What are you looking at? Gaze following with and without target objects in ASD and typical development

Children with autism spectrum disorder (ASD) display difficulties with response to joint attention in natural settings but often perform comparably to typically developing (TD) children in experimental studies of gaze following. Previous work comparing infants at elevated likelihood for ASD versus TD infants has manipulated aspects of the gaze cueing stimulus (e.g. eyes only versus head and eyes together), but the role the peripheral object being attended to is not known. In this study of infants at elevated likelihood of ASD ( N = 97) and TD infants ( N = 29), we manipulated whether or not a target object was present in the cued area. Performance was assessed at 10, 14, and 18 months, and diagnostic assessment was conducted at age 3 years. The results showed that although infants with later ASD followed gaze to the same extent as TD infants in all conditions, they displayed faster latencies back to the model’s face when (and only when) a peripheral object was absent. These subtle atypicalities in the gaze behaviors directly after gaze following may implicate a different appreciation of the communicative situation in infants with later ASD, despite their ostensively typical gaze following ability. Lay abstract During the first year of life, infants start to align their attention with that of other people. This ability is called joint attention and facilitates social learning and language development. Although children with autism spectrum disorder (ASD) are known to engage less in joint attention compared to other children, several experimental studies have shown that they follow other’s gaze (a requirement for visual joint attention) to the same extent as other children. In this study, infants’ eye movements were measured at age 10, 14, and 18 months while watching another person look in a certain direction. A target object was either present or absent in the direction of the other person’s gaze. Some of the infants were at elevated likelihood of ASD, due to having an older autistic sibling. At age 3 years, infants were assessed for a diagnosis of ASD. Results showed that infants who met diagnostic criteria at 3 years followed gaze to the same extent as other infants. However, they then looked back at the model faster than typically developing infants when no target object was present. When a target object was present, there was no difference between groups. These results may be in line with the view that directly after gaze following, infants with later ASD are less influenced by other people’s gaze when processing the common attentional focus. The study adds to our understanding of both the similarities and differences in looking behaviors between infants who later receive an ASD diagnosis and other infants.

Ontogenetic Origins of Infant Pointing

Human pointing is foundational to language acquisition and sociality. The current chapter explores the ontogenetic origins of the human pointing gesture in infancy. First, the authors define infant pointing in terms of function, cognition, motivation, and morphology. Then, the authors review current evidence for predictors of infant pointing on child and caregiver levels, because any predictors provide insights into the basic developmental factors. From this review, the authors introduce and discuss a number of pertinent accounts on the emergence of pointing: social shaping accounts (pointing-from- reaching; pointing-from-non-communicative pointing) and social cognition accounts (pointing-from-imitation; pointing-from-gaze-following). The authors end by presenting a synthesis, which holds that child-level cognitive factors, specifically directedness andsocial motivation, interact with caregiver-level social factors, specifically responsiveness and assisting actions relevant to infants’ directed activity. The interaction of these factors creates social goals and formats that scale up to pointing acts expressing triadic relations between infant, caregiver, and entities at a distance in the context of joint activity and experience.

Variability of neuronal responses in the posterior superior temporal sulcus predicts choice behavior during social interactions

Recent studies have shown that neural activity in a well-defined patch in the posterior superior temporal sulcus (the "gaze following patch", GFP) of the primate brain is strongly modulated when the other´s gaze attracts the observer's attention to locations/objects, the other is looking at. Changes of the mean discharge rate of neurons in the monkey GFP indicate that they are involved in two distinct computations: the allocation of spatial attention guided by the other´s gaze vector and the suppression of gaze following if inappropriate in a given situation. Here we asked if and how the discharge variability of neurons in the GFP is related to the task and, furthermore, if it carries information on behavioral performance. To this end, we calculated the Fano factor as a measure of across-trial discharge variability as a function of time. Our results show that all neurons exhibiting a task-related discharge-rate modulation also exhibit a stimulus onset-dependent drop in the Fano factor. Furthermore, the amplitude of the Fano factor reduction is modulated by task condition and the neuron's selectivity in this regard. We found that these effects are directly related to the monkeys' behavioral performance in that the Fano factor is predictive about upcoming correct or wrong decisions. Our results indicate that neuronal discharge variability as gauged by the Fano-factor, hitherto primarily studied in the context of visual perception or motor control, is an informative measure also in studies of the neural underpinnings of complex social behavior.

Infants Learn to Follow Gaze in Stages: Evidence Confirming a Robotic Prediction

Gaze following is an early-emerging skill in infancy argued to be fundamental to joint attention and later language development. However, how gaze following emerges is a topic of great debate. Representational theories assume that in order to follow adults’ gaze, infants must have a rich sensitivity to adults’ communicative intention from birth. In contrast, learning-based theories hold that infants may learn to gaze follow based on low-level social reinforcement, without the need to understand others’ mental states. Nagai et al. (2006) successfully taught a robot to gaze follow through social reinforcement and found that the robot learned in stages: first in the horizontal plane, and later in the vertical plane—a prediction that does not follow from representational theories. In the current study, we tested this prediction in an eye-tracking paradigm. Six-month-olds did not follow gaze in either the horizontal or vertical plane, whereas 12-month-olds and 18-month-olds only followed gaze in the horizontal plane. These results confirm the core prediction of the robot model, suggesting that children may also learn to gaze follow through social reinforcement coupled with a structured learning environment.

The impact of joint attention on the sound-induced flash illusions

Humans coordinate their focus of attention with others, either by gaze following or prior agreement. Though the effects of joint attention on perceptual and cognitive processing tend to be examined in purely visual environments, they should also show in multisensory settings. According to a prevalent hypothesis, joint attention enhances visual information encoding and processing, over and above individual attention. If two individuals jointly attend to the visual components of an audiovisual event, this should affect the weighing of visual information during multisensory integration. We tested this prediction in this preregistered study, using the well-documented sound-induced flash illusions, where the integration of an incongruent number of visual flashes and auditory beeps results in a single flash being seen as two (fission illusion) and two flashes as one (fusion illusion). Participants were asked to count flashes either alone or together, and expected to be less prone to both fission and fusion illusions when they jointly attended to the visual targets. However, illusions were as frequent when people attended to the flashes alone or with someone else, even though they responded faster during joint attention. Our results reveal the limitations of the theory that joint attention enhances visual processing as it does not affect temporal audiovisual integration.

Gaze cueing, mental States, and the effect of autistic traits

The ability to interpret and follow the gaze of our social partners is an integral skill in human communication. Recent research has demonstrated that gaze following behaviour is influenced by theory of mind (ToM) processes. However, it has yet to be determined whether the modulation of gaze cueing by ToM is affected by individual differences, such as autistic traits. The aim of this experiment was to establish whether autistic traits in neurotypical populations affect the mediation of gaze cueing by ToM processes. This study used a gaze cueing paradigm within a change detection task. Participants’ perception of a gaze cue was manipulated such that they only believed the cue to be able to ‘see’ in one condition. The results revealed that participants in the Low Autistic Traits group were significantly influenced by the mental state of the gaze cue and were more accurate on valid trials when they believed the cue could ‘see’. By contrast, participants in the High Autistic Traits group were also more accurate on valid trials, but this was not influenced by the mental state of the gaze cue. This study therefore provides evidence that autistic traits influence the extent to which mental state attributions modulate social attention in neurotypical adults.

Gaze signals both cue direction and agent mental states

Although it is well established that humans spontaneously follow where others are looking, it remains debated if this gaze following behaviour occurs due to the gaze cue’sdirectional information (i.e., where an agent is attending) or the agent’s inferred mental state (i.e., what they are attending to). We tested this notion by assessing the combined anddissociated effects of the gaze cue direction and the agent’s mental content. Gazed-at target performance was compromised when cue direction and inferred mental content were dissociated relative to when they were combined. This effect was especially prominent for social relative to nonsocial cues. Thus, gaze signals include information about both the cue direction and the gazer’s mental content, communicating information about where gazed at items are located and what those items are.

Theory of mind affects the interpretation of another person's focus of attention

People are drawn to social, animate things more than inanimate objects. Previous research has also shown gaze following in humans, a process that has been linked to theory of mind (ToM). In three experiments, we investigated whether animacy and ToM are involved when making judgements about the location of a cursor in a scene. In Experiment 1, participants were told that this cursor represented the gaze of an observer and were asked to decide whether the observer was looking at a target object. This task is similar to that carried out by researchers manually coding eye-tracking data. The results showed that participants were biased to perceive the gaze cursor as directed towards animate objects (faces) compared to inanimate objects. In Experiments 2 and 3 we tested the role of ToM, by presenting the same scenes to new participants but now with the statement that the cursor was generated by a ‘random’ computer system or by a computer system designed to seek targets. The bias to report that the cursor was directed toward faces was abolished in Experiment 2, and minimised in Experiment 3. Together, the results indicate that people attach minds to the mere representation of an individual's gaze, and this attribution of mind influences what people believe an individual is looking at.