Eye gaze influences working memory for happy but not angry faces

Memory for facial expressions on the autism spectrum: The influence of gaze direction and type of expression

Face memory research in autism has largely neglected memory for facial expressions, in favor of memory for identity. This study in three experiments examined the role of gaze direction and type of expression on memory for facial expressions in relation to the autism spectrum. In the learning phase, four combinations of facial expressions (joy/anger) and gaze direction (toward/away), displayed by 16 different identities, were presented. In a subsequent surprise test the same identities were presented displaying neutral expressions, and the expression of each identity had to be recalled. In Experiment 1, typically-developed (TD) individuals with low and high Autism Quotient (AQ) scores were tested with three repetitions of each emotion/gaze combination, which did not produce any modulations. In Experiment 2, another group of TD individuals with low and high AQ scores were tested with eight repetitions, resulting in a "happy advantage" and a "direct gaze advantage", but no interactions. In Experiment 3, individuals with high-functioning autism (HFA) and a matched TD group were tested using eight repetitions. The HFA group revealed no emotion or gaze effects, while the matched TD group showed both a happy and a direct gaze advantage, and again no interaction. The results suggest that in autistic individuals the memory for facial expressions is intact, but is not modulated by the person's expression type and gaze direction. We discuss whether anomalous implicit learning of facial cues could have contributed to these findings, its relevance for social intuition, and its possible contribution to social deficits in autism. LAY SUMMARY: It has often been found that memory for someone's face (facial identity) is less good in autism. However, it is not yet known whether memory for someone's facial expression is also less good in autism. In this study, the memory for expressions of joy and anger was investigated in typically-developed (TD) individuals who possessed either few or many autistic-like traits (Experiments 1 and 2), and in individuals with high-functioning autism (Experiment 3). The gaze direction was also varied (directed either toward, or away from, the observer). We found that TD individuals best remembered expressions of joy, and remembered expressions of both joy and anger better when the gaze was directed at them. These effects did not depend on the extent to which they possessed autistic-like traits. Autistic participants remembered the facial expression of a previously encountered person as good as TD participants did. However, in contrast to the TD participants, the memory of autistic participants was not influenced by the expression type and gaze direction of the previously encountered persons. We discuss whether this may lead to difficulties in the development of social intuition, which in turn could give rise to difficulties in social interaction that are characteristic for autism.

Updating facial emotional expressions in working memory: Differentiating trait anxiety and depressiveness

Individual differences in updating emotional facial expressions in working memory are not fully understood. Here we focused on the effects of high trait anxiety and high depressiveness in men and women on updating schematic emotional facial expressions (sad, angry, scheming, happy, neutral). A population representative sample of young adults was divided into four emotional disposition groups based on STAI-T and MADRS cut-offs: high anxiety (HA, n = 41), high depressiveness (HD, n = 31), high depressiveness & high anxiety (HAHD, n = 65) and control (CT, n = 155). Participants completed a 2-back task with schematic emotional faces, and valence/arousal ratings and verbal recognition tasks. A novel approach was used to separate encoding from retrieval. We found an interaction of emotional dispositions and emotional faces in updating accuracy. HD group made more errors than HA when encoding happy schematic faces. Other differences between emotional dispositions on updating measures were found but they were not specific to any emotional facial expression. Our findings suggest that there is a minor happy disadvantage in HD in contrast to HA which can be seen in lower accuracy for visual encoding of happy faces, but not in retrieval accuracy, the speed of updating, nor perception of emotional content in happy faces. These findings help to explain differences and similarities between high trait anxiety and high depressiveness in working memory and processing of facial expressions. The results are discussed in relation to prevalent theories of information processing in anxiety and depression.

A cross-cultural investigation into the influence of eye gaze on working memory for happy and angry faces

Previous long-term memory (LTM) research found that angry faces were more poorly recognised when encoded with averted vs. direct gaze, while memory for happy faces was unaffected by gaze. Contrastingly, working memory (WM) accuracy for angry faces was unaffected by gaze, but WM was enhanced for happy faces with averted vs. direct gaze. Because the LTM study was conducted in an Eastern culture (Japan) with Japanese faces, while the WM study was conducted in a Western culture (UK) with Caucasian faces, here we investigated WM further to examine whether gaze effects diverge due to cultural variation between the faces and participants. When Western participants viewed Japanese faces (Experiment 1), the happy-averted gaze advantage in WM was replicated. In contrast, Japanese participants viewing Caucasian faces (Experiment 2a) showed poorer WM for angry faces with averted vs. direct gaze, and no influence of gaze on WM for happy faces. When Japanese participants viewed Japanese faces (Experiment 2b), gaze did not modulate WM. Therefore, the way in which expression and gaze interact to influence face WM does not appear to rely on the specific memory system engaged, but instead may be attributed to cultural differences in display rules between Eastern and Western cultures.

Learning analytics made in France: the METAL project

Purpose

The purpose of this paper is to present the METAL project, a French open learning analytics (LA) project for secondary school, that aims at improving the quality of teaching. The originality of METAL is that it relies on research through exploratory activities and focuses on all the aspects of a learning analytics environment.

Design/methodology/approach

This work introduces the different concerns of the project: collection and storage of multi-source data owned by a variety of stakeholders, selection and promotion of standards, design of an open-source LRS, conception of dashboards with their final users, trust, usability, design of explainable multi-source data-mining algorithms.

Findings

All the dimensions of METAL are presented, as well as the way they are approached: data sources, data storage, through the implementation of an LRS, design of dashboards for secondary school, based on co-design sessions data mining algorithms and experiments, in line with privacy and ethics concerns.

Originality/value

The issue of a global dissemination of LA at an institution level or at a broader level such as a territory or a study level is still a hot topic in the literature, and is one of the focus and originality of this paper, associated with the large spectrum of different concerns.