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Perceiving gaze from head and eye rotations: An integrative challenge for children and adults
Author(s) -
Mihalache Diana,
Feng Huanghao,
Askari Farzaneh,
SokolHessner Peter,
Moody Eric J.,
Mahoor Mohammad H.,
Sweeny Timothy D.
Publication year - 2020
Publication title -
developmental science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.801
H-Index - 127
eISSN - 1467-7687
pISSN - 1363-755X
DOI - 10.1111/desc.12886
Subject(s) - gaze , psychology , perception , pupil , typically developing , autism spectrum disorder , eye tracking , autism , cognitive psychology , developmental psychology , feature (linguistics) , artificial intelligence , neuroscience , linguistics , philosophy , computer science , psychoanalysis
Gaze is an emergent visual feature. A person's gaze direction is perceived not just based on the rotation of their eyes, but also their head. At least among adults, this integrative process appears to be flexible such that one feature can be weighted more heavily than the other depending on the circumstances. Yet it is unclear how this weighting might vary across individuals or across development. When children engage emergent gaze, do they prioritize cues from the head and eyes similarly to adults? Is the perception of gaze among individuals with autism spectrum disorder (ASD) emergent, or is it reliant on a single feature? Sixty adults ( M = 29.86 years‐of‐age), thirty‐seven typically developing children and adolescents ( M = 9.3 years‐of‐age; range = 7–15), and eighteen children with ASD ( M = 9.72 years‐of‐age; range = 7–15) viewed faces with leftward, rightward, or direct head rotations in conjunction with leftward or rightward pupil rotations, and then indicated whether the face was looking leftward or rightward. All individuals, across development and ASD status, used head rotation to infer gaze direction, albeit with some individual differences. However, the use of pupil rotation was heavily dependent on age. Finally, children with ASD used pupil rotation significantly less than typically developing (TD) children when inferring gaze direction, even after accounting for age. Our approach provides a novel framework for understanding individual and group differences in gaze as it is actually perceived—as an emergent feature. Furthermore, this study begins to address an important gap in ASD literature, taking the first look at emergent gaze perception in this population.