scholarly journals Eye movements in the number connection test: Evidence for long-term memory based control of visual selection in a sequential sensorimotor task

2013 ◽  
Vol 13 (9) ◽  
pp. 509-509
Author(s):  
R. M. Foerster ◽  
W. X. Schneider
Keyword(s):  
Eye Movements ◽  
Visual Selection ◽  
Long Term Memory ◽  
Term Memory ◽  
Number Connection Test

Influence of Movement Expertise on Visual Perception of Objects, Events and Motor Action

2012 ◽  
pp. 1-30 ◽  
Author(s):  
Kai Essig ◽  
Oleg Strogan ◽  
Helge Ritter ◽  
Thomas Schack
Keyword(s):  
Eye Movements ◽  
Visual Perception ◽  
Visual Attention ◽  
Saliency Map ◽  
Long Term Memory ◽  
Bottom Up ◽  
Term Memory ◽  
Perceptual Skills ◽  
Control Learning

Various computational models of visual attention rely on the extraction of salient points or proto-objects, i.e., discrete units of attention, computed from bottom-up image features. In recent years, different solutions integrating top-down mechanisms were implemented, as research has shown that although eye movements initially are solely influenced by bottom-up information, after some time goal driven (high-level) processes dominate the guidance of visual attention towards regions of interest (Hwang, Higgins & Pomplun, 2009). However, even these improved modeling approaches are unlikely to generalize to a broader range of application contexts, because basic principles of visual attention, such as cognitive control, learning and expertise, have thus far not sufficiently been taken into account (Tatler, Hayhoe, Land & Ballard, 2011). In some recent work, the authors showed the functional role and representational nature of long-term memory structures for human perceptual skills and motor control. Based on these findings, the chapter extends a widely applied saliency-based model of visual attention (Walther & Koch, 2006) in two ways: first, it computes the saliency map using the cognitive visual attention approach (CVA) that shows a correspondence between regions of high saliency values and regions of visual interest indicated by participants’ eye movements (Oyekoya & Stentiford, 2004). Second, it adds an expertise-based component (Schack, 2012) to represent the influence of the quality of mental representation structures in long-term memory (LTM) and the roles of learning on the visual perception of objects, events, and motor actions.

scholarly journals Rapid coordination of effective learning by the human hippocampus

2020 ◽  
Author(s):  
James E. Kragel ◽  
Stephan Schuele ◽  
Stephen VanHaerents ◽  
Joshua M. Rosenow ◽  
Joel L. Voss
Keyword(s):  
Eye Movements ◽  
Short Term Memory ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Depth Electrodes ◽  
Human Hippocampus ◽  
Hippocampal Theta ◽  
And Behavior

Although the human hippocampus is necessary for long-term memory, controversial findings suggest that hippocampal computations support short-term memory in the service of guiding effective behaviors during learning. We tested the counterintuitive theory that the hippocampus contributes to long-term memory through remarkably short-term processing, as reflected in the sequence of eye movements during encoding of naturalistic scenes. While viewing scenes for the first time, participants generated patterns of eye movements that reflected a shift from stimulus-driven to memory-driven viewing and signaled effective spatiotemporal memory formation. Hippocampal theta oscillations recorded from depth electrodes predicted this viewing pattern. Moreover, effective viewing patterns were preceded by shifts towards top-down influence of hippocampal theta on activity within cortical networks that support visual perception and visuospatial attention. The hippocampus thus supports short-term memory processing that coordinates perception, attention, and behavior in the service of effective spatiotemporal learning. These findings motivate re-interpretation of long-term memory disorders as reflecting loss of the organizing influence of hippocampal short-term memory on learning.

Anticipatory eye movements and long-term memory in early infancy

2016 ◽  
Vol 58 (7) ◽  
pp. 841-851 ◽  
Author(s):  
Audrey M.B. Wong-Kee-You ◽  
Scott A. Adler
Keyword(s):  
Eye Movements ◽  
Early Infancy ◽  
Long Term Memory ◽  
Term Memory ◽  
Anticipatory Eye Movements

scholarly journals The Effect of Visual Long-Term Memory on Eye Movements over Time

2019 ◽  
Vol 19 (10) ◽  
pp. 149a
Author(s):  
Lisa F Schwetlick ◽  
Hans A Trukenbrod ◽  
Ralf Engbert
Keyword(s):  
Eye Movements ◽  
Long Term Memory ◽  
Term Memory ◽  
Over Time

scholarly journals A cortical substrate for the long-term memory of saccadic eye movements calibration

NeuroImage ◽  
2018 ◽  
Vol 179 ◽  
pp. 348-356 ◽  
Author(s):  
Denis Pélisson ◽  
Ouazna Habchi ◽  
Muriel T.N. Panouillères ◽  
Charles Hernoux ◽  
Alessandro Farnè
Keyword(s):  
Eye Movements ◽  
Saccadic Eye Movements ◽  
Long Term Memory ◽  
Term Memory

Looking back: Joke comprehension and the space structuring model

2006 ◽  
Vol 19 (3) ◽  
Author(s):  
Seana Coulson ◽  
Thomas P Urbach ◽  
Marta Kutas
Keyword(s):  
Eye Movements ◽  
Language Comprehension ◽  
Cognitive Linguistics ◽  
Long Term Memory ◽  
Reading Habit ◽  
Eye Tracker ◽  
Term Memory ◽  
Prior Context ◽  
Looking Back

AbstractWe describe the space structuring model, a model of language comprehension inspired by ideas in cognitive linguistics, focusing on its capacity to explain the sorts of inferences needed to understand one-line jokes. One process posited in the model is frame-shifting, the semantic and pragmatic reanalysis in which elements of the existing message-level representation are mapped into a new frame retrieved from long-term memory. To test this model, we recorded participants' eye movements with a headband-mounted eye-tracker while they read sentences that ended either as a joke, or as nonfunny controls (“She read so much about the bad effects of smoking she decided to give up the reading/habit.”) . Only jokes required frame-shifting; nonjoke endings were consistent with the contextually evoked frame. Though initial gaze durations were the same for jokes and non-jokes, total viewing duration was longer for the jokes and participants were more likely to make regressive (leftward) eye movements after reading the “punch word” of a joke. Results are consistent with the psychological reality of some process like frame-shifting, suggesting readers literally revisit aspects of the prior context while apprehending one-line jokes.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

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