Comparing Novice and Expert Nurses in Analysing Electrocardiographs (ECGs) Containing Critical Diagnostic Information: An Eye Tracking Study of the Development of Complex Nursing Visual Cognitive Skills

2013 ◽  
pp. 297-315
Author(s):  
Marc Broadbent ◽  
Mike Horsley ◽  
Melanie Birks ◽  
Nayadin Persaud
Keyword(s):  
Eye Tracking ◽  
Cognitive Skills ◽  
Diagnostic Information ◽  
Expert Nurses ◽  
Visual Cognitive

scholarly journals Using Eye-Tracking Measures to Predict Reading Comprehension

2021 ◽  
Author(s):  
Diane Caroline Meziere ◽  
Lili Yu ◽  
Erik Reichle ◽  
Titus von der Malsburg ◽  
Genevieve McArthur
Keyword(s):  
Reading Comprehension ◽  
Eye Tracking ◽  
Cognitive Skills ◽  
Common Good ◽  
Sentence Comprehension ◽  
Reading Speed ◽  
Task Demands ◽  
Wide Range ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

Research on reading comprehension assessments suggests that they measure overlapping but not identical cognitive skills. In this paper, we examined the potential of eye-tracking as a tool for assessing reading comprehension. We administered three widely-used reading comprehension tests with varying task demands to 79 typical adult readers while monitoring their eye movements. In the York Assessment for Reading Comprehension (YARC), participants were given passages of text to read silently, followed by comprehension questions. In the Gray Oral Reading Test (GORT-5), participants were given passages of text to read aloud, followed by comprehension questions. In the sentence comprehension subtest of the Wide Range Achievement Test (WRAT-4), participants were given sentences with a missing word to read silently, and had to provide the missing word (i.e., a cloze task). Results from linear models predicting comprehension scores from eye-tracking measures yielded different patterns of results between the three tests. Models with eye-tracking measures always explained significantly more variance compared to baseline models with only reading speed, with R-squared 4 times higher for the YARC, 3 times for the GORT, and 1.3 times for the WRAT. Importantly, despite some similarities between the tests, no common good predictor of comprehension could be identified across the tests. Overall, the results suggest that reading comprehension tests do not measure the same cognitive skills to the same extent, and that participants adapted their reading strategies to the tests’ varying task demands. Finally, this study suggests that eye-tracking may provide a useful alternative for measuring reading comprehension.

scholarly journals Common Ground Information Affects Reference Resolution: Evidence From Behavioral Data, ERPs, and Eye-Tracking

2020 ◽  
Vol 11 ◽  
Author(s):  
Maria Richter ◽  
Mariella Paul ◽  
Barbara Höhle ◽  
Isabell Wartenburger
Keyword(s):  
Eye Tracking ◽  
Language Processing ◽  
Cognitive Skills ◽  
Common Ground ◽  
Event Related Potentials ◽  
Referential Communication ◽  
Reference Resolution ◽  
Early Integration ◽  
Related Potentials ◽  
Socially Situated

One of the most important social cognitive skills in humans is the ability to “put oneself in someone else’s shoes,” that is, to take another person’s perspective. In socially situated communication, perspective taking enables the listener to arrive at a meaningful interpretation of what is said (sentence meaning) and what is meant (speaker’s meaning) by the speaker. To successfully decode the speaker’s meaning, the listener has to take into account which information he/she and the speaker share in their common ground (CG). We here further investigated competing accounts about when and how CG information affects language comprehension by means of reaction time (RT) measures, accuracy data, event-related potentials (ERPs), and eye-tracking. Early integration accounts would predict that CG information is considered immediately and would hence not expect to find costs of CG integration. Late integration accounts would predict a rather late and effortful integration of CG information during the parsing process that might be reflected in integration or updating costs. Other accounts predict the simultaneous integration of privileged ground (PG) and CG perspectives. We used a computerized version of the referential communication game with object triplets of different sizes presented visually in CG or PG. In critical trials (i.e., conflict trials), CG information had to be integrated while privileged information had to be suppressed. Listeners mastered the integration of CG (response accuracy 99.8%). Yet, slower RTs, and enhanced late positivities in the ERPs showed that CG integration had its costs. Moreover, eye-tracking data indicated an early anticipation of referents in CG but an inability to suppress looks to the privileged competitor, resulting in later and longer looks to targets in those trials, in which CG information had to be considered. Our data therefore support accounts that foresee an early anticipation of referents to be in CG but a rather late and effortful integration if conflicting information has to be processed. We show that both perspectives, PG and CG, contribute to socially situated language processing and discuss the data with reference to theoretical accounts and recent findings on the use of CG information for reference resolution.

scholarly journals A basic study of declining visual cognitive skills using a position estimation task.

2006 ◽  
Vol 18 (3/4) ◽  
pp. 191-197
Author(s):  
Ken-Chee KUM ◽  
Tetsuo MATSUNAGA ◽  
Tomoharu KAERIYAMA ◽  
Daishi TAKAHASHI ◽  
Ichiro FUKUMOTO ◽  
...  
Keyword(s):  
Cognitive Skills ◽  
Position Estimation ◽  
Estimation Task ◽  
Basic Study ◽  
Visual Cognitive

Changes in Visual Cognitive Skills After Weight Loss Surgery in Women

2020 ◽  
Vol 15 (3) ◽  
pp. 174-180
Author(s):  
Sinay Önen ◽  
Ersin Budak ◽  
İbrahim Taymur ◽  
Hacı Murat Çaycı ◽  
Evren Dilektaşlı
Keyword(s):  
Weight Loss ◽  
Cognitive Skills ◽  
Weight Loss Surgery ◽  
Visual Cognitive

scholarly journals Auditory–Visual Matching of Conspecifics and Non-Conspecifics by Dogs and Human Infants

Animals ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 17 ◽  
Author(s):  
Anna Gergely ◽  
Eszter Petró ◽  
Katalin Oláh ◽  
József Topál
Keyword(s):  
Eye Tracking ◽  
Cognitive Skills ◽  
Visual Stimuli ◽  
Domestic Dogs ◽  
Human Infants ◽  
Human Speech ◽  
Acoustic Stimuli ◽  
Non Invasive ◽  
Visual Matching ◽  
Intermodal Perception

We tested whether dogs and 14–16-month-old infants are able to integrate intersensory information when presented with conspecific and heterospecific faces and vocalisations. The looking behaviour of dogs and infants was recorded with a non-invasive eye-tracking technique while they were concurrently presented with a dog and a female human portrait accompanied with acoustic stimuli of female human speech and a dog’s bark. Dogs showed evidence of both con- and heterospecific intermodal matching, while infants’ looking preferences indicated effective auditory–visual matching only when presented with the audio and visual stimuli of the non-conspecifics. The results of the present study provided further evidence that domestic dogs and human infants have similar socio-cognitive skills and highlighted the importance of comparative examinations on intermodal perception.

scholarly journals Contribution of Eye-Tracking to Study Cognitive Impairments Among Clinical Populations

2021 ◽  
Vol 12 ◽  
Author(s):  
Alexandra Wolf ◽  
Kazuo Ueda
Keyword(s):  
Decision Making ◽  
Eye Tracking ◽  
Eye Movement ◽  
Cognitive Skills ◽  
Real Life ◽  
Mental States ◽  
Movement Behavior ◽  
Experimental Conditions ◽  
Clinical Experiments ◽  
Clinical Populations

In the field of psychology, the merge of decision-theory and neuroscientific methods produces an array of scientifically recognized paradigms. For example, by exploring consumer’s eye-movement behavior, researchers aim to deepen the understanding of how patterns of retinal activation are being meaningfully transformed into visual experiences and connected with specific reactions (e.g., purchase). Notably, eye-movements provide knowledge of one’s homeostatic balance and gatekeep information that shape decisions. Hence, vision science investigates the quality of observed environments determined under various experimental conditions. Moreover, it answers questions on how human process visual stimuli and use gained information for a successful strategy to achieve certain goals. While capturing cognitive states with the support of the eye-trackers progresses at a relatively fast pace in decision-making research, measuring the visual performance of real-life tasks, which require complex cognitive skills, is tentatively translated into clinical experiments. Nevertheless, the potential of the human eye as a highly valuable source of biomarkers has been underlined. In this article, we aim to draw readers attention to decision-making experimental paradigms supported with eye-tracking technology among clinical populations. Such interdisciplinary approach may become an important component that will (i) help in objectively illustrating patient’s models of beliefs and values, (ii) support clinical interventions, and (iii) contribute to health services. It is possible that shortly, eye-movement data from decision-making experiments will grant the scientific community a greater understanding of mechanisms underlining mental states and consumption practices that medical professionals consider as obsessions, disorders or addiction.

scholarly journals Associations between individual variations in visual attention at 9 months and behavioral competencies at 18 months in rural Malawi

2020 ◽  
Author(s):  
Juha Pyykkö ◽  
Ulla Ashorn ◽  
Eletina Chilora ◽  
Kenneth Maleta ◽  
Per Ashorn ◽  
...  
Keyword(s):  
Visual Attention ◽  
Eye Tracking ◽  
Cognitive Skills ◽  
Cognitive Outcomes ◽  
Physical Growth ◽  
Predictive Tool ◽  
Visual Orienting ◽  
Individual Variations ◽  
Current Sample ◽  
Infant Attention

Theoretical and empirical considerations suggest that individual differences in infant visual attention correlate with variations in cognitive skills later in childhood. Here we tested this hypothesis in infants from rural Malawi (n = 231-377, depending on analysis), who were assessed with eye tracking tests of visual orienting, anticipatory looks, and attention to faces at 9 months, and more conventional tests of cognitive control (A-not-B), motor, language, and socioemotional development at 18 months. The results showed no associations between measures of infant attention at 9 months and cognitive skills at 18 months, either in analyses linking infant visual orienting with broad cognitive outcomes or analyses linking specific constructs between the two time points (i.e., switching of anticipatory looks and manual reaching responses), as correlations varied between -0.07 and 0.14. Measures of physical growth, and family socioeconomic characteristics were also not correlated with cognitive outcomes at 18 months in the current sample (correlations between -0.10 and 0.19). The results do not support the use of eye tracking as a predictive tool for 18-month-old infants’ cognitive skills in the Malawian setting. The results are discussed in light of the potential limitations of infant tests and restricted range of variability in cognitive outcomes in homogeneous samples from low-resource settings.

Parents' Perception of Diagnostic Reports and Conferences

1983 ◽  
Vol 14 (2) ◽  
pp. 114-120 ◽  
Author(s):  
Betty U. Watson ◽  
Ronald W. Thompson
Keyword(s):  
Medical Treatment ◽  
Diagnostic Information ◽  
Learning Language ◽  
Speech Learning ◽  
Hearing Problems

The purpose of this study was to evaluate parents' reactions and understanding of diagnostic information from written reports and conferences in a clinic which provides multidisciplinary evaluations for children with speech, learning, language, and hearing problems. Previous studies and anecdotal reports suggested that many parents do not receive appropriate diagnostic information about their children. In the present study questionnaires were mailed to parents who had received reports of evaluations and most of whom had attended hour-long conferences covering the findings. Questionnaires were also sent to professionals who had received reports. Fifty-seven percent of the parents, and 63% of the professionals returned the questionnaires. Ninety percent of the parents indicated that they had understood the results as they were presented in the conference. Ninety-three percent of the professionals and 89% of the parents stated they understood the conclusions of the written reports .Further, 83% of the parents and 80% of the professionals reported that the findings had made a change in the child's educational or medical treatment. The percentage of parents who reported understanding the findings was greater than expected. The specific informing techniques used in this study are discussed.

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