Gaze aversion: A response to cognitive or social difficulty?

f/sla from learner perspectives: a social activity or a cognitive process

in the past couple of decades sociocultural theory of sla and its implications in efl contexts have attracted attentions of research circles worldwide and aroused some controversies. firth and wagner (1997) have questioned the principles of the cognitive view which gives importance to mental constructs in favor of sociocultural view which highlights social and contextual constructs. but if soci...

Risk Aversion Relates to Cognitive Ability: Fact or Fiction?

Recent experimental studies suggest that risk aversion is negatively related to cognitive ability. In this paper we report evidence that this relation might be spurious. We recruit a large subject pool drawn from the general Danish population for our experiment. By presenting subjects with choice tasks that vary the bias induced by random choices, we are able to generate both negative and posit...

Eating or Feeding Our Young: A Response to Recent Commentaries

Running Head: GAZE AVERSION AND TRANSIENT KNOWLEDGE Gaze Aversion During Children’s Transient Knowledge and Learning

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). While such “gaze aversion” (GA) is used far less by 5-year old school children, its use increases dramatically during the first years of pr...

Social interaction modifies neural response to gaze shifts.

Monitoring gaze shifts is important for social interactions. The direction of gaze can reveal intentions and help to predict future actions. Here we examined whether behavioural and neural responses to gaze shifts were modulated by the social context of the gaze shift in two linked experiments. Two faces were presented, one gazing directly at the subject (the 'social' face) and one with averted...