Effects of labeling and pointing on object gaze in boys with fragile X syndrome: An eye-tracking study

David P. Benjamin, Ann M. Mastergeorge, Andrea S. McDuffie, Sara T. Kover, Randi J Hagerman, Leonard J Abbeduto

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

We examined the visual processing of a social learning stimulus and the ways in which visual attention was distributed to objects as well as to the examiner's face during word learning under conditions that varied only in the presence or absence of a label. The goal of the current study, then, was to evaluate the effects of differentially providing pointing and labeling during exposure to a novel target object in males with fragile X syndrome (FXS) (n= 14, ages 4.33-10.02), autism spectrum disorder (ASD) (n= 17, ages 4.04-10.4), or typical development (TD) (n= 18, ages 2.05-5.33). In particular, the present study examined attention to the examiner's face as well as target and distracter objects that were presented as video stimuli. An eye-tracker captured gaze to the video stimuli as they were shown in order to examine the way in which children with FXS, ASD, or TD distributed their gaze toward the examiner and the objects. Results indicated that no group showed increased gaze toward the target object compared to the distracter object. However, results revealed that participants with FXS showed significantly increased face gaze compared to the novel objects, whereas children with ASD and TD both showed similar amounts of relative gaze toward the face and objects. Furthermore, the act of pointing at the target object was found to increase gaze toward the target objects compared to when there was no pointing in all groups. Together, these findings suggest that social cues like those employed in a word-learning task, when presented with video, may relate to gaze in FXS in context- or task-dependent ways that are distinct from those expected during live interaction.

Original languageEnglish (US)
Pages (from-to)2658-2672
Number of pages15
JournalResearch in Developmental Disabilities
Volume35
Issue number11
DOIs
StatePublished - 2014

Fingerprint

Fragile X Syndrome
Learning
Cues
Autism Spectrum Disorder

Keywords

  • Autism
  • Eye tracking
  • Fragile X syndrome
  • Word learning

ASJC Scopus subject areas

  • Clinical Psychology
  • Developmental and Educational Psychology

Cite this

Effects of labeling and pointing on object gaze in boys with fragile X syndrome : An eye-tracking study. / Benjamin, David P.; Mastergeorge, Ann M.; McDuffie, Andrea S.; Kover, Sara T.; Hagerman, Randi J; Abbeduto, Leonard J.

In: Research in Developmental Disabilities, Vol. 35, No. 11, 2014, p. 2658-2672.

Research output: Contribution to journalArticle

Benjamin, David P. ; Mastergeorge, Ann M. ; McDuffie, Andrea S. ; Kover, Sara T. ; Hagerman, Randi J ; Abbeduto, Leonard J. / Effects of labeling and pointing on object gaze in boys with fragile X syndrome : An eye-tracking study. In: Research in Developmental Disabilities. 2014 ; Vol. 35, No. 11. pp. 2658-2672.
@article{6041811f7fde4befb354bdd87c7ff415,
title = "Effects of labeling and pointing on object gaze in boys with fragile X syndrome: An eye-tracking study",
abstract = "We examined the visual processing of a social learning stimulus and the ways in which visual attention was distributed to objects as well as to the examiner's face during word learning under conditions that varied only in the presence or absence of a label. The goal of the current study, then, was to evaluate the effects of differentially providing pointing and labeling during exposure to a novel target object in males with fragile X syndrome (FXS) (n= 14, ages 4.33-10.02), autism spectrum disorder (ASD) (n= 17, ages 4.04-10.4), or typical development (TD) (n= 18, ages 2.05-5.33). In particular, the present study examined attention to the examiner's face as well as target and distracter objects that were presented as video stimuli. An eye-tracker captured gaze to the video stimuli as they were shown in order to examine the way in which children with FXS, ASD, or TD distributed their gaze toward the examiner and the objects. Results indicated that no group showed increased gaze toward the target object compared to the distracter object. However, results revealed that participants with FXS showed significantly increased face gaze compared to the novel objects, whereas children with ASD and TD both showed similar amounts of relative gaze toward the face and objects. Furthermore, the act of pointing at the target object was found to increase gaze toward the target objects compared to when there was no pointing in all groups. Together, these findings suggest that social cues like those employed in a word-learning task, when presented with video, may relate to gaze in FXS in context- or task-dependent ways that are distinct from those expected during live interaction.",
keywords = "Autism, Eye tracking, Fragile X syndrome, Word learning",
author = "Benjamin, {David P.} and Mastergeorge, {Ann M.} and McDuffie, {Andrea S.} and Kover, {Sara T.} and Hagerman, {Randi J} and Abbeduto, {Leonard J}",
year = "2014",
doi = "10.1016/j.ridd.2014.06.021",
language = "English (US)",
volume = "35",
pages = "2658--2672",
journal = "Research in Developmental Disabilities",
issn = "0891-4222",
publisher = "Elsevier Inc.",
number = "11",

}

TY - JOUR

T1 - Effects of labeling and pointing on object gaze in boys with fragile X syndrome

T2 - An eye-tracking study

AU - Benjamin, David P.

AU - Mastergeorge, Ann M.

AU - McDuffie, Andrea S.

AU - Kover, Sara T.

AU - Hagerman, Randi J

AU - Abbeduto, Leonard J

PY - 2014

Y1 - 2014

N2 - We examined the visual processing of a social learning stimulus and the ways in which visual attention was distributed to objects as well as to the examiner's face during word learning under conditions that varied only in the presence or absence of a label. The goal of the current study, then, was to evaluate the effects of differentially providing pointing and labeling during exposure to a novel target object in males with fragile X syndrome (FXS) (n= 14, ages 4.33-10.02), autism spectrum disorder (ASD) (n= 17, ages 4.04-10.4), or typical development (TD) (n= 18, ages 2.05-5.33). In particular, the present study examined attention to the examiner's face as well as target and distracter objects that were presented as video stimuli. An eye-tracker captured gaze to the video stimuli as they were shown in order to examine the way in which children with FXS, ASD, or TD distributed their gaze toward the examiner and the objects. Results indicated that no group showed increased gaze toward the target object compared to the distracter object. However, results revealed that participants with FXS showed significantly increased face gaze compared to the novel objects, whereas children with ASD and TD both showed similar amounts of relative gaze toward the face and objects. Furthermore, the act of pointing at the target object was found to increase gaze toward the target objects compared to when there was no pointing in all groups. Together, these findings suggest that social cues like those employed in a word-learning task, when presented with video, may relate to gaze in FXS in context- or task-dependent ways that are distinct from those expected during live interaction.

AB - We examined the visual processing of a social learning stimulus and the ways in which visual attention was distributed to objects as well as to the examiner's face during word learning under conditions that varied only in the presence or absence of a label. The goal of the current study, then, was to evaluate the effects of differentially providing pointing and labeling during exposure to a novel target object in males with fragile X syndrome (FXS) (n= 14, ages 4.33-10.02), autism spectrum disorder (ASD) (n= 17, ages 4.04-10.4), or typical development (TD) (n= 18, ages 2.05-5.33). In particular, the present study examined attention to the examiner's face as well as target and distracter objects that were presented as video stimuli. An eye-tracker captured gaze to the video stimuli as they were shown in order to examine the way in which children with FXS, ASD, or TD distributed their gaze toward the examiner and the objects. Results indicated that no group showed increased gaze toward the target object compared to the distracter object. However, results revealed that participants with FXS showed significantly increased face gaze compared to the novel objects, whereas children with ASD and TD both showed similar amounts of relative gaze toward the face and objects. Furthermore, the act of pointing at the target object was found to increase gaze toward the target objects compared to when there was no pointing in all groups. Together, these findings suggest that social cues like those employed in a word-learning task, when presented with video, may relate to gaze in FXS in context- or task-dependent ways that are distinct from those expected during live interaction.

KW - Autism

KW - Eye tracking

KW - Fragile X syndrome

KW - Word learning

UR - http://www.scopus.com/inward/record.url?scp=84904748789&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84904748789&partnerID=8YFLogxK

U2 - 10.1016/j.ridd.2014.06.021

DO - 10.1016/j.ridd.2014.06.021

M3 - Article

C2 - 25062097

AN - SCOPUS:84904748789

VL - 35

SP - 2658

EP - 2672

JO - Research in Developmental Disabilities

JF - Research in Developmental Disabilities

SN - 0891-4222

IS - 11

ER -