Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Gaze following: why (not) learn it?

Jochen Triesch1, Christof Teuscher, Gedeon O Deák

  • 1Department of Cognitive Science, University of California, San Diego, CA, USA. triesch@cogsci.ucsd.edu

Developmental Science
|February 14, 2006
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Toddlers' Active Gaze Behavior Supports Self-Supervised Object Learning.

Developmental science·2026
Same author

Re-assessing the Evidence for MR Abilities in Children Using Computational Models.

Developmental science·2026
Same author

Efficient coding in active perception: A developmental perspective on autonomous control.

Advances in child development and behavior·2026
Same author

Infants and Mobiles: Developing an Understanding of Cause and Effect.

Developmental science·2026
Same author

Simulated Cortical Magnification Supports Self-Supervised Object Learning.

IEEE International Conference on Development and Learning. IEEE International Conference on Development and Learning·2026
Same author

Protecting LGBTQ+ Long-Term Care Residents in the United States: Comparisons of 9 Laws Regarding Scope, Jurisdiction, Training, and Enforcement.

Journal of the American Medical Directors Association·2026
Same journal

Effects of Children's Video Gaming Experience on Chinese Orthographic Processing and Its Neural Mechanisms.

Developmental science·2026
Same journal

The Kia Tīmata Pai Randomized Controlled Trial: ENRICH Early Childhood Teacher Training Improves Toddlers' Oral Language and Self-Regulation.

Developmental science·2026
Same journal

Deaf Children's Use of Mutual Exclusivity and Eye Gaze to Determine Word Meanings in American Sign Language.

Developmental science·2026
Same journal

Adolescents and Adults Use Different Facial Movements and Vocal Cues to Express Emotions.

Developmental science·2026
Same journal

Decoding Preschool Social Dynamics: Automated Tracking of Spatial and Temporal Patterns to Investigate Social Interactions and Relationships in Peer Groups.

Developmental science·2026
Same journal

Early Life Stress Affects Human Decision Making by Increasing Expectations of Volatility.

Developmental science·2026
See all related articles

Infants learn gaze following by predicting object locations through caregiver

Area of Science:

  • Developmental psychology
  • Computational neuroscience
  • Cognitive science

Background:

  • Infant gaze following is crucial for social and cognitive development.
  • Previous theories suggest infants learn by associating caregiver gaze with object locations.
  • The developmental trajectory and underlying mechanisms require further computational exploration.

Purpose of the Study:

  • To propose and evaluate a computational model for the emergence of infant gaze following skills.
  • To identify a minimal set of necessary components (the Basic Set) for gaze following development.
  • To explore how variations in the Basic Set might explain gaze following deficits in developmental disorders.

Main Methods:

  • Development of a computational model simulating infant-caregiver interactions.

Related Experiment Videos

  • Inclusion of infant perceptual skills, learning mechanisms (habituation, reward-driven learning), and caregiver behavior.
  • Simulation of typical development and altered parameters based on autism and Williams syndrome.

    • Main Results:

    • The proposed Basic Set of mechanisms is sufficient for gaze following to emerge in simulations.
    • The model accurately replicates typical developmental patterns of gaze following.
    • Altered model parameters, reflecting autism and Williams syndrome, produced predicted delays and deficits.

    Conclusions:

    • A computational framework elucidates the emergence of infant gaze following.
    • The Basic Set provides a parsimonious explanation for typical and atypical gaze following development.
    • The model offers testable predictions and new perspectives on cross-species gaze following differences.