Eye Contact

Araştırmanın temel amacı; sınıf öğretmenlerinin derste öğrencileriyle göz teması
kurma davranışlarını ve bu davranışları hakkındaki görüşlerini, meslekî kıdemlerine,
cinsiyetlerine, algısal öğrenme stillerine ve öğrencilerinin akademik başarı düzeyleri
ile cinsiyetlerine göre incelemektir. Kıdem değişkenine göre odaklanma süresi anlamlı
olarak farklılaşmaktadır (p=0,039). Ancak, odaklanma sayısı kıdeme göre anlamlı
bir farklılık göstermemektedir (p=0,336). Başka bir anlatımla, sınıf öğretmenlerinin
kıdemi, odaklanma süresini anlamlı düzeyde etkileyen bir faktörken, odaklanma
sayısını anlamlı düzeyde etkileyen bir faktör olmadığı söylenebilir. Öğretmenlerin
öğrenme stilleri değişkenine göre odaklanma süresi anlamlı olarak farklılaşmaktadır
(p=0,004). Ancak, odaklanma sayısı öğretmenlerin öğrenme stillerine göre anlamlı
bir farklılık göstermemektedir (p=0,199). Öğrenci odaklanma süresi (p=0,031) ve
odaklanma sayısı (p=0,022) öğrenci not ortalaması değişkenine göre anlamlı bir
farklılık göstermektedir. Son olarak araştırma sonucunda elde edilen bulgulara göre
öğretmenlerin büyük çoğunluğunun derste öğrencileriyle gerçekleştirdikleri göz
teması kurma davranışları ile öğrencilerin akademik başarı düzeyleri arasında ilişki
ve etkileşimi olduğu düşünülmektedir. Bu araştırma sonucunda, öğretmenlerin hem kendileri hem de her bir öğrencinin
algısal öğrenme tercihini tespit etmesi ve bu tercihlere göre göz teması kurma
davranışını yönetmeye çalışması önerilebilir.

Analysing Theacher’s Eye-Contact Behaviours of Nonverbal Communication Based on Some Variables
The main objective of the present study is to analyze eye contact behaviors of classroom teachers during the class and their opinions about such behaviors of them based on their professional seniority, gender, perceptional learning styles and level of academic achievement of their students. There is a statistically significant difference in focusing time based on the seniority variable (p=0,039). However, there is no statistically significant difference in the number of focusing based on the seniority variable. (p=0,336). There is a statistically significant difference in focusing time based on the teachers’ learning styles variable (p=0,004). However, there is no statistically significant difference in the number of focusing based on the teachers’ learning styles (p=0,199). There is a statistically significant difference in focusing time (p=0,031) and number of focusing (p=0,022) the mean score of students shows a significant difference. Finally, according to the findings of the research, it is seen that the majority of the teachers think that the eye-building behaviors performed by the students are the relationship and interaction between the students’ academic achievement levels. As a result of this research, it may be advisable for teachers to identify perceptual learning preferences for themselves and for each student, and to try to manage the behavior of eye contact according to these preferences.

From all devices used to transmit nonverbal messages, specialists have agreed upon the fundamental role played by the eye contact, which can reveal the person's state of mind and can even influence someone's feelings and will. The look can have multiple functions; e.g. it proves to be essential when someone expects a feedback by framing the interaction; its deictic direction allows the look to select more easily the one who is due to take the floor or to compensate the physical distance. At the same time, the duration and direction of a glance can transmit both positive and negative feelings, or it can even signal the existence of a certain social relationship. Therefore, we mention among the features which emphasize the look's meanings or purpose: directio n (direct eye contact, peripheral glare or avoidance of one's look), duration and intensity of gaze. Our paper will try through examination and analysis to highlight the way in which these functions and features contribute to an efficient transmission of messages in dialogic processes.

In a previous paper (Braud, Shafer, & Andrews, 1993), we reviewed the scientific literature dealing with the purported ability to detect when one is being watched or stared at by someone situated beyond the range of the conventional senses. Surveys indicated that between 68% and 94% of various samples reported having had staring detection experiences in their everyday lives. Previous investigations provided suggestive evidence that persons were indeed able to detect, consciously, when they were being stared at under conditions in which precautions were taken to eliminate possible subtle sensory cues. In particular, positive conscious-guessing results were obtained in two studies in which sensory cueing was eliminated through use of one-way mirrors (Peterson, 1978) and use of a closed-circuit television system (Williams, 1983). We hypothesized that stronger effects might be obtained if relatively "unconscious" autonomic nervous system activity were used as the indicator of staring detection, rather than conscious guessing. Our reasoning was that autonomic reactions might be less distorted by higher cognitive processes and therefore might provide a purer and more sensitive indicator. We presented the results of two original experiments in which sympathetic nervous system activation was assessed by means of electrodermal monitoring during randomly interspersed remote-staring and nonstaring (control) periods. The monitored participant was unaware of the number, timing, or scheduling pattern of these two types of periods. The possibility of sensory cueing was eliminated through the use of a closed-circuit television system for staring: the starer devoted full attention to the staree's image on the television monitor. In the first experiment, 16 untrained participants evidenced significant autonomic discrimination, becoming more activated during staring than during nonstaring periods. In the second experiment, 16 subjects who had been extensively trained to become more aware of their interconnections with other people and less defensive about their connectedness also evidenced significant autonomic discrimination, but became more calm during staring than during nonstaring periods; the starer had been similarly trained. As judged by effect sizes, unconscious autonomic detection did indeed appear to yield stronger effects than did previous conscious verbal or motoric detection assessments. In the present paper, we present our attempts to replicate and extend our previous findings. Identical equipment, basic procedures, and analysis methods were used. The first replication involved 3 new starers and 30 new starees. The second replication involved the same starer who had participated in the earlier experiments reported in 1993, but employed 16 new starees. We made two additions in these studies. One of these was the introduction (into Replication 2) of an additional empirical control condition. This was a "sham control" in which we treated sessions and data as we did for real staring sessions, but staring did not, in fact, occur; this provided an empirical assessment of the likelihood of obtaining chance discriminations of otherwise equivalent session segments. The second improvement was the introduction of a new personality assessment for the starees in both replications. In addition to the Myers-Briggs Type Inventory (MBTI) we had been using in the original studies, we included an assessment of social anxiety or discomfort in a social situation (a Social Avoidance and Distress scale), in order to explore the possible interrelationships of these personality characteristics with the autonomic staring detection effect. METHOD Subjects Thirty volunteer participants (22 females and 8 males) served as "starees" for Replication 1, and 16 volunteers (5 males and 11 females) participated as starees for Replication 2. In Replication 1, half of the starees were persons already known by the starers (relatives, friends, or familiar undergraduate classmates), whereas half were unknown at the time of the laboratory session (i. …

Eye contact is a crucial element of non-verbal communication that signiies interest, aaention, and participation in social interactions. As a result, measures of eye contact arise in a variety of applications such as the assessment of the social communication skills of children at risk for developmental disorders such as autism, or the analysis of turn-taking and social roles during group meetings. However, the automated measurement of visual aaention during naturalistic social interactions is challenging due to the diiculty of estimating a subject's looking direction from video. is paper proposes a novel approach to eye contact detection during adult-child social interactions in which the adult wears a point-of-view camera which captures an egocentric view of the child's behavior. By analyzing the child's face regions and inferring their head pose we can accurately identify the onset and duration of the child's looks to their social partner's eyes. We introduce the Pose-Implicit CNN, a novel deep learning architecture that predicts eye contact while implicitly estimating the head pose. We present a fully automated system for eye contact detection that solves the sub-problems of end-to-end feature learning and pose estimation using deep neural networks. To train our models, we use a dataset comprising 22 hours of 156 play session videos from over 100 children, half of whom are diagnosed with Autism Spectrum Disorder. We report an overall precision of 0.76, recall of 0.80, and an area under the precision-recall curve of 0.79, all of which are signiicant improvements over existing methods.

Previous research has proposed that the ability to see others would benefit negotiations. We argue that this view is too narrow and that the impact of visual contact on negotiated agreements depends on the meaning individuals ascribe to either its presence or absence. Based on previous research showing that females are more likely to understand others in the presence of visual contact while males understand others better in the absence of visual contact, we explore how visual contact, eye contact, and sex affect the quality of negotiated agreements in a meta-analysis (Study 1) and a laboratory experiment (Study 2). The two studies combined show that because direct communication via the face facilitates a shared understanding for two unacquainted females, their agreements are of higher quality when they have visual contact compared to when they do not (Study 1), and if they have visual contact, their agreements are better when they have eye contact than when they do not (Study 2). Because communication via the face increases discomfort between two unacquainted males, their agreements are of higher quality when they do not have visual contact (Study 1), and if they do have visual contact, their agreements are better when they have no eye contact than when they do (Study 2).

Background:  It is unclear why children with autism spectrum disorders (ASD) tend to be inattentive to, or even avoid eye contact. The goal of this study was to investigate affective-motivational brain responses to direct gaze in children with ASD. To this end, we combined two measurements: skin conductance responses (SCR), a robust arousal measure, and asymmetry in frontal electroencephalography (EEG) activity which is associated with motivational approach and avoidance tendencies. We also explored whether degree of eye openness and face familiarity modulated these responses. Methods:  Skin conductance responses and frontal EEG activity were recorded from 14 children with ASD and 15 typically developing children whilst they looked at familiar and unfamiliar faces with eyes shut, normally open or wide-open. Stimuli were presented in such a way that they appeared to be looming towards the children. Results:  In typically developing children, there were no significant differences in S...

This paper attempts a small-scale understanding of Nonverbal Communication (NVC). It is based on the theoretical study of the NVC-eye contact and proxemics used effectively in the classroom might aid to enhance English communication skills among young learners. During the teaching-learning process, the possible ways of using some factors of NVC are discussed that might help to improve both teacher’s and learner’s communication skills.

The effect of eye contact on credibility was examined via a 3 (low, medium, high eye contact) x 2 (male, female) between-groups design with 232 undergraduate participants. A trial transcript excerpt about a defendant’s recidivism likelihood was utilized as the experts’ script. A main effect was found: experts with high eye contact had higher credibility ratings than in the medium and low conditions. Although a confound precluded comparisons between the genders, results indicated that males with high eye contact were more credible than males with medium or low eye contact. The female experts’ credibility wasn’t significantly different regardless of eye contact. Eye contact may be especially important for males: male experts should maintain eye contact for maximum credibility. Copyright Sage Publications, 2008. DOI: 10.1177/0093854808325405

HUMAN infants can discriminate between different small numbers of items 1���4, and can determine numerical equivalence across perceptual modalities 5, 6. This may indicate the possession of true numerical concepts 1, 4���7. Alternatively, purely perceptual discriminations may underlie these abilities 8, 9. This debate addresses the nature of subitization, the ability to quantify small numbers of items without conscious counting 10, 11. Subitization may involve the holistic recognition of canonical perceptual patterns that do ...

Eye contact, a subtle, pedagogical encounter in our classrooms easily slips teachers’ attention because of its transient nature. Teachers see their students almost every day. Yet, what does a moment of eye contact mean experientially to our students? By asking the question, ‘what is the student’s experience of making eye contact with their teacher,’ this paper represents a phenomenological study that captures this phenomenon and delves into its pedagogical meanings. Through lived experience description and phenomenological reflection, this research shows pedagogical eye contact, a usually taken-for-granted dimension, mediates our pedagogical relation and calls for teacher’s thoughtfulness.

Have you ever had the feeling that someone was staring at you from behind and, upon turning around, found you were correct? From time to time, most of us have had such a feeling, which appears to be a common part of the human experience. In surveys conducted in California (Coovet, 1913) as early as 1913, 68% to 86% of respondents reported having had the feeling of being watched or stared at on at least one occasion, and a more recent Australian survey (Williams, 1983) placed the figure at 74%. In a survey of San Antonio respondents recently completed as part of the present project, the figure was found to be approximately 94%. Despite its widespread occurrence and familiarity, the staring experience has been subjected to surprisingly little scientific scrutiny. Is the presumed ability to detect an unseen gaze merely a superstition, a cultural myth without real substance, an overinflation of coincidental occurrences, or a response to subtle sensory cues? Or, alternatively, could the ...

Children with autism spectrum disorder (ASD) show reduced gaze to social partners. Eye contact during live interactions is often measured using stationary cameras that capture various views of the child, but determining a child’s precise gaze target within another’s face is nearly impossible. This study compared eye gaze coding derived from stationary cameras to coding derived from a “point-of-view” (PoV) camera on the social partner. Interobserver agreement for gaze targets was higher using PoV cameras relative to stationary cameras. PoV camera codes, but not stationary cameras codes, revealed a difference between gaze targets of children with ASD and typically developing children. PoV cameras may provide a more sensitive method for measuring eye contact in children with ASD during live interactions.

Multiple gaze control capabilities are coordinated using predictive methods. Internal models of state allow smooth interaction of multivariable, multirate controls. The problem of rapid gaze shift in a simulated robotic system illustrates several styles of control interaction.

We previously hypothesised that the early development of psychopathy is associated with a failure to attend to the eyes of attachment figures, and we have presented preliminary data from a parent-child 'love' scenario in support of this. Here, we confirm the association in a larger sample and test mechanisms of impaired eye contact during expressions of love in control and behaviourally disturbed children. Oppositional defiant disorder children, assessed for callous-unemotional (CU) traits, and controls, were observed in a brief interaction task where the mother was asked to show love to her child. Eye contact and affection were measured for each dyad. As predicted, there were no group differences in affection and eye contact expressed by mothers; levels of CU traits predicted low levels of eye contact towards their mothers across all groups of children. As expected, low eye contact was correlated with psychopathic fearlessness in their fathers, and maternal reports of negative feelings towards the child. Independent observations showed that child's behaviour largely drives the low eye contact associated with CU traits, and low eye contact was not associated with independent observations of the quality of attachment-related behaviours in mothers. Impaired eye contact is a unique characteristic of children with CU traits; these impairments are largely independent of maternal behaviour, but associated with psychopathic traits in the fathers. These impairments should be tested for functional significance and amenability to change in longitudinal and treatment studies.

Only a decade ago eyeand gaze-tracking technologies using cumbersome and expensive equipment were confined to the university research labs. However, rapid technological advancements (increased processor speed, advanced digital video processing) and mass production have both lowered the cost and dramatically increased the efficacy of eyeand gaze-tracking equipment. This opens up a whole new area of interaction mechanisms with museum content. In this paper I will describe a conceptual framework for an interface, designed for use in museums and galleries, which is based on non-invasive tracking of a viewer's gaze direction. Following the simple premise that prolonged visual fixation is an indication of viewer's interest, I dubbed this approach intention-based interface.

Humans detect faces efficiently from a young age. Face detection is critical for infants to identify and learn from relevant social stimuli in their environments. Faces with eye contact are an especially salient stimulus, and attention to the eyes in infancy is linked to the emergence of later sociality. Despite the importance of both of these early social skills—attending to faces and attending to the eyes—surprisingly little is known about how they interact. We used eye tracking to explore whether eye contact influences infants' face detection. Longitudinally, we examined 2‐, 4‐, and 6‐month‐olds' (N = 65) visual scanning of complex image arrays with human and animal faces varying in eye contact and head orientation. Across all ages, infants displayed superior detection of faces with eye contact; however, this effect varied as a function of species and head orientation. Infants were more attentive to human than animal faces and were more sensitive to eye and head orientation for human faces compared to animal faces. Unexpectedly, human faces with both averted heads and eyes received the most attention. This pattern may reflect the early emergence of gaze following—the ability to look where another individual looks—which begins to develop around this age. Infants may be especially interested in averted gaze faces, providing early scaffolding for joint attention. This study represents the first investigation to document infants' attention patterns to faces systematically varying in their attentional states. Together, these findings suggest that infants develop early, specialized functional conspecific face detection.

We studied Saturn II contact lenses in keratoconus patients who were intolerant to other available contact lenses. A total of 24 patients, who were followed for up to 15 months, participated in the study. Visual acuities improved significantly following fitting with the Saturn II contact lens; whereas only one eye in the series was correctable to 20/20 before fitting, eight eyes were corrected to 20/20 following fitting. A great number of lenses had to be replaced during the study because of deposit formation and tearing at the interface (rate of replacement: 0.52 lenses per eye per month). A variety of complications occurred during lens wear, resulting in only six eyes wearing the Saturn II lens at the close of the study (out of 46 eyes that had started wearing the lens). Discomfort due to tightness of the peripheral segment was the most common cause of lens discontinuation. We conclude that the Saturn II lens was inadequate for fitting patients with advanced keratoconus.