Making Eye Contact Research Articles

Interference With the Work of Dog Guides in Public: A Survey

Introduction: One of the greatest challenges dog guide handlers face after completing training is interference with their dogs’ work, both from people and other dogs. The Seeing Eye surveyed its active dog guide handlers to gain a better understanding of the types and severity of interference they were currently experiencing and to develop strategies to better equip handlers to deal with that interference. Methods: For one month (October 2019), an online survey was made available to the 1,761 active Seeing Eye handlers concerning the interference they had experienced while working their dogs in public within the past 5 years. The survey questions were designed to elicit information about the types, frequency, and severity of interference handlers experience both from people and other dogs, as well as the settings in which the interference took place. Descriptive statistics were used to analyze the data. Results: Eighty-nine percent of handlers had experienced people interfering with the work of their dogs at least occasionally by talking to or making eye contact with them, and 78% had experienced interference from other dogs regularly. Interference from other dogs was usually nonaggressive, but 36% reported other dogs making aggressive physical contact with their dogs. Interference of all types mostly occurred in public places. Discussion: A robust, multifaceted public awareness campaign is necessary to address the persistent problem of interference with dog guide teams. Implications for Practitioners: Many factors influence a person's decision about whether to work with a dog guide. This study provides practitioners with a more realistic picture of the challenges handlers are likely to face in their encounters with the public. Practitioners and dog guide schools can use the information in the study to better equip and support dog guide handlers to proactively engage the public and manage interference when it does occur.

Song of the Andoumboulou: 300

Song of the Andoumboulou: 300

Physiological arousal explains infant gaze following in various social contexts.

Gaze following (GF) is fundamental to central aspects of human sociocognitive development, such as acquiring language and cultural learning. Studies have shown that infant GF is not a simple reflexive orientation to an adult's eye movement. By contrast, infants adaptively modulate GF behaviour depending on the social context. However, arguably, the neurophysiological mechanisms underlying contextual modulation of GF remain somewhat unexplored. In this study, we tested the proposition about whether the contextual modulation of infant GF is mediated by the infant's heart rate (HR), which indicates the infant's physiological arousal. Forty-one 6- to 9-month-old infants participated in this study, and infants observed either a reliable face, which looked towards the location of an object, or an unreliable face, which looked away from the location of an object. Thereafter, the infants watched a video of the same model making eye contact or not making any ostensive signals, before shifting their gaze towards one of the two objects. We revealed that reliability and eye contact acted independently to increase HR, which then fully mediates the effects of these social cues on the frequency of GF. Results suggest that each social cue independently enhances physiological arousal, which then accumulatively predicts the likelihood of infant GF behaviour.

TEKNIK KOMUNIKASI DAN TEKNIK PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS PADA MASA PANDEMI COVID 19

This study aims to describe communication techniques and learning techniques for Children with Special Needs during the Covid19 pandemic at KTK BSS Giwangan Yogyakarta. The research used descriptive qualitative research. The qualitative approach was chosen because this study used social interaction to obtain data from natural data sources. The data source of this research is Children with Special Needs (ABK) or Special Needs at KTK BSS Giwangan Yogyakarta in kindergarten and elementary school levels. From this research, it was found that in KTK BSS Giwangan there are three types of children with special needs, namely speech impaired, autism and learning difficulties. Communication techniques used are: 1) Using private learning methods (one teacher one child); 2) Make eye contact with the child you are talking to; 3) Cultivating a sense of empathy in conversation; 4) Discuss specific and clear topics and 5) Be patient in waiting for answers from children. Different learning techniques from other children. The learning technique used is the learning technique used for the speech impaired using the Indonesian Sign Language System (SIBI) and the Indonesian Sign Language (BISINDO). For children with Autism constraints using 1) Modeling; 2) Latent Learning 3) Give positive praise and 4) Divide all activities step by step. Learning Difficulties using 1) Multisensory Method; 2) Linguistic Method and 3) Glass Analysis

TEKNIK KOMUNIKASI DAN TEKNIK PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS PADA MASA PANDEMI COVID 19

This study aims to describe communication techniques and learning techniques for Children with Special Needs during the Covid19 pandemic at KTK BSS Giwangan Yogyakarta. The research used descriptive qualitative research. The qualitative approach was chosen because this study used social interaction to obtain data from natural data sources. The data source of this research is Children with Special Needs (ABK) or Special Needs at KTK BSS Giwangan Yogyakarta in kindergarten and elementary school levels. From this research, it was found that in KTK BSS Giwangan there are three types of children with special needs, namely speech impaired, autism and learning difficulties. Communication techniques used are: 1) Using private learning methods (one teacher one child); 2) Make eye contact with the child you are talking to; 3) Cultivating a sense of empathy in conversation; 4) Discuss specific and clear topics and 5) Be patient in waiting for answers from children. Different learning techniques from other children. The learning technique used is the learning technique used for the speech impaired using the Indonesian Sign Language System (SIBI) and the Indonesian Sign Language (BISINDO). For children with Autism constraints using 1) Modeling; 2) Latent Learning 3) Give positive praise and 4) Divide all activities step by step. Learning Difficulties using 1) Multisensory Method; 2) Linguistic Method and 3) Glass Analysis

TEKNIK KOMUNIKASI DAN TEKNIK PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS PADA MASA PANDEMI COVID 19

This study aims to describe communication techniques and learning techniques for Children with Special Needs during the Covid19 pandemic at KTK BSS Giwangan Yogyakarta. The research used descriptive qualitative research. The qualitative approach was chosen because this study used social interaction to obtain data from natural data sources. The data source of this research is Children with Special Needs (ABK) or Special Needs at KTK BSS Giwangan Yogyakarta in kindergarten and elementary school levels. From this research, it was found that in KTK BSS Giwangan there are three types of children with special needs, namely speech impaired, autism and learning difficulties. Communication techniques used are: 1) Using private learning methods (one teacher one child); 2) Make eye contact with the child you are talking to; 3) Cultivating a sense of empathy in conversation; 4) Discuss specific and clear topics and 5) Be patient in waiting for answers from children. Different learning techniques from other children. The learning technique used is the learning technique used for the speech impaired using the Indonesian Sign Language System (SIBI) and the Indonesian Sign Language (BISINDO). For children with Autism constraints using 1) Modeling; 2) Latent Learning 3) Give positive praise and 4) Divide all activities step by step. Learning Difficulties using 1) Multisensory Method; 2) Linguistic Method and 3) Glass Analysis

TEKNIK KOMUNIKASI DAN TEKNIK PEMBELAJARAN ANAK BERKEBUTUHAN KHUSUS PADA MASA PANDEMI COVID 19

This study aims to describe communication techniques and learning techniques for Children with Special Needs during the Covid19 pandemic at KTK BSS Giwangan Yogyakarta. The research used descriptive qualitative research. The qualitative approach was chosen because this study used social interaction to obtain data from natural data sources. The data source of this research is Children with Special Needs (ABK) or Special Needs at KTK BSS Giwangan Yogyakarta in kindergarten and elementary school levels. From this research, it was found that in KTK BSS Giwangan there are three types of children with special needs, namely speech impaired, autism and learning difficulties. Communication techniques used are: 1) Using private learning methods (one teacher one child); 2) Make eye contact with the child you are talking to; 3) Cultivating a sense of empathy in conversation; 4) Discuss specific and clear topics and 5) Be patient in waiting for answers from children. Different learning techniques from other children. The learning technique used is the learning technique used for the speech impaired using the Indonesian Sign Language System (SIBI) and the Indonesian Sign Language (BISINDO). For children with Autism constraints using 1) Modeling; 2) Latent Learning 3) Give positive praise and 4) Divide all activities step by step. Learning Difficulties using 1) Multisensory Method; 2) Linguistic Method and 3) Glass Analysis

Physician eye contact in telemedicine video consultations: A cross-cultural experiment

IntroductionEye contact is generally considered a beneficial non-verbal behavior in patient-physician communication. Physicians are advised to simulate eye contact during video consultations by gazing at the camera, although we lack evidence that doing so is beneficial. This work is a cross-cultural experiment that aims to answer: “Are physicians who gaze at the camera during video consultations perceived as making eye contact, and are their communication skills rated higher?” Methods43 Japanese and 61 Lebanese participants watched videos of physicians providing the same video consultations while gazing at the camera and screen. After watching each video, they rated the physicians’ communication skills using six items from the GCRS and the MAAS-G scales. They also picked and justified their preferred physician gaze direction. ResultsWhen physicians gazed at the camera, they were perceived as making more eye contact and received higher communication and interpersonal skills ratings, both in Japan and Lebanon. The effect of gazing at the camera was consistently positive but varied by country and consultation content. In Japan, simulating eye contact improved the ratings of the attentive and caring physician, whereas in Lebanon, it improved the ratings of the tired and inattentive physician. When asked to choose their preferred gaze direction, 88.4% of Japanese and 90.2% of Lebanese participants chose camera gaze over screen gaze due to its positive effect on patient feelings and physician perception. Participants who chose screen gaze noted the unnaturalness of gazing at the camera and its potential negative impact on care quality. ConclusionPhysicians providing video consultations can simulate eye contact by gazing at the camera. Doing so improves their communication and interpersonal skills ratings and could potentially enhance their communication with their patients. Mainstream video conferencing platforms could implement gaze correction methods to simulate eye contact without affecting the physicians’ experience and capacity to provide quality care.

Physician Communication Skills in Telemedicine: The Role of Eye Contact.

Gaze is an important non-verbal behavior in patient-physician communication. We examine the effect of the physician's gaze direction in video consultations on their communication and interpersonal skills ratings. 51 subjects watched videos of a physician providing the same teleconsultations while (a) looking directly at the camera and (b) looking at the computer screen. After each video, the participants rated the physician's skills. The results showed that looking at the camera is perceived as making eye contact and is associated with higher ratings on two communication skill items: (1) using empathy to communicate appreciation of the patient's feelings, and (2) providing support by expressing concern, understanding, and willingness to help. The effect of eye contact depended on the content of the consultation and on the general attitude of the physician. These results highlight the role of eye contact in video consultations and its dependency on other verbal and non-verbal behaviors.

Paraneoplastic Limbic Encephalitis Case Report In A Patient With Suspected Conversion Disorder

Introduction. Autoimmune encephalitis is a difficult-to-recognize, complex disease that can present with various neuropsychiatric symptoms. N-methyl-D-aspartate receptor (NMDA-r) and anti-leucine-rich glioma-inactivated 1 protein (LGI-1) subtypes of autoimmune encephalitis may present with psychiatric symptoms.ObjectivesWe would like to present an autoimmune encephalitis case that can be confused with conversion disorder.MethodsA 54-year-old, female patient started to have forgetfulness ten months ago, and convulsions started five months ago. The patient had disorganized behaviors and contractions in the extremities. Diffusion MRI and brain CT images were normal. The patient had low blood sodium level. In the follow-up, her orientation was impaired and she could hardly make eye contact. As the patient’s contractions were evaluated as conversion in the first stage, 50mg/day sertraline was added to the treatment.ResultsAfter cranial MRI and EEG recordings were completed, the patient was referred to the neurology department due to the suspicion of autoimmune encephalitis. In the cerebrospinal fluid examination anti-LGI-1 and anti-yo antibodies were positive. Thereupon, IV pulse steroid was given. After that her orientation and disorganized behavior improved. Then, the patient was referred to oncology department.ConclusionsLimbic encephalitis may manifest as sleep disorders, short-term memory loss, conversion disorder, disorganized behaviors, slurred speech, non-epileptic seizures, sensory and motor defects. Delay in diagnosis may worsen the prognosis of possible malignancy. It should be kept in mind that the patient with a suspected conversion disorder may have limbic encephalitis.DisclosureNo significant relationships.

EFEKTIVITAS KOMUNIKASI INTERPERSONAL PENGGUNA MASKER SAAT TRANSAKSI JUAL-BELI DI PASAR PEJUANG BEKASI

The use of masks during the Covid-19 pandemic is an obligation for everyone without exception. The use of masks is a way that is considered quite effective in preventing droplets / splashes or droplets of the Covid-19 virus from being exposed to other people. However, the use of masks can be one of the obstacles / obstacles to creating interpersonal communication, especially when buying and selling transactions between buyers and traders in traditional markets.This research is carried out by careful and detailed observation of a phenomenon, highlighting current problems with the data collection process that allows researchers to describe the situation more completely. The results showed that the use of masks is a dilemma for both buyers and traders when making buying and selling transactions. On the one hand, the use of masks is an obligation that must be adhered to according to the health protocol policies established by the government, but on the other hand, it can affect the effectiveness of interpersonal communication between the two parties. Solutions that can be done by both parties include making eye contact, understanding body language and playing volume, tone and pauses, so that interpersonal communication can continue to be effective.

Cross-cultural similarities and differences in reporting autistic symptoms in toddlers: A study synthesizing M-CHAT(-R) data from ten countries

BackgroundThis study aimed to evaluate the endorsement rates of M-CHAT(-R) items by parents/caregivers of toddlers with autism spectrum disorder (ASD) synthesizing data from ten countries: Albania, Chile, Georgia, Macedonia, Malaysia, Mexico, Serbia, Turkey, United Kingdom, and the United States of America. MethodData were aggregated for toddlers aged 14–36 months who participated in previous studies or completed clinical screening. An item with < 30% of endorsements was classified as low endorsement, an item falling within the range of 30–60% as moderate endorsement, and an item with > 60% as high endorsement. ResultsAll items had a low endorsement rate in at least one country and moderate to high in others. Of 20 items, 14 had a moderate to high endorsement rate in seven to nine countries. Of particular relevance are items with moderate to high endorsement rates in all countries excluding Malaysia, such as points to get help, points to show, brings things to show, follows a point, follows your gaze, and understands what is said. On the other hand, makes eye contact, responds to name, hearing concerns, and reciprocal smile were interpreted differently across the countries. ConclusionsThis study showed differences in parent/caregiver responding to M-CHAT(-R) items across ten countries, which may indicate cross-country variations in the recognition and evaluation of autistic symptoms in toddlers. Items related to joint attention, social engagement, and language comprehension were reported in a similar manner across countries and could be interpreted as universal autistic symptoms in toddlers.

Eye Contact in Video Communication: Experiences of Co-creating Relationships.

As a result of the COVID-19 pandemic, increased number of persons have been forced to limit their interactions with friends and families to contact via video, which excludes eye-contact. The aim of this study was to examine individuals’ experiences of the difference between forced skewed visuality and the ability for eye-contact in conversations. Two custom-made units allowed 15 participants interacting in dyads to alternate between being able to make eye contact and having that ability removed through skewed visuality. Participants reported their experiences in semi-structured interviews. Data analyzed with qualitative content analysis resulted in three themes: Shared eye contact allows us to create our relationship together; With eye contact, we adjust to each other to feel more connected and less intimidated; and We get more self-conscious when the visuality is skewed or shifting. The results imply that skewed visuality as forced lack of eye-contact in video conversations effects embodied non-verbal processes related to sense of connectedness and participatory sensemaking, creating a sense of both emotional and physical distance, as well as heightening self-awareness about the need of actively regulating the other. We argue that this is one of the ways to understand the impact of moving interactions to online communication.

Why is it so hard to do the right thing? Reflections on the fourth trimester

Why is it so hard to do the right thing? Reflections on the fourth trimester

Systemic physiology augmented functional near-infrared spectroscopy hyperscanning: a first evaluation investigating entrainment of spontaneous activity of brain and body physiology between subjects.

.Significance: Functional near-infrared spectroscopy (fNIRS) enables measuring the brain activity of two subjects while they interact, i.e., the hyperscanning approach.Aim: In our exploratory study, we extended classical fNIRS hyperscanning by adding systemic physiological measures to obtain systemic physiology augmented fNIRS (SPA-fNIRS) hyperscanning while blocking and not blocking the visual communication between the subjects. This approach enables access brain-to-brain, brain-to-body, and body-to-body coupling between the subjects simultaneously.Approach: Twenty-four pairs of subjects participated in the experiment. The paradigm consisted of two subjects that sat in front of each other and had their eyes closed for 10 min, followed by a phase of 10 min where they made eye contact. Brain and body activity was measured continuously by SPA-fNIRS.Results: Our study shows that making eye contact for a prolonged time causes significant changes in brain-to-brain, brain-to-body, and body-to-body coupling, indicating that eye contact is followed by entrainment of the physiology between subjects. Subjects that knew each other generally showed a larger trend to change between the two conditions.Conclusions: The main point of this study is to introduce a new framework to investigate brain-to-brain, body-to-body, and brain-to-body coupling through a simple social experimental paradigm. The study revealed that eye contact leads to significant synchronization of spontaneous activity of the brain and body physiology. Our study is the first that employed the SPA-fNIRS approach and showed its usefulness to investigate complex interpersonal physiological changes.

Belonging on Rounds: Translating Research Into Inclusive Practices for Families With Limited English Proficiency to Promote Safety, Equity, and Quality.

Belonging on Rounds: Translating Research Into Inclusive Practices for Families With Limited English Proficiency to Promote Safety, Equity, and Quality.

A Child with Developmental Regression and Electroencephalographic Abnormalities.

A 5-year-and-9-month-old boy was referred for investigation of underlying neurometabolic disease. Developmental milestones were normal until 2 years of age when his social and language skills started to regress following a mild infection. He became withdrawn, and stopped speaking and making eye contact. Family history revealed consanguineous parents and a healthy brother. Physical examination was normal except for speech delay, poor social interaction, and poor eye contact, but did not meet the criteria of autism spectrum disorder due to lack of restrictive, repetitive patterns. He did not have clinically evident seizures, but the electroencephalogram showed bilateral frontal and temporal paroxysmal activity that did not resolve with antiepileptic treatment. Brain magnetic resonance imaging was normal. The metabolic workup revealed normal plasma acylcarnitines, moderately increased blood lactate (4.3 mmol/L; reference interval: <2.1), striking increases of proline in plasma (2926 µmol/L; reference interval: 40 to 332) and urine (99 160 nmol/mg creatinine; reference interval: 0 to 250), and urinary 2-ketoglutarate (29 640 mmol/mol creatinine; reference interval: <80) and excretion of pyrrole-2-carboxylglycine (4160 mmol/mol creatinine; not detectable in healthy individuals).

EFEKTIVITAS KOMUNIKASI INTEREPERSONAL PENGGUNA MASKER SAAT TRANSAKSI JUAL-BELI DI PASAR PEJUANG BEKASI

The use of masks during the Covid-19 pandemic is an obligation for everyone without exception. The use of masks is a way that is considered quite effective in preventing droplets / splashes or droplets of the Covid-19 virus from being exposed to other people. However, the use of masks can be one of the obstacles / obstacles to creating interpersonal communication, especially when buying and selling transactions between buyers and traders in traditional markets.This research is carried out by careful and detailed observation of a phenomenon, highlighting current problems with the data collection process that allows researchers to describe the situation more completely. The results showed that the use of masks is a dilemma for both buyers and traders when making buying and selling transactions. On the one hand, the use of masks is an obligation that must be adhered to according to the health protocol policies established by the government, but on the other hand, it can affect the effectiveness of interpersonal communication between the two parties. Solutions that can be done by both parties include making eye contact, understanding body language and playing volume, tone and pauses, so that interpersonal communication can continue to be effective.

Robot-Mediated Inclusive Processes in Groups of Children: From Gaze Aversion to Mutual Smiling Gaze.

Our work is motivated by the idea that social robots can help inclusive processes in groups of children, focusing on the case of children who have newly arrived from a foreign country and their peers at school. Building on an initial study where we tested different robot behaviours and recorded children’s interactions mediated by a robot in a game, we present in this paper the findings from a subsequent analysis of the same video data drawing from ethnomethodology and conversation analysis. We describe how this approach differs from predominantly quantitative video analysis in HRI; how mutual gaze appeared as a challenging interactional accomplishment between unacquainted children, and why we focused on this phenomenon. We identify two situations and trajectories in which children make eye contact: asking for or giving instructions, and sharing an emotional reaction. Based on detailed analyses of a selection of extracts in the empirical section, we describe patterns and discuss the links between the different situations and trajectories, and relationship building. Our findings inform HRI and robot design by identifying complex interactional accomplishments between two children, as well as group dynamics which support these interactions. We argue that social robots should be able to perceive such phenomena in order to better support inclusion of outgroup children. Lastly, by explaining how we combined approaches and showing how they build on each other, we also hope to demonstrate the value of interdisciplinary research, and encourage it.

The Way She Looks: A History of Female Gazes in African Portraiture—Photographs from the Walther Collection

The Way She Looks: A History of Female Gazes in African Portraiture—Photographs from the Walther Collection