Speaker gaze increases information coupling between infant and adult brains

Leong, Victoria; Byrne, Elizabeth M.; Clackson, Kaili; Georgieva, Stanimira; Lam, Sarah; Wass, Sam

doi:10.1073/pnas.1702493114

Cited by 247 publications

(299 citation statements)

References 43 publications

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“…They are also consistent with the views of social cognition researchers who have described gaze guidance as one of the most salient ostensive signals in human communication for conveying communicative intent (Csibra & Gergely, 2009;Leong et al, 2017 style that focuses more on social interaction and mutual relationships, whereas learners with a low level of social presence might apply a task-oriented processing style with a focus on goal achievement (Cohen, Solomon, Maxfield, Pyszczynski, & Greenberg, 2004;Tabernero, Chambel, Curral, & Arana, 2009). In our study, the learners with a higher level of social presence were sensitive to social interactivity in the learning environment and tended to follow the teacher's gaze guidance to the key information.…”

Section: Discussionsupporting

confidence: 85%

The instructor's gaze guidance in video lectures improves learning

Wang

2018

Computer Assisted Learning

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Instructor behaviour is known to affect learning performance, but it is unclear which specific instructor behaviours can optimize learning. We used eye‐tracking technology and questionnaires to test whether the instructor's gaze guidance affected learners' visual attention, social presence, and learning performance, using four video lectures: declarative knowledge with and without the instructor's gaze guidance and procedural knowledge with and without the instructor's gaze guidance. The results showed that the instructor's gaze guidance not only guided learners to allocate more visual attention to corresponding learning content but also increased learners' sense of social presence and learning. Furthermore, the link between the instructor's gaze guidance and better learning was especially strong for participants with a high sense of social connection with the instructor when they learned procedural knowledge. The findings lead to a strong recommendation for educational practitioners: Instructors should provide gaze guidance in video lectures for better learning performance.

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Section: Discussionsupporting

confidence: 85%

The instructor's gaze guidance in video lectures improves learning

Wang

2018

Computer Assisted Learning

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“…Interestingly, Leong et al. () recently demonstrated that a direct gaze resulted in stronger bidirectional adult–infant neural connectivity.…”

Section: Discussionmentioning

confidence: 99%

“…At the age of 2 months, emotional expressions are coordinated with visual attention, and interactions including sequences of shared smiles emerge in parent–infant dyads (Feldman, ). An interesting recent finding showing that direct gaze strengthens bidirectional adult–infant neural connectivity during communication (Leong et al., ) raises the question of whether the shared smile with simultaneous eye contact might have a role of its own in early interaction.…”

Section: Introductionmentioning

confidence: 99%

Maternal and infant characteristics connected to shared pleasure in dyadic interaction

Puura

Leppänen

Salmelin

et al. 2019

Infant Mental Health Journal

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The aim of the study was to analyze which maternal factors (depressive symptoms, effect of life events, maternal sensitivity and structuring) and infant characteristics (temperament, social withdrawal symptoms, interactive behavior, genotype, gender) contribute to shared pleasure (SP) in parent–infant interaction. Participants were 113 mother–infant dyads. The mothers filled in the Edinburgh Postnatal Depression Scale, the Infant Behavior Questionnaire, and the Life Events Questionnaire. The dyads were videotaped in a free‐play situation, and the videos were analyzed using the Alarm Distress Baby Scale and the Emotional Availability Scales. The infants were genotyped for four genes involved in emotion regulation. The occurrence and duration of SP (SP‐MD) in mother–infant interactions were analyzed from the videotapes. Higher maternal sensitivity and depressive symptoms, better infant responsiveness, and the infant having the GG variant of the gene tryptophan hydroxylase isoform 2 (TPH2) ‐307 were associated with the occurrence of SP. Lower level depressive symptoms, better maternal structuring, and greater infant involvement were associated with the longer duration of SP. Those dyads where the mother and infant were best able to read each other's positive cues and to respond to them were more likely to experience mutual positive affect, as seen in SP.

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“…were observed; during live interactions, bi-directional influences (adult→infant and infant→adult) were documented (Leong et al, 2017).…”

Section: Procedures 2 Which Directly Compared the Transitions Betweenmentioning

confidence: 99%

Infants' visual sustained attention is higher during joint play than solo play: is this due to increased endogenous attention control or exogenous stimulus capture?

Wass

Clackson

Georgieva

et al. 2018

Developmental Science

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Previous research has suggested that when a social partner, such as a parent, pays attention to an object, this increases the attention that infants pay to that object during spontaneous, naturalistic play. There are two contrasting reasons why this might be: first, social context may influence increases in infants' endogenous (voluntary) attention control; second, social settings may offer increased opportunities for exogenous attentional capture. To differentiate these possibilities, we compared 12-month-old infants' naturalistic attention patterns in two settings: Solo Play and Joint Play with a social partner (the parent). Consistent with previous research, we found that infants' look durations toward play objects were longer during Joint Play, and that moments of inattentiveness were fewer, and shorter. Follow-up analyses, conducted to differentiate the two above-proposed hypotheses, were more consistent with the latter hypothesis. We found that infants' rate of change of attentiveness was faster during Joint Play than Solo Play, suggesting that internal attention factors, such as attentional inertia, may influence looking behaviour less during Joint Play. We also found that adults' attention forwards-predicted infants' subsequent attention more than vice versa, suggesting that adults' behaviour may drive infants' behaviour. Finally, we found that mutual gaze did not directly facilitate infant attentiveness. Overall, our results suggest that infants spend more time attending to objects during Joint Play than Solo Play, but that these differences are more likely attributable to increased exogenous attentional scaffolding from the parent during social play, rather than to increased endogenous attention control from the infant.

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Speaker gaze increases information coupling between infant and adult brains

Cited by 247 publications

References 43 publications

The instructor's gaze guidance in video lectures improves learning

The instructor's gaze guidance in video lectures improves learning

Maternal and infant characteristics connected to shared pleasure in dyadic interaction

Infants' visual sustained attention is higher during joint play than solo play: is this due to increased endogenous attention control or exogenous stimulus capture?

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