Just one look: Direct gaze briefly disrupts visual working memory

The effect of gaze information associated with the search items on contextual cueing effect

Previous research on the mechanisms of contextual cueing effect has been inconsistent, with some researchers showing that the contextual benefit was derived from the attentional guidance whereas others argued that the former theory was not the source of contextual cueing effect. We brought the "stare-in-the-crowd" effect that used pictures of gaze with different orientations as stimuli into a traditional contextual cueing effect paradigm to investigate whether attentional guidance plays a part in this effect. We embedded the letters used in a traditional contextual cueing effect paradigm into the gaze pictures with direct and averted orientation. In Experiment 1, we found that there was a weak interaction between the contextual cueing effect and the "stare-in-the-crowd" effect. In Experiments 2 and 3, we found that the contextual cueing effect was influenced differently when the direct gaze was combined with the target or distractors. These results suggested that attentional guidance played an important role in the generation of a contextual cueing effect and the direct gaze had a special impact on visual search. To summarize the three findings, the direct gaze on target location facilitates the contextual cueing effect, and such an effect is even greater when we compared condition with the direct gaze on target location with condition with the direct gaze on distractor location (Experiments 2 and 3). Such an effect of gaze on a contextual cueing effect is manifested even when the effect of gaze ("stare-in-the-crowd" effect) was absent in the New configurations (search trials without learning).

Perceived gaze direction affects recollection processes in recognition of concrete and abstract words: electrophysiological evidence

Studies have revealed that memory performance can be affected by perceived gaze direction. However, it remains unclear whether direct gaze promotes or hinders word memory, and the effect of gaze direction on memory of words with different concreteness requires investigation. In the study phase, concrete and abstract words were presented on direct- or averted-gaze faces, and participants were instructed to judge gaze direction and memorize words. In the test phase, participants were asked to discriminate whether a word was old or new. Electroencephalogram recordings were taken in both phases. Behavioral and time-frequency results verified the direct-gaze memory advantage, showing that memory performance was better in the direct-gaze condition than the averted-gaze condition for both concrete and abstract words. Event-related potential results showed that in both direct- and averted-gaze conditions, the early old/new effects (FN400) associated with familiarity were only elicited for concrete words but not abstract words. The late old/new effects (LPC) associated with recollection were elicited in all conditions. More importantly, concrete words elicited greater LPC than abstract words in the direct-gaze condition, whereas there was no such significant LPC difference in the averted-gaze condition. Topographic map analysis found that neural generators between concrete and abstract words differed in the direct-gaze condition but not in the averted-gaze condition. The study supports the hypothesis that direct-gaze promotes memory performance. Furthermore, it is mainly in memory recollection that gaze direction affects words with different concreteness.

The role of social signals in segmenting observed actions in 18-month-old children

Learning about actions requires children to identify the boundaries of an action and its units. Whereas some action units are easily identified, parents can support children's action learning by adjusting the presentation and using social signals. However, currently, little is understood regarding how children use these signals to learn actions. In the current study, we investigate the possibility that communicative signals are a particularly suitable cue for segmenting events. We investigated this hypothesis by presenting 18-month-old children (N = 60) with short action sequences consisting of toy animals either hopping or sliding across a board into a house, but interrupting this two-step sequence either (a) using an ostensive signal as a segmentation cue, (b) using a non-ostensive segmentation cue and (c) without additional segmentation information between the actions. Marking the boundary using communicative signals increased children's imitation of the less salient sliding action. Imitation of the hopping action remained unaffected. Crucially, marking the boundary of both actions using a non-communicative control condition did not increase imitation of either action. Communicative signals might be particularly suitable in segmenting non-salient actions that would otherwise be perceived as part of another action or as non-intentional. These results provide evidence of the importance of ostensive signals at event boundaries in scaffolding children's learning.

Influence of Actor's Congruent and Incongruent Gaze on Language Processing

In interpreting spoken sentences in event contexts, comprehenders both integrate their current interpretation of language with the recent past (e.g., events they have witnessed) and develop expectations about future event possibilities. Tense cues can disambiguate this linking but temporary ambiguity in their interpretation may lead comprehenders to also rely on further, situation-specific cues (e.g., an actor's gaze as a cue to his future actions). How comprehenders reconcile these different cues in real time is an open issue that we must address to accommodate comprehension. It has been suggested that relating a referential expression (e.g., a verb) to a referent (e.g., a recent event) is preferred over relying on other cues that refer to the future and are not yet referentially grounded (“recent-event preference”). Two visual-world eye-tracking experiments compared this recent-event preference with effects of an actor's gaze and of tense/temporal adverbs as cues to a future action event. The results revealed that people overall preferred to focus on the recent (vs. future) event target in their interpretation, suggesting that while a congruent and incongruent actor gaze can jointly with futuric linguistic cues neutralize the recent-event preference late in the sentence, the latter still plays a key role in shaping participants' initial verb-based event interpretation. Additional post-experimental memory tests provided insight into the longevity of the gaze effects.

Tracking developmental differences in real-world social attention across adolescence, young adulthood and older adulthood

Detecting and responding appropriately to social information in one's environment is a vital part of everyday social interactions. Here, we report two preregistered experiments that examine how social attention develops across the lifespan, comparing adolescents (10-19 years old), young (20-40 years old) and older (60-80 years old) adults. In two real-world tasks, participants were immersed in different social interaction situations-a face-to-face conversation and navigating an environment-and their attention to social and non-social content was recorded using eye-tracking glasses. The results revealed that, compared with young adults, adolescents and older adults attended less to social information (that is, the face) during face-to-face conversation, and to people when navigating the real world. Thus, we provide evidence that real-world social attention undergoes age-related change, and these developmental differences might be a key mechanism that influences theory of mind among adolescents and older adults, with potential implications for predicting successful social interactions in daily life.

Perceived gaze direction affects concreteness effects in words memory: an event-related potentials study

Previous studies have revealed that word concreteness effects could be influenced by contextual cues such as emotional context. However, it is unclear whether concreteness effects might be influenced by social context such as perception of gaze direction, which plays an important role in social interaction. This study uses event-related potentials (ERPs) to investigate whether perceived gaze direction could affect concreteness effects in words memory. Concrete and abstract words were presented on direct- or averted-gaze faces, and participants were asked to memorize the words. Behavioral results verified the direct-gaze memory advantage, showing that memory performance was better for words presented with direct gaze than with averted gaze. ERP results showed that concrete words were associated with a larger N400 and a smaller late positive component (LPC) than abstract words. ERP results also revealed a significant interaction between gaze direction and word concreteness on the LPC component: specifically, the LPC concreteness effect occurred only in the direct-gaze condition. Our results suggested that the gaze direction could be interpreted as a complex social context that differs from pure emotional cues in its influence on mental imagery in concreteness effects. This study provides a new perspective for investigating word concreteness effects with contextual cues.

Attention in naïve psychology

In everyday life, mentalizing is nested in a rich context of cognitive faculties and background information that potentially contribute to its success. Yet, we know little about these modulating effects. Here we propose that humans develop a naïve psychological model of attention (featured as a goal-dependent, intentional relation to the environment) and use this to fine-tune their mentalizing attempts, presuming that the way people represent their environment is influenced by the cognitive priorities (attention) their current intentions create. The attention model provides an opportunity to tailor mental state inferences to the temporary features of the agent whose mind is in the focus of mentalizing. The ability to trace attention is an exceptionally powerful aid for mindreading. Knowledge about the partner's attention provides background information, however being grounded in his current intentions, attention has direct relevance to the ongoing interaction. Furthermore, due to its causal connection to intentions, the output of the attention model remains valid for a prolonged but predictable amount of time: till the evoking intention is in place. The naïve attention model theory is offered as a novel theory on social attention that both incorporates existing evidence and identifies new directions in research.

Gazing Without Eyes: A "Stare-in-the-Crowd" Effect Induced by Simple Geometric Shapes

Of the many effects that eye contact has, perhaps the most powerful is the stare-in-the-crowd effect, wherein faces are detected more readily when they look directly toward you. This is commonly attributed to others' eyes being especially salient visual stimuli, but here we ask whether stares-in-the-crowd might arise instead from a deeper property that the eyes (but not only the eyes) signify: the direction of others' attention and intentions. In fact, even simple geometric shapes can be seen as intentional, as when numerous randomly scattered cones are all consistently pointing at you. Accordingly, we show here that cones directed at the observer are detected faster (in fields of averted cones) than are cones averted away from the observer (in fields of directed cones). These results suggest that perceived intentionality itself captures attention-and that even in the absence of eyes, others' directed attention stands out in a crowd.

Intentionally distracting: Working memory is disrupted by the perception of other agents attending to you - even without eye-gaze cues

Of all the visual stimuli you can perceive, perhaps the most important are other people's eyes. And this is especially true when those eyes are looking at you: direct gaze has profound influences, even at the level of basic cognitive processes such as working memory. For example, memory for the properties of simple geometric shapes is disrupted by the presence of other eyes gazing at you. But are such effects really specific to direct gaze per se? Seeing eyes is undoubtedly important, but presumably only because of what it tells us about the "mind behind the eyes" - i.e., about others' attention and intentions. This suggests that the same effects might arise even without eyes, as long as an agent's directed attention is conveyed by other means. Here we tested the impact on working memory of simple "mouth" shapes - which in no way resemble eyes, yet can still be readily seen as intentionally facing you (or not). Just as with gaze cues, the ability to detect changes in geometric shapes was impaired by direct (compared to averted) mouths - but not in very similar control stimuli that were not perceived as intentional. We conclude that this disruption of working memory reflects a general phenomenon of "mind contact," rather than a specific effect of eye contact.