Face-to-Face Interference in Typical and Atypical Development

Autor/inn/en	Riby, Deborah M.; Doherty-Sneddon, Gwyneth; Whittle, Lisa
Titel	Face-to-Face Interference in Typical and Atypical Development
Quelle	In: Developmental Science, 15 (2012) 2, S.281-291 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2011.01125.x
Schlagwörter	Cues; Nonverbal Communication; Interpersonal Communication; Autism; Interaction; Human Body; Cognitive Processes; Mental Retardation; Eye Movements; Experiments; Disabilities; Task Analysis + Suchen Sie Ihr Suchwort? Stichwort; Non-verbal communication; Nonverbale Kommunikation; Interpersonale Kommunikation; Autismus; Interaktion; Menschlicher Körper; Cognitive process; Kognitiver Prozess; Geistige Behinderung; Augenbewegung; Erprobung; Handicap; Behinderung; Aufgabenanalyse
Abstract	Visual communication cues facilitate interpersonal communication. It is important that we look at faces to retrieve and subsequently process such cues. It is also important that we sometimes look away from faces as they increase cognitive load that may interfere with online processing. Indeed, when typically developing individuals hold face gaze it interferes with task completion. In this novel study we quantify face interference for the first time in Williams syndrome (WS) and Autism Spectrum Disorder (ASD). These disorders of development impact on cognition and social attention, but how do faces interfere with cognitive processing? Individuals developing typically as well as those with ASD (n = 19) and WS (n = 16) were recorded during a question and answer session that involved mathematics questions. In phase 1 gaze behaviour was not manipulated, but in phase 2 participants were required to maintain eye contact with the experimenter at all times. Looking at faces decreased task accuracy for individuals who were developing typically. Critically, the same pattern was seen in WS and ASD, whereby task performance decreased when participants were required to hold face gaze. The results show that looking at faces interferes with task performance in all groups. This finding requires the caveat that individuals with WS and ASD found it harder than individuals who were developing typically to maintain eye contact throughout the interaction. Individuals with ASD struggled to hold eye contact at all points of the interaction while those with WS found it especially difficult when thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10