Task-Specific Conjugate Lateral Eye Movements

Galluscio, Eugene H.; Paradzinski, Pamela

doi:10.2466/pms.1995.81.3.755

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…spatial question) is argued to result in a leftward LEM (see also Griffiths & Woodman, 1985). Similarly Galluscio and Paradzinski (1995) found more leftward eye‐movements when adults performed spatial tasks and more rightward and upward movements when verbal tasks were engaged in. Analysis of their participants' performance accuracies revealed the verbal task to be more difficult than the spatial, which may lead to the conclusion that harder tasks were more associated with upward movements.…”

mentioning

confidence: 74%

Development of gaze aversion: Qualitative changes over the early school years

Doherty‐Sneddon¹,

Phelps²,

Clark³

2007

British J of Dev Psycho

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Looking away from an interlocutor's face during demanding cognitive activity can help adults and children answer challenging mental‐arithmetic and verbal‐reasoning questions (Glenberg, Schroeder, & Robertson, 1998; Phelps, Doherty‐Sneddon, & Warnock, 2006). Whilst such ‘gaze aversion’ (GA) is used far less by 5‐year‐old schoolchildren, its use increases dramatically during the first years of primary education, reaching adult levels by 8 years of age (Doherty‐Sneddon, Bruce, Bonner, Longbotham, & Doyle, 2002). The current study investigates whether developmental changes also occur in a qualitative aspect of GA – the direction of movement involved in GA shifts. Video data from eighteen 5‐year‐olds and nineteen 8‐year‐olds answering verbal and arithmetic questions were analysed for direction of GA. We found very different profiles of direction of GA across the two ages: whilst the 5‐year‐olds used predominantly rapid multidirectional ‘flicking’ movements and some sustained left lateral movements, the 8‐year‐olds used predominantly sustained rightward movements. It is concluded that there are concomitant qualitative changes in the nature of GA shifts as well as quantitative increases in the use of GA across these age groups. A model of human attention in face‐to‐face interaction is discussed, as are implications for the assessment of children's learning and development.

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mentioning

confidence: 74%

Development of gaze aversion: Qualitative changes over the early school years

Doherty‐Sneddon¹,

Phelps²,

Clark³

2007

British J of Dev Psycho

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“…Several aspects of counselors' delivery may have acted to widen the gap between counselor and client in this regard. For instance, when concentrating, people tend to look away; they inhibit eye contact and shift eye gaze as a way to sharpen their attention and enhance information retrieval (Galluscio & Paradzinski, 1995). It is possible, then, that just at the time when clients were looking to the counselors for affective cues, the counselors were looking away.…”

Section: Discussionmentioning

confidence: 99%

Assessing oral literacy demand in genetic counseling dialogue: Preliminary test of a conceptual framework

Roter

Erby

Larson

et al. 2007

Social Science & Medicine

101

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Health literacy deficits affect half the American patient population and are linked to poor health, ineffective disease management and high rates of hospitalization. Restricted literacy has also been linked with less satisfying medical visits and communication difficulties, particularly in terms of the interpersonal and informational aspects of care. Despite growing attention to these issues by researchers and policy makers, few studies have attempted to conceptualize and assess those aspects of dialogue that challenge persons with low literacy skills, i.e., the oral literacy demand within medical encounters.The current study uses videotapes and transcripts of 152 prenatal and cancer pretest genetic counseling sessions recorded with simulated clients to develop a conceptual framework to explore oral literacy demand and its consequences for medical interaction and related outcomes. Ninety-six prenatal and 81 genetic counselors -broadly representative of the US National Society of Genetic Counselors -participated in the study. Key elements of the conceptual framework used to define oral literacy demand include: (1) use of unfamiliar technical terms; (2) general language complexity, reflected in the application of Microsoft Word grammar summary statistics to session transcripts; and, (3) structural characteristics of dialogue, including pacing, density, and interactivity. Genetic counselor outcomes include self-ratings of session satisfaction, informativeness, and development of rapport. The simulated clients rated their satisfaction with session communication, the counselor's effective use of nonverbal skills, and the counselor's affective demeanor during the session.Sessions with greater overall technical term use were long and used more complex language reflected in readability indices and multi-syllabic vocabulary (measures averaging p<.05). Sessions with a high proportionate use of technical terms were characterized by shorter visits, high readability demand, slow speech speed, fewer and more dense counselor speaking turns and low interactivity (p<.05). The higher the use of technical terms, and the more dense and less interactive the dialogue, the less satisfied the simulated clients were and the lower their ratings were of counselors' nonverbal effectiveness and affective demeanor (all relationships p<.05). Counselors' self-ratings of informativeness were also inversely related to use of technical terms (p< .05).

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“…For example, Falcone and Loder (1984) revealed that upward gaze shifts are positively correlated with the performance on a test that requires divergent thinking and imaginal processing. These upward gaze shifts during integrative thought exercises have been widely documented (for a review, see Previc and Murphy 1997) and appear to persist even in dark rooms (Galluscio and Paradzinski 1995). It is therefore impossible that the upward advantage merely reflects a tendency to avoid stimulation from the lower portion of the visual field.…”

Section: H2mentioning

confidence: 97%

The Floor Is Nearer than the Sky: How Looking Up or Down Affects Construal Level

Kerckhove¹,

Geuens²,

Vermeir³

2015

J Consum Res

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ANNELEEN VAN KERCKHOVE MAGGIE GEUENS IRIS VERMEIRThis research shows that consumers select a different product when they look down versus up. Because (1) people are accustomed to looking down to process nearby stimuli and to looking up to process distant stimuli, and because (2) perceived distance is linked to concrete versus abstract processing, the association between moving one's eyes or head down or up and concrete versus abstract processing has become overly generalized. A series of three experiments highlights that downward (upward) head and eye movements evoke more concrete (abstract) processing because downward (upward) head or eye movements have come to serve as a proximity (distance) cue. Two additional experiments indicate downstream behavioral consequences of moving one's eyes or head down versus up. Consumers choose more for feasible versus desirable products when looking down and vice versa when looking up. They also tend to be more preference-consistent when looking down versus up.

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Task-Specific Conjugate Lateral Eye Movements

Cited by 7 publications

References 17 publications

Development of gaze aversion: Qualitative changes over the early school years

Development of gaze aversion: Qualitative changes over the early school years

Assessing oral literacy demand in genetic counseling dialogue: Preliminary test of a conceptual framework

The Floor Is Nearer than the Sky: How Looking Up or Down Affects Construal Level

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