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Look at my mouth when I’m talking: developmental shift in infant attention away from the eyes to the mouth of a talking face
Title
Look at my mouth when I’m talking: developmental shift in infant attention away from the eyes to the mouth of a talking face.
Creator
Hansen, Amy, Lewkowicz, David J., Minar, Nicholas J., Graduate College
Date Issued
2011-04-08
PURL
http://purl.flvc.org/fcla/dt/3164539
Subject Headings
Body language, Infant psychology, Nonverbal communication in infants
Format
Document (PDF)
Assessing Children’s Performance on the Facial Emotion Recognition Task with Familiar and Unfamiliar Faces: An Autism Study
Title
Assessing Children’s Performance on the Facial Emotion Recognition Task with Familiar and Unfamiliar Faces: An Autism Study.
Creator
Shanok, Nathaniel, Jones, Nancy Aaron, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Studies exploring facial emotion recognition (FER) abilities in autism spectrum disorder (ASD) samples have yielded inconsistent results despite the widely-accepted finding that an impairment in emotion recognition is a core component of ASD. The current study aimed to determine if an FER task featuring both unfamiliar and familiar faces would highlight additional group differences between ASD children and typically developing (TD) children. We tested the two groups of 4- to 8-year-olds on...
Show moreStudies exploring facial emotion recognition (FER) abilities in autism spectrum disorder (ASD) samples have yielded inconsistent results despite the widely-accepted finding that an impairment in emotion recognition is a core component of ASD. The current study aimed to determine if an FER task featuring both unfamiliar and familiar faces would highlight additional group differences between ASD children and typically developing (TD) children. We tested the two groups of 4- to 8-year-olds on this revised task, and also compared their resting-state brain activity using electroencephalogram (EEG) measurements. As hypothesized, the TD group had significantly higher overall emotion recognition percent scores. In addition, there was a significant interaction effect of group by familiarity, with the ASD group recognizing emotional expressions significantly better in familiar faces than in unfamiliar ones. This finding may be related to the preference of children with autism for people and situations which they are accustomed to. TD children did not demonstrate this pattern, as their recognition scores were approximately the same for familiar faces and unfamiliar ones. No significant group differences existed for EEG alpha power or EEG alpha asymmetry in frontal, central, temporal, parietal, or occipital brain regions. Also, neither of these EEG measurements were strongly correlated with the group FER performances. Further evidence is needed to assess the association between neurophysiological measurements and behavioral symptoms of ASD. The behavioral results of this study provide preliminary evidence that an FER task featuring both familiar and unfamiliar expressions produces a more optimal assessment of emotion recognition ability.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004908, http://purl.flvc.org/fau/fd/FA00004908
Subject Headings
Emotions in children., Social skills in children., Nonverbal communication., Pattern recognition systems., Face perception.
Format
Document (PDF)
Comprehension of an audio versus an audiovisual lecture at 50% time-compression
Title
Comprehension of an audio versus an audiovisual lecture at 50% time-compression.
Creator
Perez, Nicole, Barenholtz, Elan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Since students can adjust the speed of online videos by time-compression which is available through common software (Pastore & Ritzhaupt, 2015), it is important to learn at which point compression impacts comprehension. The focus of the study is whether the speaker’s face benefits comprehension during a 50% compressed lecture. Participants listened to a normal lecture or a 50% compressed lecture. Each participant saw an audio and audiovisual lecture, and were eye tracked during the...
Show moreSince students can adjust the speed of online videos by time-compression which is available through common software (Pastore & Ritzhaupt, 2015), it is important to learn at which point compression impacts comprehension. The focus of the study is whether the speaker’s face benefits comprehension during a 50% compressed lecture. Participants listened to a normal lecture or a 50% compressed lecture. Each participant saw an audio and audiovisual lecture, and were eye tracked during the audiovisual lecture. A comprehension test revealed that participants in the compressed lecture group performed better with the face. Eye fixations revealed that participants in the compressed lecture group looked less at the eyes and more at the nose when compared to eye fixations for those that viewed the normal lecture. This study demonstrates that 50% compression affects eye fixations and that the face benefits the listener, but this much compression will still lessen comprehension.
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Date Issued
2017
PURL
http://purl.flvc.org/fau/fd/FA00004847, http://purl.flvc.org/fau/fd/FA00004847
Subject Headings
Learning--Case studies., Perceptual-motor learning., Nonverbal communication., Internet videos--Education.
Format
Document (PDF)
Using emotion-inducing film clips to measure emotional coordination
Title
Using emotion-inducing film clips to measure emotional coordination.
Creator
Leong-Kee, Maureen Jane., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Synchronization research reveals that those who are able to coordinate behavior in time are more likely to feel positively towards one another. Unlike previous research that has taken a linear approach, I examine the dynamical nature of individuals' emotional coordination by investigating the overlap in their moment-to-moment emotional responses to positive and negative events in the form of film clips. By using the mouse program, I develop a new relationship paradigm and find that this...
Show moreSynchronization research reveals that those who are able to coordinate behavior in time are more likely to feel positively towards one another. Unlike previous research that has taken a linear approach, I examine the dynamical nature of individuals' emotional coordination by investigating the overlap in their moment-to-moment emotional responses to positive and negative events in the form of film clips. By using the mouse program, I develop a new relationship paradigm and find that this measure is able to capture the nuances of emotional responses, and, more importantly, it is able to distinguish between relationship partners versus pairs of strangers. However, I am unable to determine that emotional coordination, as determined by smaller differences in mouse program data between partners, is related to relationship quality, as measured by their level of liking and loving (for romantic partners only) towards each other and their future expectancy of the relationship.
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Date Issued
2009
PURL
http://purl.flvc.org/FAU/367766
Subject Headings
Nonverbal communication, Interpersonal relations, Developmental psychology, Cognitive science, Sensitivity (Personal trait)
Format
Document (PDF)
The effects of gesturing, blocked order, and incremental presentation in foreign language learning
Title
The effects of gesturing, blocked order, and incremental presentation in foreign language learning.
Creator
Chin, Simone L., Kersten, Alan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Research in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented...
Show moreResearch in second language acquisition reveals that adults have difficulty learning the grammatical aspects of a foreign language. The present study investigated the efficacy of three teaching methods that were predicted to help adults better learn the grammar of a foreign language. First, lessons were presented in small pieces that gradually increased to full sentences. Second, lesson trials were blocked such that multiple examples of sentences with the same object or verb were presented consecutively. Third, participants were instructed to gesture the actions of the verbs within sentences. All three methods were predicted to increase the likelihood of learning the grammar form of sentences through guiding adults’ attention to fewer components of language input at a time. In Experiment 1, 82 English native speakers played an adventure videogame designed for the learning of French vocabulary and grammar of French sentences for two one-hour sessions. All three methods were incorporated in the lessons portion of the game resulting in a 2(incremental vs. full sentence) X 2(blocked vs. unblocked order) X 2(gesture vs. no gesture) between subjects design. The results from Experiment 1 revealed a) more nouns were acquired than verbs and b) a trend that the incremental conditions performed worse than the full sentence conditions on the grammar measures. In Experiment 2, 110 adult learners played the French videogame, but only the blocked presentation and gesture imitation methods were incorporated in the lessons portion (omitting the method of incremental presentation). The results from Experiment 2 revealed a) conditions with either method of blocked presentation or gesturing performed better on vocabulary and grammar measures than the unblocked non-gesture condition, and b) the combination of blocked presentation and gesturing led to better learning of inductive grammar than either method alone. The outcome of the study suggests gesturing and blocked order teaching methods that encourage adults to attend to a few but important components within a sentence are advantageous in learning the grammar of a foreign language.
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Date Issued
2014
PURL
http://purl.flvc.org/fau/fd/FA00004186, http://purl.flvc.org/fau/fd/FA00004186
Subject Headings
Bilingualism, Biolinguistics, Cognitive grammar, Language and languages -- Study and teaching, Nonverbal communication, Second language acquisition -- Methodology
Format
Document (PDF)
Informational Aspects of Audiovisual Identity Matching
Title
Informational Aspects of Audiovisual Identity Matching.
Creator
Mavica, Lauren Wood, Barenholtz, Elan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
In this study, we investigated what informational aspects of faces could account for the ability to match an individual’s face to their voice, using only static images. In each of the first six experiments, we simultaneously presented one voice recording along with two manipulated images of faces (e.g. top half of the face, bottom half of the face, etc.), a target face and distractor face. The participant’s task was to choose which of the images they thought belonged to the same individual as...
Show moreIn this study, we investigated what informational aspects of faces could account for the ability to match an individual’s face to their voice, using only static images. In each of the first six experiments, we simultaneously presented one voice recording along with two manipulated images of faces (e.g. top half of the face, bottom half of the face, etc.), a target face and distractor face. The participant’s task was to choose which of the images they thought belonged to the same individual as the voice recording. The voices remained un-manipulated. In Experiment 7 we used eye tracking in order to determine which informational aspects of the model’s faces people are fixating while performing the matching task, as compared to where they fixate when there are no immediate task demands. We presented a voice recording followed by two static images, a target and distractor face. The participant’s task was to choose which of the images they thought belonged to the same individual as the voice recording, while we tracked their total fixation duration. In the no-task, passive viewing condition, we presented a male’s voice recording followed sequentially by two static images of female models, or vice versa, counterbalanced across participants. Participant’s results revealed significantly better than chance performance in the matching task when the images presented were the bottom half of the face, the top half of the face, the images inverted upside down, when presented with a low pass filtered image of the face, and when the inner face was completely blurred out. In Experiment 7 we found that when completing the matching task, the time spent looking at the outer area of the face increased, as compared to when the images and voice recordings were passively viewed. When the images were passively viewed, the time spend looking at the inner area of the face increased. We concluded that the inner facial features (i.e. eyes, nose, and mouth) are not necessary informational aspects of the face which allow for the matching ability. The ability likely relies on global features such as the face shape and size.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004688, http://purl.flvc.org/fau/fd/FA00004688
Subject Headings
Biometric identification, Eye -- Movements, Nonverbal communication, Optical pattern recognition, Sociolinguistics, isual perception
Format
Document (PDF)
Eye Fixations of the Face Are Modulated by Perception of a Bidirectional Social Interaction
Title
Eye Fixations of the Face Are Modulated by Perception of a Bidirectional Social Interaction.
Creator
Kleiman, Michael J., Barenholtz, Elan, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description
Eye fixations of the face are normally directed towards either the eyes or the mouth, however the proportions of gaze to either of these regions are dependent on context. Previous studies of gaze behavior demonstrate a tendency to stare into a target’s eyes, however no studies investigate the differences between when participants believe they are engaging in a live interaction compared to knowingly watching a pre-recorded video, a distinction that may contribute to studies of memory encoding....
Show moreEye fixations of the face are normally directed towards either the eyes or the mouth, however the proportions of gaze to either of these regions are dependent on context. Previous studies of gaze behavior demonstrate a tendency to stare into a target’s eyes, however no studies investigate the differences between when participants believe they are engaging in a live interaction compared to knowingly watching a pre-recorded video, a distinction that may contribute to studies of memory encoding. This study examined differences in fixation behavior for when participants falsely believed they were engaging in a real-time interaction over the internet (“Real-time stimulus”) compared to when they knew they were watching a pre-recorded video (“Pre-recorded stimulus”). Results indicated that participants fixated significantly longer towards the eyes for the pre-recorded stimulus than for the real-time stimulus, suggesting that previous studies which utilize pre-recorded videos may lack ecological validity.
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Date Issued
2016
PURL
http://purl.flvc.org/fau/fd/FA00004701, http://purl.flvc.org/fau/fd/FA00004701
Subject Headings
Eye -- Movements, Eye tracking, Gaze -- Psychological aspects, Nonverbal communication, Optical pattern recognition, Perceptual motor processes, Visual perception
Format
Document (PDF)