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Introduction: Autism spectrum disorder (ASD) is characterised by impairments in social communication. Core symptoms are deficits in social looking behaviours, including limited and We designed an intervention game using serious game mechanics for adolescents with ASD. It is designed to train individuals with ASD to discover that the eyes, and shifts in gaze specifically, provide information about the external world. We predict that the game will increase understanding of gaze cues and attention to faces.
Methods And Analysis: The Social Games for Adolescents with Autism (SAGA) trial is a preliminary, randomised controlled trial comparing the intervention game with a waitlist control condition. 34 adolescents (10-18 years) with ASD with a Full-Scale IQ between 70 and 130 and a minimum second grade reading level, and their parents, will be randomly assigned (equally to intervention or the control condition) following baseline assessments. Intervention participants will be instructed to play the computer game at home on a computer for ~30 min, three times a week. All families are tested in the lab at baseline and approximately 2 months following randomisation in all measures. Primary outcomes are assessed with eye tracking to measure sensitivity to eye gaze cues and social visual attention to faces; secondary outcomes are assessed with questionnaires to measure social skills and autism-like behaviours. The analyses will focus on evaluating the feasibility, safety and preliminary effectiveness of the intervention.
Ethics And Dissemination: SAGA is approved by the Institutional Review Board at Pennsylvania State University (00005097). Findings will be disseminated via scientific conferences and peer-reviewed journals and to participants via newsletter. The intervention game will be available to families in the control condition after the full data are collected and if analyses indicate that it is effective.
Trial Registration Number: NCT02968225.
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http://dx.doi.org/10.1136/bmjopen-2018-023682 | DOI Listing |
Integr Org Biol
August 2025
Department of Biological Sciences, University of South Carolina, 715 Sumter Street, Columbia, SC 29208, USA.
Gaze stabilization is important to animals because it allows them to visually differentiate between their own motion relative to their environment and the motion of objects within their environment. Animals can struggle to stabilize their gaze in environments that have a high amount of visual noise. In shallow aquatic environments, such as tidal creeks, the motion of the water's surface can create dynamic spatiotemporal fluctuations in illumination referred to as "caustic flicker.
View Article and Find Full Text PDFDev Psychol
September 2025
Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology.
Decades of research have highlighted the important role of joint attention in early cultural learning. However, most previous studies focused on a limited range of joint attention settings involving the learner's participation in joint attention, characterized by eye contact and triadic gaze following. This has created an incomplete picture, tending to neglect the diversity in which infants experience social connectedness in their daily lives.
View Article and Find Full Text PDFCurr Biol
August 2025
Department of Psychology, Yale University, New Haven, CT 06510, USA; Department of Neuroscience, Yale University School of Medicine, New Haven, CT 06510, USA; Wu Tsai Institute, Yale University, New Haven, CT 06510, USA; Kavli Institute for Neuroscience, Yale University School of Medicine, New Haven
In humans, cooperation relies on advanced social cognition, but the extent to which these mechanisms support cooperation in nonhuman primates remains unclear. To investigate this, we examined freely moving marmoset dyads in a cooperative lever-pulling task. Marmosets successfully coordinated actions, relying on social vision rather than environmental cues.
View Article and Find Full Text PDFSci Rep
August 2025
Vision Action Cognition, Université Paris Cité, 92100, Boulogne-Billancourt, France.
Humans continuously decide where to look to gather task-relevant information. While affective rewards such as money are known to bias gaze direction, it remains unclear whether non-affective informational value can similarly shape oculomotor decisions. Here, we modulated the availability of task-relevant visual information at saccade targets by probabilistically varying its presentation duration, in a perceptual judgment task performed by human participants.
View Article and Find Full Text PDFBrain Sci
August 2025
Department of Special Education, University of Thessaly, 38221 Volos, Greece.
Background: Neurodivergent students, including those with Autism Spectrum Disorder (ASD) and Attention Deficit/Hyperactivity Disorder (ADHD), frequently encounter challenges in several areas of foreign language (FL) learning, including vocabulary acquisition. This exploratory study aimed to investigate real-time English as a Foreign Language (EFL) word recognition using eye tracking within the Visual World Paradigm (VWP). Specifically, it examined whether gaze patterns could serve as indicators of successful word recognition, how these patterns varied across three distractor types (semantic, phonological, unrelated), and whether age and vocabulary knowledge influenced visual attention during word processing.
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