scholarly journals Gaze and eye movement in dialogue interpreting: An eye-tracking study

2020 ◽  
Vol 23 (4) ◽  
pp. 780-787 ◽  
Author(s):  
Elisabet Tiselius ◽  
Kayle Sneed
Keyword(s):  
Eye Tracking ◽  
Cognitive Load ◽  
Eye Movement ◽  
Cognitive Processes ◽  
Cognitive Effort ◽  
Simultaneous Interpreting ◽  
Gaze Patterns ◽  
Averted Gaze

AbstractPrevious studies have investigated the cognitive processes of simultaneous interpreting and translation using eye-tracking. No study has yet utilized eye-tracking to investigate cognitive load and cognitive effort in dialogue interpreting. An eye-tracking study was conducted on two groups of interpreters (experienced and inexperienced) with varying language backgrounds during a staged dialogue interpreting session. The aim of the study was to explore gaze patterns in dialogue interpreting in relation to the interpreters’ action and translation direction. The results indicated there were differences in gaze patterns depending on the action and the language used. Participants averted gaze more when interpreting into the allophone language (the L2 for a majority of the participants in this study). This may indicate that interpreting into L2 in a dialogue may involve more cognitive effort than interpreting into L1. Finally, gaze patterns did not differ significantly between inexperienced and experienced dialogue interpreters.

scholarly journals Identifying Expert and Novice Visual Scanpath Patterns and Their Relationship to Assessing Learning-Relevant Student Characteristics

2021 ◽  
Vol 5 ◽  
Author(s):  
Christian Kosel ◽  
Doris Holzberger ◽  
Tina Seidel
Keyword(s):  
Eye Tracking ◽  
Eye Movement ◽  
Cognitive Processes ◽  
Student Characteristics ◽  
Visual Behavior ◽  
Judgment Accuracy ◽  
Gaze Patterns ◽  
Expert And Novice ◽  
Visual Scanpath ◽  
Classroom Lesson

The paper addresses cognitive processes during a teacher's professional task of assessing learning-relevant student characteristics. We explore how eye-movement patterns (scanpaths) differ across expert and novice teachers during an assessment situation. In an eye-tracking experiment, participants watched an authentic video of a classroom lesson and were subsequently asked to assess five different students. Instead of using typically reported averaged gaze data (e.g., number of fixations), we used gaze patterns as an indicator for visual behavior. We extracted scanpath patterns, compared them qualitatively (common sub-pattern) and quantitatively (scanpath entropy) between experts and novices, and related teachers' visual behavior to their assessment competence. Results show that teachers' scanpaths were idiosyncratic and more similar to teachers of the same expertise group. Moreover, experts monitored all target students more regularly and made recurring scans to re-adjust their assessment. Lastly, this behavior was quantified using Shannon's entropy score. Results indicate that experts' scanpaths were more complex, involved more frequent revisits of all students, and that experts transferred their attention between all students with equal probability. Experts' visual behavior was also statistically related to higher judgment accuracy.

Determining Gaze Behavior Patterns in On-Screen Testing

2020 ◽  
pp. 073563312097861
Author(s):  
Marko Pejić ◽  
Goran Savić ◽  
Milan Segedinac
Keyword(s):  
Eye Tracking ◽  
Eye Movement ◽  
Undergraduate Students ◽  
Behavior Pattern ◽  
Machine Learning Techniques ◽  
Software System ◽  
Gaze Behavior ◽  
Gaze Patterns ◽  
Presentation Methods ◽  
Tracking Device

This study proposes a software system for determining gaze patterns in on-screen testing. The system applies machine learning techniques to eye-movement data obtained from an eye-tracking device to categorize students according to their gaze behavior pattern while solving an on-screen test. These patterns are determined by converting eye movement coordinates into a sequence of regions of interest. The proposed software system extracts features from the sequence and performs clustering that groups students by their gaze pattern. To determine gaze patterns, the system contains components for communicating with an eye-tracking device, collecting and preprocessing students’ gaze data, and visualizing data using different presentation methods. This study presents a methodology to determine gaze patterns and the implementation details of the proposed software. The research was evaluated by determining the gaze patterns of 51 undergraduate students who took a general knowledge test containing 20 questions. This study aims to provide a software infrastructure that can use students’ gaze patterns as an additional indicator of their reading behaviors and their processing attention or difficulty, among other factors.

Exploring processing patterns of Chinese-English sight translation

Babel ◽  
2020 ◽  
Vol 66 (6) ◽  
pp. 999-1024
Author(s):  
Wenchao Su ◽  
Defeng Li
Keyword(s):  
Eye Tracking ◽  
Cognitive Effort ◽  
Source Text ◽  
Cognitive Approach ◽  
Major Topic ◽  
Simultaneous Interpreting ◽  
L1 And L2 ◽  
Tracking Technology

Abstract The exploration of processing patterns is a major topic within the behavioural-cognitive approach to translation and interpreting studies, but existing studies have mainly focused on processing patterns in written translation while largely overlooking other important modes of interlingual transfer, for example sight translation. To fill this gap, the present study investigated processing patterns in rehearsed sight translation from English into Chinese (L1) and vice versa (L2) using eye-tracking technology and examined how translation directions influenced processing patterns in sight translation. It was found that (1) translation students spent more time but invested less cognitive effort in reading the source text in the preparatory reading than the actual sight translation; (2) the coordination time between comprehension and production in sight translation was similar to that with simultaneous interpreting; (3) the processing patterns in each translation direction also showed distinctive differences in both preparatory reading and reading-speech coordination. This was the first study to investigate processing patterns in sight translation that involved two linguistically distinct languages, i.e., English and Chinese, in both L1 and L2 translation and it is hoped that the findings will generate further research along this line.

scholarly journals Exploring the Cognitive Load of Expert and Novice Map Users Using EEG and Eye Tracking

2020 ◽  
Vol 9 (7) ◽  
pp. 429
Author(s):  
Merve Keskin ◽  
Kristien Ooms ◽  
Ahmet Ozgur Dogru ◽  
Philippe De Maeyer
Keyword(s):  
Eye Tracking ◽  
Spatial Memory ◽  
Cognitive Load ◽  
Cognitive Processes ◽  
Memory Task ◽  
Significant Difference ◽  
Expert And Novice ◽  
Memory Experiment ◽  
Saccade Velocity ◽  
Eeg Power

The main objective of this research is to explore the cognitive processes of expert and novice map users during the retrieval of map-related information, within varying difficulty levels (i.e., easy, moderate, hard), by using eye tracking and electroencephalogram (EEG). In this context, we present a spatial memory experiment consisting of a large number of stimuli to study the effect of task difficulty on map users’ behavior through cognitive load measurements. Next to the reaction time and success rate, we used fixation and saccade related eye tracking metrics (i.e., average fixation duration, the number of fixations per second, saccade amplitude and saccade velocity), and EEG power spectrum (i.e., event-related changes in alpha and theta frequency bands) to identify the cognitive load. While fixation metrics indicated no statistically significant difference between experts and novices, saccade metrics proved the otherwise. EEG power spectral density analysis, on the other side, suggested an increase in theta (i.e., event-related synchronization) and a decrease in alpha (except moderate tasks) (i.e., event-related desynchronization) at all difficulty levels of the task for both experts and novices, which is an indicator of cognitive load. Although no significant difference emerged between two groups, we found a significant difference in their overall performances when the participants were classified as good and relatively bad learners. Triangulating EEG results with the recorded eye tracking data and the qualitative analysis of focus maps indeed provided a detailed insight on the differences of the individuals’ cognitive processes during this spatial memory task.

Processing Forced-choice versus Check-all-that-apply Question Formats

Field Methods ◽  
2017 ◽  
Vol 29 (4) ◽  
pp. 383-394 ◽  
Author(s):  
Cornelia E. Neuert
Keyword(s):  
Eye Tracking ◽  
Cognitive Processes ◽  
Forced Choice ◽  
Cognitive Effort ◽  
Tracking Data ◽  
Question Format ◽  
Factual Question ◽  
Question Formats

Previous research has shown that check-all-that-apply (CATA) and forced-choice (FC) question formats do not produce comparable results. The cognitive processes underlying respondents’ answers to both types of formats still require clarification. This study contributes to filling this gap by using eye-tracking data. Both formats are compared by analyzing attention processes and the cognitive effort respondents spend while answering one factual and one opinion question, respectively. No difference in cognitive effort spent on the factual question was found, whereas for the opinion question, respondents invested more cognitive effort in the FC than in the CATA condition. The findings indicate that higher endorsement in FC questions cannot only be explained by question format. Other possible causes are discussed.

scholarly journals Evidence of cognitive effort in simultaneous interpreting: Process versus product data

2019 ◽  
pp. 11-45
Author(s):  
Ewa Gumul
Keyword(s):  
Cognitive Load ◽  
Process Analysis ◽  
Cognitive Effort ◽  
Verbal Protocols ◽  
Product Analysis ◽  
Product Data ◽  
Simultaneous Interpreting

The present study aims at measuring the level of correspondence between the problems related to increased cognitive effort reported by simultaneous interpreting trainees in their retrospective verbal protocols and problems indicators identified in the target texts. The study triangulates process analysis (retrospective protocols) with product analysis (manual comparison of source and target texts). The corpus of the study consists of about 75 hours of recordings of 240 interpreting outputs and the recordings of 5,005 retrospective comments. The results imply that that increased cognitive load involved in simultaneous interpreting and the resulting cognitive effort experienced by trainee interpreters is not always manifested in the product.

scholarly journals The Interplay of Syntactic and Lexical Salience and its Effect on Default Figurative Responses

2020 ◽  
Vol 61 (1) ◽  
pp. 69-88
Author(s):  
Maria Kiose
Keyword(s):  
Eye Tracking ◽  
Eye Movement ◽  
Cognitive Effort ◽  
Lexical Frequency ◽  
Experiment Verification ◽  
Graded Salience

AbstractThe aim of the paper is to determine how salient and non-salient figurative discourse nouns affect readers’ default response processing and oculo-graphic (eye-movement) reactions. Whereas the theories of the Graded Salience and the Defaultness Hypotheses, developed by R. Giora (Giora, 1999, 2003; Giora, Givoni, & Fein, 2015), have stimulated further research in the area of interpretive salience (Giora et al., 2015; Giora, Jaffe, Becker & Fein, 2018), the resonating influence of syntactic salience on default interpretations has been largely neglected. In this study we provide corpus-based evidence followed by eye-tracking experiment verification, supportive of the synchronized influence of syntactic and lexical salience. The results show that default figurative responses in lexically salient positions may require more cognitive effort (longer fixations) if they are syntactically less salient. Literal responses to figurative nouns may also result from either weak lexical or syntactic salience of nouns. Therefore, apart from exemplifying resonance with lexical salience (in terms of lexical frequency, familiarity, conventionality, and prototypicality), the default figurative interpretations are also syntactically dependent.

Explicitation and cognitive load in simultaneous interpreting

Interpreting ◽  
2020 ◽  
Author(s):  
Ewa Gumul
Keyword(s):  
Cognitive Load ◽  
Rank Order ◽  
Process Analysis ◽  
Positive Association ◽  
Performance Measure ◽  
Cognitive Effort ◽  
Subjective Measure ◽  
Product Analysis ◽  
Simultaneous Interpreting ◽  
The One

Abstract This article investigates the correlation between explicitation and increased cognitive load in simultaneous interpreting by trainee interpreters. It has been hypothesised, on the one hand, that certain explicitating shifts in simultaneous interpreting may be caused by increased cognitive load and they may be performed in an attempt to mask processing problems; and, on the other, that performing explicitating shifts may lead to increased cognitive load and trigger processing problems. The study triangulates product analysis (manual comparison of source and target texts) with process analysis (retrospective protocols of the participants). In the product the correlation between the occurrence of explicitating shifts and increased cognitive load is sought by identifying problem indicators in the form of three types of disfluency: hesitation markers, false starts and anomalous pauses exceeding two seconds (performance measure). Retrospective protocols are analysed in search of reports of explicitating shifts and/or increased cognitive load experienced and/or the cognitive effort expended (subjective measure). The product analysis shows the correlation between explicitating shifts and cognitive load at the level of 31%. The Spearman’s rank-order correlation coefficient r = 0.48 indicates that there is a positive association between these two variables. This finding is further confirmed by 122 retrospective comments of the subjects in the study.

scholarly journals Navigating Through the Experienced Environment: Insights From Mobile Eye Tracking

2020 ◽  
Vol 29 (3) ◽  
pp. 286-292 ◽  
Author(s):  
Koraly Pérez-Edgar ◽  
Leigha A. MacNeill ◽  
Xiaoxue Fu
Keyword(s):  
Visual Field ◽  
Eye Tracking ◽  
Social Interactions ◽  
Cognitive Processes ◽  
Point Of View ◽  
Gaze Patterns ◽  
The World ◽  
The Individual ◽  
Insight Into ◽  
Mobile Eye Tracking

Researchers are acutely interested in how people engage in social interactions and navigate their environment. However, in striving for experimental or laboratory control, we often instead present individuals with representations of social and environmental constructs and infer how they would behave in more dynamic and contingent interactions. Mobile eye tracking (MET) is one approach to connecting the laboratory to the experienced environment. MET superimposes gaze patterns captured through head- or eyeglass-mounted cameras pointed at the eyes onto a separate camera that captures the visual field. As a result, MET allows researchers to examine the world from the point of view of the individual in action. This review touches on the methods and questions that can be asked with this approach, illustrating how MET can provide new insight into social, behavioral, and cognitive processes from infancy through old age.

scholarly journals Investigating the construct measured by banked gap-fill items: Evidence from eye-tracking

2016 ◽  
Vol 35 (1) ◽  
pp. 51-73 ◽  
Author(s):  
Gareth McCray ◽  
Tineke Brunfaut
Keyword(s):  
Eye Tracking ◽  
Cognitive Processing ◽  
Cognitive Processes ◽  
Reading Proficiency ◽  
Cognitive Effort ◽  
Test Design ◽  
Task Processing ◽  
And Task

This study investigates test-takers’ processing while completing banked gap-fill tasks, designed to test reading proficiency, in order to test theoretically based expectations about the variation in cognitive processes of test-takers across levels of performance. Twenty-eight test-takers’ eye traces on 24 banked gap-fill items (on six tasks) were analysed according to seven online eye-tracking measures representing overall, text and task processing. Variation in processing was related to test-takers’ level of performance on the tasks overall. In particular, as hypothesized, lower-scoring students exerted more cognitive effort on local reading and lower-level cognitive processing in contrast to test-takers who attained higher scores. The findings of different cognitive processes associated with variation in scores illuminate the construct measured by banked gap-fill items, and therefore have implications for test design and the validity of score interpretations.

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