Article
Multidisciplinary Sciences
Mario Dalmaso, Luigi Castelli, Giovanni Galfano
Summary: The lockdown implemented due to the COVID-19 pandemic has resulted in reduced social interactions, impacting psychological well-being. Research on the effects of social isolation on cognitive processes remains largely unknown, with findings suggesting hypersensitivity to social cues such as gaze cues in conditions of prolonged isolation.
Article
Multidisciplinary Sciences
Shawn M. Willett, J. Patrick Mayo
Summary: Reliable and noninvasive biomarkers are important for neurological diagnoses. Microsaccades, small eye movements, have been proposed as a biomarker for attention, but their direction may not accurately reflect covert spatial attention in complex viewing conditions.
PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF THE UNITED STATES OF AMERICA
(2023)
Review
Psychology
Kate T. McKay, Sarah A. Grainger, Sarah P. Coundouris, Daniel P. Skorich, Louise H. Phillips, Julie D. Henry
Summary: The study found that others' eye gaze reliably directs observers' attention, with the gaze-cueing effect being moderated by factors such as the type of gaze cue, task demands, and cue features. These findings provide insights into the circumstances in which reflexive gaze-cued attention is enhanced.
PSYCHOLOGICAL BULLETIN
(2021)
Article
Behavioral Sciences
Jeanette A. Chacon-Candia, Rafael Roman-Caballero, Belen Aranda-Martin, Maria Casagrande, Juan Lupianez, Andrea Marotta
Summary: Gaze acts as a cue for orienting attention and inferring social partners' intentions, thoughts, and emotions. Previous studies have used attentional orienting paradigm to investigate gaze-related orienting capabilities. However, it is still unclear whether this methodology assesses social-specific processes or domain-general attentional processes. A comprehensive meta-analysis suggests that eye gaze and non-social directional stimuli produce equivalent attentional effects, questioning the utility of classic cueing task in revealing social-specific processes. Moreover, qualitative analysis suggests that eye gaze stimuli may induce higher-order social processes. These findings indicate that both domain-general and social-specific processes contribute to attentional mechanisms induced by eye gaze direction.
NEUROSCIENCE AND BIOBEHAVIORAL REVIEWS
(2023)
Article
Psychology, Multidisciplinary
Inka Schmitz, Wolfgang Einhaeuser
Summary: This study investigates how people estimate gaze direction in screen-based communication and found that estimates are more accurate in the horizontal direction, biased towards the sender's head position, and influenced by the repetition of the same sender.
COMPUTERS IN HUMAN BEHAVIOR
(2023)
Article
Ophthalmology
Samantha Parker, Richard Ramsey
Summary: Eye gaze serves both perceptual and social functions in everyday life. While it allows us to gather information, it also signals to others where our attention lies. However, in certain situations like competitive sports or facing an aggressor, revealing our attentional locus is not advantageous. In these circumstances, covert shifts in attention are believed to play a crucial role. Despite this assumption, there is limited research exploring the relationship between covert shifts in attention and eye movements in social contexts.
Article
Psychology, Developmental
Charlotte Viktorsson, Sven Bolte, Terje Falck-Ytter
Summary: This study investigated the looking behavior of typically developing toddlers and toddlers later diagnosed with autism when observing other children interact. The findings showed that toddlers with later autism had shorter gaze duration on the girl's face during the interaction, suggesting differences in social gaze in children with autism and the importance of studying gaze dynamics on short time scales.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2023)
Article
Psychology, Developmental
Nicholas Hedger, Bhismadev Chakrabarti
Summary: The study found significant differences in how neurotypical adults and adults with autism spectrum disorders evolved their attention towards social stimuli over time. Neurotypical individuals showed an initial increase, followed by a decline and subsequent recovery in social attention after prolonged viewing, while individuals with autism exhibited a continuous decline without recovery. This may suggest reduced responsivity to the reward value of social stimuli in individuals with autism and highlights the importance of exploring the temporal nature of gaze behaviours for explaining attention in autism.
Article
Geriatrics & Gerontology
Kate T. McKay, Louisa A. Talipski, Sarah A. Grainger, Manikya Alister, Julie D. Henry
Summary: This study conducted a meta-analysis to assess how normal adult aging influences gaze-cued attention, a core social-cognitive process. The results showed that older adults have a reduced overall gaze-cueing effect compared to younger adults. The study provides the clearest evidence to date of the association between adult aging and a reduction in gaze-cued attention, as well as potential mechanisms underlying this age effect.
JOURNALS OF GERONTOLOGY SERIES B-PSYCHOLOGICAL SCIENCES AND SOCIAL SCIENCES
(2022)
Article
Neurosciences
Kyveli Kompatsiari, Francesco Bossi, Agnieszka Wykowska
Summary: The study found that humans rated eye contact with a humanoid robot as more engaging and showed higher alpha-band activity synchronization, but this did not modulate gaze-cueing effects.
SOCIAL COGNITIVE AND AFFECTIVE NEUROSCIENCE
(2021)
Article
Multidisciplinary Sciences
Kerri Walter, Peter Bex
Summary: There is evidence linking eye movements and cognitive functioning. This study used low-level and high-level models to predict gaze locations in a natural image search task and examined how fixated locations vary under different levels of cognitive load. The results show that fixations are drawn towards salient low-level image features and this bias increases with cognitive load.
Article
Psychology, Developmental
Lilja Kristin Jonsdottir, Janina Neufeld, Terje Falck-Ytter, Johan Lundin Kleberg
Summary: Studies have shown that individuals with Autism Spectrum Disorder (ASD) tend to avert their gaze from both eyes and mouths. This attentional avoidance is not specific to eyes and is not related to anxiety symptoms.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2023)
Article
Computer Science, Cybernetics
Shabnam Haghzare, Jennifer L. Campos, Alex Mihailidis
Summary: This article proposes a design framework for driver state monitoring systems to detect older drivers' mode confusion by inferring their perceived AV mode using gaze behavior data. The results show that gaze behavior features can effectively distinguish between automated and non-automated driving scenarios.
INTERNATIONAL JOURNAL OF HUMAN-COMPUTER INTERACTION
(2022)
Article
Psychology, Experimental
D. Jacob Gerlofs, Kevin H. Roberts, Nicola C. Anderson, Alan Kingstone
Summary: The present study investigates the role of gaze in social interactions. The results indicate that seekers are more accurate in locating hiders when their gaze is used to truthfully communicate selected locations, while accuracy decreases when hiders aim to deceive. Additionally, the visual context influences both communication and interpretation strategies.
Article
Neurosciences
Yichen Yuan, Jinqun Liu, Zehua Wu, Guomei Zhou, Werner Sommer, Zhenzhu Yue
Summary: Using behavioral and ERP measures, this study investigated whether eye gaze triggers a unique form of attentional orienting. The results showed that eye gaze and arrow cues triggered different attentional orienting, with eye gaze having a stronger effect on threat-related information.
Article
Education & Educational Research
Jennifer Pickles, Sarah Parsons, Hanna Kovshoff
Summary: This qualitative study explores the experiences of Virtual School Heads (VSHs) in supporting autistic children in care. The study found that VSHs often have uncertain knowledge about autism and struggle to ensure appropriate support and educational provision for these children. Communication and support are particularly challenging due to the liminal roles of the VSH and the children they support. Authentic gathering and holistic understanding of young people's views are crucial for informed provision and improvement.
OXFORD REVIEW OF EDUCATION
(2023)
Article
Psychology, Biological
Gustav Kuhn, Jeniffer Ortega, Keir Simmons, Cyril Thomas, Christine Mohr
Summary: This study examines the cognitive mechanism behind misinformation and its impact on belief. Using fake psychic demonstrations, the researchers found that even when warned, participants still increased their psychic beliefs after witnessing the performance. However, providing alternative explanations about the deceptive methods mitigated this effect. The realization of deception significantly reduced participants' psychic beliefs immediately after the performance and remained reduced even one week later.
QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY
(2023)
Article
Clinical Neurology
J. K. Buitelaar, G. H. H. Van de Loo-Neus, L. Hennissen, C. U. Greven, P. J. Hoekstra, P. Nagy, A. Ramos-Quiroga, E. Rosenthal, S. Kabir, K. K. C. Man, Wong Ic, D. Coghill
Summary: This study examines the long-term use of methylphenidate in adolescents and young adults with ADHD and its effects on blood pressure and left ventricular mass. The results suggest that long-term methylphenidate use is associated with slight increases in systolic blood pressure and heart rate during the day, but does not significantly affect left ventricular mass.
EUROPEAN NEUROPSYCHOPHARMACOLOGY
(2022)
Article
Education, Special
Louise Rixon, Richard P. Hastings, Hanna Kovshoff, Tom Bailey
Summary: Recent research suggests that having a brother or sister with autism may have both positive and negative impacts on the siblings' emotional and psychological well-being. This study used a multidimensional data analysis method to further understand the outcomes for siblings of autistic children. The findings indicate that the levels of intellectual disability, behavioral and emotional problems, and adaptive skills vary among different profile groups, and the conflict in sibling relationships differs across these groups.
RESEARCH IN DEVELOPMENTAL DISABILITIES
(2022)
Article
Psychology, Experimental
Steven E. Bagienski, Gustav Kuhn
Summary: The study used a balancing magic trick to examine the relationship between participants' enjoyment and perceived impossibility. Regression analysis revealed that participants' enjoyment of the magic trick relates to their perceived impossibility, independent of how much they enjoy magic in general. Participants enjoyed the performance more as the trick became more impossible. However, once the magical effect was anticipated, enjoyment plateaued while perceived impossibility continued to increase.
Article
Education & Educational Research
Rebecca J. Ward, Hanna Kovshoff, Jana Kreppner
Summary: Inclusive education for children with ADHD faces challenges due to lack of professional development and practical strategies. A collaborative working group explored an alternative method of ADHD resourcing through knowledge co-construction. The framework enabled reflection on starting conditions, context and system dynamics, participant voices and power dynamics, and knowledge production. This collaboration addressed the research-practice gap and empowered school staff to create evidence-based knowledge tailored to their context.
BRITISH EDUCATIONAL RESEARCH JOURNAL
(2023)
Review
Education & Educational Research
Stephanie Lewis-Dagnell, Sarah Parsons, Hanna Kovshoff
Summary: This systematic literature review explores the creative methods developed and used to facilitate the voices of children and young people with complex needs in sharing their views about their educational experiences. The findings emphasize the importance of multi-modal, flexible approaches that require collaboration with children, families, and practitioners to co-construct knowledge.
EDUCATIONAL RESEARCH REVIEW
(2023)
Article
Social Work
Lynn De La Fosse, Sarah Parsons, Hanna Kovshoff
Summary: It is important to understand the challenges and opportunities in providing improved support for care experienced children, as they are at substantial risk for poor educational outcomes. This study explores the views and experiences of Designated Teachers in England through in-depth interviews during the COVID-19 pandemic. The findings highlight the role of systemic working and targeted support in enacting change, and identify various facilitators and barriers to role fulfilment, such as multi-agency working and competing roles and responsibilities. Implications for professionals and suggestions for future research are discussed.
CHILDREN & SOCIETY
(2023)
Article
Psychology, Biological
Martin R. R. Vasilev, Michael Lowman, Katherine Bills, Fabrice B. R. Parmentier, Julie A. A. Kirkby
Summary: Novel sounds can cause distraction and temporarily pause eye movements, indicating a global suppressive effect on eye-movement control. This effect is independent of lexical processing and is observed in both reading and letter scanning tasks.
Article
Education & Educational Research
Victoria I. Adedeji, Julie A. Kirkby, Martin R. Vasilev, Timothy J. Slattery
Summary: This study examined the trajectory of syllable use in developing English readers during oral reading. The results showed that fifth graders had shorter gaze duration, shorter articulation duration, and larger spatial eye-voice span compared to fourth graders. Gaze duration was influenced by syllable number, while articulation duration and spatial eye-voice span were not affected.
SCIENTIFIC STUDIES OF READING
(2023)
Article
Sociology
Asha Ward, Sarah Parsons, Hanna Kovshoff
Summary: The digital storytelling project aims to give autistic children a platform to express themselves and challenge the underestimation and neglect they often face. Through short videos, the project showcases the strengths, abilities, and personalities of autistic children, helping them integrate into society.
SOCIOLOGICAL RESEARCH ONLINE
(2023)
Article
Pediatrics
Katarzyna Kostyrka-Allchorne, Petrina Chu, Claire Ballard, Nancy Lean, Blandine French, Ellen Hedstrom, Sarah Byford, Samuele Cortese, David Daley, Johnny Downs, Cristine Glazebrook, Kimberley Goldsmith, Charlotte L. Hall, Hanna Kovshoff, Jana Kreppner, Kapil Sayal, James Shearer, Emily Simonoff, Margaret Thompson, Edmund J. S. Sonuga-Barke
Summary: This study aimed to adapt a digital routine clinical monitoring system, myHealthE, for research purposes, test remote methods for participant screening and identification, and explore the usability of the STEPS app. The results show that remote recruitment and study procedures are feasible and acceptable for parents, and that STEPS is considered a useful and easy-to-use digital parenting support tool.
JMIR PEDIATRICS AND PARENTING
(2023)
Article
Psychology, Multidisciplinary
Gustav Kuhn, Alice Pailhes, Joshua Jay, Max Lukian
Summary: This research examines whether the probability of a magic trick occurring by chance affects people's experience of the trick. The results suggest that the objective probability does not significantly impact how much people enjoy the trick or how impressed they are by it, but it does influence their perception of the trick's difficulty and their ability to explain it.
DECISION-WASHINGTON
(2023)
Article
Psychiatry
Kenneth K. C. Man, Alexander Hage, Tobias Banaschewski, Sarah K. Inglis, Jan Buitelaar, Sara Carucci, Marina Danckaerts, Ralf W. Dittmann, Bruno Falissard, Peter Garas, Chris Hollis, Kerstin Konrad, Hanna Kovshoff, Elizabeth Liddle, Suzanne McCarthy, Antje Neubert, Peter Nagy, Eric Rosenthal, Edmund J. S. Sonuga-Barke, Alessandro Zuddas, Ian C. K. Wong, David Coghill
Summary: This study aimed to investigate the long-term safety of methylphenidate in children and adolescents. The results showed that methylphenidate treatment for 2 years is safe and does not affect growth. However, regular monitoring of pulse rate and blood pressure is required due to the small changes observed.
Article
Education & Educational Research
Sarah Parsons, Hanna Kovshoff, Efstathia Karakosta, Kathryn Ivil
Summary: Understanding the knowledge of children with special educational needs and disabilities, as well as their families, is crucial for educational transition planning. Traditional processes and assessments often overlook their perspectives and overemphasize professional knowledge. In a project involving young autistic children, their families, and practitioners, the creation of Digital Stories allowed for contributions of practical knowledge from parents and practitioners and embodied knowledge from the children. The analysis of these stories provided insights into the children's voices, interests, and capabilities, moving beyond difficulties and challenges. These stories could serve as an important tool for professionals and families in supporting children's transitions.