Looking into your eyes: observed pupil size influences approach-avoidance responses

The eyes reveal important social messages, such as emotions and whether a person is aroused and interested or bored and fatigued. A growing body of research has also shown that individuals with large pupils are generally evaluated positively by observers, while those with small pupils are perceived negatively. Here, we examined whether observed pupil size influences approach-avoidance tendencies. Participants performed an Approach-Avoidance Task using faces with large and small pupil sizes. Results showed that pupil size influences the accuracy of arm movements. Specifically, individuals were less prone to approach a face with small pupils than a face with large pupils. Conversely, participants were less prone to avoid a face with large pupils than a face with small pupils. Collectively, these findings suggest that perceivers attend to a facial cue – pupil size – when interacting with others.     

The role of pupil size in communication. Is there room for learning?

The eyes are extremely important for communication. The muscles around the eyes express emotional states and the size of the pupil signals whether a person is aroused and alert or bored and fatigued. Pupil size is an overlooked social signal, yet is readily picked up by observers. Observers mirror their own pupil sizes in response, which can influence social impressions. In a landmark study by Hess [1975. The role of pupil size in communication. Scientific American, 233(5), 110–119] it was shown that individuals with large pupils are perceived more positively than individuals with small pupils. In that behavioral study, participants were asked to draw pupils in line drawings of faces with empty irises and they drew large pupils in the happy face, and small ones in the angry face. The current study tested 579 participants (aged 4–80 years old) and extended this work by showing that this association between large (small) pupils and a positive (negative) impression develops over age and is absent in children. Several explanations for how individuals through interactions with close others learn that large pupils mean care, interest and attention and small pupils the opposite, are discussed. To conclude, this study shows that pupil size and emotion perception are intertwined but that their relationship develops over age.     

Keeping an eye on the truth? Pupil size changes associated with recognition memory

During recognition memory tests participants' pupils dilate more when they view old items compared to novel items. We sought to replicate this "pupil old/new effect" and to determine its relationship to participants' responses. We compared changes in pupil size during recognition when participants were given standard recognition memory instructions, instructions to feign amnesia, and instructions to report all items as new. Participants' pupils dilated more to old items compared to new items under all three instruction conditions. This finding suggests that the increase in pupil size that occurs when participants encounter previously studied items is not under conscious control. Given that pupil size can be reliably and simply measured, the pupil old/new effect may have potential in clinical settings as a means for determining whether patients are feigning memory loss.     

Keeping an eye on the truth? Pupil size changes associated with recognition memory

During recognition memory tests participants' pupils dilate more when they view old items compared to novel items. We sought to replicate this “pupil old/new effect” and to determine its relationship to participants' responses. We compared changes in pupil size during recognition when participants were given standard recognition memory instructions, instructions to feign amnesia, and instructions to report all items as new. Participants' pupils dilated more to old items compared to new items under all three instruction conditions. This finding suggests that the increase in pupil size that occurs when participants encounter previously studied items is not under conscious control. Given that pupil size can be reliably and simply measured, the pupil old/new effect may have potential in clinical settings as a means for determining whether patients are feigning memory loss.     

Sex differences in self-disclosure: a meta-analysis.

A meta-analysis of 205 studies involving 23,702 Ss was conducted to determine whether there are sex differences in self-disclosure. Across these studies, women disclosed slightly more than men (d = .18). This effect size was not homogeneous across studies. Several moderator variables were found. Sex of target and the interaction effect of relationship to target and measure of self-disclosure moderated the effect of sex on self-disclosure. Sex differences in self-disclosure were significantly greater to female and same-sex partners than to opposite-sex or male partners. When the target had a relationship with the discloser (i.e., friend, parent, or spouse), women disclosed more than men regardless of whether self-disclosure was measured by self-report or observation. When the target was a stranger, men reported that they disclosed similarly to women; however, studies using observational measures of self-disclosure found that women disclosed more than men.     

Effect of pupil size on dynamic visual acuity

This study was conducted to assess the effect of pupil size on dynamic visual acuity (DVA). 60 young healthy men (M = 28.1 yr., SD = 3.9) with normal vision were divided into three age-matched groups by pupil size: dilated (n=20), unchanged (n=20), and constricted (n=20). DVA was measured binocularly with freehead viewing before and at 30 min. after each drop was instilled. Each of the three groups got a different amount. The sizes of the constricted, unchanged, and dilated pupils were 2.8 mm (SD = 0.5), 4.1 mm (SD = 0.3), and 7.8 mm (SD = 0.5), respectively. The pupil size x DVA interaction was significant (F(2,114)= 6.07). DVA in the constricted pupil decreased, but that in the dilated pupil increased (paired t test). DVA in the unchanged pupil did not change significantly (paired t test). Pupil size is possibly one of the factors which may affect DVA measurement.     

Academic outcomes in school classes with markedly disruptive pupils

The aim of the present research is to investigate the degree to which average academic outcomes in secondary school classes are associated with the inclusion of markedly disruptive pupils. Findings are based on two separate studies among pupils in Norwegian secondary schools. The first study included a relatively large sample of 2,332 pupils from 105 school classes and used pupil report of disruptive behaviour, perceived peace to learn and grades achieved. A second study, conducted among a smaller sample of 496 pupils from 21 school classes, included teacher reports of pupil behaviour and grades achieved, as well as scores from tests in two school subjects. Results indicate that a relatively large percentage of Norwegian secondary pupils want less classroom disruption. Pupils in classes with markedly disruptive pupils reported significantly less opportunity to learn in peace. However, the percentage of between class variance in perceived peace to learn was relatively low, indicating that lack of peace to learn is a general problem in Norwegian classrooms, irrespective of whether there are markedly disruptive individuals in the class. Finally, academic outcomes were not found to be significantly lower among pupils in classes with markedly disruptive pupils.     

TRAINING TEACHERS IN GENERALIZED WRITING OF BEHAVIOR MODIFICATION PROGRAMS FOR MULTIHANDICAPPED DEAF CHILDREN

In contrast to previous studies where teachers were instructed how to implement behavior modification programs designed by an experimenter, teachers in the present experiment were taught how to write as well as implement behavior modification programs. The generalized effects of two training conditions on teacher and pupil behaviors were assessed by a multiple baseline design where, following baseline, two teachers of multihandicapped deaf children were taught to set objectives and measure pupil performance (measurement training). Later, through a training manual, they learned a general problem-solving approach to writing behavior modification programs (programming training). After both training conditions, experimenter feedback was given for teachers' application of training to a target behavior for one pupil and generalization was measured across target behaviors for the same pupil and across pupils. It was found that measurement training had little general effect on either teacher behavior or pupil behavior. However, after programming training, teachers increased their program writing and correct use of behavior modification procedures and generalized this training across pupils and target behaviors. Along with these effects, there was improvement in pupil behaviors. Possible explanations for generalized effects of teacher training were considered.     

The effects of sound on pupil size and the pupil light reflex

The effects of auditory stimulation on pupil size and the pupil light reflex were investigated in 33 male volunteers. A 95dB tone caused pupillary dilation and a reduction in the amplitude of the light reflex. Although the light reflex amplitude was positively correlated with pupil size in the resting state the effects of noise on the two measures were independent since the pupillary dilation response showed a marked habituation after two presentations of the tone whereas the effect on the light reflex remained the same. People showing high impulsivity scores on the EPQ tended to have smaller pupils (i.e. low arousal). There was also a relationship between impulsivity and light reflex amplitude, but this was probably a secondary consequence of the relationship between the latter measure and pupil size in the resting state.     

The role of the pupil's size in the perception of other persons

Studies by Hess (1975) show that the pupil serves as a source of information in perception of the emotional state of another person. Large pupils are interpreted in a positive sense. Basing on the results of Hess, the hypothesis that pupil size does not become a relevant variable in person perception until after puberty, was formed. The following result would be interpreted as supporting the hypothesis: since girls reach puberty before boys, more girls should react to pupil size than boys of the same age. 121 students between the ages of 11 and 16 years judged in several statements which of two face photos of a teacher expressed a greater degree of positive attention and esteem towards the students. The two face photos were identical with the exception of pupil size. All age groups rated the photos with larger pupils more positively. Sex differences occurred in the ratings of the 11 to 12-year-olds. Some basic differences between this experiment and that of Hess are discussed.     

Looking at remembering: Eye movements,pupil size,and autobiographical memory

To examine the relationship between visual imagery and autobiographical memory, eye position and pupil size were recorded while participants first searched for memories and then reconstructed the retrieved memories (Experiment 1), or only searched for memories (Experiment 2). In Experiment 1, we observed that, although recollective experience was not associated with the number of fixations per minute, memories that took longer to retrieve were linked to increased pupil size. In Experiment 2, we observed that directly retrieved memories were recalled more quickly and were accompanied by smaller pupils than generatively retrieved memories. After correcting for response time, retrieval mode also produced an effect, showing that decreased pupil size is not simply due to directly retrieved memories being recalled more quickly. These findings provide compelling evidence that objective measures, such as pupil size, can be used alongside subjective measures, such as self-reports, to distinguish between directly retrieved and generatively retrieved memories.     

瞳孔是心灵的窗口吗?——瞳孔在心理学研究中的应用及测量

瞳孔大小是眼动研究中一个重要的参数指标, 在一定程度上能够反映人的心理活动并影响他人的心理与行为。一方面, 瞳孔变化受到自上而下的知觉与注意、情绪与动机、心理努力、社会认知与发展等因素的影响, 另一方面, 大瞳孔能引起他人更多的积极评价和积极行为。瞳孔的神经机制(蓝斑-去甲肾上腺素系统)和自适应增益理论解释了瞳孔与心理之间存在紧密联系的原因。瞳孔测量(pupillometry)作为一种有效的眼动追踪方法有助于理解瞳孔与心理的关系, 研究者在测量瞳孔时需要关注无关变量(如亮度、注视位置), 原始数据处理(如基线校正、眨眼处理)及瞳孔指标选取(如瞳孔直径、震颤频率)等问题, 未来研究应继续探讨瞳孔与其他心理之间的关系, 并探索更有效地处理和使用瞳孔指标的方法。     

瞳孔变化在记忆加工中的生物标记作用

瞳孔在不同记忆任务的同一加工阶段内具有变化模式的一致性, 瞳孔的缩放变化反映了信息加工过程中神经系统的激活状态。在刺激呈现前的预编码阶段, 瞳孔随个体注意集中水平的提高而收缩。在信息编码阶段, 瞳孔扩张程度作为相继记忆效应的生物标记, 可预测信息未来提取阶段的回忆成绩。在信息提取阶段, 采用自由回忆任务时, 瞳孔随记忆负荷的释放而迅速收缩, 但每个项目的提取均会引发小幅度瞳孔扩张; 而在再认提取任务中, 呈现旧刺激比呈现新刺激时瞳孔扩张更明显, 产生瞳孔新旧效应。瞳孔是记忆加工中敏感而稳定的生物标记, 而瞳孔测量法是探究记忆加工生理机制的有效手段。未来可以从瞳孔追踪术的角度, 采用多种研究手段进一步探究记忆的生理机制。     

Pupillary responses to pictures and descriptions of sex-stereotyped stimuli

An attempt was made to replicate Hess and Polt's (1960) report of sex differences in pupillary responses to sex-stereotyped pictures. Some methodological refinements were used that seem desirable for future studies. College men and women were either shown or told they would be shown pictures of a semi-nude man, a semi-nude woman, a baby, and a landscape. With resting pupil size as covariate, a three-factor analysis of covariance did not show sex differences in response to visually presented stimuli. Men responded more to verbal than visual mode of presentation and more than women to verbal stimuli. Contrary to previous results, men responded as much or more than women to verbal or visual presentation of baby stimuli. The verbal or anticipatory mode seems to be at least as sensitive as the visual and eliminates problems of control of visual materials.     

A teacher-training program to enhance mainstreamed, handicapped pupils'' self-concepts

This study assessed the effectiveness of the Utah State University Self-Concept Protocol Modules in changing teacher behaviors presumed to be related to pupil self-concept. This research focused on teachers and handicapped pupils in mainstreamed intermediate grade classrooms. The modules cover specific teacher behaviors including ways of expressing anger, listening skills and nonjudgemental messages, praising and giving instructions, and ways of fostering positive self-perception statements by pupils. The experimental group contained 15 teachers; 18 teachers were in the control group. Seven hundred and fifteen pupils (251 of which were in the experimental group) from the classrooms of the participating teachers were included. Observational data were collected on the teacher behaviors. The intermediate form of the Piers-Harris Children's Self-Concept Scale was administered before and after teachers were trained. Analyses of covariance (with prescores as the covariates) in which the experimental treatment was the independent variable and the postscores for the teacher behaviors were the dependent variables revealed a significant difference between the experimental and control group teachers. The experimental group had more favorable postscores than the control group on four of the teacher behaviors. For children's self-concept postscores, a significant treatment X pupil classification interaction was found indicating that experimental group handicapped pupils scored significantly higher (p<.05) than the control group handicapped pupils. Enhancement was not obtained for either the nonhandicapped nonminority or minority group pupils.     

Hemispheric laterality measured in Rembrandt's portraits using pupil diameter and aesthetic verbal judgements

Eckhard Hess claimed that pupils dilate to pleasant images and constrict to unpleasant images. However, his work was confounded since his image's luminances and contrasts across conditions were inconsistent. We overcome this limitation and suggest a new, promising methodology for research in this area. We presented rightward or leftward facing male and female portraits by Rembrandt to observers in either their original or mirror-reversed position. Since emotional content may be expressed differently on each side of the face, we used Rembrandt's portraits since most of his males had their right-cheek exposed and females had their left-cheek exposed. This raises questions regarding the emotional and cognitive significance of such biased positioning. Simultaneously, we measured observers pupil size while asking observers to report how (dis)pleasing they found each image. We found that in viewing male portraits pupil diameter was a function of arousal. That is, larger pupil diameter occurred for images rated both low and high in pleasantness. We discuss these findings in regard to the perceived dominance of males and how emotional expressions may be driven by hemispheric laterality.     

Pupil dilation, sex of stimulus, and age and sex of observer

10-yr.-old, 16-yr.-old, and 20-yr.-old male and female observers (ns = 10; N = 60) rated a number of male and female faces for how 'good-looking' they were. Some of these faces were identical save that in one version the pupils were larger. Pupil dilation in the photographs of males produced no significant effects, whereas pupil dilation in the female photographs caused such faces to be rated as more good-looking by the two oldest groups of male observers. The 10-yr.-old boys and the 16- and 20-yr.-old women rated the female faces with enlarged pupils as significantly less 'good-looking' than the same faces with smaller pupils.     

Effects of Involving Conduct Problem Adolescents in the Setting of Counseling Goals

Effects of involving conduct problem adolescents in the setting of individual counseling goals were examined. Four levels of goal setting involvement were copmared with high school pupils referred for behavioral counseling in an urban public high school. The four levels were: Level 1-a pupil was directly invovled with a counselor in the goal setting process. Level 2-a pupil was informed that goals were being set by a counselor but pupil did not participate in the process. Level 3-goals were set by a counselor and pupil was neither informed nor involved. Level 4-no explicit counseling goal was set. Three school counselors employed a different level of goal setting for individual behavioral counseling with a different set of pupils during each quarter of the school year. Direct involvement of pupils in goal setting (Level 1) and knowledge that goals were being set for them (Level 2) led to greater amounts of goal attainment than was the case when pupils were not informed of goals (level 3) or when no explicit goal was set (Level 4). Direct involvement in goal setting was associated with highest degrees of pupil satisfaction with counseling. Results are discussed within the context of an increased concern among public school educators for development of effective means to assist the high school pupil with conduct problems. Directions for additional investigations are briefly noted.     

Hemispheric laterality measured in Rembrandt's portraits using pupil diameter and aesthetic verbal judgements

Eckhard Hess claimed that pupils dilate to pleasant images and constrict to unpleasant images. However, his work was confounded since his image's luminances and contrasts across conditions were inconsistent. We overcome this limitation and suggest a new, promising methodology for research in this area. We presented rightward or leftward facing male and female portraits by Rembrandt to observers in either their original or mirror-reversed position. Since emotional content may be expressed differently on each side of the face, we used Rembrandt's portraits since most of his males had their right-cheek exposed and females had their left-cheek exposed. This raises questions regarding the emotional and cognitive significance of such biased positioning. Simultaneously, we measured observers pupil size while asking observers to report how (dis)pleasing they found each image. We found that in viewing male portraits pupil diameter was a function of arousal. That is, larger pupil diameter occurred for images rated both low and high in pleasantness. We discuss these findings in regard to the perceived dominance of males and how emotional expressions may be driven by hemispheric laterality.     

A picture is worth a thousand words: a comparison of pupils’ images of intelligence in Finnish and Russian Karelia

The study set out to examine Finnish and Russian children’s images of intelligence as contextualized in the systems of the school and gender. Finnish and Russian pupils, aged 11–12 years, were asked to draw pictures of an intelligent and an ordinary pupil and a good and an ordinary pupil. A distinctive feature shared by the children in both countries was that intelligent pupils were depicted as positively orientated to knowledge and studies and as similar to good pupils. The Russian children’s pictures emphasized academic performance, suggesting that the contribution of the school to children’s representations was greater in Russia than in Finland. In regard to gender appearance, the intelligent pupil was usually pictured in gender-neutral or childish features, suggesting that being defined as intellectually competent entailed deviating from the heterosexual ideal. In the discussion, the ambivalence associated with social definitions of intelligence is addressed.