Eye gaze behavior under chromatic impairments and quality assessment

2015 ◽  
Author(s):  
Marco V. Bernardo ◽  
Antonio M. G. Pinheiro ◽  
Paulo T. Fiadeiro ◽  
Manuela Pereira
Keyword(s):  
Quality Assessment ◽  
Eye Gaze ◽  
Gaze Behavior

scholarly journals Eye gaze differences in school scenes between preschool children and adolescents with high-functioning autism spectrum disorder and those with typical development

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Yuko Ishizaki ◽  
Takahiro Higuchi ◽  
Yoshitoki Yanagimoto ◽  
Hodaka Kobayashi ◽  
Atsushi Noritake ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Preschool Children ◽  
Children And Adolescents ◽  
Eye Gaze ◽  
Autism Spectrum ◽  
Typical Development ◽  
Human Face ◽  
Gaze Behavior ◽  
Psychosomatic Symptoms ◽  
Children With Asd

Abstract Background Children with autism spectrum disorder (ASD) may experience difficulty adapting to daily life in a preschool or school settings and are likely to develop psychosomatic symptoms. For a better understanding of the difficulties experienced daily by preschool children and adolescents with ASD, this study investigated differences in eye gaze behavior in the classroom environment between children with ASD and those with typical development (TD). Methods The study evaluated 30 children with ASD and 49 children with TD. Participants were presented with images of a human face and a classroom scene. While they gazed at specific regions of visual stimuli, eye tracking with an iView X system was used to evaluate and compare the duration of gaze time between the two groups. Results Compared with preschool children with TD, preschool children with ASD spent less time gazing at the eyes of the human face and the object at which the teacher pointed in the classroom image. Preschool children with TD who had no classroom experience tended to look at the object the teacher pointed at in the classroom image. Conclusion Children with ASD did not look at the human eyes in the facial image or the object pointed at in the classroom image, which may indicate their inability to analyze situations, understand instruction in a classroom, or act appropriately in a group. This suggests that this gaze behavior of children with ASD causes social maladaptation and psychosomatic symptoms. A therapeutic approach that focuses on joint attention is desirable for improving the ability of children with ASD to adapt to their social environment.

Quality Assessment of Crowdwork via Eye Gaze: Towards Adaptive Personalized Crowdsourcing

2021 ◽  
pp. 104-113
Author(s):  
Md. Rabiul Islam ◽  
Shun Nawa ◽  
Andrew Vargo ◽  
Motoi Iwata ◽  
Masaki Matsubara ◽  
...  
Keyword(s):  
Quality Assessment ◽  
Eye Gaze

scholarly journals Eye contact enhances interpersonal motor resonance: comparing video stimuli to a live two-person action context

2019 ◽  
Vol 14 (9) ◽  
pp. 967-976 ◽  
Author(s):  
Jellina Prinsen ◽  
Kaat Alaerts
Keyword(s):  
Visual Attention ◽  
Primary Motor Cortex ◽  
Ecological Validity ◽  
Eye Gaze ◽  
Eye Contact ◽  
Social Responsiveness ◽  
Gaze Behavior ◽  
Motor Resonance ◽  
Action Context

Abstract Previous research has shown a link between eye contact and interpersonal motor resonance, indicating that the mirroring of observed movements is enhanced when accompanied with mutual eye contact between actor and observer. Here, we further explored the role of eye contact within a naturalistic two-person action context. Twenty-two participants observed simple hand movements combined with direct or averted gaze presented via a live model in a two-person setting or via video recordings, while transcranial magnetic stimulation was applied over the primary motor cortex (M1) to measure changes in M1 excitability. Skin conductance responses and gaze behavior were also measured to investigate the role of arousal and visual attention herein. Eye contact significantly enhanced excitability of the observer’s M1 during movement observation within a two-person setting. Notably, participants with higher social responsiveness (Social Communication subscale of the Social Responsiveness Scale) displayed a more pronounced modulation of M1 excitability by eye gaze. Gaze-related modulations in M1 excitability were, however, not associated with differences in visual attention or autonomic arousal. In summary, the current study highlights the effectiveness and feasibility of adopting paradigms with high ecological validity for studying the modulation of mirror system processes by subtle social cues, such as eye gaze.

scholarly journals EYE GAZE AND PRODUCTION ACCURACY PREDICT ENGLISH L2 SPEAKERS’ MORPHOSYNTACTIC LEARNING

2016 ◽  
Vol 39 (4) ◽  
pp. 851-868 ◽  
Author(s):  
Kim McDonough ◽  
Pavel Trofimovich ◽  
Phung Dao ◽  
Alexandre Dion
Keyword(s):  
Second Language ◽  
Test Performance ◽  
Eye Gaze ◽  
Learning Activities ◽  
Learning Activity ◽  
Pattern Learning ◽  
Gaze Behavior ◽  
Target Pattern ◽  
English Students ◽  
The Relationship

This study investigated the relationship between second language (L2) speakers’ success in learning a new morphosyntactic pattern and characteristics of one-on-one learning activities, including opportunities to comprehend and produce the target pattern, receive feedback from an interlocutor, and attend to the meaning of the pattern through self- and interlocutor-initiated eye-gaze behaviors. L2 English students (N = 48) were exposed to the transitive construction in Esperanto (e.g., filino mordas pomon [SVO] or pomon mordas filino [OVS] “girl bites apple”) through comprehension and production activities with an interlocutor, receiving feedback in the form of recasts for their Esperanto errors. The L2 speakers’ interpretation and production of Esperanto transitives were then tested using known and novel lexical items. The results indicated that OVS test performance was predicted by the duration of self-initiated eye gaze to images illustrating the OVS pattern during the comprehension learning activity and by accurate production of OVS sentences during the production learning activity. The findings suggest important roles for eye-gaze behavior and production opportunities in L2 pattern learning.

scholarly journals Co-development of Manner and Path Concepts in Language, Action, and Eye-Gaze Behavior

2014 ◽  
Vol 6 (3) ◽  
pp. 492-512 ◽  
Author(s):  
Katrin S. Lohan ◽  
Sascha S. Griffiths ◽  
Alessandra Sciutti ◽  
Tim C. Partmann ◽  
Katharina J. Rohlfing
Keyword(s):  
Eye Gaze ◽  
Gaze Behavior

scholarly journals Imaging Time Series of Eye Tracking Data to Classify Attentional States

2021 ◽  
Vol 15 ◽  
Author(s):  
Lisa-Marie Vortmann ◽  
Jannes Knychalla ◽  
Sonja Annerer-Walcher ◽  
Mathias Benedek ◽  
Felix Putze
Keyword(s):  
Time Series ◽  
Eye Tracking ◽  
Eye Gaze ◽  
Image Features ◽  
Data Sets ◽  
Neural Net ◽  
Tracking Data ◽  
Attentional State ◽  
Gaze Behavior ◽  
Imaging Time

It has been shown that conclusions about the human mental state can be drawn from eye gaze behavior by several previous studies. For this reason, eye tracking recordings are suitable as input data for attentional state classifiers. In current state-of-the-art studies, the extracted eye tracking feature set usually consists of descriptive statistics about specific eye movement characteristics (i.e., fixations, saccades, blinks, vergence, and pupil dilation). We suggest an Imaging Time Series approach for eye tracking data followed by classification using a convolutional neural net to improve the classification accuracy. We compared multiple algorithms that used the one-dimensional statistical summary feature set as input with two different implementations of the newly suggested method for three different data sets that target different aspects of attention. The results show that our two-dimensional image features with the convolutional neural net outperform the classical classifiers for most analyses, especially regarding generalization over participants and tasks. We conclude that current attentional state classifiers that are based on eye tracking can be optimized by adjusting the feature set while requiring less feature engineering and our future work will focus on a more detailed and suited investigation of this approach for other scenarios and data sets.

scholarly journals A dataset of head and eye gaze during dyadic interaction task for modeling robot gaze behavior

2018 ◽  
Vol 161 ◽  
pp. 03002 ◽  
Author(s):  
Mirko Raković ◽  
Nuno Duarte ◽  
Jovica Tasevski ◽  
José Santos-Victor ◽  
Branislav Borovac
Keyword(s):  
Motion Capture ◽  
Eye Gaze ◽  
Dyadic Interaction ◽  
Motion Capture System ◽  
Gaze Behavior ◽  
Second Person ◽  
Interaction Task

In this work is presented a dataset of humans‘ head and eye gaze acquired with Pupil Labs gazetracking glasses and Optitrack motion capture system. The dataset contains recordings of adult subjects in dyadic interaction task. During the experiment, the subjects are asked to pick up an object and, based on the randomly defined instructions, to place it on the table in front of her/him or to give the object to a person sitting across the table. If the object is handed over, the second person takes the object and places it on the table it in front of her/him. The dataset is intended to be used to model the behavior of the human’s gaze while interacting with another human and implement the model in a controller of a robot for dyadic interaction with a humans.

scholarly journals The Gaze Communications Between Dogs/Cats and Humans: Recent Research Review and Future Directions

2020 ◽  
Vol 11 ◽  
Author(s):  
Hikari Koyasu ◽  
Takefumi Kikusui ◽  
Saho Takagi ◽  
Miho Nagasawa
Keyword(s):  
Eye Gaze ◽  
Bond Formation ◽  
Research Review ◽  
Research Approach ◽  
Human Society ◽  
Gaze Behavior ◽  
Felis Silvestris Catus ◽  
Future Directions ◽  
The Gaze ◽  
Multimodal Interactions

Dogs (Canis familiaris) and cats (Felis silvestris catus) have been domesticated through different processes. Dogs were the first domesticated animals, cooperating with humans by hunting and guarding. In contrast, cats were domesticated as predators of rodents and lived near human habitations when humans began to settle and farm. Although the domestication of dogs followed a different path from that of cats, and they have ancestors of a different nature, both have been broadly integrated into—and profoundly impacted—human society. The coexistence between dogs/cats and humans is based on non-verbal communication. This review focuses on “gaze,” which is an important signal for humans and describes the communicative function of dogs’ and cats’ eye-gaze behavior with humans. We discuss how the function of the gaze goes beyond communication to mutual emotional connection, namely “bond” formation. Finally, we present a research approach to multimodal interactions between dogs/cats and humans that participate in communication and bond formation.

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