|Appears in Collections:||Psychology Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Development of gaze aversion: qualitiative changes over the early school years|
Learning, Psychology of
Problem-solving in children
Attention in children
|Citation:||Doherty-Sneddon G, Phelps F & Clark J (2007) Development of gaze aversion: qualitiative changes over the early school years. British Journal of Developmental Psychology, 25 (4), pp. 513-526. https://doi.org/10.1348/026151006X172018|
|Abstract:||Looking away from an interlocutors’ 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, in press). Whilst such ‘gaze aversion’ (GA) is used far less by 5-year old school children, its use increases dramatically during the first years of primary education, reaching adult levels by 8-years of age (Doherty-Sneddon, Bruce, Bonner, Longbotham, & Doyle, 2002). The current study investigates whether developmental changes also occur in a qualitative aspect of GA - the direction of movement involved in GA shifts. Video data from 18 5-year-olds and 19 8-year-olds answering verbal and arithmetic questions were analysed for direction of GA. We found very different profiles of direction of GA across the two ages: whilst the 5-year-olds used predominantly rapid multi-directional ‘flicking’ movements and some sustained left lateral movements, the 8-year-olds used predominantly sustained rightward movements. It is concluded that, as well as quantitative increases in the use of GA across these age groups, there are concomitant qualitative changes in the nature of GA shifts. A model of human attention in face-to-face interaction is discussed as are implications for the assessment of children’s learning and development.|
|Rights:||This is the peer reviewed version of the following article: Doherty‐Sneddon, G. , Phelps, F. and Clark, J. (2007), Development of gaze aversion: Qualitative changes over the early school years. British Journal of Developmental Psychology, 25: 513-526, which has been published in final form at https://doi.org/10.1348/026151006X172018. This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.|
|BJDPqual063.pdf||Fulltext - Accepted Version||130.43 kB||Adobe PDF||View/Open|
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/
If you believe that any material held in STORRE infringes copyright, please contact firstname.lastname@example.org providing details and we will remove the Work from public display in STORRE and investigate your claim.