Patterns of saliency and semantic features distinguish gaze of expert and novice viewers of surveillance footage.

When viewing the actions of others, we not only see patterns of body movements, but we also "see" the intentions and social relations of people. Experienced forensic examiners - Closed Circuit Television (CCTV) operators - have been shown to convey superior performance in identifying and predicting hostile intentions from surveillance footage than novices. However, it remains largely unknown what visual content CCTV operators actively attend to, and whether CCTV operators develop different strategies for active information seeking from what novices do. Here, we conducted computational analysis for the gaze-centered stimuli captured by experienced CCTV operators and novices' eye movements when viewing the same surveillance footage. Low-level image features were extracted by a visual saliency model, whereas object-level semantic features were extracted by a deep convolutional neural network (DCNN), AlexNet, from gaze-centered regions. We found that the looking behavior of CCTV operators differs from novices by actively attending to visual contents with different patterns of saliency and semantic features. Expertise in selectively utilizing informative features at different levels of visual hierarchy may play an important role in facilitating the efficient detection of social relationships between agents and the prediction of harmful intentions.

Parents' gesture adaptations to children with autism spectrum disorder.

The present study focused on parents' social cue use in relation to young children's attention. Participants were ten parent-child dyads; all children were 36 to 60 months old and were either typically developing (TD) or were diagnosed with autism spectrum disorder (ASD). Children wore a head-mounted camera that recorded the proximate child view while their parent played with them. The study compared the following between the TD and ASD groups: (a) frequency of parent's gesture use; (b) parents' monitoring of their child's face; and (c) how children looked at parents' gestures. Results from Bayesian estimation indicated that, compared to the TD group, parents of children with ASD produced more gestures, more closely monitored their children's faces, and provided more scaffolding for their children's visual experiences. Our findings suggest the importance of further investigating parents' visual and gestural scaffolding as a potential developmental mechanism for children's early learning, including for children with ASD.

Visual Constancies Amidst Changes in Handled Objects for 5- to 24-Month-Old Infants.

Manual skills slowly develop throughout infancy and have been shown to create clear views of objects that provide better support for visually sustained attention, recognition, memory, and learning. These clear views may coincide with the development of manual skills, or that social scaffolding supports clear viewing experiences like those generated by toddlers during active object exploration. This study used a head-mounted eye tracker to record 5- to 24-month-olds' object views during repeated mother-infant play sessions (Ns = 18). Results show an early beginning of scaffolding in which parents generate views similar to those of older infants and toddlers, resulting in increased fixations to objects. The finding implicates parents as early scaffolders of object attention and learning.

Family expressiveness relates to happy emotion matching among 9-month-old infants.

Perceiving and understanding the emotions of those around us is an imperative skill to develop early in life. An infant's family environment provides most of their emotional exemplars in early development. However, the relation between the early development of emotion perception and family expressiveness remains understudied. To investigate this potential link to early emotion perception development, we examined 38 infants at 9 months of age. We assessed infants' ability to match emotions across facial and vocal modalities using an intermodal matching paradigm for angry-neutral, happy-neutral, and sad-neutral pairings. We also attained family expressiveness information via parent report. Our results indicate a significant positive relation between emotion matching and family expressiveness specific to the happy-neutral condition. However, we found no evidence for emotion matching for the infants as a group in any of the three conditions. These results suggest that family expressiveness does relate to emotion matching for the earliest developing emotional category among 9-month-old infants and that emotion matching with multiple emotions at this age is a challenging task.

Categorizing coordination from the perception of joint actions.

The ability to perceive others' actions and coordinate our own body movements accordingly is essential for humans to interact with the social world. However, it is still unclear how the visual system achieves the remarkable feat of identifying temporally coordinated joint actions between individuals. Specifically, do humans rely on certain visual features of coordinated movements to facilitate the detection of meaningful interactivity? To address this question, participants viewed short video sequences of two actors performing different joint actions, such as handshakes, high fives, etc. Temporal misalignments were introduced to shift one actor's movements forward or backward in time relative to the partner actor. Participants rated the degree of interactivity for the temporally shifted joint actions. The impact of temporal offsets on human interactivity ratings varied for different types of joint actions. Based on human rating distributions, we used a probabilistic cluster model to infer latent categories, each revealing shared characteristics of coordinated movements among sets of joint actions. Further analysis on the clustered structure suggested that global motion synchrony, spatial proximity between actors, and highly salient moments of interpersonal coordination are critical features that impact judgments of interactivity.

The Impact of Autistic Traits on Self-Recognition of Body Movements.

Despite the sparse visual information and paucity of self-identifying cues provided by point-light stimuli, as well as a dearth of experience in seeing our own-body movements, people can identify themselves solely based on the kinematics of body movements. The present study found converging evidence of this remarkable ability using a broad range of actions with whole-body movements. In addition, we found that individuals with a high degree of autistic traits showed worse performance in identifying own-body movements, particularly for simple actions. A Bayesian analysis showed that action complexity modulates the relationship between autistic traits and self-recognition performance. These findings reveal the impact of autistic traits on the ability to represent and recognize own-body movements.

Highlighting in Early Childhood: Learning Biases Through Attentional Shifting.

The literature on human and animal learning suggests that individuals attend to and act on cues differently based on the order in which they were learned. Recent studies have proposed that one specific type of learning outcome, the highlighting effect, can serve as a framework for understanding a number of early cognitive milestones. However, little is known how this learning effect itself emerges among children, whose memory and attention are much more limited compared to adults. Two experiments were conducted using different versions of the general highlighting paradigm: Experiment 1 tested 3 to 6 year olds with a newly developed image-based version of the paradigm, which was designed specifically to test young children. Experiment 2 tested the validity of an image-based implementation of the highlighting paradigm with adult participants. The results from Experiment 1 provide evidence for the highlighting effect among children 3-6 years old, and they suggest age-related differences in dividing attention among multiple cues during learning. Experiment 2 replicated results from previous studies by showing robust biases for both image-based and text-based versions of the highlighting task. This study suggests that sensitivity to learning order emerges early through the process of cued attention, and the role of the highlighting effect in early language learning is discussed.

A New Perspective on Embodied Social Attention.

Over the years observational studies have made great progress in characterizing children's visual experiences and their sensitivity to social cues and their role in language development. Recent technological advancements have allowed researchers to study these issues from the child's perspective, leading to a new understanding of the dynamic involvement of bodily events. A number of recent studies have suggested that bodily actions play an important role in perception and that social partners' bodily actions may become synchronized. In the present perspective paper, we will provide a new perspective on how children's own views are generated individually and play a dynamic role in learning. By doing so, we first discuss the role of early social input in language learning as it has been treated in the literature and then introduce recent studies in which typically developing hearing children, deaf children of deaf families, and children with autism were observed in a social context using the new child-centered technology. The hypothesis of a link between sensorimotor experiences and embodied attention - specifically how different bodies produce different kinds of attention - will be discussed. Understanding the role of bodily events (the child's and the child's social partners') in early visual experiences will provide insight into the development of learning mechanisms and the processes involved in learning disabilities.