Proactive or reactive? Neural oscillatory insight into the leader-follower dynamics of early infant-caregiver interaction.

We know that infants' ability to coordinate attention with others toward the end of the first year is fundamental to language acquisition and social cognition. Yet, we understand little about the neural and cognitive mechanisms driving infant attention in shared interaction: do infants play a proactive role in creating episodes of joint attention? Recording electroencephalography (EEG) from 12-mo-old infants while they engaged in table-top play with their caregiver, we examined the communicative behaviors and neural activity preceding and following infant- vs. adult-led joint attention. Infant-led episodes of joint attention appeared largely reactive: they were not associated with increased theta power, a neural marker of endogenously driven attention, and infants did not increase their ostensive signals before the initiation. Infants were, however, sensitive to whether their initiations were responded to. When caregivers joined their attentional focus, infants showed increased alpha suppression, a pattern of neural activity associated with predictive processing. Our results suggest that at 10 to 12 mo, infants are not routinely proactive in creating joint attention episodes yet. They do, however, anticipate behavioral contingency, a potentially foundational mechanism for the emergence of intentional communication.

Investigating the impact of schizophrenia traits on attention: the role of the theta band in a modified Posner cueing paradigm.

Joint attention is an indispensable tool for daily communication. Abnormalities in joint attention may be a key reason underlying social impairment in schizophrenia spectrum disorders. In this study, we aimed to explore the attentional orientation mechanism related to schizotypal traits in a social situation. Here, we employed a Posner cueing paradigm with social attentional cues. Subjects needed to detect the location of a target that is cued by gaze and head orientation. The power in the theta frequency band was used to examine the attentional process in the schizophrenia spectrum. There were four main findings. First, a significant association was found between schizotypal traits and attention orientation in response to invalid gaze cues. Second, individuals with schizotypal traits exhibited significant activation of neural oscillations and synchrony in the theta band, which correlated with their schizotypal tendencies. Third, neural oscillations and synchrony demonstrated a synergistic effect during social tasks, particularly when processing gaze cues. Finally, the relationship between schizotypal traits and attention orientation was mediated by neural oscillations and synchrony in the theta frequency band. These findings deepen our understanding of the impact of theta activity in schizotypal traits on joint attention and offer new insights for future intervention strategies.

Gaze following requires early visual experience.

Gaze understanding­a suggested precursor for understanding others' intentions­requires recovery of gaze direction from the observed person's head and eye position. This challenging computation is naturally acquired at infancy without explicit external guidance, but can it be learned later if vision is extremely poor throughout early childhood? We addressed this question by studying gaze following in Ethiopian patients with early bilateral congenital cataracts diagnosed and treated by us only at late childhood. This sight restoration provided a unique opportunity to directly address basic issues on the roles of "nature" and "nurture" in development, as it caused a selective perturbation to the natural process, eliminating some gaze-direction cues while leaving others still available. Following surgery, the patients' visual acuity typically improved substantially, allowing discrimination of pupil position in the eye. Yet, the patients failed to show eye gaze-following effects and fixated less than controls on the eyes­two spontaneous behaviors typically seen in controls. Our model for unsupervised learning of gaze direction explains how head-based gaze following can develop under severe image blur, resembling preoperative conditions. It also suggests why, despite acquiring sufficient resolution to extract eye position, automatic eye gaze following is not established after surgery due to lack of detailed early visual experience. We suggest that visual skills acquired in infancy in an unsupervised manner will be difficult or impossible to acquire when internal guidance is no longer available, even when sufficient image resolution for the task is restored. This creates fundamental barriers to spontaneous vision recovery following prolonged deprivation in early age.

Patterns of spontaneous neural activity associated with social communication abilities among infants and toddlers showing signs of autism.

Early disruptions to social communication development, including delays in joint attention and language, are among the earliest markers of autism spectrum disorder (autism, henceforth). Although social communication differences are a core feature of autism, there is marked heterogeneity in social communication-related development among infants and toddlers exhibiting autism symptoms. Neural markers of individual differences in joint attention and language abilities may provide important insight into heterogeneity in autism symptom expression during infancy and toddlerhood. This study examined patterns of spontaneous electroencephalography (EEG) activity associated with joint attention and language skills in 70 community-referred 12- to 23-month-olds with autism symptoms and elevated scores on an autism diagnostic instrument. Data-driven cluster-based permutation analyses revealed significant positive associations between relative alpha power (6-9 Hz) and concurrent response to joint attention skills, receptive language, and expressive language abilities. Exploratory analyses also revealed significant negative associations between relative alpha power and measures of core autism features (i.e., social communication difficulties and restricted/repetitive behaviors). These findings shed light on the neural mechanisms underlying typical and atypical social communication development in emerging autism and provide a foundation for future work examining neural predictors of social communication growth and markers of intervention response.

Social and joint attention during shared book reading in young autistic children: a potential marker for social development.

BACKGROUND: Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye-tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity and relevance for developmentally appropriate social milestones has been identified as important for the field. METHODS: We developed a novel, dynamic eye-tracking task emulating a shared book reading (SBR) scenario. Four SBR videos of an adult reader engaging with the viewer while reading a children's picture book and including sequenced bids for joint attention were developed. Participants included 90 children (N = 56 autistic children, N = 34 neurotypical children; aged 3-12). Social attention was also measured in a live free play task between participants and an experimenter. RESULTS: Compared to neurotypical children, autistic children displayed reduced attention to socially salient stimuli including the reader's face and picture book across SBR videos and during joint attention bids specifically. In contrast, they showed increased attention to nonsalient background stimuli compared to their neurotypical peers. These attention patterns in autistic children were associated with reduced verbal and nonverbal cognitive skills and increased symptoms associated with autism. Interestingly, positive correlations in the frequency of eye gaze between SBR and free play suggested a potential predictive value for social attention in live social interactions. CONCLUSIONS: Findings highlight the utility of SBR eye-tracking tasks in understanding underlying divergences in social engagement and joint attention between autistic and neurotypical children. This commonly practiced early childhood activity may provide insights into the relationship between social engagement and learning to reveal how such attentional patterns might influence broader developmental and educational outcomes.

How pervasive is joint attention? Mother-child dyads from a Wichi community reveal a different form of "togetherness".

Theories of early development have emphasized the power of caregivers as active agents in infant socialization and learning. However, there is variability, across communities, in the tendency of caregivers to engage with their infants directly. This raises the possibility that infants and children in some communities spend more time engaged in solitary activities than in dyadic or triadic interactions. Here, we focus on one such community (indigenous Wichi living in Argentina's Chaco Forest) to test this possibility. We examine naturally occurring attentional activity involving the mother and child among the Wichi and among Eurodescendant Spanish-speaking families living in Argentina. We engaged 16 families-8 Wichi and 8 Eurodescendant-in an observational study of interactions between caregivers and their 1- to 2-year-olds. A mixed-analytic approach revealed no differences between communities in the proportion of time infants spent alone, or in mother-child interaction. What does differ, however, is how mothers engage in these interactions: Wichi mothers spend a greater proportion of their time observing their infants than do Eurodescendant mothers. Moreover, when infants in both groups are alone, they focus their 'solitary' activities differently: Wichi infants engaged primarily in observation alone, whereas Eurodescendant infants were more focused on the object. Finally, all mother-child pairs engaged in dyadic and triadic (object-infant-caregiver) patterns of attention, but the triadic patterns differed considerably between cultures: Among Wichi, mothers actively "watched" infants as they engaged with objects, whereas Eurodescendant mothers actively engaged with their infants in joint attentional episodes. This work illustrates how attention and socialization, key mechanisms of early development, are culturally organized. A video abstract of this article can be viewed at https://www.youtube.com/watch?v=SwsOCLXubKQ. RESEARCH HIGHLIGHTS: Longitudinal, observational investigation of mother-infant interaction in two distinct Argentine cultural groups (Wichi and Eurodescendants) reveals both commonalities and clear community-based differences in interactions between mothers and their 1- to 2-year-olds. Wichi mother-infant dyads engaged primarily in visual observation of one another, but their Eurodescendant counterparts tended to engage in more verbal or physical interaction. We identify a new form of triadic interaction-lateral joint attention-among the Wichi dyads. This work underscores that attention and socialization, key mechanisms of early development, are culturally organized.

The slow emergence of gaze- and point-following: A longitudinal study of infants from 4 to 12 months.

Acquisition of visual attention-following skills, notably gaze- and point-following, contributes to infants' ability to share attention with caregivers, which in turn contributes to social learning and communication. However, the development of gaze- and point-following in the first 18 months remains controversial, in part because of different testing protocols and standards. To address this, we longitudinally tested N = 43 low-risk, North American middle-class infants' tendency to follow gaze direction, pointing gestures, and gaze-and-point combinations. Infants were tested monthly from 4 to 12 months of age. To control motivational differences, infants were taught to expect contingent reward videos in the target locations. No-cue trials were included to estimate spontaneous target fixation rates. A comparison sample (N = 23) was tested at 9 and 12 months to estimate practice effects. Results showed gradual increases in both gaze- and point-following starting around 7 months, and modest month-to-month individual stability from 8 to 12 months. However, attention-following did not exceed chance levels until after 6 months. Infants rarely followed cues to locations behind them, even at 12 months. Infants followed combined gaze-and-point cues more than gaze alone, and followed points at intermediate levels (not reliably different from the other cues). The comparison group's results showed that practice effects did not explain the age-related increase in attention-following. The results corroborate and extend previous findings that North American middle-class infants' attention-following in controlled laboratory settings increases slowly and incrementally between 6 and 12 months of age. RESEARCH HIGHLIGHTS: A longitudinal experimental study documented the emergence and developmental trajectories of North American middle-class infants' visual attention-following skills, including gaze-following, point-following, and gaze-and-point-following. A new paradigm controlled for factors including motivation, attentiveness, and visual-search baserates. Motor development was ruled out as a predictor or limiter of the emergence of attention-following. Infants did not follow attention reliably until after 6 months, and following increased slowly from 7 to 12 months. Infants' individual trajectories showed modest month-to-month stability from 8 to 12 months of age.

Interacting with autistic virtual characters: intrapersonal synchrony of nonverbal behavior affects participants' perception.

Temporal coordination of communicative behavior is not only located between but also within interaction partners (e.g., gaze and gestures). This intrapersonal synchrony (IaPS) is assumed to constitute interpersonal alignment. Studies show systematic variations in IaPS in individuals with autism, which may affect the degree of interpersonal temporal coordination. In the current study, we reversed the approach and mapped the measured nonverbal behavior of interactants with and without ASD from a previous study onto virtual characters to study the effects of the differential IaPS on observers (N = 68), both with and without ASD (crossed design). During a communication task with both characters, who indicated targets with gaze and delayed pointing gestures, we measured response times, gaze behavior, and post hoc impression formation. Results show that character behavior indicative of ASD resulted in overall enlarged decoding times in observers and this effect was even pronounced in observers with ASD. A classification of observer's gaze types indicated differentiated decoding strategies. Whereas non-autistic observers presented with a rather consistent eyes-focused strategy associated with efficient and fast responses, observers with ASD presented with highly variable decoding strategies. In contrast to communication efficiency, impression formation was not influenced by IaPS. The results underline the importance of timing differences in both production and perception processes during multimodal nonverbal communication in interactants with and without ASD. In essence, the current findings locate the manifestation of reduced reciprocity in autism not merely in the person, but in the interactional dynamics of dyads.

Decreased frontal lobe complexity in left-behind children during joint attention: a fNIRS study with multivariable and multiscale sample entropy analysis.

Human brain development is shaped by experiences, especially during preschool, the critical period for cognitive and socioemotional development. This study employed the functional Near-Infrared Spectroscopy technique to explore the neural differences between left-behind children (LBC) and non-left-behind children (NLBC) on joint attention. Through collecting brain image data of 50 children (26 boys, aged 65.08 ± 6.28 months) and conducting multivariable and multiscale sample entropy (MMSE) analysis, the present study found that: (i) LBC showed lower brain complexity than NLBC in right prefrontal cortex; (ii) all participants demonstrated higher brain complexity in responding to joint attention conditions, compared to initiating joint attention ones; (iii) their brain complexity during joint attention was negatively associated with their emotional abilities. The findings advance our understanding of early brain development in LBC by providing evidence for the neural process characteristics of joint attention. Implications for early intervention to promote their brain development are also addressed.

Infants' attention during cross-situational word learning: Environmental variability promotes novelty preference.

Infants as young as 14 months can track cross-situational statistics between sets of words and objects to acquire word-referent mappings. However, in naturalistic word learning situations, words and objects occur with a host of additional information, sometimes noisy, present in the environment. In this study, we tested the effect of this environmental variability on infants' word learning. Fourteen-month-old infants (N = 32) were given a cross-situational word learning task with additional gestural, prosodic, and distributional cues that occurred reliably or variably. In the reliable cue condition, infants were able to process this additional environmental information to learn the words, attending to the target object during test trials. But when the presence of these cues was variable, infants paid greater attention to the gestural cue during training and subsequently switched preference to attend more to novel word-object mappings rather than familiar ones at test. Environmental variation may be key to enhancing infants' exploration of new information.

Preliminary feasibility and effectiveness of a novel community language intervention for preschool children in the United Kingdom.

BACKGROUND: Very young children from lower socioeconomic status (SES) backgrounds often show poorer language development. Whilst there have been attempts to provide early intervention programmes, these sometimes miss the most disadvantaged groups. AIMS: This report presents preliminary feasibility and effectiveness data for a novel language intervention designed for parents of toddlers in the United Kingdom. METHODS AND PROCEDURES: In total, 43 UK families of 2-4-year-olds were recruited to the study, half of whom completed an 8-week course (Tots Talking) focussed on parent interaction, and half of whom acted as wait-list controls. RESULTS AND OUTCOMES: Results suggest that such programmes are feasible for families with 86% staying in the intervention. In addition, greater changes in underlying communication skills such as joint attention and gesture were evident compared to wait-list controls. CONCLUSIONS AND IMPLICATIONS: We conclude that pre-verbal skills may be more important to measure as initial outcomes than language or vocabulary change in this population. WHAT THIS PAPER ADDS: What is already known on the subject Children from lower socioeconomic status (SES) backgrounds are at higher risk of communication difficulties and there is a need for community intervention programmes for very young children. What this study adds This study suggests that such programmes can be feasible and effective, but that very early/basic communicative skills (such as joint attention) may be boosted first rather than language or vocabulary. What are the clinical implications of this work? Children's centres and other community services could feasibly run short parent facing courses emphasising contingent communication in low SES families and other diverse groups. These may be more successful run with younger preschoolers. Joint attention may be a better focus of intervention before expecting vocabulary or language change. Community health professionals may find this information useful in referring and supporting families in need.

[Review of joint attention deficit intervention based on virtual reality for children with autism].

Joint attention deficit is one of the core disorders in children with autism, which seriously affects the development of multiple basic skills such as language and communication. Virtual reality scene intervention has great potential in improving joint attention skills in children with autism due to its good interactivity and immersion. This article reviewed the application of virtual reality based social and nonsocial scenarios in training joint attention skills for children with autism in recent years, summarized the problems and challenges of this intervention method, and proposed a new joint paradigm for social scenario assessment and nonsocial scenario training. Finally, it looked forward to the future development and application prospects of virtual reality technology in joint attention skill training for children with autism.

A wearable device-enabled therapeutic approach to improve joint attention in autism spectrum disorder: a prospective pilot study.

It has been previously proposed that interventions aimed at integrating and co-activating music processing and motor control systems could have therapeutic potential for priming social skill development in children with autism spectrum disorder (ASD). In this study, we assessed this hypothesis through a wearable sensor platform called Ambulosono ("Ambulo"-walk; "sono"-sound) in which pleasurable children's musical stimuli are contingently linked to effortful motor action (locomotor step size), thus creating a motivational state proposed to be conducive to joint attention (JA) operation. Five participants were recruited from a community-based partner and were assessed by scoring responses following therapist-directed bids for JA. Multiple assessment sessions through a repeated time-series design were conducted to determine baseline and post-intervention scores. The intervention session consisted of approximately 15 min of Ambulosono exposure. Baseline and post-intervention data were aggregated and analyzed using a linear mixed-effect model. The wearable sensor and wireless headphones of the Ambulosono system were tolerated by the participants, and there were no adverse effects associated with the use of the device. We found an increase in the average responses to bids for JA during the Ambulosono intervention phase compared to baseline across participants. This increase did not appear to result from enhanced general arousal. Our pilot data support feasibility and further testing of Ambulosono as a therapeutic aid for integration into community-based ASD programs to augment shared child-therapist social interactions.

Quantifying latent social motivation and its associations with joint attention and language in infants at high and low likelihood for autism spectrum disorder.

Social motivation-the psychobiological predisposition for social orienting, seeking social contact, and maintaining social interaction-manifests in early infancy and is hypothesized to be foundational for social communication development in typical and atypical populations. However, the lack of infant social-motivation measures has hindered delineation of associations between infant social motivation, other early-arising social abilities such as joint attention, and language outcomes. To investigate how infant social motivation contributes to joint attention and language, this study utilizes a mixed longitudinal sample of 741 infants at high (HL = 515) and low (LL = 226) likelihood for ASD. Using moderated nonlinear factor analysis (MNLFA), we incorporated items from parent-report measures to establish a novel latent factor model of infant social motivation that exhibits measurement invariance by age, sex, and familial ASD likelihood. We then examined developmental associations between 6- and 12-month social motivation, joint attention at 12-15 months, and language at 24 months of age. On average, greater social-motivation growth from 6-12 months was associated with greater initiating joint attention (IJA) and trend-level increases in sophistication of responding to joint attention (RJA). IJA and RJA were both positively associated with 24-month language abilities. There were no additional associations between social motivation and future language in our path model. These findings substantiate a novel, theoretically driven approach to modeling social motivation and suggest a developmental cascade through which social motivation impacts other foundational skills. These findings have implications for the timing and nature of intervention targets to support social communication development in infancy. HIGHLIGHTS: We describe a novel, theoretically based model of infant social motivation wherein multiple parent-reported indicators contribute to a unitary latent social-motivation factor. Analyses revealed social-motivation factor scores exhibited measurement invariance for a longitudinal sample of infants at high and low familial ASD likelihood. Social-motivation growth from ages 6-12 months is associated with better 12-15-month joint attention abilities, which in turn are associated with greater 24-month language skills. Findings inform timing and targets of potential interventions to support healthy social communication in the first year of life.

Opportunities for learning and social interaction in infant sitting: Effects of sitting support, sitting skill, and gross motor delay.

The development of independent sitting changes everyday opportunities for learning and has cascading effects on cognitive and language development. Prior to independent sitting, infants experience the sitting position with physical support from caregivers. Why does supported sitting not provide the same input for learning that is experienced in independent sitting? This question is especially relevant for infants with gross motor delay, who require support in sitting for many months after typically developing infants sit independently. We observed infants with typical development (n = 34, ages 4-7 months) and infants with gross motor delay (n = 128, ages 7-16 months) in early stages of sitting development, and their caregivers, in a dyadic play observation. We predicted that infants who required caregiver support for sitting would spend more time facing away from the caregiver and less time contacting objects than infants who could sit independently. We also predicted that caregivers of supported sitters would spend less time contacting objects because their hands would be full supporting their infants. Our first two hypotheses were confirmed; however, caregivers spent surprisingly little time using both hands to provide support, and caregivers of supported sitters spent more time contacting objects than caregivers of independent sitters. Similar patterns were seen in the group of typically developing infants and the infants with motor delay. Our findings suggest that independent sitting and supported sitting provide qualitatively distinct experiences with different implications for social interaction and learning opportunities. HIGHLIGHTS: During seated free play, supported sitters spent more time facing away from their caregivers and less time handling objects than independent sitters. Caregivers who spent more time supporting infants with both hands spent less time handling objects; however, caregivers mostly supported infants with one or no hands. A continuous measure of sitting skill did not uniquely contribute to these behaviors beyond the effect of binary sitting support (supported vs. independent sitter). The pattern of results was similar for typically developing infants and infants with gross motor delay, despite differences in age.

Eye-tracking correlates of response to joint attention in preschool children with autism spectrum disorder.

BACKGROUND: A number of differences in joint attention behaviour between children with autism spectrum disorder (ASD) and typically developing (TD) individuals have previously been documented. METHOD: We use eye-tracking technology to assess response to joint attention (RJA) behaviours in 77 children aged 31 to 73 months. We conducted a repeated-measures analysis of variance to identify differences between groups. In addition, we analysed correlations between eye-tracking and clinical measures using Spearman's correlation. RESULTS: The children diagnosed with ASD were less likely to follow gaze compared to TD children. Children with ASD were less accurate at gaze following when only eye gaze information was available, compared to when eye gaze with head movement was observed. Higher accuracy gaze-following profiles were associated with better early cognition and more adaptive behaviours in children with ASD. Less accurate gaze-following profiles were associated with more severe ASD symptomatology. CONCLUSION: There are differences in RJA behaviours between ASD and TD preschool children. Several eye-tracking measures of RJA behaviours in preschool children were found to be associated with clinical measures for ASD diagnosis. This study also highlights the construct validity of using eye-tracking measures as potential biomarkers in the assessment and diagnosis of ASD in preschool children.

Dynamic eye-tracking evaluation of responding joint attention abilities and face scanning patterns in children with attention deficit hyperactivity disorder.

There has been growing evidence that autistic traits are more represented in children with attention-deficit hyperactivity disorder (ADHD). The purpose of this study was to investigate autistic traits associated with responding joint attention (RJA) abilities and face scanning patterns using eye-tracking in children with ADHD, and to compare with typically developing peers (TDs). All child participants viewed a series of videos related to male and female children under congruent and incongruent conditions during eye-tracking evaluation. The object and face regions of the models within the videos were determined as areas of interest (AOIs). Children with ADHD had significantly elevated ratings of autistic traits than TDs. Time course analysis of the proportion of fixations (PoF) on object region determined that children with ADHD tended to show more interest in the objects and had higher PoF on face interest area, including eyes and mouth compared to TD children in the videos when the male/female model shifts his/her gaze to the corner. Higher SRS scores were associated with higher PoF on the Face AOI in both groups. Given these findings, social skill interventions directly targeting the core deficits of RJA and problems in facial scanning appears to be beneficial in children with ADHD.

Joint attention episodes during interactions with fathers but not mothers at age 2 years is associated with expressive language at 3 years.

Joint Attention (JA) in parent-infant interaction has been demonstrated to contribute to infants' language outcomes. A limited number of studies have investigated the characteristics of JA episodes during parent-toddler interaction in relation to toddlers' language development. The majority of these studies were conducted with mothers, whereas JA with fathers remains understudied. The current study investigated JA episodes during interactions with mothers and fathers separately as well as longitudinal associations with child language outcomes. A total of 31 toddlers (18 girls) and their mothers and fathers participated in the study at ages 2 years (M = 24.07 months, SD = 1.45) and 3 years (M = 37.44 months, SD = 1.72). JA episodes were observed during free play interactions at age 2 and were coded microanalytically; receptive and expressive language skills were assessed by Bayley Scales of Infant and Toddler Development-Third Edition at ages 2 and 3. No significant differences in JA episodes were found between mother-toddler and father-toddler dyads. Whereas JA characteristics with mothers were not found to be significantly associated with toddlers' language outcomes, multiple linear regression analyses showed that paternal education and parent-followed JA episodes during father-toddler interaction at age 2 explained a significant amount of variance in toddlers' expressive language skills at age 3. Findings suggest that JA episodes during interactions with fathers might benefit toddlers' expressive language development.

Five-year-old children show cooperative preferences for faces with white sclera.

The cooperative eye hypothesis posits that human eye morphology evolved to facilitate cooperation. Although it is known that young children prefer stimuli with eyes that contain white sclera, it is unknown whether white sclera influences children's perception of a partner's cooperativeness specifically. In the current studies, we used an online methodology to present 5-year-old children with moving three-dimensional face models in which facial morphology was manipulated. Children found "alien" faces with human eyes more cooperative than faces with dark sclera (Study 2) but not faces with enlarged irises (Study 1). For more human-like faces (Study 3), children found human eyes more cooperative than either enlarged irises or dark sclera and found faces with enlarged irises cuter (but not more cooperative) than eyes with dark sclera. Together, these results provide strong support for the cooperative eye hypothesis.

Decoding of the other's focus of attention by a temporal cortex module.

Faces attract the observer's attention toward objects and locations of interest for the other, thereby allowing the two agents to establish joint attention. Previous work has delineated a network of cortical "patches" in the macaque cortex, processing faces, eventually also extracting information on the other's gaze direction. Yet, the neural mechanism that links information on gaze direction, guiding the observer's attention to the relevant object, has remained elusive. Here we present electrophysiological evidence for the existence of a distinct "gaze-following patch" (GFP) with neurons that establish this linkage in a highly flexible manner. The other's gaze and the object, singled out by the gaze, are linked only if this linkage is pertinent within the prevailing social context. The properties of these neurons establish the GFP as a key switch in controlling social interactions based on the other's gaze.