scholarly journals The Effects of Shot Changes on Eye Movements in Subtitling

2013 ◽  
Vol 6 (5) ◽  
Author(s):  
Izabela Krejtz ◽  
Agnieszka Szarkowska ◽  
Krzysztof Krejtz

In this paper we address the question whether shot changes trigger the re-reading of subtitles. Although it has been accepted in the professional literature on subtitling that subtitles should not be displayed over shot changes as they induce subtitle re-reading, support for this claim in eye movement studies is difficult to find. In this study we examined eye movement patterns of 71 participants watching news and documentary clips. We analysed subject hit count, number of fixations, first fixation duration, fixation time percent and transition matrix before, during and after shot changes in subtitles displayed over a shot change. Results of our study show that most viewers do not re-read subtitlescrossing shot changes.

Perception ◽  
10.1068/p6080 ◽  
2009 ◽  
Vol 38 (4) ◽  
pp. 479-491 ◽  
Author(s):  
Zoi Kapoula ◽  
Gintautas Daunys ◽  
Olivier Herbez ◽  
Qing Yang

Franklin et al (1993, Leonardo26 103–108) reported that title information influenced the interpretation of paintings but not the way observers explore and look at the paintings; in their study subjects used a hand pointer to indicate where they looked. We used eye-movement recording and examined the effect of title on eye-movement exploration of nonrealistic cubist paintings giving rise to free interpretation. Three paintings by Fernand Léger were used: The Wedding contained high density of small fragments of real human faces, limbs, or arbitrary fragments mixed with large plane surfaces; The Alarm Clock consisted of arbitrary fragments creating perception of a person; Contrast of Forms contained forms and cylinders. Different groups of naive subjects explored paintings without knowing the title (spontaneous condition), with the instruction to invent a title (active condition), and after announcement of the authentic title (driven condition). Exploration time was unrestricted and eye movements were recorded by Chronos video-oculography. Fixation duration was found to increase in the driven condition relative to active condition; such increase occurred for all paintings. In contrast, fixation-duration variability remained stable over all title conditions. Saccade amplitude increased in the driven condition for Contrast of Forms. Increase of fixation duration and of saccade size are attributed to additional cognitive analysis, ie search fitting between the title and the painting. When comparing paintings within each title condition, The Wedding produced different results than the other paintings: longer exploration time (in spontaneous condition), higher fixation duration variability (in spontaneous and driven conditions), but smaller saccade sizes (in active and driven conditions). The differences are attributed to visual aspects (high density of small fragments) but also to complex semantic analysis of multiple segments of faces and limbs contained by this painting. Spatial distribution of fixation time was highly selective, with a preponderance of the central area that was the most fixated for all paintings and all title conditions. In the driven condition, however, loci of most frequent fixations were different than in the other conditions from the first 5 s; particularly for The Alarm Clock the title drove the eyes rapidly on the inconspicuous fragment of the clock. Our findings go against Franklin's conclusions. We conclude that title information influences both physiological parameters of eye movements and the distribution of fixation time over different selected areas of the painting.


2020 ◽  
Vol 10 (3) ◽  
pp. 51
Author(s):  
DongMin Jang ◽  
IlHo Yang ◽  
SeoungUn Kim

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.


2015 ◽  
Vol 8 (2) ◽  
Author(s):  
Sangil Lee ◽  
Minho Lee ◽  
Hyeonggyu Park ◽  
Mun-Seon Chang ◽  
Ho-Wan Kwak

The goal of the present study was to examine whether intention type affects eye movement patterns in a change detection task In addition, we assessed whether the eye movement index could be used to identify human implicit intent. We attempted to generate three types of intent amongst the study participants, dividing them into one of three conditions; each condition received different information regarding an impending change to the visual stimuli. In the “navigational intent” condition, participants were asked to look for any interesting objects, and were not given any more information about the impending change. In the “low-specific intent” condition, participants were informed that a change would occur. In the “high-specific intent” condition, participants were told that a change would occur, and that an object would disappear. In addition to this main change detection task, participants also had to perform a primary task, in which they were required to name aloud the colors of objects in the pre-change scene. This allowed us to control for the visual searching process during the pre-change scene. The main results were as follows: firstly, the primary task successfully controlled for the visual search process during the pre-change scene, establishing that there were no differences in the patterns of eye movements across all three conditions despite differing intents. Secondly, we observed significantly different patterns of eye movement between the conditions in the post-change scene, suggesting that generating a specific intent for change detection yields a distinctive pattern of eye-movements. Finally, discriminant function analysis showed a reasonable classification rate for identifying a specific intent. Taken together, it was found that both participant intent and the specificity of information provided to the participants affect eye movements in a change detection task.


Author(s):  
Ortal Nitzan-Tamar ◽  
Bracha Kramarski ◽  
Eli Vakil

Abstract. Various tools have been designed to classify the wholistic/analytic cognitive style, based mostly on behavioral data that reveals little about how these processes function. The main goal of this study is to characterize patterns of eye movements (EM) that are typical of learners with tendencies toward wholistic/analytic styles. Forty students completed the E-CSA-W/A test, while their EM were simultaneously monitored. The results revealed that the overall response time of the wholist group was lower in both tasks. The differences in response time between the groups are interpreted as being influenced by impulsive/reflective styles. While the behavioral data provide us with the end result and quantitative differences between the groups, EM provide us with the qualitative information about the process that led to the response. The study showed that the wholist group is characterized by less fixations and transitions than the analytic group, which is interpreted as reflecting use of whole/partial strategy.


1982 ◽  
Vol 55 (3) ◽  
pp. 939-942 ◽  
Author(s):  
Michael Thompson ◽  
Roger P. Greenberg ◽  
Seymour Fisher

Research with male subjects has related lateral eye movements to preferred mode of defense and psychosomatic symptoms. However, previous research has systematically excluded female subjects which precluded the investigation of hypothesized but not yet confirmed patterns of sex differences. The present study examined the relationship between lateral eye movements, psychological defenses, and somatic symptoms in females. Lateral eye-movement patterns were assessed for 32 female undergraduate students, who were then administered the Defense Mechanism Inventory and Body Symptom Questionnaire. The data indicated no relationship between eye-movement patterns and either defensive style or somatic symptoms. Previous concerns about using female subjects in lateral eye-movement studies appear justified as this may decrease the probability of finding effects of lateralization.


1977 ◽  
Vol 44 (2) ◽  
pp. 639-644 ◽  
Author(s):  
Jean Hamilton Holcomb ◽  
Henry H. Holcomb ◽  
Augustin De La Peña

This study suggests that different eye-movement patterns are associated with reversals of ambiguous figures. The high scanners seem to be more dependent on eye movements for reversals and their recognition of each pattern depends on the sequence and location of fixations; thus shifts of attention appear to be externalized in the form of large, saccadic eye movements. In contrast low scanners are better able to shift attention internally, eg., by mental restructuring, without large eye movements. We further suggest that scanning behavior associated with reversals may be modulated by stimulus complexity, figures' reversibility, and extrinsic/intrinsic motivational styles.


2018 ◽  
Author(s):  
Han Zhang ◽  
Kevin Miller ◽  
Xin Sun ◽  
Kai Schnabel Cortina

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.


2021 ◽  
Author(s):  
Anna Izmalkova ◽  
Anastasia Rzheshevskaya

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.


2009 ◽  
Vol 3 (2) ◽  
Author(s):  
Gary Feng

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.


Author(s):  
Masaru Yasuda

Abstract. Differences in perceptional processes between shading responses and achromatic-color responses were examined by comparing eye movements. The following hypotheses were tested. Hypothesis 1: Shading responses, compared to non-shading responses, would show an increased fixation time directed at the inside of the area of shading stimuli and a decreased fixation time directed at the outline. Hypothesis 2: The differences in fixation times proposed in Hypothesis 1 would not be observed between achromatic-color responses and non-achromatic-color responses. Eye movement data of 60 responses produced for the W in Card IV and D1 in Card VI were analyzed. The results indicated that shading responses had significantly longer fixation times directed at the inner area and significantly shorter fixation times directed at the outline, compared to non-shading responses. On the other hand, achromatic-color responses did not show a significant main effect or interaction. The above results supported Hypotheses 1 and 2.


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