gaze Anxiety Rating Scale: Convergent, Discriminant, and Factorial Validity

Fear and avoidance of gaze are two features thought to be associated with problematic social anxiety. Avoidance of eye contact has been linked with such undesirable traits as deceptiveness, insincerity, and lower self-esteem. The Gaze Anxiety Rating Scale (GARS) is a self-report measure designed to assess gaze anxiety and avoidance, but its psychometric properties have only been assessed in one preliminary study. We further investigated psychometric properties of the GARS by assessing convergent and factorial validity. We obtained a two-factor solution: gaze anxiety and avoidance across situations (1) in general (GARS-General) and (2) related to dominance communication (GARS-Dominance). The GARS-General factor related more strongly to social anxiety than the GARS-Dominance, and convergent validity of the factors was supported by expected relationships with personality and social anxiety variables. Our results indicate that the GARS subscales are psychometrically valid measures of gaze aversion, supporting their use in future study of the relationship between social anxiety and eye contact behavior.

Oxytocin and psychotherapy: A pilot study of its physiological, behavioral and subjective effects in males with depression

Individual psychotherapy is an important treatment for a number of psychiatric conditions and involves a unique form of human attachment. This raises the question of whether oxytocin (OT), the paradigmatic "attachment hormone", may have benefits in this context. In this randomized, double-blind, crossover trial, we gave male psychiatric outpatients with major depressive disorder 40 IU intranasal OT or placebo before a videotaped session with a therapist and measured a number of subjective, physiological, and behavioral parameters. We report three main findings. Surprisingly - in contrast to prior reports of OT's anxiolytic properties - we found OT caused an increase in anxiety over the course of the therapy session. Secondly, though it had no main effect on cortisol, eye contact, or overall behavior, we did find that OT caused a decrease in nonverbal behaviors that cut off social contact, after controlling for level of depressive symptoms. Lastly, we replicated prior findings that OT improves social cognition (performance on the reading the mind in the eyes test (RMET)), albeit in a depressed patient group. These results inform future studies of oxytocin and psychotherapy and suggest that in certain clinical populations and contexts, OT has heterogeneous subjective effects which may include acute anxiogenesis. Moreover, the similarity of some of these acute effects to those of single-dose serotonergic antidepressants raises interesting questions about the potential antidepressant benefits of chronic OT administration.

The importance of the eyes: communication skills in infants of blind parents

The effects of selectively different experience of eye contact and gaze behaviour on the early development of five sighted infants of blind parents were investigated. Infants were assessed longitudinally at 6–10, 12–15 and 24–47 months. Face scanning and gaze following were assessed using eye tracking. In addition, established measures of autistic-like behaviours and standardized tests of cognitive, motor and linguistic development, as well as observations of naturalistic parent–child interaction were collected. These data were compared with those obtained from a larger group of sighted infants of sighted parents. Infants with blind parents did not show an overall decrease in eye contact or gaze following when they observed sighted adults on video or in live interactions, nor did they show any autistic-like behaviours. However, they directed their own eye gaze somewhat less frequently towards their blind mothers and also showed improved performance in visual memory and attention at younger ages. Being reared with significantly reduced experience of eye contact and gaze behaviour does not preclude sighted infants from developing typical gaze processing and other social-communication skills. Indeed, the need to switch between different types of communication strategy may actually enhance other skills during development.

Attention to Eye Contact in the West and East: Autonomic Responses and Evaluative Ratings

Eye contact has a fundamental role in human social interaction. The special appearance of the human eye (i.e., white sclera contrasted with a coloured iris) implies the importance of detecting another person's face through eye contact. Empirical studies have demonstrated that faces making eye contact are detected quickly and processed preferentially (i.e., the eye contact effect). Such sensitivity to eye contact seems to be innate and universal among humans; however, several studies suggest that cultural norms affect eye contact behaviours. For example, Japanese individuals exhibit less eye contact than do individuals from Western European or North American cultures. However, how culture modulates eye contact behaviour is unclear. The present study investigated cultural differences in autonomic correlates of attentional orienting (i.e., heart rate) and looking time. Additionally, we examined evaluative ratings of eye contact with another real person, displaying an emotionally neutral expression, between participants from Western European (Finnish) and East Asian (Japanese) cultures. Our results showed that eye contact elicited stronger heart rate deceleration responses (i.e., attentional orienting), shorter looking times, and higher ratings of subjective feelings of arousal as compared to averted gaze in both cultures. Instead, cultural differences in the eye contact effect were observed in various evaluative responses regarding the stimulus faces (e.g., facial emotion, approachability etc.). The rating results suggest that individuals from an East Asian culture perceive another's face as being angrier, unapproachable, and unpleasant when making eye contact as compared to individuals from a Western European culture. The rating results also revealed that gaze direction (direct vs. averted) could influence perceptions about another person's facial affect and disposition. These results suggest that cultural differences in eye contact behaviour emerge from differential display rules and cultural norms, as opposed to culture affecting eye contact behaviour directly at the physiological level.

Self-talk Discrimination in Human–Robot Interaction Situations for Supporting Social Awareness

Being aware of the presence, activities and is fundamental for Human–Robot Interaction and assistive applications. In this paper, we describe (1) designing triadic situations for cognitive stimulation for elderly users; (2) characterizing social signals that describe social context: system directed speech (SDS) and self-talk (ST); and (3) estimating an interaction efficiency measure that reveals the quality of interaction. The proposed triadic situation is formed by a user, a computer providing cognitive exercises and a robot that provides encouragement and help using verbal and non-verbal signals. The methodology followed to design this situation is presented. Wizard-of-Oz experiments have been performed and analyzed through eye-contact behaviors and dialog acts (SDS and ST). We show that users employ two interaction styles characterized by different prosody features. Automatic recognition systems of these dialog acts is proposed using k-NN, decision tree and SVM classifiers trained with pitch, energy and rhythmic-based features. The best recognition system achieves an accuracy of 71 %, showing that interaction styles can be discriminated on the basis of prosodic features. An Interaction Efficiency (IE) metric is proposed to characterize interaction styles. This metric exploits on-view/off-view discrimination, semantic analysis and ST/SDS discrimination. Experiments on collected data prove the effectiveness of the IE measure in evaluating the individual’s quality of interaction of elderly patients during the cognitive stimulation task.

Handshaking as a measure of social responsiveness in patients with autistic spectrum disorder

BackgroundChildren with autistic spectrum disorder (ASD) have difficulties understanding and using nonverbal communication. Handshaking is an expressive gesture that requires adequate skills for social interaction and, because of its highly emotional characteristic for patients with ASD, may reflect their ability for social responsiveness. Unlike eye contact or complex social behavior, this gesture has not been studied in the past. We developed a rating scale intended to evaluate social responsiveness through handshaking, in patients with ASD. MethodA group of patients with ASD (n = 20), aged 9 to 18 years, was compared with 2 age-matched groups, one of patients with attention deficit/hyperactivity disorder (n = 20) and the other is of patients with mild (IQ, 55-70) mental retardation (n = 20). To rate the handshaking behavior, we designed a Handshaking Assessment Scale (HAS) that includes 8 Yes/No items. The predefined cutoff point was a minimum of 4 “Yes” answers. ResultsSignificantly more patients with ASD (13/20) had abnormal HAS (Yes answers, ≥4) than either in the attention deficit/hyperactivity disorder group (1/20; P < .0001) or in the mental retardation group (5/20; P < .025). ConclusionThere seems to be a strong association between poor handshaking skills and autistic psychopathology, as compared with the 2 control groups. As was demonstrated by the brief and easy-to-administer HAS assessment tool, it may be advisable to use handshaking more widely as a diagnostic procedure for ASD or include it in larger diagnostic batteries. Large-scale studies are needed to substantiate our observation.

Social memory, amnesia, and autism: Brain oxytocin secretion is regulated by NAD+ metabolites and single nucleotide polymorphisms of CD38

Previously, we demonstrated that CD38, a transmembrane protein with ADP-ribosyl cyclase activity, plays a critical role in mouse social behavior by regulating the release of oxytocin (OXT), which is essential for mutual recognition. When CD38 was disrupted, social amnesia was observed in Cd38 knockout mice. The autism spectrum disorders (ASDs), characterized by defects in reciprocal social interaction and communication, occur either sporadically or in a familial pattern. However, the etiology of ASDs remains largely unknown. Therefore, the theoretical basis for pharmacological treatments has not been established. Hence, there is a rationale for investigating single nucleotide polymorphisms (SNPs) in the human CD38 gene in ASD subjects. We found several SNPs in this gene. The SNP rs3796863 (C>A) was associated with high-functioning autism (HFA) in American samples from the Autism Gene Resource Exchange. Although this finding was partially confirmed in low-functioning autism subjects in Israel, it has not been replicated in Japanese HFA subjects. The second SNP of interest, rs1800561 (4693C>T), leads to the substitution of an arginine (R) at codon 140 by tryptophan (W; R140W) in CD38. This mutation was found in four probands of ASD and in family members of three pedigrees with variable levels of ASD or ASD traits. The plasma levels of OXT in ASD subjects with the R140W allele were lower than those in ASD subjects lacking this allele. The OXT levels were unchanged in healthy subjects with or without this mutation. One proband with the R140W allele receiving intranasal OXT for approximately 3years showed improvement in areas of social approach, eye contact and communication behaviors, emotion, irritability, and aggression. Five other ASD subjects with mental deficits received nasal OXT for various periods; three subjects showed improved symptoms, while two showed little or no effect. These results suggest that SNPs in CD38 may be possible risk factors for ASD by abrogating OXT function and that some ASD subjects can be treated with OXT in preliminary clinical trials.

Autonomic Arousal to Direct Gaze Correlates with Social Impairments Among Children with ASD

The present study investigated whether autonomic arousal to direct gaze is related to social impairments among children with autism spectrum disorder (ASD). Arousal was measured through skin conductance responses (SCR) while the participants (15 children with ASD and 16 control children) viewed a live face of another person. Impairments in social skills was assessed with the Developmental, Dimensional and Diagnostic Interview. The level of arousal enhancement to direct gaze in comparison to arousal to faces with averted gaze or closed eyes was positively associated with impairments in social skills (use of language and other social communication skills and use of gesture and non-verbal play) among children with ASD. There was no similar association among children without ASD. The role of arousal-related factors in influencing eye contact behaviour in ASD is discussed.

Conceptualizing the Autism Spectrum in Terms of Natural Selection and Behavioral Ecology: The Solitary Forager Hypothesis

This article reviews etiological and comparative evidence supporting the hypothesis that some genes associated with the autism spectrum were naturally selected and represent the adaptive benefits of being cognitively suited for solitary foraging. People on the autism spectrum are conceptualized here as ecologically competent individuals that could have been adept at learning and implementing hunting and gathering skills in the ancestral environment. Upon independence from their mothers, individuals on the autism spectrum may have been psychologically predisposed toward a different life-history strategy, common among mammals and even some primates, to hunt and gather primarily on their own. Many of the behavioral and cognitive tendencies that autistic individuals exhibit are viewed here as adaptations that would have complemented a solitary lifestyle. For example, the obsessive, repetitive and systemizing tendencies in autism, which can be mistakenly applied toward activities such as block stacking today, may have been focused by hunger and thirst toward successful food procurement in the ancestral past. Both solitary mammals and autistic individuals are low on measures of gregariousness, socialization, direct gazing, eye contact, facial expression, facial recognition, emotional engagement, affiliative need and other social behaviors. The evolution of the neurological tendencies in solitary species that predispose them toward being introverted and reclusive may hold important clues for the evolution of the autism spectrum and the natural selection of autism genes. Solitary animals are thought to eschew unnecessary social contact as part of a foraging strategy often due to scarcity and wide dispersal of food in their native environments. It is thought that the human ancestral environment was often nutritionally sparse as well, and this may have driven human parties to periodically disband. Inconsistencies in group size must have led to inconsistencies in the manner in which natural selection fashioned the social minds of humans, which in turn may well be responsible for the large variation in social abilities seen in human populations. This article emphasizes that individuals on the autism spectrum may have only been partially solitary, that natural selection may have only favored subclinical autistic traits and that the most severe cases of autism may be due to assortative mating.

Time Usage During Face-to-Face and Synchronous Distance Music Lessons

This study compared face-to-face and videoconference private music lessons of one saxophone and two tuba students. One value of this study is the magnitude of the data analysis. More than 28,800 frames of digital video and verbatim scripts of all lessons were analyzed for time spent engaged in sequential patterns of instruction, performance, focus of attention, eye contact, and other nonverbal behaviors. Findings revealed teacher modeling occurred 28% more often (p < .05) and off-task behaviors comprised 36% more time (p < .01) during face-to-face lessons. Student performance increased more than 22% (p < .05) and all eye contact increased during distance lessons. Overall, only a few differences were found for focus of attention and venue confining behaviors. Activities such as touching, instructors marking students' music, and pointing to specific places in the music occurred less than 1% of the time during face-to-face lessons.

Desenvolvimento do olhar e do contato ocular em lactentes de zero a quatro meses de idade

OBJETIVOS: investigar o desenvolvimento do contato ocular e do comportamento visual de bebês entre zero e quatro meses. MÉTODOS: dezessete bebês típicos foram filmados mensalmente por 30 minutos, sendo transcritas 11 categorias de observação do olhar, quantificadas e tratadas estatisticamente através dos testes de Friedman (α = 0,050) e dos Postos Sinalizados de Wilcoxon (α de Bonferroni = 0,010). RESULTADOS: houve diferenças estatisticamente significantes nas frequências das categorias: "olhar para os olhos da mãe" (p&lt;0,001), "olhar para o rosto da mãe" (p&lt;0,001), "olhar para objeto" (p&lt;0,001), "olhar para a pesquisadora" (p&lt;0,001), "olhar para o ambiente de forma ativa" (p&lt;0,001), "olhar para o ambiente de forma passiva" (p&lt;0,001), "olhar para o próprio corpo" (p=0,001) e "olhos fechados" (p=0,005). Detectou-se o contato ocular na terceira semana de vida (64,7%) e comprovou-se sua evolução nos cinco primeiros meses (p=0,010 em 50% dos intervalos entre coletas). CONCLUSÕES: o contato ocular pode ser detectado desde o período neonatal e se desenvolve nos primeiros meses de vida. A frequência do contato ocular do bebê com sua mãe aumenta longitudinal-mente nos primeiros quatro meses. Existem outros focos de olhar do bebê fundamentais no início do desenvolvimento extrauterino além dos olhos de sua mãe.

Teaching Social Skills to Children with Autism using Point-of-View Video Modeling

Video-modeling (VM) is a widely used instructional technique that has been applied to the education of children with developmental disabilities. One form of VM that lacks in-depth analysis is point-of-view video modeling (POVM). The current study investigated the use of POVM to teach three children diagnosed with autism to initiate and maintain a conversation with a conversant. Using a multiple baseline across scripts design, the participants were taught to engage in both eye contact and vocal behavior without the presentation of a vocal discriminative stimulus from the conversant. The treatment package included both the presentation of the target video and reinforcement of target behavior. Although this combination proved successful for increasing the social behavior of two participants, prompts were necessary to achieve acquisition for a third. These data suggest that while POVM may be a successful technique for teaching some social skills, limitations exist that should be further investigated.

Expert Witness Credibility as a Function of Eye Contact Behavior and Gender

The effect of eye contact on credibility was examined via a 3 (low, medium, high eye contact) × 2 (male, female) between-groups design with 232 undergraduate participants. A trial transcript excerpt about a defendant's recidivism likelihood was utilized as the experts' script. A main effect was found: Experts with high eye contact had higher credibility ratings than in the medium and low conditions. Although a confound precluded comparisons between the genders, results indicated that males with high eye contact were more credible than males with medium or low eye contact. The female experts' credibility was not significantly different regardless of eye contact. Eye contact may be especially important for males: Male experts should maintain eye contact for maximum credibility.

The Effect of Computer-Assisted Self-Observation on the Eye Contact Behaviors of Preservice Music Teachers

The Effect of Computer-Assisted Self-Observation on the Eye Contact Behaviors of Preservice Music Teachers

Eye contact does not facilitate detection in children with autism

Eye contact is crucial in achieving social communication. Deviant patterns of eye contact behavior are found in individuals with autism, who suffer from severe social and communicative deficits. This study used a visual oddball paradigm to investigate whether children with high functioning autism have difficulty in detecting mutual gaze under experimental conditions. The results revealed that children with autism were no better at detecting direct gaze than at detecting averted gaze, which is unlike normal children. This suggests that whereas typically developing children have the ability to detect direct gaze, children with autism do not. This might result in altered eye-contact behavior, which hampers subsequent development of social and communicative skills.

Why is joint attention a pivotal skill in autism?

Joint attention abilities play a crucial role in the development of autism. Impairments in joint attention are among the earliest signs of the disorder and joint attention skills relate to outcome, both in the 'natural course' of autism and through being targeted in early intervention programmes. In the current study, concurrent and longitudinal associations between joint attention and other social communication abilities measured in a sample of infants with autism and related pervasive developmental disorders at age 20 months, and language and symptom severity at age 42 months, were examined. Extending the findings from previous studies, joint attention ability was positively associated with language gains and (lower) social and communication symptoms, and imitation ability was also positively associated with later language. Some specificity in the association between different aspects of joint attention behaviours and outcome was found: declarative, triadic gaze switching predicted language and symptom severity but imperative, dyadic eye contact behaviours did not. Further, although joint attention was associated with later social and language symptoms it was unrelated to repetitive and stereotyped symptoms, suggesting the latter may have a separate developmental trajectory. Possible deficits in psychological and neurological processes that might underlie the impaired development of joint attention in autism are discussed.

Creating a multiuser 3-D virtual environment

For many years online text chat software such as ICQ has been used as a means of multiuser interaction. As higher bandwidth is available, multipoint videoconferencing systems such as NetMeeting or CUseeMe that allow people from different geographical locations to see and talk to each other are becoming popular. However, these videoconferencing systems lack the sense of immersion because each participant sees other participants in separate windows, and it is often difficult to tell who is talking to whom. Based on user study, Argyle and Dean (1965) suggested that during face-to-face communication people vary physical proximity, eye contact, and other behaviors to optimize an overall level of intimacy. In addition, Tang and Isaacs (1993) found that gaze awareness is important because participants can use the visual cue to determine when another participant is paying attention to them. These studies suggest that a more immersive way of multiuser communication is to connect the users in a three-dimensional (3-D) virtual environment so that users feel that they are communicating face to face. Moving from a text-based chat room environment to a 3-D environment creates new challenges in several areas such as computer animation, signal processing, and computer vision. We introduce immersive interactive technologies used in multiuser 3-D virtual environments. We also survey existing systems.

Revisiting Patterson's paradigm: gaze behaviors in deaf communication.

Eye contact and eye gaze behaviors within communication contexts are considered vital to clear linguistic transmission. Although much research has been done on eye contact and gaze behaviors, surprisingly little literature exists in this area concerning deaf populations. Due to linguistic necessity, certain factors influencing gaze behaviors during communication will differ between hearing and deaf groups. The present article explains a sequential model of eye gaze and eye contact behaviors (Patterson, 1982) developed and researched among hearing populations and explores possible similarities and differences in these behaviors in deaf people. It is found that characterizations of eye contact and eye gaze behaviors applied to hearing populations are not completely applicable to deaf groups. Empirical research is needed to validate the ideas presented here, and future research directions are indicated.

Increasing Early Social-Communicative Skills of Preverbal Preschool Children with Autism through Social Interactive Training

We evaluated the effects of a social interactive training program on early social-communicative skills (i.e., eye contact, joint attention, motor imitation) of three preverbal preschool children with autism. Training was conducted in the children's classroom during naturally occurring daily activities. Findings indicated that implementation of social interactive training components (i.e., contingent imitation, use of naturally occurring reinforcement, expectant look, environmental arrangement) was associated with increases in target behaviors across participants. In addition, generalization of eye contact and motor imitation behavior were found across an additional setting and different interactive partners, although joint attention rarely generalized. Social validation measures provided by 30 raters indicated that perceived positive changes in performance had occurred in child behaviors and that training procedures were considered acceptable. Results are discussed in terms of implications for research and practice.