People shift their attention in the direction of another person's gaze. This phenomenon, called gaze cuing, shares properties with purely endogenous (i.e., "deliberate") and purely exogenous (i.e., "reflexive") control of spatial attention. For example, as with purely endogenous orienting, gaze cues appear at visual fixation; yet, as with purely exogenous orienting, gaze cues elicit shifts of attention rapidly after their appearance. Prior experiments have shown that when controlled endogenously versus exogenously, the effects of attention upon the processing of targets are dramatically different. Briand and Klein (1987; see also Briand, 1998) showed that endogenous orienting is additive with opportunities for illusory conjunctions, whereas exogenous orienting is interactive. Klein (1994) showed that endogenous orienting is interactive with nonspatial expectancies, whereas exogenous orienting is additive. In the present project, we applied this double-dissociation strategy to attention controlled by gaze cues. In Experiment 1, gaze cuing effects (in accuracy) were additive with opportunities for illusory conjunctions (akin to endogenous control), whereas in Experiment 2, gaze cuing was additive with the nonspatial expectancy effect (akin to exogenous orienting). Therefore, in the nature of its effects upon performance, gaze cuing functions like a hybrid of endogenous and exogenous orienting. (PsycInfo Database Record (c) 2023 APA, all rights reserved).
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Can J Exp Psychol
December 2023
Department of Psychology and Neuroscience, Dalhousie University.
People shift their attention in the direction of another person's gaze. This phenomenon, called gaze cuing, shares properties with purely endogenous (i.e.
View Article and Find Full Text PDFFront Psychol
August 2023
Department of Psychology, Pusan National University, Busan, Republic of Korea.
Spontaneous gaze following and the concomitant joint attention enable us to share representations of the world with others, which forms a foundation of a broad range of social cognitive processes. Although this form of social orienting has long been suggested as a critical starting point for the development of social and communicative behavior, there is limited evidence directly linking it to higher-level social cognitive processes among healthy adults. Here, using a gaze-cuing paradigm, we examined whether individual differences in gaze following tendency predict higher-order social cognition and behavior among healthy adults.
View Article and Find Full Text PDFVision Res
October 2023
Department of Psychology, University of Minnesota, United States; Center for Cognitive Sciences, University of Minnesota, United States.
Growing evidence has shown that attention can be habit-like, unconsciously and persistently directed toward locations that have frequently contained search targets in the past. The attentional preference typically arises when the eye gaze aligns with the attended location. Here we tested whether this spatial alignment is necessary for the acquisition of a search habit.
View Article and Find Full Text PDFAtten Percept Psychophys
May 2023
School of Psychology, University of Birmingham, Edgbaston, Birmingham, B15 2TT, UK.
Social cues bias covert spatial attention. In most previous work the impact of different social cues, such as the gaze, head, and pointing cue, has been investigated using separated cues or making one cue explicitly task relevant in response-interference tasks. In the present study we created a novel cartoon figure in which unpredictive gaze and head and pointing cues could be combined to study their impact on spatial attention.
View Article and Find Full Text PDFHum Mov Sci
February 2023
Department of Kinesiology, New Mexico State University, Las Cruces, NM, USA.
Observational learning has long been used to instruct individuals on how to perform a novice motor skill. Recently, research has shown a benefit to instructing learners to focus externally when viewing a video model (Asadi, Aiken, Heidari, & Kochackpour, 2021). Research has also highlighted the effectiveness of modeling correct gaze behaviors when learning a cognitive task (Jarodzka, van Gog, Dorr, Scheiter, & Gerjets, 2013).
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