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- Dewhurst, Richard, et al.
(författare)
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How task demands influence scanpath similarity in a sequential number-search task
- 2018
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Ingår i: Vision Research. - : Elsevier BV. - 1878-5646 .- 0042-6989. ; , s. 9-23
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Tidskriftsartikel (refereegranskat)abstract
- More and more researchers are considering the omnibus eye movement sequence—the scanpath—in their studies of visual and cognitive processing (e.g. Hayes, Petrov, & Sederberg, 2011; Madsen, Larson, Loschky, & Rebello, 2012; Ni et al., 2011; von der Malsburg & Vasishth, 2011). However, it remains unclear how recent methods for comparing scanpaths perform in experiments producing variable scanpaths, and whether these methods supplement more traditional analyses of individual oculomotor statistics. We address this problem for MultiMatch (Jarodzka et al., 2010; Dewhurst et al., 2012), evaluating its performance with a visual search-like task in which participants must fixate a series of target numbers in a prescribed order. This task should produce predictable sequences of fixations and thus provide a testing ground for scanpath measures. Task difficulty was manipulated by making the targets more or less visible through changes in font and the presence of distractors or visual noise. These changes in task demands led to slower search and more fixations. Importantly, they also resulted in a reduction in the between-subjects scanpath similarity, demonstrating that participants’ gaze patterns became more heterogenous in terms of saccade length and angle, and fixation position. This implies a divergent strategy or random component to eye-movement behaviour which increases as the task becomes more difficult. Interestingly, the duration of fixations along aligned vectors showed the opposite pattern, becoming more similar between observers in 2 of the 3 difficulty manipulations. This provides important information for vision scientists who may wish to use scanpath metrics to quantify variations in gaze across a spectrum of perceptual and cognitive tasks. © 2018 Elsevier Ltd
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| 3. |
- Oliva, Manuel, et al.
(författare)
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Influence of coactors on saccadic and manual responses
- 2017
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Ingår i: i-Perception. - : SAGE Publications. - 2041-6695. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Two experiments were conducted to investigate the effects of coaction on saccadic and manual responses. Participants performed the experiments either in a solitary condition or in a group of coactors who performed the same tasks at the same time. In Experiment 1, participants completed a pro- and antisaccade task where they were required to make saccades towards(prosaccades) or away (antisaccades) from a peripheral visual stimulus. In Experiment 2,participants performed a visual discrimination task that required both making a saccade towards a peripheral stimulus and making a manual response in reaction to the stimulus's orientation. The results showed that performance of stimulus-driven responses was independent of the social context, while volitionally controlled responses were delayed by the presence of coactors.These findings are in line with studies assessing the effect of attentional load on saccadic control during dual-task paradigms. In particular, antisaccades - but not prosaccades - were influenced by the type of social context. Additionally, the number of coactors present in the group had a moderating effect on both saccadic and manual responses. The results support an attentional view of social influences.
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| 7. |
- Ögren, Magnus, 1977-, et al.
(författare)
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There’s more to the multimedia effect than meets the eye : is seeing pictures believing?
- 2017
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Ingår i: Instructional science. - : Springer Netherlands. - 0020-4277 .- 1573-1952. ; 45:2, s. 263-287
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Tidskriftsartikel (refereegranskat)abstract
- Textbooks in applied mathematics often use graphs to explain the meaning of formulae, even though their benefit is still not fully explored. To test processes underlying this assumed multimedia effect we collected performance scores, eye movements, and think-aloud protocols from students solving problems in vector calculus with and without graphs. Results showed no overall multimedia effect, but instead an effect to confirm statements that were accompanied by graphs, irrespective of whether these statements were true or false. Eye movement and verbal data shed light on this surprising finding. Students looked proportionally less at the text and the problem statement when a graph was present. Moreover, they experienced more mental effort with the graph, as indicated by more silent pauses in thinking aloud. Hence, students actively processed the graphs. This, however, was not sufficient. Further analysis revealed that the more students looked at the statement, the better they performed. Thus, in the multimedia condition the graph drew students’ attention and cognitive capacities away from focusing on the statement. A good alternative strategy in the multimedia condition was to frequently look between graph and problem statement, and thus to integrate their information. In conclusion, graphs influence where students look and what they process, and may even mislead them into believing accompanying information. Thus, teachers and textbook designers should be very critical on when to use graphs and carefully consider how the graphs are integrated with other parts of the problem.
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