scholarly journals Gaze aversion during social interaction in preterm infants: A function of attention skills?

2012 ◽  
Vol 35 (1) ◽  
pp. 129-139 ◽  
Author(s):  
Leentje De Schuymer ◽  
Isabel De Groote ◽  
Annemie Desoete ◽  
Herbert Roeyers
2011 ◽  
Vol 34 (2) ◽  
pp. 215-225 ◽  
Author(s):  
Ingrid Helen Ravn ◽  
Lars Smith ◽  
Rolf Lindemann ◽  
Nina Aarhus Smeby ◽  
Nina Margrethe Kyno ◽  
...  

2019 ◽  
Vol 72 (8) ◽  
pp. 1913-1925 ◽  
Author(s):  
Hassan Mansour ◽  
Gustav Kuhn

Experimental psychologists frequently present participants with social stimuli (videos or pictures) and measure behavioural responses. Such designs are problematic in that they remove the potential for social interaction and inadvertently restrict our eyes multifaceted nature as a tool to both perceive and communicate with others. The aim of this study was to develop a new paradigm within which we can easily and reliably measure the influence of top-down processes (belief), social activity (talking and listening), and possible clinical traits (gaze anxiety, and social interaction difficulties) onto gaze behaviours. Participants were engaged in a “real” or pre-recorded Skype conversation. Findings suggest that participants who believed they were engaging in a real conversation spent less time looking at the speaker’s eyes, but no differences were found for dwell time onto the whole face. Within our non-clinical sample, higher levels of gaze anxiety resulted in reduced dwell time onto the whole face but not eyes, whereas social interaction difficulties produced reduced dwell time onto the eyes only. Finally, talking consistently produced reduced dwell time onto the whole face and eyes regardless of any other conditions.


AI Magazine ◽  
2017 ◽  
Vol 37 (4) ◽  
pp. 19-31 ◽  
Author(s):  
Gabriel Skantze

When humans interact and collaborate with each other, they coordinate their turn-taking behaviors using verbal and nonverbal signals, expressed in the face and voice. If robots of the future are supposed to engage in social interaction with humans, it is essential that they can generate and understand these behaviors. In this article, I give an overview of several studies that show how humans in interaction with a humanlike robot make use of the same coordination signals typically found in studies on human-human interaction, and that it is possible to automatically detect and combine these cues to facilitate real-time coordination. The studies also show that humans react naturally to such signals when used by a robot, without being given any special instructions. They follow the gaze of the robot to disambiguate referring expressions, they conform when the robot selects the next speaker using gaze, and they respond naturally to subtle cues, such as gaze aversion, breathing, facial gestures and hesitation sounds.


2021 ◽  
Vol 12 ◽  
Author(s):  
Simona Pekarek Doehler ◽  
Hilla Polak-Yitzhaki ◽  
Xiaoting Li ◽  
Ioana Maria Stoenica ◽  
Martin Havlík ◽  
...  

In this paper we examine how participants’ multimodal conduct maps onto one of the basic organizational principles of social interaction: preference organization – and how it does so in a similar manner across five different languages (Czech, French, Hebrew, Mandarin, and Romanian). Based on interactional data from these languages, we identify a recurrent multimodal practice that respondents deploy in turn-initial position in dispreferred responses to various first actions, such as information requests, assessments, proposals, and informing. The practice involves the verbal delivery of a turn-initial expression corresponding to English ‘I don’t know’ and its variants (‘dunno’) coupled with gaze aversion from the prior speaker. We show that through this ‘multimodal assembly’ respondents preface a dispreferred response within various sequence types, and we demonstrate the cross-linguistic robustness of this practice: Through the focal multimodal assembly, respondents retrospectively mark the prior action as problematic and prospectively alert co-participants to incipient resistance to the constraints set out or to the stance conveyed by that action. By evidencing how grammar and body interface in related ways across a diverse set of languages, the findings open a window onto cross-linguistic, cross-modal, and cross-cultural consistencies in human interactional conduct.


2020 ◽  
Vol 43 ◽  
Author(s):  
Giovanni Pezzulo ◽  
Laura Barca ◽  
Domenico Maisto ◽  
Francesco Donnarumma

Abstract We consider the ways humans engage in social epistemic actions, to guide each other's attention, prediction, and learning processes towards salient information, at the timescale of online social interaction and joint action. This parallels the active guidance of other's attention, prediction, and learning processes at the longer timescale of niche construction and cultural practices, as discussed in the target article.


Author(s):  
Delbert E. Philpott ◽  
W. Sapp ◽  
C. Williams ◽  
T. Fast ◽  
J. Stevenson ◽  
...  

Space Lab 3 (SL-3) was flown on Shuttle Challenger providing an opportunity to measure the effect of spaceflight on rat testes. Cannon developed the idea that organisms react to unfavorable conditions with highly integrated metabolic activities. Selye summarized the manifestations of physiological response to nonspecific stress and he pointed out that atrophy of the gonads always occurred. Many papers have been published showing the effects of social interaction, crowding, peck order and confinement. Flickinger showed delayed testicular development in subordinate roosters influenced by group numbers, social rank and social status. Christian reported increasing population size in mice resulted in adrenal hypertrophy, inhibition of reproductive maturation and loss of reproductive function in adults. Sex organ weights also declined. Two male dogs were flown on Cosmos 110 for 22 days. Fedorova reported an increase of 30 to 70% atypical spermatozoa consisting of tail curling and/or the absence of a tail.


2010 ◽  
Vol 19 (4) ◽  
pp. 108-114 ◽  
Author(s):  
Lisa M. Mellman ◽  
Laura S. DeThorne ◽  
Julie A. Hengst

Abstract The present qualitative study was designed to examine augmentative and alternative communication (AAC) practices, particularly surrounding speech-generating devices (SGDs), in the classroom setting. We focused on three key child participants, their classroom teachers, and associated speech-language pathologists across three different schools. In addition to semi-structured interviews of all participants, six classroom observations per child were completed. Data were coded according to both pre-established and emergent themes. Four broad themes emerged: message-focused AAC use, social interactions within the classroom community, barriers to successful AAC-SGD use, and missed opportunities. Findings revealed a lack of SGD use in the classroom for two children as well as limited social interaction across all cases. We conclude by highlighting the pervasive sense of missed opportunities across these classroom observations and yet, at the same time, the striking resiliency of communicative effort in these cases.


1984 ◽  
Vol 11 ◽  
pp. 3-9 ◽  
Author(s):  
Kay Lynn Copriviza ◽  
Cynthia Gayle Lima
Keyword(s):  

1999 ◽  
Vol 9 (3) ◽  
pp. 262-264 ◽  
Author(s):  
G Luz ◽  
H Buchele ◽  
P Innerhofer ◽  
H Maurer

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