TY - JOUR

T1 - The role of emotion in learning trustworthiness from eye-gaze: Evidence from facial electromyography

AU - Manssuer, L.R.

AU - Pawling, R.

AU - Hayes, A.E.

AU - Tipper, S.P.

PY - 2015/10/7

Y1 - 2015/10/7

N2 - Gaze direction can be used to rapidly and reflexively lead or mislead others’ attention as to the location of important stimuli. When perception of gaze direction is congruent with the location of a target, responses are faster compared to when incongruent. Faces that consistently gaze congruently are also judged more trustworthy than faces that consistently gaze incongruently. However, it’s unclear how gaze-cues elicit changes in trust. We measured facial electromyography (EMG) during an identity-contingent gaze-cueing task to examine whether embodied emotional reactions to gaze-cues mediate trust learning. Gaze-cueing effects were found to be equivalent regardless of whether participants showed learning of trust in the expected direction or did not. In contrast, we found distinctly different patterns of EMG activity in these two populations. In a further experiment we showed the learning effects were specific to viewing faces, as no changes in liking were detected when viewing arrows that evoked similar attentional orienting responses. These findings implicate embodied emotion in learning trust from identity-contingent gaze-cueing, possibly due to the social value of shared attention or deception rather than domain-general attentional orienting.

AB - Gaze direction can be used to rapidly and reflexively lead or mislead others’ attention as to the location of important stimuli. When perception of gaze direction is congruent with the location of a target, responses are faster compared to when incongruent. Faces that consistently gaze congruently are also judged more trustworthy than faces that consistently gaze incongruently. However, it’s unclear how gaze-cues elicit changes in trust. We measured facial electromyography (EMG) during an identity-contingent gaze-cueing task to examine whether embodied emotional reactions to gaze-cues mediate trust learning. Gaze-cueing effects were found to be equivalent regardless of whether participants showed learning of trust in the expected direction or did not. In contrast, we found distinctly different patterns of EMG activity in these two populations. In a further experiment we showed the learning effects were specific to viewing faces, as no changes in liking were detected when viewing arrows that evoked similar attentional orienting responses. These findings implicate embodied emotion in learning trust from identity-contingent gaze-cueing, possibly due to the social value of shared attention or deception rather than domain-general attentional orienting.

U2 - 10.1080/17588928.2015.1085374

DO - 10.1080/17588928.2015.1085374

M3 - Article

JO - Cognitive Neuroscience

JF - Cognitive Neuroscience

SN - 1758-8928

ER -