scholarly journals Mixed Responses: Why Readers Spend Less Time at Unfavorable Landing Positions

2009 ◽  
Vol 3 (2) ◽  
Author(s):  
Gary Feng
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Mixture Model ◽  
Fixation Duration ◽  
Efference Copy ◽  
Normal Reading ◽  
Limited Support ◽  
The Mean ◽  
Mixed Responses ◽  
Theories Of Reading

This paper investigates why the average fixation duration tends to decrease from the center to the two ends of a word. Specifically, it examines (a) whether unfavorable landing positions trigger a corrective mechanism, (b) whether the triggering is based on the internal efference copy mechanism, and (c) whether the corrective mechanism is specific to fixations that missed their targeted words. To estimate the mean and proportion of the corrective fixations, a 3-parameter mixture model was fitted to distributions of first fixation duration from two large eye movement databases in studies 1 and 2. Study 3 experimentally created mislocated fixations using a gaze-contingent screen shift paradigm. There is little evidence for the efference copy mechanism and limited support for the mislocated fixations hypothesis. Overall, data suggest a process that terminates fixations sooner than would during normal reading; it is triggered by the visual input during a fixation, and is flexibly engaged at eccentric landing positions and in reading short words. Implications to theories of reading eye movements are discussed.

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 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.

Extraocular muscle proprioception functions in the control of ocular alignment and eye movement conjugacy

1994 ◽  
Vol 72 (2) ◽  
pp. 1028-1031 ◽  
Author(s):  
R. F. Lewis ◽  
D. S. Zee ◽  
B. M. Gaymard ◽  
B. L. Guthrie
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Extraocular Muscle ◽  
Efference Copy ◽  
Binocular Viewing ◽  
Error Signal ◽  
Muscle Proprioception ◽  
Adaptive Mechanisms ◽  
Before And After

1. The function of extraocular muscle proprioception in the control of eye movements is uncertain. We tested the hypothesis that proprioception contributes to the long-term regulation of ocular alignment and eye movement conjugacy. 2. Eye movements were recorded in monkeys with unilateral extraocular muscle palsies, before and after proprioceptive deafferentation of the paretic eye. Following deafferentation, ocular alignment and saccade conjugacy gradually worsened over several weeks. In contrast, disconjugate adaptation induced by habitual binocular viewing with a prism (disparity-mediated adaptation) occurred normally after deafferentation. 3. These results provide the first evidence that proprioception functions in the control of eye movements in primates, and indicate that proprioception contributes to the long-term adaptive mechanisms that regulate ocular alignment during fixation and saccades. The error signal used in this process may be derived from a mismatch between the efference copy and proprioceptive afference.

Eye Movements While Driving Cars around Curves

1977 ◽  
Vol 44 (3) ◽  
pp. 683-689 ◽  
Author(s):  
Amos S. Cohen ◽  
Herbert Studach
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Vehicle Control ◽  
Eye Fixation ◽  
Eye Fixations ◽  
The Future ◽  
The Mean ◽  
The Right

The eye fixations of 5 experienced and 4 inexperienced car drivers were analyzed while driving curves to the left and to the right. For experienced drivers in a curve to the left the mean duration of eye fixations was longer and the amplitude of the eye movements greater than in a curve to the right. No such difference was observed in inexperienced drivers who manifested neither uniformity within the same curves nor differentiation between the two types of curves. Mean duration of eye fixations of experienced subjects was shorter while driving in a curve to right, but their amplitude of eye movement was greater in a curve to left than those of inexperienced drivers. In Exp. 2, it was pointed out that there is already a change in the pattern of eye movements prior to entering a curve. Upon approaching the curve the mean duration of eye fixation decreased, and the fixations were mainly shifted toward the future driving path. Results are interpreted in terms of the adequacy of the eye fixations (supposedly influenced by prior long-term learning) for information at near distance for vehicle control and at longer distances for setting up proprioceptive forward programs for possible future sensomotoric activity.

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.

Meta-Analysis of Eye Movements Between Children With and Without Dyslexia or Reading Disability

2020 ◽  
pp. 15-24
Keyword(s):  
Eye Movements ◽  
Reading Disability ◽  
Eye Movement ◽  
Cognitive Processing ◽  
Fixation Duration ◽  
Reading Time ◽  
Word Reading ◽  
Meta Analysis ◽  
Small Sample ◽  
Eligibility Criteria

Background: Hundreds of studies have compared eye movement variables in subjects with and without dyslexia or reading disability. Most studied only small sample sizes and the eye movement tasks and targets varied. The aims of this study are to determine which, if any, eye movement variable(s) differ between children with and without dyslexia or reading disability, and, if differences are found, quantify the amount. Methods: Search engines PubMed and Salus/EBSCO Discover Database for key words eye movements OR saccades OR fixation AND dyslexia OR reading disability yielded 728 titles. Following initial study eligibility criteria (objective eye movement variable measures of children age 6-15.5 years in defined case and control groups), 43 studies qualified for in depth review. Eleven studies qualified for data synthesis. Data were extracted, tested for normality by Kolmogorov-Smirnov statistic, standardized, weighted by sample size, tested for homogeneity by Q test, pooled and measured for combined effect. Results: Combined relative risk effect revealed fixation duration, number of fixations, and number of regressions when reading words to be 2.33 (95% CI: 2.12-2.54) times longer, 1.58 (95% CI: 1.52-1.65) times higher, and 1.83 (95% CI: 1.68-1.97) times higher respectively in children with dyslexia or reading disability compared to age normal readers. Differences reading pseudowords were not statistically significant. Conclusions: Significant differences in fixation duration, number of fixations, and number of regressions were found during word reading. Because most reading time is during the fixation duration, children with dyslexia or reading disability need, on average, 2.33 times longer. The results provide objective data to support reading time accommodations for Individual Education Plans. Systematic review suggests that oculomotility ability depends on the amount of cognitive processing rather than purely on extra ocular muscle control.

Eye Movement Relationships to Excessive Performance Error in Aviation

1998 ◽  
Vol 42 (15) ◽  
pp. 1132-1136 ◽  
Author(s):  
Daniel J. Callan
Keyword(s):  
Eye Movements ◽  
False Alarm ◽  
False Alarm Rate ◽  
Eye Movement ◽  
Fixation Duration ◽  
High Workload ◽  
Performance Error ◽  
Fixation Frequency

Eight experienced pilots and eight non-rated individuals flew simulated instrument training circuits while eye movements were recorded with infrared oculometry. Each subject flew two, two hour simulations containing 32 data segments. A full circuit contained a nominal workload segment and either a high workload or low workload (monitoring) segment. Differences in performance were noted between high workload and nominal segments, and between morning and afternoon segments. Fixation duration and number of Long Fixations mirrored performance. Long Fixation frequency modelled 83% of dangerous performance deviations with a 31% false alarm rate.

E-Z Reader 7 provides a platform for explaining how low- and high-level linguistic processes influence eye movements

2003 ◽  
Vol 26 (4) ◽  
pp. 498-499 ◽  
Author(s):  
Gary E. Raney
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Cognitive Processes ◽  
Movement Control ◽  
Reading Processes ◽  
Eye Movement Control ◽  
Normal Reading ◽  
High Level

E-Z Reader 7 is a processing model of eye-movement control. One constraint imposed on the model is that high-level cognitive processes do not influence eye movements unless normal reading processes are disturbed. I suggest that this constraint is unnecessary, and that the model provides a sensible architecture for explaining how both low- and high-level processes influence eye movements.

scholarly journals Eye movements in real-world scene photographs: General characteristics and effects of viewing task

2019 ◽  
Author(s):  
Deborah Cronin ◽  
Elizabeth Hall ◽  
Jessica E. Goold ◽  
Taylor Hayes ◽  
John M. Henderson
Keyword(s):  
Eye Movement ◽  
Real World ◽  
Fixation Duration ◽  
Saccade Latency ◽  
Movement Behavior ◽  
Aesthetic Judgement ◽  
Initial Saccade ◽  
Large N ◽  
The Mean ◽  
Future Work

The present study examines eye movement behavior in real-world scenes with a large (N=100) sample. We report baseline measures of eye movement behavior in our sample, including mean fixation duration, saccade amplitude, and initial saccade latency. We also characterize how eye movement behaviors change over the course of a 12 second trial. These baseline measures will be of use to future work studying eye movement behavior in scenes in a variety of literatures. We also examine effects of viewing task on when and where the eyes move in real-world scenes: participants engaged in a memorization and an aesthetic judgement task while viewing 100 scenes. While we find no difference at the mean-level between the two tasks, temporal- and distribution-level analyses reveal significant task-driven differences in eye movement behavior.

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