scholarly journals Looking at Buswell's pictures

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Nicholas J. Wade
Keyword(s):  
Eye Movements ◽  
Fixation Duration ◽  
Viewing Time ◽  
Dramatic Effect ◽  
Educational Psychologist

In 1935 Guy Buswell, an educational psychologist at Chicago University, published How People Look at Pictures. In it he recorded photographically the eye movements of 200 observers when looking at a wide variety of pictures. He analysed the overall distribution of fixations on pictures, compared the first few fixations on a picture to the last few, measured the durations of fixations made early in viewing and those made near the end of viewing, examined how fixation duration changed with viewing time, recorded the consistency between different observers when viewing the same picture and he looked at the influence of instructions given to observers upon their eye movements when viewing a picture. He commented on the substantial differences between individuals and noted that instructions had a dramatic effect on the pattern of eye movements. Buswell’s analysis was graphical rather than statistical. In this article Buswell’s figures are recombined and his research is placed in the context of earlier investigations of eye movements with pictures by Stratton and Judd and later ones by Yarbus.

scholarly journals What Makes an Image Interesting and How Can We Explain It

2021 ◽  
Vol 12 ◽  
Author(s):  
Maham Gardezi ◽  
King Hei Fung ◽  
Usman Mirza Baig ◽  
Mariam Ismail ◽  
Oren Kadosh ◽  
...  
Keyword(s):  
Eye Movements ◽  
Real World ◽  
Fixation Duration ◽  
Intrinsic Property ◽  
Visual Cognition ◽  
The Other ◽  
Viewing Time ◽  
Indoor Scenes ◽  
Order Variable ◽  
Cognition And Knowledge

Here, we explore the question: What makes a photograph interesting? Answering this question deepens our understanding of human visual cognition and knowledge gained can be leveraged to reliably and widely disseminate information. Observers viewed images belonging to different categories, which covered a wide, representative spectrum of real-world scenes, in a self-paced manner and, at trial’s end, rated each image’s interestingness. Our studies revealed the following: landscapes were the most interesting of all categories tested, followed by scenes with people and cityscapes, followed still by aerial scenes, with indoor scenes of homes and offices being least interesting. Judgments of relative interestingness of pairs of images, setting a fixed viewing duration, or changing viewing history – all of the above manipulations failed to alter the hierarchy of image category interestingness, indicating that interestingness is an intrinsic property of an image unaffected by external manipulation or agent. Contrary to popular belief, low-level accounts based on computational image complexity, color, or viewing time failed to explain image interestingness: more interesting images were not viewed for longer and were not more complex or colorful. On the other hand, a single higher-order variable, namely image uprightness, significantly improved models of average interest. Observers’ eye movements partially predicted overall average interest: a regression model with number of fixations, mean fixation duration, and a custom measure of novel fixations explained >40% of variance. Our research revealed a clear category-based hierarchy of image interestingness, which appears to be a different dimension altogether from memorability or awe and is as yet unexplained by the dual appraisal hypothesis.

scholarly journals Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

2020 ◽  
Vol 10 (3) ◽  
pp. 51
Author(s):  
DongMin Jang ◽  
IlHo Yang ◽  
SeoungUn Kim
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Peak Velocity ◽  
Eye Gaze ◽  
Sampling Rate ◽  
Maximum Amplitude ◽  
Mind Wandering ◽  
Video Lecture ◽  
Video Lectures

The purpose of this study was to detect mind-wandering experienced by pre-service teachers during a video learning lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported mind-wandering experience through self-caught method while learning physics video lecture during 30 minutes. A Tobii Pro Spectrum (sampling rate: 300 Hz) was used to capture their eye-gaze during learning Gauss's law through a course video. After watching the video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Additionally, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

scholarly journals Influence of soundtrack on eye movements during video exploration

2012 ◽  
Vol 5 (4) ◽  
Author(s):  
Antoine Coutrot ◽  
Nathalie Guyader ◽  
Gelu Ionescu ◽  
Alice Caplier
Keyword(s):  
Eye Movements ◽  
Visual Attention ◽  
Fixation Duration ◽  
Visual Features ◽  
Eye Position ◽  
Saccade Amplitude ◽  
The Gaze ◽  
Spatial Sound ◽  
Complex Scenes ◽  
The Impact

Models of visual attention rely on visual features such as orientation, intensity or motion to predict which regions of complex scenes attract the gaze of observers. So far, sound has never been considered as a possible feature that might influence eye movements. Here, we evaluate the impact of non-spatial sound on the eye movements of observers watching videos. We recorded eye movements of 40 participants watching assorted videos with and without their related soundtracks. We found that sound impacts on eye position, fixation duration and saccade amplitude. The effect of sound is not constant across time but becomes significant around one second after the beginning of video shots.

scholarly journals Generalization gradients for fear and disgust in human associative learning

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Jinxia Wang ◽  
Xiaoying Sun ◽  
Jiachen Lu ◽  
HaoRan Dou ◽  
Yi Lei
Keyword(s):  
Eye Movements ◽  
Anxiety Disorders ◽  
Pupil Size ◽  
Fixation Duration ◽  
Generalization Test ◽  
Reaction Times ◽  
Preliminary Evidence ◽  
Conditioned Stimuli ◽  
Critical Feature ◽  
Generalization Gradients

AbstractPrevious research indicates that excessive fear is a critical feature in anxiety disorders; however, recent studies suggest that disgust may also contribute to the etiology and maintenance of some anxiety disorders. It remains unclear if differences exist between these two threat-related emotions in conditioning and generalization. Evaluating different patterns of fear and disgust learning would facilitate a deeper understanding of how anxiety disorders develop. In this study, 32 college students completed threat conditioning tasks, including conditioned stimuli paired with frightening or disgusting images. Fear and disgust were divided into two randomly ordered blocks to examine differences by recording subjective US expectancy ratings and eye movements in the conditioning and generalization process. During conditioning, differing US expectancy ratings (fear vs. disgust) were found only on CS-, which may demonstrated that fear is associated with inferior discrimination learning. During the generalization test, participants exhibited greater US expectancy ratings to fear-related GS1 (generalized stimulus) and GS2 relative to disgust GS1 and GS2. Fear led to longer reaction times than disgust in both phases, and the pupil size and fixation duration for fear stimuli were larger than for disgust stimuli, suggesting that disgust generalization has a steeper gradient than fear generalization. These findings provide preliminary evidence for differences between fear- and disgust-related stimuli in conditioning and generalization, and suggest insights into treatment for anxiety and other fear- or disgust-related disorders.

scholarly journals Analysis of Drivers’ Eye Movements on Roundabouts: A Driving Simulator Study

2021 ◽  
Vol 13 (13) ◽  
pp. 7463
Author(s):  
Amin Azimian ◽  
Carlos Alberto Catalina Ortega ◽  
Juan Maria Espinosa ◽  
Miguel Ángel Mariscal ◽  
Susana García-Herrero
Keyword(s):  
Eye Movements ◽  
Pupil Size ◽  
Cell Phone ◽  
Human Error ◽  
Fixation Duration ◽  
Driving Simulator ◽  
Eye Tracker ◽  
Traffic Crashes ◽  
Loss Of Life ◽  
Simulator Study

Roundabouts are considered as one of the most efficient forms of intersection that substantially reduce the types of crashes that result in injury or loss of life. Nevertheless, they do not eliminate collision risks, especially when human error plays such a large role in traffic crashes. In this study, we used a driving simulator and an eye tracker to investigate drivers’ eye movements under cell phone-induced distraction. A total of 45 drivers participated in two experiments conducted under distracted and non-distracted conditions. The results indicated that, under distracting conditions, the drivers’ fixation duration decreased significantly on roundabouts, and pupil size increased significantly.

scholarly journals Wandering Eyes: Eye Movements During Mind-wandering in Video Lectures

2018 ◽  
Author(s):  
Han Zhang ◽  
Kevin Miller ◽  
Xin Sun ◽  
Kai Schnabel Cortina
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Average Duration ◽  
Mind Wandering ◽  
Preliminary Evidence ◽  
Future Research ◽  
Video Lectures ◽  
Thought Probes ◽  
Instructional Formats

Video lectures are increasingly prevalent, but they present challenges to learners. Students' minds often wander, yet we know little about how mind-wandering affects attention during video lectures. This paper presents two studies that examined eye movement patterns of mind-wandering during video lectures. In the studies, mind-wandering reports were collected by either self-caught reports or thought probes. Results were similar across the studies: mind-wandering was associated with an increased allocation of fixations to the instructor's image. For fixations on the slides, the average duration increased but the dispersion decreased. Moreover, preliminary evidence suggested that fixation duration and dispersion can diminish soon after self-caught reports of mind-wandering. Overall, these findings help advance our understanding of how learners' attention is affected during mind-wandering and may facilitate efforts in objectively identifying mind-wandering. Future research is needed to determine if these findings can extend to other instructional formats.

scholarly journals Graphological and semantic foregrounding as affecting gaze and speech of impulsive and reflective readers

2021 ◽  
Author(s):  
Anna Izmalkova ◽  
Anastasia Rzheshevskaya
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Contrastive Analysis ◽  
Gaze Behavior ◽  
Textual Information ◽  
Bottom Up ◽  
Action Event ◽  
Initial Fixation ◽  
Movement Parameters

The study explores the effects of graphological and semantic foregrounding on speech and gaze behavior in textual information construal of subjects with higher and lower impulsivity. Eye movements of sixteen participants were recorded as they read drama texts with interdiscourse switching (semantic foregrounding), with features of typeface distinct from the surrounding text (graphological foregrounding). Discourse modification patterns were analyzed and processed in several steps: specification of participant/object/action/event/perspective modification, parametric annotation of participants’ discourse responses, contrastive analysis of modification parameter activity and parameter synchronized activity. Significant distinctions were found in eye movement parameters (gaze count and initial fixation duration) in subjects with higher and lower impulsivity when reading parts of text with graphical foregrounding. Impulsive subjects tended to visit the areas more often with longer initial fixations than reflective subjects, which is explained in terms of stimulus-driven attention, associated with bottom-up processes. However, these differences in gaze behavior did not result in pronounced distinctions in discourse responses, which were only slightly mediated by impulsivity/reflectivity.

scholarly journals Time Course and Hazard Function: A Distributional Analysis of Fixation Duration in Reading

2009 ◽  
Vol 3 (2) ◽  
Author(s):  
Gary Feng
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Hazard Function ◽  
Fixation Duration ◽  
Time Course ◽  
Time Window ◽  
Reading Processes ◽  
Duration Distribution ◽  
The Mean ◽  
High Level

Reading processes affect not only the mean of fixation duration but also its distribution function. This paper introduces a set of hypotheses that link the timing and strength of a reading process to the hazard function of a fixation duration distribution. Analyses based on large corpora of reading eye movements show a surprisingly robust hazard function across languages, age, individual differences, and a number of processing variables. The data suggest that eye movements are generated stochastically based on a stereotyped time course that is independent of reading variables. High-level reading processes, however, modulate eye movement programming by increasing or decreasing the momentary saccade rate during a narrow time window. Implications to theories and analyses of reading eye movement are discussed.

scholarly journals Do standard optometric measures predict binocular coordination during reading?

2021 ◽  
Vol 13 (6) ◽  
Author(s):  
Joëlle Joss ◽  
Stephanie Jainta
Keyword(s):  
Eye Movements ◽  
Visual Processing ◽  
Fixation Duration ◽  
Dynamic Parameter ◽  
Complex Task ◽  
Test Results ◽  
Regression Analyses ◽  
Fixation Disparity ◽  
Explained Variance ◽  
Binocular Coordination

In reading, binocular eye movements are required for optimal visual processing and thus, in case of asthenopia or reading problems, standard orthoptic and optometric routines check individual binocular vision by a variety of tests. The present study therefore examines the predictive value of such standard measures of heterophoria, accommodative and vergence facility, AC/A-ratio, NPC and symptoms for binocular coordination parameters during reading. Binocular eye movements were recorded (EyeLink II) for 65 volunteers during a typical reading task and linear regression analyses related all parameters of binocular coordination to all above-mentioned optometric measures: while saccade disconjugacy was weakly predicted by vergence facility (15% explained variance), vergence facility, AC/A and symptoms scores predicted vergence drift (31%). Heterophoria, vergence facility and NPC explained 31% of fixation disparity and first fixation duration showed minor relations to symptoms (18%). In sum, we found only weak to moderate relationships, with expected, selective associations: dynamic parameter related to optometric tests addressing vergence dynamics, whereas the static parameter (fixation disparity) related mainly to heterophoria. Most surprisingly, symptoms were only loosely related to vergence drift and fixation duration, reflecting associations to a dynamic aspect of binocular eye movements in reading and potentially non-specific, overall but slight reading deficiency. Thus, the efficiency of optometric tests to predict binocular coordination during reading was low – questioning a simple, straightforward extrapolation of such test results to an overlearned, complex task.

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