Subject–Verb Number Agreement in Bilingual Processing: (Lack of) Age of Acquisition and Proficiency Effects

Children acquire language more easily than adults, though it is controversial whether this faculty declines as a result of a critical period or something else. To address this question, we investigate the role of age of acquisition and proficiency on morphosyntactic processing in adult monolinguals and bilinguals. Spanish monolinguals and intermediate and advanced early and late bilinguals of Spanish read sentences with adjacent subject–verb number agreements and violations and chose one of four pictures. Eye-tracking data revealed that all groups were sensitive to the violations and attended more to more salient plural and preterit verbs than less obvious singular and present verbs, regardless of AoA and proficiency level. We conclude that the processing of adjacent SV agreement depends on perceptual salience and language use, rather than AoA or proficiency. These findings support usage-based theories of language acquisition.

The Influence of COVID-19 on Entrepreneur's Psychological Well-Being

This research focuses on the influence of COVID-19 on entrepreneurs' psychological well-being (PWB) in China. A start-up's performance is believed to play an important moderating role. This study uses 2 years of tracking data of 303 entrepreneurs from Shandong Providence, China. Based on conservation of resources (COR) theory, this study found that COVID-19 will significantly decrease entrepreneurs' PWB. A start-up's past performance will enhance the negative influence of COVID-19 on entrepreneurs' PWB. This study contributes to the literature on entrepreneurship, COR, and PWB. The findings can also guide entrepreneurs to maintain well-being during the pandemic and post-pandemic era.

Fixation classification: how to merge and select fixation candidates

Eye trackers are applied in many research fields (e.g., cognitive science, medicine, marketing research). To give meaning to the eye-tracking data, researchers have a broad choice of classification methods to extract various behaviors (e.g., saccade, blink, fixation) from the gaze signal. There is extensive literature about the different classification algorithms. Surprisingly, not much is known about the effect of fixation and saccade selection rules that are usually (implicitly) applied. We want to answer the following question: What is the impact of the selection-rule parameters (minimal saccade amplitude and minimal fixation duration) on the distribution of fixation durations? To answer this question, we used eye-tracking data with high and low quality and seven different classification algorithms. We conclude that selection rules play an important role in merging and selecting fixation candidates. For eye-tracking data with good-to-moderate precision (RMSD < 0.5∘), the classification algorithm of choice does not matter too much as long as it is sensitive enough and is followed by a rule that selects saccades with amplitudes larger than 1.0∘ and a rule that selects fixations with duration longer than 60 ms. Because of the importance of selection, researchers should always report whether they performed selection and the values of their parameters.

Comparing Online Webcam- and Laboratory-Based Eye-Tracking for the Assessment of Infants’ Audio-Visual Synchrony Perception

Online data collection with infants raises special opportunities and challenges for developmental research. One of the most prevalent methods in infancy research is eye-tracking, which has been widely applied in laboratory settings to assess cognitive development. Technological advances now allow conducting eye-tracking online with various populations, including infants. However, the accuracy and reliability of online infant eye-tracking remain to be comprehensively evaluated. No research to date has directly compared webcam-based and in-lab eye-tracking data from infants, similarly to data from adults. The present study provides a direct comparison of in-lab and webcam-based eye-tracking data from infants who completed an identical looking time paradigm in two different settings (in the laboratory or online at home). We assessed 4-6-month-old infants (n = 38) in an eye-tracking task that measured the detection of audio-visual asynchrony. Webcam-based and in-lab eye-tracking data were compared on eye-tracking and video data quality, infants’ viewing behavior, and experimental effects. Results revealed no differences between the in-lab and online setting in the frequency of technical issues and participant attrition rates. Video data quality was comparable between settings in terms of completeness and brightness, despite lower frame rate and resolution online. Eye-tracking data quality was higher in the laboratory than online, except in case of relative sample loss. Gaze data quantity recorded by eye-tracking was significantly lower than by video in both settings. In valid trials, eye-tracking and video data captured infants’ viewing behavior uniformly, irrespective of setting. Despite the common challenges of infant eye-tracking across experimental settings, our results point toward the necessity to further improve the precision of online eye-tracking with infants. Taken together, online eye-tracking is a promising tool to assess infants’ gaze behavior but requires careful data quality control. The demographic composition of both samples differed from the generic population on caregiver education: our samples comprised caregivers with higher-than-average education levels, challenging the notion that online studies will per se reach more diverse populations.

A Digital Game for Undergraduate Calculus

This study has two goals: first, to investigate the effectiveness of using a digital game to teach undergraduate-level calculus in improving task immersion, sense of control, calculation skills, and conceptual understanding, and second, to investigate how feedback and visual manipulation can facilitate conceptual understanding of calculus materials. One hundred thirty-two undergraduate students participated in a controlled lab experiment and were randomly assigned to either a game-playing condition, a practice quiz condition, or a no-treatment control condition. The authors collected survey data and behavioral-tracking data recorded by the server during gameplay. The results showed that students who played the digital game reported highest task immersion but not in sense of control. Students in the game condition also performed significantly better in conceptual understanding compared to students who solved a practice quiz and the control group. Gameplay behavioral-tracking data was used to examine the effects of visual manipulation and feedback on conceptual understanding.