Effects of direct and averted gaze on the perception of facially communicated emotion

Research has largely neglected the effects of gaze direction cues on the perception of facial expressions of emotion. It was hypothesized that when gaze direction matches the underlying behavioral intent (approach-avoidance) communicated by an emotional expression, the perception of that emotion would be enhanced (i.e., shared signal hypothesis). Specifically, the authors expected that (a) direct gaze would enhance the perception of approach-oriented emotions (anger and joy) and (b) averted eye gaze would enhance the perception of avoidance-oriented emotions (fear and sadness). Three studies supported this hypothesis. Study 1 examined emotional trait attributions made to neutral faces. Study 2 examined ratings of ambiguous facial blends of anger and fear. Study 3 examined the influence of gaze on the perception of highly prototypical expressions.     

Sex differences for the recognition of direct versus averted gaze faces

Gaze direction plays a central role in face recognition. Previous research suggests that faces with direct gaze are better remembered than faces with averted gaze. We compared recognition of faces with direct versus averted gaze in male versus female participants. A total of 52 adults (23 females, 29 males) and 46 children (25 females, 21 males) completed a computerised task that assessed their recognition of faces with direct gaze and faces with averted gaze. Adult male participants showed superior recognition of faces with direct gaze compared to faces with averted gaze. There was no difference between recognition of direct and averted gaze faces for the adult female participants. Children did not demonstrate this sex difference; rather, both male and female youth participants showed better recognition of faces with direct gaze compared to averted gaze. A large body of previous research has revealed superior recognition of faces with direct, compared to averted gaze. However, relatively few studies have examined sex differences. Our findings suggest that gaze direction has differential effects on face recognition for adult males and females, but not for children. These findings have implications for previous explanations of better recognition for direct versus averted gaze.     

Intimacy in response to direct gaze

Believing that they were participating in a study of encounter groups, male and female subjects were encouraged to deliver a personally revealing monologue to a same-sex listener whose visual behavior had been “programmed” by the experimenter. In the four experimental conditions, designed to explore the role of gaze as a stimulus, as a potential reinforcer, and as a source of feedback, the listener provided (a) continuous direct gaze; (b) direct gaze contingent upon intimate statements; (c) continuous gaze aversion; or (d) gaze aversion contingent upon intimate statements. The intimacy of the speaker's monologue was rated by a “blind” observer, the listener, and the speaker himself. Direct gaze, whether constant or contingent, appeared to promote intimacy between females and reticence between males, while gaze avoidance had the opposite effects. The only raters who disagreed with this assessment were the male speakers, who felt that they had been most intimate in the two direct gaze conditions. Positive feelings including liking for the listener and task satisfaction also were associated both with self-revelation and with direct gaze among females but not among males.     

Developmental changes in the control of saccadic eye movements in response to directional eye gaze and arrows

We investigated developmental differences in oculomotor control between 10-year-old children and adults using a central interference task. In this task, the colour of a fixation point instructed participants to saccade either to the left or to the right. These saccade directions were either congruent or incongruent with two types of distractor cue: either the direction of eye gaze of a centrally presented schematic face, or the direction of arrows. Children had greater difficulties inhibiting the distractor cues than did adults, which revealed itself in longer saccade latencies for saccades that were incongruent with the distractor cues as well as more errors on these incongruent trials than on congruent trials. Counter to our prediction, in terms of saccade latencies, both children and adults had greater difficulties inhibiting the arrow than the eye gaze distractors.     

Developmental changes in the control of saccadic eye movements in response to directional eye gaze and arrows

We investigated developmental differences in oculomotor control between 10-year-old children and adults using a central interference task. In this task, the colour of a fixation point instructed participants to saccade either to the left or to the right. These saccade directions were either congruent or incongruent with two types of distractor cue: either the direction of eye gaze of a centrally presented schematic face, or the direction of arrows. Children had greater difficulties inhibiting the distractor cues than did adults, which revealed itself in longer saccade latencies for saccades that were incongruent with the distractor cues as well as more errors on these incongruent trials than on congruent trials. Counter to our prediction, in terms of saccade latencies, both children and adults had greater difficulties inhibiting the arrow than the eye gaze distractors.     

I see what you’re saying: Voice signals influence children’s judgments of direct and averted gaze

Adults use gaze and voice signals as cues to the mental and emotional states of others. We examined the influence of voice cues on children’s judgments of gaze. In Experiment 1, 6-year-olds, 8-year-olds, and adults viewed photographs of faces fixating the center of the camera lens and a series of positions to the left and right and judged whether gaze was direct or averted. On each trial, participants heard the participant-directed voice cue (e.g., “I see you”), an object-directed voice cue (e.g., “I see that”), or no voice. In 6-year-olds, the range of directions of gaze leading to the perception of eye contact (the cone of gaze) was narrower for trials with object-directed voice cues than for trials with participant-directed voice cues or no voice. This effect was absent in 8-year-olds and adults, both of whom had a narrower cone of gaze than 6-year-olds. In Experiment 2, we investigated whether voice cues would influence adults’ judgments of gaze when the task was made more difficult by limiting the duration of exposure to the face. Adults’ cone of gaze was wider than in Experiment 1, and the effect of voice cues was similar to that observed in 6-year-olds in Experiment 1. Together, the results indicate that object-directed voice cues can decrease the width of the cone of gaze, allowing more adult-like judgments of gaze in young children, and that voice cues may be especially effective when the cone of gaze is wider because of immaturity (Experiment 1) or limited exposure (Experiment 2).     

When strangers pass: processing of mutual and averted social gaze in the superior temporal sulcus

Using functional magnetic resonance imaging (fMRI), we investigated brain activity evoked by mutual and averted gaze in a compelling and commonly experienced social encounter. Through virtual-reality goggles, subjects viewed a man who walked toward them and shifted his neutral gaze either toward (mutual gaze) or away (averted gaze) from them. Robust activity was evoked in the superior temporal sulcus (STS) and fusiform gyrus (FFG). For both conditions, STS activity was strongly right lateralized. Mutual gaze evoked greater activity in the STS than did averted gaze, whereas the FFG responded equivalently to mutual and averted gaze. Thus, we show that the STS is involved in processing social information conveyed by shifts in gaze within an overtly social context. This study extends understanding of the role of the STS in social cognition and social perception by demonstrating that it is highly sensitive to the context in which a human action occurs.     

Rapid reactions to direct and averted facial expressions of fear and anger

Recent studies have shown that reaction times to expressions of anger with averted gaze and fear with direct gaze appear slower than those to direct anger and averted fear. Such findings have been explained by appealing to the notion of gaze/expression congruence with aversion (avoidance) associated with fear, whereas directness (approach) is associated with anger. The current study examined reactions to briefly presented direct and averted faces displaying expressions of fear and anger. Participants were shown four blocked series of faces; each block contained an equal mix of two facial expressions (neutral plus either fear or anger) presented at one viewpoint (either full face or three quarter leftward facing). Participants were instructed to make rapid responses classifying the expressions as either neutral or expressive. Initial analysis of reaction time distributions showed differences in distribution shape with reactions to averted anger and direct fear showing greater skew than those to direct anger and averted fear. Computational modelling, using a diffusion model of decision making and reaction time, showed a difference in the rate of information accrual with more rapid rates of accrual when viewpoint and expression were congruent. This analysis supports the notion of signal congruence as a mechanism through which gaze and viewpoint affect our responses to facial expressions.     

Learning under your gaze: the mediating role of affective arousal between perceived direct gaze and memory performance

Previous studies have shown that cognitive performance can be affected by the presence of an observer and self-directed gaze. We investigated whether the effect of gaze direction (direct vs. downcast) on verbal memory is mediated by autonomic arousal. Male participants responded with enhanced affective arousal to both male and female storytellers’ direct gaze which, according to a path analysis, was negatively associated with the performance. On the other hand, parallel to this arousal-mediated effect, males’ performance was affected by another process impacting the performance positively and suggested to be related to effort allocation on the task. The effect of this process was observed only when the storyteller was a male. The participants remembered more details from a story told by a male with a direct vs. downcast gaze. The effect of gaze direction on performance was the opposite for female storytellers, which was explained by the arousal-mediated process. Surprisingly, these results were restricted to male participants only and no effects of gaze were observed among female participants. We also investigated whether the participants’ belief of being seen or not (through an electronic window) by the storyteller influenced the memory and arousal, but this manipulation had no effect on the results.     

A direct link between gaze perception and social attention

How information is exchanged between the cognitive mechanisms responsible for gaze perception and social attention is unclear. These systems could be independent; the "gaze cueing" effect could emerge from the activation of a general-purpose attentional mechanism that is ignorant of the social nature of the gaze cue. Alternatively, orienting to social gaze direction might be directly determined by the operation of cognitive mechanisms specifically dedicated to gaze perception. This second notion is the dominant assumption in the literature, but there is little direct support for this account. Here, we systematically manipulated observers' perception of gaze direction by implementing a gaze adaptation paradigm. Gaze cueing was reduced only in conditions where perception of specific averted gaze stimuli was impaired (Experiment 1). Adaptation to a pointing stimulus failed to impact gaze cueing (Experiment 2). Overall, these data suggest a direct link between the specific operation of gaze perception mechanisms and the consequential orienting of attention.     

Inhibition of return in manual and saccadic response systems

When nonpredictive exogenous visual cues are used to reflexively orient covert visual spatial attention, the initial early facilitation for detecting stimuli at cued versus uncued spatial locations develops into inhibition by 300 msec following the cue, a pattern referred to as inhibition of return (IOR). Experiments were carried out comparing the magnitude and time course for development of IOR effects when manual versus saccadic responses were required. The results showed that both manual and saccadic responses result in equivalent amounts of facilitation following initial exposure to a spatial cue. However, IOR developed more quickly for saccadic responses, such that, at certain cue-target SOAs, saccadic responses to targets were inhibited, whereas manual responses were still facilitated. The findings are interpreted in terms of a premotor theory of visual attention.     

The effects of the presence of a face and direct eye gaze on voice identity learning

We rarely become familiar with the voice of another person in isolation but usually also have access to visual identity information, thus learning to recognize their voice and face in parallel. There are conflicting findings as to whether learning to recognize voices in audiovisual vs audio-only settings is advantageous or detrimental to learning. One prominent finding shows that the presence of a face overshadows the voice, hindering voice identity learning by capturing listeners' attention (Face Overshadowing Effect; FOE). In the current study, we tested the proposal that the effect of audiovisual training on voice identity learning is driven by attentional processes. Participants learned to recognize voices through either audio-only training (Audio-Only) or through three versions of audiovisual training, where a face was presented alongside the voices. During audiovisual training, the faces were either looking at the camera (Direct Gaze), were looking to the side (Averted Gaze) or had closed eyes (No Gaze). We found a graded effect of gaze on voice identity learning: Voice identity recognition was most accurate after audio-only training and least accurate after audiovisual training including direct gaze, constituting a FOE. While effect sizes were overall small, the magnitude of FOE was halved for the Averted and No Gaze conditions. With direct gaze being associated with increased attention capture compared to averted or no gaze, the current findings suggest that incidental attention capture at least partially underpins the FOE. We discuss these findings in light of visual dominance effects and the relative informativeness of faces vs voices for identity perception.     

Effects of peripheral eccentricity and head orientation on gaze discrimination

Visual search tasks support a special role for direct gaze in human cognition, while classic gaze judgement tasks suggest the congruency between head orientation and gaze direction plays a central role in gaze perception. Moreover, whether gaze direction can be accurately discriminated in the periphery using covert attention is unknown. In the present study, individual faces in frontal and in deviated head orientations with a direct or an averted gaze were flashed for 150 ms across the visual field; participants focused on a centred fixation while judging the gaze direction. Gaze discrimination speed and accuracy varied with head orientation and eccentricity. The limit of accurate gaze discrimination was less than ±6° eccentricity. Response times suggested a processing facilitation for direct gaze in fovea, irrespective of head orientation, however, by ±3° eccentricity, head orientation started biasing gaze judgements, and this bias increased with eccentricity. Results also suggested a special processing of frontal heads with direct gaze in central vision, rather than a general congruency effect between eye and head cues. Thus, while both head and eye cues contribute to gaze discrimination, their role differs with eccentricity.     

Effects of facial expression and gaze direction on approach-avoidance behaviour

Humans must coordinate approach-avoidance behaviours with the social cues that elicit them, such as facial expressions and gaze direction. We hypothesised that when someone is observed looking in a particular direction with a happy expression, the observer would tend to approach that direction, but that when someone is observed looking in a particular direction with a fearful expression, the observer would tend to avoid that direction. Twenty-eight participants viewed stimulus faces with averted gazes and happy or fearful expressions on a computer screen. Participants were asked to grasp (approach) or withdraw from (avoid) a left- or right-hand button depending on the stimulus face's expression. The results were consistent with our hypotheses about avoidance responses, but not with respect to approach responses. Links between social cues and adaptive behaviour are discussed.     

Implicit short- and long-term memory direct our gaze in visual search

Visual attention is strongly affected by the past: both by recent experience and by long-term regularities in the environment that are encoded in and retrieved from memory. In visual search, intertrial repetition of targets causes speeded response times (short-term priming). Similarly, targets that are presented more often than others may facilitate search, even long after it is no longer present (long-term priming). In this study, we investigate whether such short-term priming and long-term priming depend on dissociable mechanisms. By recording eye movements while participants searched for one of two conjunction targets, we explored at what stages of visual search different forms of priming manifest. We found both long- and short- term priming effects. Long-term priming persisted long after the bias was present, and was again found even in participants who were unaware of a color bias. Short- and long-term priming affected the same stage of the task; both biased eye movements towards targets with the primed color, already starting with the first eye movement. Neither form of priming affected the response phase of a trial, but response repetition did. The results strongly suggest that both long- and short-term memory can implicitly modulate feedforward visual processing.     

刺激的视觉显著性和奖赏价值对眼跳的影响

本研究旨在探索刺激的视觉显著性和奖赏价值分别在协同和竞争的条件下对眼跳过程的影响。实验材料为成对的Gabor图案,要求被试选择具有更高奖赏价值的图案,并记录下其眼动过程。实验分为协同条件和竞争条件。结果发现,在不同实验条件下,奖赏价值对眼跳命中率和潜伏期均存在显著效应;视觉显著性的效应则在不同实验条件下出现了分离。刺激驱动过程和目标驱动过程对眼动行为的影响可能是互相区别的两种不同模式。     

经颅直流电刺激对健康人群反应抑制的影响

反应抑制是指抑制不恰当的或不符合当前需要的行为的能力, 研究表明反应抑制主要与额下回、背外侧前额叶和前辅助运动区的功能有关。经颅直流电刺激(tDCS)是一种非侵入式脑刺激技术, 近年来对健康人群使用tDCS刺激相应脑区从而影响反应抑制功能的研究日益增多, 但主要研究结果不一致。阐明tDCS影响反应抑制具体的神经机制、减少tDCS研究的异质性、探索更有效的tDCS刺激方式和确定tDCS效果的年龄依赖性差异已成为目前亟待解决的问题。     

Seductive eyes: attractiveness and direct gaze increase desire for associated objects

Recent research in neuroscience shows that observing attractive faces with direct gaze is more rewarding than observing attractive faces with averted gaze. On the basis of this research, it was hypothesized that object evaluations can be enhanced by associating them with attractive faces displaying direct gaze. In a conditioning paradigm, novel objects were associated with either attractive or unattractive female faces, either displaying direct or averted gaze. An affective priming task showed more positive automatic evaluations of objects that were paired with attractive faces with direct gaze than attractive faces with averted gaze and unattractive faces, irrespective of gaze direction. Participants' self-reported desire for the objects matched the affective priming data. The results are discussed against the background of recent findings on affective consequences of gaze cueing.     

Effects of handedness and saccadic bilateral eye movements on components of autobiographical recollection

The effects of handedness and saccadic bilateral eye movements on autobiographical recollection were investigated. Recall of autobiographical memories was cued by the use of neutral and emotional words. Autobiographical recollection was assessed by the autobiographical memory questionnaire. Experiment 1 found that mixed-handed (vs. right handed) individuals demonstrated greater levels of autobiographical recollection on the components of seeing, hearing, and emotion. Experiment 2 found that following 30 s of bilateral eye movements, greater levels of autobiographical recollection were demonstrated on the components of reliving, seeing, hearing, emotion, self-perspective and veridicality. The results extend previous research by showing that the recollective components of real world memories can be enhanced by either mixed-handedness or eye movements. In addition, these results provide a bridge between laboratory studies of recollection and autobiographical recollection. The findings are considered in terms of research on the cognitive neuroscience of autobiographical memory.     

What gaze adds to arrows: Changes in attentional response to gaze versus arrows in childhood and adolescence

From early ages, gaze acts as a cue to infer the interests, behaviours, thoughts and emotions of social partners. Despite sharing attentional properties with other non-social directional stimuli, such as arrows, gaze produces unique effects. A spatial interference task revealed this dissociation. The direction of arrows was identified faster on congruent than on incongruent direction-location trials. Conversely, gaze produced a reversed congruency effect (RCE), with faster identifications on incongruent than congruent trials. To determine the emergence of these gaze-specific attentional mechanisms, 214 Spanish children (4–17 years) divided into 6 age groups, performed the aforementioned task across three experiments. Results showed stimulus-specific developmental trajectories. Whereas the standard effect of arrows was unaffected by age, gaze shifted from an arrow-like effect at age 4 to a gaze-specific RCE at age 12. The orienting mechanisms shared by gaze and arrows are already present in 4-year olds and, throughout childhood, gaze becomes a special social cue with additional attentional properties. Besides orienting attention to a direction, as arrows would do, gaze might orient attention towards a specific object that would be attentionally selected. Such additional components may not fully develop until adolescence. Understanding gaze-specific attentional mechanisms may be crucial for children with atypical socio-cognitive development.