Parameters of matching of social and nonsocial images.

<p>The ratio of a number of parameters were calculated for each pair of images (1 social, 1 nonsocial) used as stimuli in both the tasks. These consisted of psychological parameters (arousal and valence ratings) as well as image parameters (Global Root Mean Square[RMS] contrast, local RMS contrast, and stimulus saliency). Error bars denote 95% confidence intervals.</p

The layout of a trial in the Global Effect task.

<p>The angle of deviation towards the top or bottom image is calculated as the difference between the participant’s first saccade (represented by a black circle) and the shortest path between the initial location of the fixation cross and the location where it reappears (on the left or right of the screen). Social and nonsocial reward images appeared in vertical pairs as shown, which were presented to the right or the left of the initial fixation cross for an equal number of times (40 times each). Participants were instructed to look only at the fixation cross, and ignore the images. The full set of stimuli is available on request from the first author.</p

The layout for a trial in the Freeview task.

<p>Participants were free to look at paired social and nonsocial images that were presented side by side. The average duration participants spent looking at the social vs. nonsocial images was measured. Images were presented for 5000ms. The full set of stimuli is available on request.</p

Correlations between trait empathy and proportion of gaze duration to social images.

<p>Greater empathy was significantly associated with more time spent looking at social images than nonsocial images when they are unscrambled (black line and circles; r(66) = .277, p = .022) but not scrambled (grey line and triangles; r(66) = -.198, p = .106).</p

Bias to social stimuli in the Global Effect and Freeview task.

<p>(a) The average angle of deviation towards social images during the Global Effect task. There was a significant sociality bias for average deviation on unscrambled images (mean = 1.433°, standard deviation = 1.395°, standard error = .17°, p < .001), but not scrambled images (mean = -.044°, standard deviation = .913°, standard error = .111°; p = .697). The error bars reflect within- subject errors, calculated using the Cousineau[<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0185146#pone.0185146.ref035" target="_blank">35</a>] method. (b) Bar graph of the proportion of duration looking to social images during the Freeview task. Proportion of gaze duration was significantly longer to social images for unscrambled (mean = .57, standard deviation = .092, standard error = .011, p < .001) and scrambled images (mean = .523, standard deviation = .046, standard error = .005, p < .001). Values above the dotted line at .5 indicate a bias to social images.</p

Correlation between WAIS-R scales, learning tests and number of IP symptoms.

<p>The numbers in the table indicate Pearson's correlation coefficients (r).</p><p>*p<0.05;</p><p>**p<0.01 FSIQ: Full scale IQ; VIQ: Verbal IQ; PIQ: Performance IQ.</p

Clinical manifestations in 10 female patients with IP: Clinical score analysis.

<p>The score represents the number of clinical manifestations in each organ system.</p><p>Skin defects include: vesicles, pustules, hyperkeratotic lesions, pigmented spots, and hypopigmentation.</p><p>Ocular defects include: refractive errors; nystagmus, strabismus, optic atrophy, and iris pigmentary abnormalities.</p><p>Dental defects include: partial anodontia, dental dystrophy, dental pulp defects, cone/peg shaped teeth, malocclusion, and gingival defects.</p><p>Hair defects include: hair atrophy, alopecia, and wooly hair naevus.</p><p>Nail defects include: ungual dystrophy.</p><p>CNS (central nervous system) defects include: ischemia, seizures, and cerebral atrophy.</p><p>Other defects include: congenital clubfoot, frequent infections, vascular diseases, cranial asymmetry, and breast atrophy.</p

Performance scores of seven educated IP participants with IQs above 70 on reading, writing and mathematics tests.

<p>*<b>pathological performance;</b> # borderline performance; np  =  test not performed.</p><p>Scores for learning abilities are z-scores; pathological performances are defined in accordance with the normative data of the tests.</p