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Updated: Jun 13, 2026
Eye Tracking Young Children with Autism
Published on: March 27, 2012
Social and non-social visual attention patterns and associative learning in infants at risk for autism
A N Bhat1, J C Galloway, R J Landa
1University of Connecticut, USA.
Insights
Infants at risk for autism showed less attention to caregivers but similar learning abilities compared to typically developing infants. Reduced self-initiated social gaze may signal future social delays.
Area of Science:
- Developmental psychology
- Neurodevelopmental disorders
- Autism spectrum disorder research
Background:
- Social inattention is a hallmark of autism spectrum disorder (ASD), contrasting with intact associative learning.
- Early identification of autism precursors is crucial for timely intervention.
- This study investigates early attention patterns and learning in infants at high risk for ASD.
Purpose of the Study:
- To compare social and non-social visual attention in 6-month-old infant siblings of children with autism (AU sibs) and low-risk (LR) infants.
- To assess associative learning capabilities in both groups.
- To identify potential early behavioral markers for autism.
Main Methods:
- Twenty-five AU sibs and 25 LR infants participated.
- A novel social-object learning task was employed to contrast attention to social versus non-social cues.
- Gaze duration to objects/caregivers and movement rates for associative learning were quantified from video recordings.
Main Results:
- Both AU sibs and LR infants successfully learned the cause-effect association with the toy.
- AU sibs exhibited less gaze toward caregivers and more toward the toy/joystick when unprompted.
- Response to caregiver-initiated social bids was comparable between the two groups.
Conclusions:
- Reduced self-initiated socially directed gaze in infants may serve as an early indicator of later social and communication impairments.
- These findings highlight the importance of early attention patterns in understanding autism development.
Background:
Social inattention is common in children with autism whereas associative learning capabilities are considered a relative strength. Identifying early precursors of impairment associated with autism could lead to earlier identification of this disorder. The present study compared social and non-social visual attention patterns as well as associative learning in infant siblings of children with autism (AU sibs) and low-risk (LR) infants at 6 months of age.
Methods:
Twenty-five AU sibs and 25 LR infants were observed in a novel social-object learning task, within which attention to social and non-social cues was contrasted. Video recorded data were coded for percent duration of gaze to objects or caregiver. Movement rates to activate the toy within the associative learning task were also quantified.
Results:
Both groups learned the association between moving a switch and activating a cause-effect toy. AU sibs spent less time looking at caregivers and more time looking at the toy or joystick when their caregivers made no attempts to engage their attention. However, response to caregiver-initiated social bids was comparable for both groups.
Conclusions:
Infrequent self-initiated socially directed gaze may be an early marker of later social and communication delays.
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