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A Cognitive Paradigm to Investigate Interference in Working Memory by Distractions and Interruptions

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Face-to-face interference in typical and atypical development.

Deborah M Riby¹, Gwyneth Doherty-Sneddon, Lisa Whittle

¹School of Psychology, Newcastle University, Newcastle uponTyne NE1 7RU, UK. deborah.riby@ncl.ac.uk

Developmental Science

|February 24, 2012

Summary

This summary is machine-generated.

Looking at faces impairs task performance for typically developing individuals, and this face interference effect is also observed in individuals with Williams syndrome (WS) and Autism Spectrum Disorder (ASD). This indicates that visual social cues can increase cognitive load across diverse neurodevelopmental profiles.

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Area of Science:

Cognitive Psychology
Neurodevelopmental Disorders
Social Cognition

Background:

Visual communication relies on processing facial cues for interpersonal interaction.
Maintaining eye contact (face gaze) can increase cognitive load, potentially hindering task performance.
Previous research indicates face gaze interferes with task completion in typically developing individuals.

Purpose of the Study:

To quantify the interference of face gaze on cognitive task performance in Williams syndrome (WS) and Autism Spectrum Disorder (ASD).
To investigate how face gaze impacts cognitive processing in individuals with developmental disorders affecting social attention.

Main Methods:

Participants (typically developing, ASD, WS) completed a mathematics question-and-answer session.
Gaze behavior was recorded, with a phase requiring participants to maintain eye contact at all times.
Task accuracy was measured under conditions with and without manipulated face gaze.

Main Results:

Maintaining face gaze decreased task accuracy in typically developing individuals.
The same pattern of decreased task performance was observed in individuals with ASD and WS when required to hold face gaze.
Individuals with ASD and WS experienced greater difficulty maintaining eye contact compared to typically developing individuals.

Conclusions:

Looking at faces interferes with cognitive task performance across typically developing individuals, those with ASD, and those with WS.
The findings highlight that face gaze can impose a significant cognitive load, impacting performance regardless of neurodevelopmental status.
Individuals with ASD and WS face unique challenges in maintaining eye contact, suggesting distinct difficulties in managing social interaction demands.