Orienting in response to gaze and the social use of gaze among children with autism spectrum disorder

Are there quantitative differences between eye-gaze and arrow cues? A meta-analytic answer to the debate and a call for qualitative differences

Gaze acts from an early age as a cue to orient attention and, thereafter, to infer our social partners' intentions, thoughts, and emotions. Variants of the attentional orienting paradigm have been used to study the orienting capabilities associated to eye gaze. However, to date, it is still unclear whether this methodology truly assesses "social-specific" processes exclusively involved in attention to eye-gaze or the operation of domain-general attentional processes. The present study provides a comprehensive meta-analysis indicating that eye-gaze and non-social directional stimuli, such as arrows, produce equivalent attentional effects. This result casts doubt on the potential utility of the classic cueing task in revealing social-specific processes. On the other hand, we review behavioral evidence suggesting that eye-gaze stimuli may induce higher-order social processes when more specific experimental procedures that analyze qualitative rather than quantitative differences are used. These findings point to an integrated view in which domain-general and social specific processes both contribute to the attentional mechanisms induced by eye-gaze direction. Finally, some proposals about the social components specifically triggered by eye-gaze stimuli are discussed.

Social Attention: Developmental Foundations and Relevance for Autism Spectrum Disorder

The use of the term "social attention" (SA) in the cognitive neuroscience and developmental psychopathology literature has increased exponentially in recent years, in part motivated by the aim to understand the early development of autism spectrum disorder (ASD). Unfortunately, theoretical discussions around the term have lagged behind its various uses. Here, we evaluate SA through a review of key candidate SA phenotypes emerging early in life, from newborn gaze cueing and preference for face-like configurations to later emerging skills such as joint attention. We argue that most of the considered SA phenotypes are unlikely to represent unique socioattentional processes and instead have to be understood in the broader context of bottom-up and emerging top-down (domain-general) attention. Some types of SA behaviors (e.g., initiation of joint attention) are linked to the early development of ASD, but this may reflect differences in social motivation rather than attention per se. Several SA candidates are not linked to ASD early in life, including the ones that may represent uniquely socioattentional processes (e.g., orienting to faces, predicting others' manual action goals). Although SA may be a useful superordinate category under which one can organize certain research questions, the widespread use of the term without proper definition is problematic. Characterizing gaze patterns and visual attention in social contexts in infants at elevated likelihood of ASD may facilitate early detection, but conceptual clarity regarding the underlying processes at play is needed to sharpen research questions and identify potential targets for early intervention.

How accurate are autistic adults and those high in autistic traits at making face-to-face line-of-sight judgements?

LAY ABSTRACT

In order to effectively understand and consider what others are talking about, we sometimes need to follow their line-of-sight to the location at which they are looking, as this can provide important contextual information regarding what they are saying. If we are not able to follow other people's line-of-sight, this could result in social communication difficulties. Here we tested how effectively autistic and neurotypical adults are at following a social partner's line-of-sight during a face-to-face task. In a first study, completed by 14 autistic adult participants of average to above-average verbal ability and 14 neurotypical adult participants, we found that all participants were able to effectively follow the social partner's line-of-sight. We also found that participants tended to be as effective at making these judgements from both a brief, 1s, glance or a long, 5s, stare. However, autistic adults were less accurate, on average, than neurotypical adults overall. In a second study, a separate group of 65 neurotypical adults completed the same line-of-sight judgement task to investigate whether task performance was related to individual variation in self-reported autistic traits. This found that the amount of self-reported autistic traits was not at all related to people's ability to accurately make line-of-sight judgements. This research isolates and furthers our understanding of an important component part of the social communication process and assesses it in a real-world context.

How attention gates social interactions

Social interactions are at the core of social life. However, humans selectively choose their exchange partners and do not engage in all available opportunities for social encounters. In this review, we argue that attentional systems play an important role in guiding the selection of social interactions. Supported by both classic and emerging literature, we identify and characterize the three core processes-perception, interpretation, and evaluation-that interact with attentional systems to modulate selective responses to social environments. Perceptual processes facilitate attentional prioritization of social cues. Interpretative processes link attention with understanding of cues' social meanings and agents' mental states. Evaluative processes determine the perceived value of the source of social information. The interplay between attention and these three routes of processing places attention in a powerful role to manage the selection of the vast amount of social information that individuals encounter on a daily basis and, in turn, gate the selection of social interactions.

Investigating gaze processing in euthymic bipolar disorder: Impaired ability to infer mental state and intention, but preservation of social attentional orienting

Euthymic bipolar disorder (BD) has been associated with subtle impairment in face processing. However, it is not known whether their difficulties extend to the processing of gaze. In the present study, two tasks, both of which rely on the ability to make use of the eye region of a pictured face, were used: the Reading the Mind in the Eyes test and the Eye-gaze cueing task. Compared to healthy controls, BD patients were impaired at judging mental state from images of the face but showed normal susceptibility to the direction of gaze as an attentional cue. These findings suggest that BD patients present selective gaze processing impairment, limited to the sensitivity to intention and emotion. This impairment could account at least partially for the higher levels of interpersonal problems generally observed in BD.

Atypical Gaze Cueing Pattern in a Complex Environment in Individuals with ASD

Clinically, social interaction, including gaze-triggered attention, has been reported to be impaired in autism spectrum disorder (ASD), but psychological studies have generally shown intact gaze-triggered attention in ASD. These studies typically examined gaze-triggered attention under simple environmental conditions. In real life, however, the environment is complex. Previous studies have shown that an enhanced cueing effect was found when using eye gaze compared with arrow cues in unpredictably complex conditions in typically developing (TD) individuals. However, in the current study, compared with TD individuals, the cueing effect failed to enhance when using eye gaze compared with arrow cues under complex conditions in individuals with ASD. This may reflect the atypical style of gaze-triggered attention when individuals with ASD adapt to environmental complexity.

Feature and motion-based gaze cuing is linked with reduced social competence

Gaze following is a fundamental ability that plays an important role in human social function. However, the link between these two processes remains elusive. On the one hand, typically developing persons show robust gaze following in laboratory cuing tasks. On the other hand, investigations with individuals with autism suggest that reduced social competence in this population may partly reflect an atypical access to social information through attending to perceptual changes that normally accompany gaze shifts, like luminance or motion transients. Here we investigated if gaze cuing in typically developing individuals was modulated by similar task-irrelevant perceptual changes. In Experiment 1, a social gaze cue was presented with or without a luminance change. In Experiment 2, a social gaze cue was presented together with a motion cue. Both experiments indicated reduced magnitudes of gaze cuing in persons with low social competence on trials containing an irrelevant perceptual change. This suggests that similarly to individuals with autism, typically developing persons with low social competence also utilize idiosyncratic perceptual changes in the environment to access social content, revealing strong links between basic gaze following abilities and a range of social competence within typical individuals.

Gaze and visual search strategies of children with Asperger syndrome/high functioning autism viewing a magic trick

OBJECTIVE

To examine visual search patterns and strategies used by children with and without Asperger syndrome/high functioning autism (AS/HFA) while watching a magic trick. Limited responsivity to gaze cues is hypothesised to contribute to social deficits in children with AS/HFA.

METHODS

Twenty-one children with AS/HFA and 31 matched peers viewed a video of a gaze-cued magic trick twice. Between the viewings, they were informed about how the trick was performed. Participants' eye movements were recorded using a head-mounted eye-tracker.

RESULTS

Children with AS/HFA looked less frequently and had shorter fixation on the magician's direct and averted gazes during both viewings and more frequently at not gaze-cued objects and on areas outside the magician's face. After being informed of how the trick was conducted, both groups made fewer fixations on gaze-cued objects and direct gaze.

CONCLUSIONS

Information may enhance effective visual strategies in children with and without AS/HFA.

The cued recognition task: dissociating the abrupt onset effect from the social and arrow cueing effect

In a standard center cueing paradigm, participants are asked to identify a target object presented either to the left or the right of a center cue (e.g., eye gaze, head-turn, arrow, etc.). When the center cue is non-predictive (e.g., the arrow points to the correct location of the target only 50 % of the time), the target can still be identified faster at the validly cued location than at the invalidly cued location. However, the abrupt onset of an object can elicit reflexive attention orientation. It is important to investigate whether this abrupt onset effect interferes with the cueing effect elicited by center cues because this interference effect, if it exists, should be controlled for in order to improve the test validity of the center cueing task. In an attentional cueing paradigm, we examined how the abrupt appearance of an exogenous target object mitigates the influence of center cues involving either a head turn (Experiment 1) or an arrow (Experiment 2). In Experiment 1, a non-predictive head-turn cue was followed by a target object (circle or square) presented in the left or right visual field. In the non-distractor condition, the target object was presented by itself. In this case, it is assumed that the sudden appearance of the target provides an orienting cue to the observer. To equalize the cueing effect of the target object, we presented a competing distractor object (triangle) in the opposite visual field to the target object. The participant's task was to categorize the target object as either a circle or square while ignoring the non-target triangle object in the opposite visual field. In Experiment 2, the arrow version of the cued recognition task was used, in which a single-headed arrow pointed to the object. The results from both experiments showed that both the non-predictive head-turn and arrow cues produced a reliable cueing effect in the distractor and non-distractor conditions. However, the magnitude of the cueing effect was greater in the distractor condition than in the non-distractor condition, suggesting that the abrupt onset of the target object acts like an exogenous signal, thereby reducing the impact of the internal head turn and arrow cues.

A Point of Departure in the Comparison of Social and Nonsocial Visual Orienting Among Persons With Autism Spectrum Disorders

Endogenous visual orienting among children with autism spectrum disorders (ASDs) and among typically developing (TD) children was examined using a Posner-type task that was modified to include social and nonsocial cues and targets to test hypotheses regarding information (social or nonsocial) and cue processing (long or short stimulus onset asynchronies (SOAs)). The findings suggest intact endogenous orienting to face and mixed face targets using hand and arrow cues among children with ASDs who were matched to typically developing children (TDC) on the basis of nonverbal mental age (MA) at approximately 8.5 years. The findings from this study challenge the notions of a social orienting impairment and of mechanical social orienting as the children with ASDs in this study demonstrated strong orienting effects in all conditions and social sensitivity in the long stimulus onset asynchrony (SOA) condition.

Atypical gaze following in autism: a comparison of three potential mechanisms

In order to evaluate the following potential mechanisms underlying atypical gaze following in autism, impaired reflexive gaze following, difficulty integrating gaze and affect, or reduced understanding of the referential significance of gaze, we administered three paradigms to young children with autism (N = 21) and chronological (N = 21) and nonverbal mental age (N = 21) matched controls. Children with autism exhibited impaired reflexive gaze following. The absence of evidence of integration of gaze and affect, regardless of diagnosis, indicates ineffective measurement of this construct. Reduced gaze following was apparent among children with autism during eye-tracking and in-person assessments. Word learning from gaze cues was better explained by developmental level than autism. Thus, gaze following may traverse an atypical, rather than just delayed, trajectory in autism.