Journal of Eye Movement Research最新文献

Games and puzzles provide a valuable context for examining human problemsolving behavior. We recorded and analyzed the sequence of letters viewed by the participants of our study while they were solving anagram puzzles. The goal was to examine and understand how people's linguistic habits and prior knowledge influenced their eye movements. The main findings of this study are: (1) People's stereotypical habit of scanning (e.g., adjacent or top viewing) strongly influences their solution-seeking behavior. (2) People tend to incorporate their prior knowledge of letter statistics in a reasonable way, such as looking less frequently at letter combinations that are uncommon in the English language.

Contents Keynotes: Iain Gilchrist: Integrative Active Vision p 5 Ziad Hafed: A Vision for orienting in Primate Oculomotor Control Circuitry p 6 Fatema Ghasia: Miniscule Eye Movements Play a Major Role in Binocular Vision Disorders p.7 Miriam Spering: Eye Movements as a Window into Human Decision-Making p.8 Monica S. Castelhano: Explorations of how Scene Context and Previous Experience Dynamically Influence Attention and Eye Movement Guidance p.9   Symposia: Eye Tracking and the Visual Arts p.19 Eye Movements during Text Processing and Multiline Reading p.23 Unstable Fixation and Nystagmus with a Focus on the Next Generation of Researchers p.84 Eye Movements as a measure of Higher-Level Text Processing p.97 Eye Movements in Memory Processes Between Working Memory and Long-Term Memory p.178 Symposium to Honour Alexander Pollatsek's Legacy to Eye Movement Research p.204   Talks: Reading p.30 Parafoveal Processing p.36 Cinical and Applied p.39 Visual Search p.92 Eye Movement Control in Reading I & II p.104 & 116 & 225 Reading Development p.110 Decision-Making p.122 Eye-tracking Methods p.128 Real World and Virtual Reality p.134 Chinese Reading p.185 Special Populations p.191 Visuo-motor p.195 Bilingual Reading p.201 & 217 Reading Comprehension p.219 Pupillometry p.235   Poster sessions: Attention p.44 & 139 Cognition p. 49 Visuo-Motor p.62 Memory p.145 Methods p.150 Reading p. 57 & 155 Real World p.169 Social Cognition p.173.

The pupil of the eye constricts when moving focus from an object further away to an object closer by. This is called the pupil near response, which typically occurs together with accommodation and vergence responses. When immersed in virtual reality mediated through a head-mounted display, this triad is disrupted by the vergence-accommodation conflict. However, it is not yet clear if the disruption also affects the pupil near response. Two experiments were performed to assess this. The first experiment had participants follow a target that first appeared at a far position and then moved to either a near position (far-to-near; FN) or to another far position (far-to-far; FF). The second experiment had participants follow a target that jumped between five positions, which was repeated at several distances. Experiment 1 showed a greater pupil constriction amplitude for FN trials, compared to FF trials, suggesting that the pupil near response is intact in head-mounted display mediated virtual reality. Experiment 2 did not find that average pupil dilation differed when fixating targets at different distances, suggesting that the pupil near response is transient and does not result in sustained pupil size changes.

The current meta-analysis was conducted on 12 studies comparing the eye movements of expert versus non-expert musicians and attempted to determine which eye movement measures are expertise dependent during music reading. The total dataset of 61 comparisons was divided into four subsets, each concerning one eye-movement variable (i.e., fixation duration, number of fixations, saccade amplitude, and gaze duration). We used a variance estimation method to aggregate the effect sizes. The results support the robust finding of reduced fixation duration in expert musicians (Subset 1, g = -0.72). Due to low statistical power because of limited effect sizes, the results on the number of fixations, saccade amplitude, and gaze duration were not reliable. We conducted meta-regression analyses to determine potential moderators of the effect of expertise on eye movements (i.e., definition of experimental groups, type of musical task performed, type of musical material used or tempo control). Moderator analyses did not yield any reliable results. The need for consistency in the experimental methodology is discussed.

The effect of emotion on postural control has been widely demonstrated in the literature. Postural control also depends on the distance that separates the subject from the observed stimulus. This work examines (i) the effect of distance on the perception of emotional stimuli and (ii) its effect on postural control. Sixty-eight women were asked to maintain orthostatic equilibrium under three emotional conditions (positive, negative, and neutral) at four distances (0.5 m, 2.1 m, 6 m, and 10 m). The findings showed that the perception of emotions was not influenced by distance but was influenced by valence and intensity, and that postural control was not influenced by emotional valence but by distance, with reduced oscillation amplitudes at 0.5 m distance. The perception of the image (valence and intensity) depended on the content, but not on the distance, and the presentation of emotional images tended to activate the defensive system, regardless of the emotional content. The center of pressure sway amplitude increased with an eye-object distance of up to 6 m (role of vision). The perception of the emotional effect was not linked to the distance effect on the postural control of women in static positions.

In a sight-reading task, the position of the eyes on the score is generally further ahead than the note being produced by the instrument. This anticipation allows musicians to identify the upcoming notes and possible difficulties and to plan their gestures accordingly. The eye-hand span (EHS) corresponds to this offset between the eye and the hand and measures the distance or latency between an eye fixation on the score and the production of the note on the instrument. While EHS is mostly quite short, the variation in its size can depend on multiple factors. EHS increases in line with the musician's expertise level, diminishes as a function of the complexity of the score and can vary depending on the context in which it is played. By summarizing the main factors that affect EHS and the methodologies used in this field of study, the present review of the literature highlights the fact that a) to ensure effective sight reading, the EHS must be adaptable and optimized in size (neither too long not too short), with the best sight readers exhibiting a high level of perceptual flexibility in adapting their span to the complexity of the score; b) it is important to interpret EHS in the light of the specificities of the score, given that it varies so much both within and between scores; and c) the flexibility of EHS can be a good indicator of the perceptual and cognitive capacities of musicians, showing that a musician's gaze can be attracted early by a complexity in a still distant part of the score. These various points are discussed in the light of the literature on music-reading expertise. Promising avenues of research using the eye tracking method are proposed in order to further our knowledge of the construction of an expertise that requires multisensory integration.

This paper is a follow-on to our earlier paper (7), which focused on the multimodality of angular offsets. This paper applies the same analysis to the measurement of spatial precision. Following the literature, we refer these measurements as estimates of device precision, but, in fact, subject characteristics clearly affect the measurements. One typical measure of the spatial precision of an eye-tracking device is the standard deviation (SD) of the position signals (horizontal and vertical) during a fixation. The SD is a highly interpretable measure of spread if the underlying error distribution is unimodal and normal. However, in the context of an underlying multimodal distribution, the SD is less interpretable. We will present evidence that the majority of such distributions are multimodal (68-70% strongly multimodal). Only 21-23% of position distributions were unimodal. We present an alternative method for measuring precision that is appropriate for both unimodal and multimodal distributions. This alternative method produces precision estimates that are substantially smaller than classic measures. We present illustrations of both unimodality and multimodality with either drift or a microsaccade present during fixation. At present, these observations apply only to the EyeLink 1000, and the subjects evaluated herein.

The main purpose of this study is to compare the silent and loud reading ability of typical and dyslexic readers, using eye-tracking technology to monitor the reading process. The participants (156 students of normal intelligence) were first divided into three groups based on their school grade, and each subgroup was then further separated into typical readers and students diagnosed with dyslexia. The students read the same text twice, one time silently and one time out loud. Various eye-tracking parameters were calculated for both types of reading. In general, the performance of the typical students was better for both modes of reading - regardless of age. In the older age groups, typical readers performed better at silent reading. The dyslexic readers in all age groups performed better at reading out loud. However, this was less prominent in secondary and upper secondary dyslexics, reflecting a slow shift towards silent reading mode as they age. Our results confirm that the eye-tracking parameters of dyslexics improve with age in both silent and loud reading, and their reading preference shifts slowly towards silent reading. Typical readers, before 4th grade do not show a clear reading mode preference, however, after that age they develop a clear preference for silent reading.

The visual scanpath to emotional facial expressions was recorded in BR, a 35-year-old male with chronic severe traumatic brain injury (TBI), both before and after he underwent intervention. The novel intervention paradigm combined visual scanpath training with verbal feedback and was implemented over a 3-month period using a single case design (AB) with one follow up session. At baseline BR's scanpath was restricted, characterised by gaze allocation primarily to salient facial features on the right side of the face stimulus. Following intervention his visual scanpath became more lateralised, although he continued to demonstrate an attentional bias to the right side of the face stimulus. This study is the first to demonstrate change in both the pattern and the position of the visual scanpath to emotional faces following intervention in a person with chronic severe TBI. In addition, these findings extend upon our previous work to suggest that modification of the visual scanpath through targeted facial feature training can support improved facial recognition performance in a person with severe TBI.

The role of individual differences during dynamic scene viewing was explored. Participants (N=38) watched a gameplay video of a first-person shooter (FPS) videogame while their eye movements were recorded. In addition, the participants' skills in three visual attention tasks (attentional blink, visual search, and multiple object tracking) were assessed. The results showed that individual differences in visual attention tasks were associated with eye movement patterns observed during viewing of the gameplay video. The differences were noted in four eye movement measures: number of fixations, fixation durations, saccade amplitudes and fixation distances from the center of the screen. The individual differences showed during specific events of the video as well as during the video as a whole. The results highlight that an unedited, fast-paced and cluttered dynamic scene can bring about individual differences in dynamic scene viewing.