scholarly journals A Study on Eye Tracking for Price Fluctuation Strategies in On-line Shopping mall

2017 ◽  
Vol 15 (3) ◽  
pp. 111-126
Author(s):  
최선미 ◽  
Hwangsunjung ◽  
김일
Keyword(s):  
Eye Tracking ◽  
Shopping Mall ◽  
Price Fluctuation ◽  
On Line

scholarly journals Preschoolers' comprehension of pronouns and reflexives: the impact of the task

2011 ◽  
Vol 39 (4) ◽  
pp. 777-803 ◽  
Author(s):  
CHRISTINA BERGMANN ◽  
MARKUS PAULUS ◽  
PAULA FIKKERT
Keyword(s):  
Eye Tracking ◽  
Language Comprehension ◽  
Age Groups ◽  
Cognitive Resources ◽  
Ongoing Debate ◽  
Typical Response ◽  
On Line ◽  
Referential Expressions ◽  
The Impact ◽  
New Evidence

ABSTRACTPronouns seem to be acquired in an asymmetrical way, where children confuse the meaning of pronouns with reflexives up to the age of six, but not vice versa. Children's production of the same referential expressions is appropriate at the age of four. However, response-based tasks, the usual means to investigate child language comprehension, are very demanding given children's limited cognitive resources. Therefore, they might affect performance. To assess the impact of the task, we investigated learners of Dutch (three- and four-year-olds) using both eye-tracking, a non-demanding on-line method, and a typical response-based task. Eye-tracking results show an emerging ability to correctly comprehend pronouns at the age of four. A response-based task fails to indicate this ability across age groups, replicating results of earlier studies. Additionally, biases seem to influence the outcome of the response-based task. These results add new evidence to the ongoing debate of the asymmetrical acquisition of pronouns and reflexives and suggest that there is less of an asymmetry than previously assumed.

scholarly journals The Interaction of Morphological Gender With Stereotypical Information: An Eye Tracking Study on Gender Inferences

2019 ◽  
Vol 11 (4) ◽  
pp. 111
Author(s):  
Daniela Ronca ◽  
Vincenzo Moscati
Keyword(s):  
Eye Tracking ◽  
Gender Stereotypes ◽  
Mental Model ◽  
Time Course ◽  
Sentence Comprehension ◽  
Visual World ◽  
Male And Female ◽  
Gender Biases ◽  
On Line ◽  
Competing Models

In this paper we observe the time-course and the activation of gender stereotypes comparing the predictions of two competing models: the Minimalist (McKoon et al., 1992) and the Mental Model Hypothesis (Garnham 2001). The on-line processing of sentences containing male-biased stereotypes is experimentally investigated in Italian on epicenes nouns (i.e. nouns that do not morphologically disambiguate between male and female referents) adopting a procedure based on the Visual World paradigm.Eye-movements during sentence comprehension show that stereotypes become immediately active as soon as male-biased role nouns are encountered, as predicted by the Mental Model Hypothesis. Our results also show that when disambiguating cues based on morphological agreement are provided, the activation of stereotypes is blocked. This indicates that morphological gender is quickly processed and that it can suppress stereotypical gender biases.

scholarly journals Adding more fuel to the fire: An eye-tracking study of idiom processing by native and non-native speakers

2021 ◽  
Author(s):  
Anna Siyanova ◽  
K Conklin ◽  
N Schmitt
Keyword(s):  
Eye Tracking ◽  
Native Speakers ◽  
Native Speaker ◽  
Figurative Meaning ◽  
Point Analysis ◽  
On Line ◽  
Native Speakers Of English ◽  
Idiom Processing

Using eye-tracking, we investigate on-line processing of idioms in a biasing story context by native and non-native speakers of English. The stimuli are idioms used figuratively (at the end of the day - 'eventually'), literally (at the end of the day - 'in the evening'), and novel phrases (at the end of the war). Native speaker results indicate a processing advantage for idioms over novel phrases, as evidenced by fewer and shorter fixations. Further, no processing advantage is found for figurative idiom uses over literal ones in a full idiom analysis or in a recognition point analysis. Contrary to native speaker results, non-native findings suggest that L2 speakers process idioms at a similar speed to novel phrases. Further, figurative uses are processed more slowly than literal ones. Importantly, the recognition point analysis allows us to establish where non-natives slow down when processing the figurative meaning. © The Author(s) 2011.

scholarly journals Gender features in pronoun resolution processing in Brazilian Portuguese

2016 ◽  
Vol 1 ◽  
pp. 27
Author(s):  
Michele Alves
Keyword(s):  
Eye Tracking ◽  
Native Speakers ◽  
Grammatical Gender ◽  
Brazilian Portuguese ◽  
Structural Constraints ◽  
Long Distance ◽  
On Line ◽  
Materials Used ◽  
Grammatical Judgment ◽  
Gender Features

Given the fact that the parser has a very restrictive focus of attention, it is memory retrieval that helps us to bind antecedents and pronouns in coreference, which is considered a long distance dependency. Our memory seems to work in a content-addressable way (McElree, 2000; McElree et al, 2003; van Dyke and McElree, 2006), that is, all the antecedent candidates that match the pronoun cues are simultaneously accessed and the correct antecedent is retrieved. However, memory can suffer interference from distractors (Lewis & Vasishth, 2005; Lewis, Vasishth & van Dyke, 2006), items that are similar to the antecedent. Consequently the strength of association between the pronoun’s cues and the antecedent’s features reduces, and distractors can be retrieved instead of the antecedent. According to some psycholinguistic studies, at least two kinds of cues might play a role in this process: the structural constraints related to Principle B and agreement between antecedents and pronouns. This research aims to investigate how nominal antecedents are retrieved in Brazilian Portuguese, which is a language with morphology richness. The question is whether the structural constraints cues and the agreement cues would have the same influence in coreference processing. Moreover, a comparison between different types of agreement features will also be examined in order to find out whether memory retrieves feminine features differently from masculine; and whether grammatical gender, which is an invariable and arbitrary gender, is retrieved differently from semantic gender, which is related to the biological gender of the referent. The results of an eye-tracking study conducted with 24 native speakers of Brazilian Portuguese indicate that at the beginning of coreference processing, the only cues that are taken into account are the gender features. Interestingly, feminine and grammatical gender features were responsible for greater influences in both grammatical and ungrammatical sentences. On the other hand, the structural constraints seem to play a major role at later processing phases. Additionally, an off-line grammatical judgment experiment with the same materials used in the previous experiment was conducted with forty native speakers of Brazilian Portuguese. The results confirmed the eye-tracking findings as it seems that the presence of attractors influenced on-line and off-line processing as well as the comprehension of the sentences. Therefore, ungrammatical sentences with attractors were treated as grammatical and grammatical sentences with attractors were treated as ungrammatical. Besides that, ungrammatical sentences were also vulnerable to semantic illusions in the presence of attractors, that is, distractors were retrieved as semantic referents.                                                                                                                                    

scholarly journals Internet Self-Efficacy and Visual Search Strategies: The Use of Eye Tracking Technology in the Development of Web-Based Learning Resources

10.28945/3253 ◽  
2008 ◽  
Author(s):  
Peter Eachus ◽  
Simon Cassidy ◽  
Sarah Norgate ◽  
Lynne Marrow ◽  
Leah Greene
Keyword(s):  
Eye Tracking ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Tracking System ◽  
Information Source ◽  
Virtual Learning Environment ◽  
Online Information ◽  
Learning Resources ◽  
Web Based ◽  
On Line

Higher Education is increasingly relying on e-leaming as a means of providing students with teaching and learning resources. Almost inevitably, this means that students interact with these learning resources through the medium of the computer screen. Although there have been significant advances in the design and implementation of on-line resources, exactly how students interact with these resources is a relatively new field of research. In this study, students were asked to interact with three types of virtual learning environment, i.e. BlackBoard, IngentaConnect and Wikipedia, while their eye movements were scanned and recorded using a Tobii 1750 eye tracking system. The data gathered was analysed dynamically, statistically, and graphically in order to identify search patterns and “hot spots” within the online information source. The data was also correlated with a measure of Internet self-efficacy, the Web User Self-Efficacy scale (WUSE). Preliminary findings suggest that qualitative data obtained in this type of study may prove more useful than quantitative data.

scholarly journals ANÁLISE, ATRAVÉS DA TÉCNICA DE RASTREAMENTO OCULAR, DE INTERFACES DE FÓRUM VIRTUAL QUE FAVORECEM A APRENDIZAGEM ON-LINE

2021 ◽  
pp. 181
Author(s):  
Eduardo Santos Junqueira Rodrigues ◽  
Cátia Luzia Oliveira Silva ◽  
Andrei Bosco Bezerra Torres ◽  
Elisângela Nogueira Teixeira
Keyword(s):  
Eye Tracking ◽  
Attention And Memory ◽  
Structured Interviews ◽  
Tracking Method ◽  
Spatial Disorientation ◽  
Palabras Clave ◽  
On Line ◽  
Effective Use ◽  
Estudiantes Universitarios ◽  
Standard Learning

O artigo apresenta os resultados do mapeamento da interação de 30 alunos universitários ao utilizarem três distintas interfaces de fórum virtuais para estudar. A pesquisa utilizou o método do rastreamento ocular e entrevistas semi-estruturadas para documentar e analisar o processo de navegação dos alunos ao participarem e publicarem comentários nos fóruns. A análise dos dados indicou que interfaces de fórum virtual com design mais tradicional, intuitivo e minimalista, e com menor e mais racional disposição de elementos imagéticos, beneficia o aluno em situações de aprendizagem. Esse tipo de interface evita a frustração, perda de tempo e de foco na tarefa, permitindo o uso efetivo da atenção e memória do aluno na compreensão de conteúdos e resolução de problemas. Movimentos oculares indesejáveis dos alunos indicaram desorientação espacial e sobrecarga cognitiva causada por elementos clicáveis da interface dos fóruns, que foram prejudiciais à navegação dos alunos e, por isso, devem ser evitados, podendo levá-los a abandonar o fórum. Elementos imagéticos acessórios presentes na interface não interferiram negativamente com a tarefa dos alunos, pois foram ignorados por eles durante a navegação nos fóruns, como comprovado pela ausência de fixação ocular. O uso de um fórum de um ambiente virtual de aprendizagem (AVA) padrão tradicional não indicou vantagens para a navegação e realização de atividades quando comparado, pelos alunos, a um fórum generalista de design intuitivo, consistente e minimalista.Palavras-chave: Aprendizagem on-line; Navegação; Fórum virtual; Rastreamento ocular.Analysis, through the eye tracking technique, of virtual forum interfaces features that raise on-line learningAbstractThe article presents the results of mapped interaction of 30 university students using three different digital forum interfaces to study. The research utilized the eye tracking method and semi-structured interviews to document and analyze the students' browsing process as they participated in and published on the forums. Data analysis indicated that virtual forum interfaces with a more traditional, intuitive and minimalist design, and with a smaller and more rational array of imaging elements, benefit the student in learning situations. This type of interface avoids frustration, wasted time, and it increases focus on the task, allowing effective use of student attention and memory in understanding content and problem solving. Undesirable eye movements of the students indicated spatial disorientation and cognitive overload caused by clickable elements of the forum interface, which were detrimental to student navigation and therefore should be avoided and may lead them to leave the forum. Imaging elements accessories present in the interface did not interfere negatively with the students' task, as they were ignored by them during navigation in the forums, as evidenced by the absence of ocular fixation. The use of a traditional standard learning management system (LMS) forum did not indicate advantages for browsing and performing activities when compared to an intuitive, consistent and minimalist generalist designed forum.Keywords: Online learning; Navigation; Virtual fórum; Eye tracking.Análisis, a través de la técnica de rastreo ocular, de interfaces de foro virtual que favorece el aprendizaje on-lineResumenEl artículo presenta los resultados de la interacción mapeada de 30 estudiantes universitarios que utilizan tres interfaces de foros digitales diferentes para estudiar. La investigación utilizó el método de seguimiento ocular y entrevistas semiestructuradas para documentar y analizar el proceso de navegación de los estudiantes a medida que participaban y publicaban en los foros. El análisis de los datos indicó que los foros virtuales interactúan con un diseño más tradicional, intuitivo y minimalista, y con una gama más pequeña y más racional de elementos de imagen, beneficiando al estudiante en situaciones de aprendizaje. Este tipo de interfaz evita la frustración, el tiempo perdido y aumenta el enfoque en la tarea, permitiendo el uso efectivo de la atención y la memoria del alumno para comprender el contenido y la resolución de problemas. Los movimientos oculares indeseables de los estudiantes indicaron desorientación espacial y sobrecarga cognitiva causada por elementos seleccionables de la interfaz del foro, que fueron perjudiciales para la navegación del estudiante y, por lo tanto, deben evitarse y pueden llevarlos a abandonar el foro. Los accesorios de elementos de imagen presentes en la interfaz no interfirieron negativamente con la tarea de los estudiantes, ya que fueron ignorados por ellos durante la navegación en los foros, como lo demuestra la ausencia de fijación ocular. El uso de un foro de anbiente virtual de aprendziagen estándar tradicional no indicaba ventajas para navegar y realizar actividades en comparación con un foro diseñado por un general intuitivo, coherente y minimalista. Palabras clave: Aprender en línea; Navegación; Foro virtual; Registro visual.

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