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Affective Priming by Eye Gaze Stimuli: Behavioral and Electrophysiological Evidence

Overview of attention for article published in Frontiers in Human Neuroscience, December 2016
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Title
Affective Priming by Eye Gaze Stimuli: Behavioral and Electrophysiological Evidence
Published in
Frontiers in Human Neuroscience, December 2016
DOI 10.3389/fnhum.2016.00619
Pubmed ID
Authors

Tingji Chen, Mikko J. Peltola, Lotta J. Ranta, Jari K. Hietanen

Abstract

The present study employed the affective priming paradigm and measurements of event-related potentials (ERPs) to investigate implicit affective reactions elicited by gaze stimuli. Participants categorized positive and negative words primed by direct gaze, averted gaze and closed eyes. The behavioral response time (RT) results indicated that direct gaze implicitly elicited more positive affective reactions than did closed eyes. Analyses of the ERP responses to the target words revealed a priming effect on the N170 and an interaction on late positive potential (LPP) responses, and congruently with the behavioral results, suggested that, compared to closed eyes, direct gaze was affectively more congruent with positive words and more incongruent with negative words. The priming effect on the N170 response indicated that gaze stimuli influenced the subsequent affective word processing at an early stage of information processing. In conclusion, the present behavioral and electrophysiological evidence suggests that direct gaze automatically activates more positive affective reactions than closed eyes.

X Demographics

X Demographics

The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 28 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 28 100%

Demographic breakdown

Readers by professional status Count As %
Student > Master 5 18%
Student > Doctoral Student 3 11%
Researcher 3 11%
Student > Postgraduate 3 11%
Student > Ph. D. Student 3 11%
Other 5 18%
Unknown 6 21%
Readers by discipline Count As %
Psychology 15 54%
Computer Science 2 7%
Neuroscience 2 7%
Medicine and Dentistry 1 4%
Business, Management and Accounting 1 4%
Other 2 7%
Unknown 5 18%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 18 December 2016.
All research outputs
#14,281,116
of 22,901,818 outputs
Outputs from Frontiers in Human Neuroscience
#4,587
of 7,175 outputs
Outputs of similar age
#227,717
of 419,643 outputs
Outputs of similar age from Frontiers in Human Neuroscience
#113
of 166 outputs
Altmetric has tracked 22,901,818 research outputs across all sources so far. This one is in the 35th percentile – i.e., 35% of other outputs scored the same or lower than it.
So far Altmetric has tracked 7,175 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 14.6. This one is in the 32nd percentile – i.e., 32% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 419,643 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 43rd percentile – i.e., 43% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 166 others from the same source and published within six weeks on either side of this one. This one is in the 27th percentile – i.e., 27% of its contemporaries scored the same or lower than it.