scholarly journals Do You See What Eyes See? Implementing Inattentional Blindness

2005 ◽  
pp. 178-190 ◽  
Author(s):  
Erdan Gu ◽  
Catherine Stocker ◽  
Norman I. Badler
Keyword(s):  
Inattentional Blindness

Ich sehe was, was du nicht siehst

2017 ◽  
Vol 24 (3) ◽  
pp. 120-127
Author(s):  
Carina Kreitz
Keyword(s):  
Inattentional Blindness ◽  
Oder Nicht ◽  
Interindividuelle Unterschiede

Zusammenfassung. Wenn wir unsere Aufmerksamkeit einer Aufgabe zuwenden, nehmen wir Dinge, die währenddessen unerwartet auftauchen, häufig nicht bewusst wahr – obwohl sie unmittelbar in unserem Blickfeld erscheinen. Dieses Phänomen, das als Inattentional Blindness bezeichnet wird, kann fatale Konsequenzen in alltäglichen Situationen und auch einen ernstzunehmenden Einfluss auf sportliche Leistungen haben. In Ergänzung zu vorheriger Forschung zeigen meine eigenen Ergebnisse, dass eine Vielzahl situativer Faktoren die Wahrscheinlichkeit, mit der Inattentional Blindness auftritt, beeinflussen können. Dazu zählen unter anderem bestimmte Eigenschaften des unerwarteten Objekts sowie Kontextfaktoren. Im Gegensatz dazu scheinen interindividuelle Unterschiede über die situativen Einflüsse hinaus kaum (oder zumindest nicht reliabel) vorherzusagen, ob Inattentional Blindness auftritt oder nicht. Während es also eine feste Wahrscheinlichkeit über alle Personen hinweg gibt, dass ein unerwartetes Objekt bemerkt wird (deterministischer Aspekt), kann anhand der Persönlichkeitsstruktur und der kognitiven Fähigkeiten dieser Personen nicht vorhergesagt werden, wer von ihnen das unerwartete Objekt entdecken wird und wer nicht (stochastischer Aspekt).

The Effects of Pointing out Failures of Inattentional Blindness on Performance and Situation Awareness

2012 ◽  
Author(s):  
Andrew R. Dattel ◽  
Jason E. Vogt ◽  
Chelsea C. Sheehan ◽  
Kristen Madjic ◽  
Matthew C. Stefonetti ◽  
...  
Keyword(s):  
Situation Awareness ◽  
Inattentional Blindness

The Influence of the Unexpected Stimulus'Speed on Inattentional Blindness

2010 ◽  
Vol 41 (12) ◽  
pp. 1143-1151
Author(s):  
Cheng-Zhi FENG ◽  
Xia FENG
Keyword(s):  
Inattentional Blindness

To See or Not to See

2021 ◽  
Vol 5 (1) ◽  
pp. 1-25
Author(s):  
Linda Hirsch ◽  
Christina Schneegass ◽  
Robin Welsch ◽  
Andreas Butz
Keyword(s):  
Digital Library ◽  
Inattentional Blindness ◽  
Design Strategies ◽  
Information Presentation ◽  
Literature Study ◽  
Public Places ◽  
Public Square ◽  
User Intentions

People visit public places with different intentions and motivations. While some explore it carefully, others may just want to pass or are otherwise engaged. We investigate how to exploit the inattentional blindness (IB) of indirect users in the design of public interfaces to apply to such diverse needs. Beginning with a structured literature study in the ACM Digital Library on IB, we analyzed 135 publications to derive design strategies that benefit from IB or avoid IB. Using these findings, we selected three existing interfaces for information presentation on a large public square and created two additional interfaces ourselves. We then compared users' perceptions through a self-reported photography study (N = 40). Participants followed one of four scripted profiles to imitate different user intentions, two for direct and two for indirect users. We hypothesized that direct users would recognize the interfaces, while indirect users would experience IB and ignore them. Our results show that direct users reported up to 68% of our interfaces, whereas indirect users noticed only 16%. Thus, IB can be exploited to hide interfaces from indirect users while keeping them noticeable to direct users.

scholarly journals In plane sight: Inattentional blindness affects visual detection of external targets in simulated flight

2022 ◽  
Vol 98 ◽  
pp. 103578
Author(s):  
Alaska White ◽  
David O'Hare
Keyword(s):  
Visual Detection ◽  
Inattentional Blindness

Inattentional Blindness: What You Don't See May Harm Your Patient

AORN Journal ◽  
2010 ◽  
Vol 92 (1) ◽  
pp. 110-113 ◽  
Author(s):  
Donna S. Watson
Keyword(s):  
Inattentional Blindness

Addressing Inattentional Blindness with Smart Eyewear and Vibrotactile Feedback on the Finger, Wrist, and Forearm

2020 ◽  
Author(s):  
Adrian Aiordăchioae ◽  
David Gherasim ◽  
Alexandru-Ilie Maciuc ◽  
Bogdan-Florin Gheran ◽  
Radu-Daniel Vatavu
Keyword(s):  
Inattentional Blindness ◽  
Vibrotactile Feedback

Age differences in Inattentional blindness to emotional stimulus

2021 ◽  
Author(s):  
Reyhan Tunç ◽  
Simay Ikier
Keyword(s):  
Age Differences ◽  
Inattentional Blindness ◽  
Emotional Stimulus

Age Effects on Inattentional Blindness: Implications for Driving

2016 ◽  
pp. 441-448 ◽  
Author(s):  
Cary Stothart ◽  
Walter Boot ◽  
Daniel Simons ◽  
Neil Charness ◽  
Timothy Wright
Keyword(s):  
Inattentional Blindness ◽  
Age Effects

scholarly journals IEyeGASE: An Intelligent Eye Gaze-Based Assessment System for Deeper Insights into Learner Performance

Sensors ◽  
2021 ◽  
Vol 21 (20) ◽  
pp. 6783
Author(s):  
Chandrika Kamath Ramachandra ◽  
Amudha Joseph
Keyword(s):  
Learning Outcomes ◽  
Eye Gaze ◽  
Inattentional Blindness ◽  
Task Engagement ◽  
Assessment System ◽  
Learning Goals ◽  
Online Assessment ◽  
Viable Option ◽  
Learner Performance ◽  
Education Environment

In the current education environment, learning takes place outside the physical classroom, and tutors need to determine whether learners are absorbing the content delivered to them. Online assessment has become a viable option for tutors to establish the achievement of course learning outcomes by learners. It provides real-time progress and immediate results; however, it has challenges in quantifying learner aspects like wavering behavior, confidence level, knowledge acquired, quickness in completing the task, task engagement, inattentional blindness to critical information, etc. An intelligent eye gaze-based assessment system called IEyeGASE is developed to measure insights into these behavioral aspects of learners. The system can be integrated into the existing online assessment system and help tutors re-calibrate learning goals and provide necessary corrective actions.

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