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Träfflista för sökning "WFRF:(Nyström Marcus) srt2:(2010-2014)"

Sökning: WFRF:(Nyström Marcus) > (2010-2014)

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1.
  • Ahlström, Christer, et al. (författare)
  • Fit-for-duty test for estimation of drivers sleepiness level: Eye movements improve the sleep/wake predictor
  • 2013
  • Ingår i: Transportation Research Part C. - : Elsevier. - 0968-090X .- 1879-2359. ; 26, s. 20-32
  • Tidskriftsartikel (refereegranskat)abstract
    • Driver sleepiness contributes to a considerable proportion of road accidents, and a fit-for-duty test able to measure a drivers sleepiness level might improve traffic safety. The aim of this study was to develop a fit-for-duty test based on eye movement measurements and on the sleep/wake predictor model (SWP, which predicts the sleepiness level) and evaluate the ability to predict severe sleepiness during real road driving. Twenty-four drivers participated in an experimental study which took place partly in the laboratory, where the fit-for-duty data were acquired, and partly on the road, where the drivers sleepiness was assessed. A series of four measurements were conducted over a 24-h period during different stages of sleepiness. Two separate analyses were performed; a variance analysis and a feature selection followed by classification analysis. In the first analysis it was found that the SWP and several eye movement features involving anti-saccades, pro-saccades, smooth pursuit, pupillometry and fixation stability varied significantly with different stages of sleep deprivation. In the second analysis, a feature set was determined based on floating forward selection. The correlation coefficient between a linear combination of the acquired features and subjective sleepiness (Karolinska sleepiness scale, KSS) was found to be R = 0.73 and the correct classification rate of drivers who reached high levels of sleepiness (KSS andgt;= 8) in the subsequent driving session was 82.4% (sensitivity = 80.0%, specificity = 84.2% and AUC = 0.86). Future improvements of a fit-for-duty test should focus on how to account for individual differences and situational/contextual factors in the test, and whether it is possible to maintain high sensitive/specificity with a shorter test that can be used in a real-life environment, e.g. on professional drivers.
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  • Andersson, Richard, et al. (författare)
  • Sampling frequency and eye-tracking measures : how speed affects durations, latencies, and more
  • 2010
  • Ingår i: Journal of Eye Movement Research. - : University of Bern. - 1995-8692. ; 3:3:6, s. 1-12
  • Tidskriftsartikel (refereegranskat)abstract
    • We use simulations to investigate the effect of sampling frequency on common dependent variables in eye-tracking. We identify two large groups of measures that behave differently, but consistently. The effect of sampling frequency on these two groups of measures are explored and simulations are performed to estimate how much data are required to overcome the uncertainty of a limited sampling frequency. Both simulated and real data are used to estimate the temporal uncertainty of data produced by low sampling frequencies. The aim is to provide easy-to-use heuristics for researchers using eye-tracking. For example, we show how to compensate the uncertainty of a low sampling frequency with more data and post-experiment adjustments of measures. These findings have implications primarily for researchers using naturalistic setups where sampling frequencies typically are low.
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  • Brante, Eva Wennås, 1961, et al. (författare)
  • Exploring the Impact of Contrasting Cases in Text and Picture Processing
  • 2013
  • Ingår i: Journal of Visual Literacy. - : Informa UK Limited. - 1051-144X .- 2379-6529. ; 32:2, s. 15-38
  • Tidskriftsartikel (refereegranskat)abstract
    • Abstract Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.
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