scholarly journals Reduction of Map Information Regulates Visual Attention without Affecting Route Recognition Performance

2018 ◽  
Vol 7 (12) ◽  
pp. 469 ◽  
Author(s):  
Julian Keil ◽  
Franz-Benjamin Mocnik ◽  
Dennis Edler ◽  
Frank Dickmann ◽  
Lars Kuchinke
Keyword(s):  
Visual Attention ◽  
Eye Movement ◽  
Recognition Performance ◽  
Navigation Task ◽  
Web Mapping ◽  
Memory Experiment ◽  
Route Memory ◽  
Task Oriented

Map-based navigation is a diverse task that stands in contradiction to the goal of completeness of web mapping services. As each navigation task is different, it also requires and can dispense with different map information to support effective and efficient wayfinding. Task-oriented reduction of the elements displayed in a map may therefore support navigation. In order to investigate effects of map reduction on route recognition and visual attention towards specific map elements, we created maps in which areas offside an inserted route were displayed as transparent. In a route memory experiment, where participants had to memorize routes and match them to routes displayed in following stimuli, these maps were compared to unmodified maps. Eye movement analyses revealed that in the reduced maps, areas offside the route were fixated less often. Route recognition performance was not affected by the map reduction. Our results indicate that task-oriented map reduction may direct visual attention towards relevant map elements at no cost for route recognition.

scholarly journals Saliency-Based Gaze Visualization for Eye Movement Analysis

Sensors ◽  
2021 ◽  
Vol 21 (15) ◽  
pp. 5178
Author(s):  
Sangbong Yoo ◽  
Seongmin Jeong ◽  
Seokyeon Kim ◽  
Yun Jang
Keyword(s):  
Eye Movements ◽  
Visual Attention ◽  
Eye Movement ◽  
Visual Stimuli ◽  
Saliency Map ◽  
Gaze Behavior ◽  
The Gaze ◽  
Movement Data ◽  
Visual Clues ◽  
Human Visual Attention

Gaze movement and visual stimuli have been utilized to analyze human visual attention intuitively. Gaze behavior studies mainly show statistical analyses of eye movements and human visual attention. During these analyses, eye movement data and the saliency map are presented to the analysts as separate views or merged views. However, the analysts become frustrated when they need to memorize all of the separate views or when the eye movements obscure the saliency map in the merged views. Therefore, it is not easy to analyze how visual stimuli affect gaze movements since existing techniques focus excessively on the eye movement data. In this paper, we propose a novel visualization technique for analyzing gaze behavior using saliency features as visual clues to express the visual attention of an observer. The visual clues that represent visual attention are analyzed to reveal which saliency features are prominent for the visual stimulus analysis. We visualize the gaze data with the saliency features to interpret the visual attention. We analyze the gaze behavior with the proposed visualization to evaluate that our approach to embedding saliency features within the visualization supports us to understand the visual attention of an observer.

Information Processing vs Visual Attention during Incidental Learning

1976 ◽  
Vol 43 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Richard A. Wyrick ◽  
Vincent J. Tempone ◽  
Jack Capehart
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Visual Attention ◽  
Eye Movement ◽  
Discrimination Training ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Order Information ◽  
Level Of Training ◽  
The Relationship

The relationship between attention and incidental learning during discrimination training was studied in 30 children, aged 10 to 11. A polymetric eye-movement recorder measured direct visual attention. Consistent with previous findings, recall of incidental stimuli was greatest during the initial and terminal stages of intentional learning. Contrary to previous explanations, however, visual attention to incidental stimuli was not related to training. While individual differences in attention to incidental stimuli were predictive of recall, attention to incidental stimuli was not related to level of training. Results suggested that changes in higher order information processing rather than direct visual attention were responsible for the curvilinear learning of incidental stimuli during intentional training.

Instructions to attend to an observed action increase imitation in autistic adults

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 730-743 ◽  
Author(s):  
Emma Gowen ◽  
Andrius Vabalas ◽  
Alexander J Casson ◽  
Ellen Poliakoff
Keyword(s):  
Eye Movements ◽  
Visual Attention ◽  
Eye Movement ◽  
Hand Movement ◽  
Autistic Group ◽  
Instruction Condition ◽  
Following Instructions ◽  
Autistic Adults ◽  
Movement Imitation ◽  
Vertical Elevation

This study investigated whether reduced visual attention to an observed action might account for altered imitation in autistic adults. A total of 22 autistic and 22 non-autistic adults observed and then imitated videos of a hand producing sequences of movements that differed in vertical elevation while their hand and eye movements were recorded. Participants first performed a block of imitation trials with general instructions to imitate the action. They then performed a second block with explicit instructions to attend closely to the characteristics of the movement. Imitation was quantified according to how much participants modulated their movement between the different heights of the observed movements. In the general instruction condition, the autistic group modulated their movements significantly less compared to the non-autistic group. However, following instructions to attend to the movement, the autistic group showed equivalent imitation modulation to the non-autistic group. Eye movement recording showed that the autistic group spent significantly less time looking at the hand movement for both instruction conditions. These findings show that visual attention contributes to altered voluntary imitation in autistic individuals and have implications for therapies involving imitation as well as for autistic people’s ability to understand the actions of others.

scholarly journals Eye Movements Enhance Recollection of Re-Imagined Negative Words: A Link between EMDR and Sire?

2017 ◽  
Vol 8 (4) ◽  
pp. 364-375 ◽  
Author(s):  
R. Hans Phaf
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Memory Effect ◽  
Effect Size ◽  
Memory Retrieval ◽  
Large Effect Size ◽  
Memory Enhancement ◽  
Eye Fixation ◽  
Memory Experiment ◽  
Negative Material

Do eye movements primarily affect emotion, as in Eye-Movement Desensitization and Reprocessing therapy (EMDR), or memory retrieval, as in Saccade-Induced Retrieval Enhancement (SIRE)? Despite growing confidence in the effectiveness of the former, the latter memory effect is sometimes not replicated. I argue here that the memory enhancement due to eye movements can be obtained, when conditions are made more similar to EMDR: a) participants are explicitly instructed to retrieve and re-imagine the memories during the eye movements, and b) emotionally negative material is involved. An exploratory memory experiment is presented that compares horizontal eye-movement and eye-fixation conditions. Mixed lists of positive, neutral, and negative words were studied and explicitly recollected during the eye manipulation. Results showed evidence for enhanced recollection due to eye movements, with a large effect size specifically for negative words. The crosstalk between these different domains may not only be helpful for gaining a better understanding of SIRE but also for improving the effectiveness of EMDR.

scholarly journals Lateral eye movement, reading speed, and visual attention

1969 ◽  
Vol 15 (2) ◽  
pp. 93-94 ◽  
Author(s):  
Paul Bakan ◽  
R.Lance Shotland
Keyword(s):  
Visual Attention ◽  
Eye Movement ◽  
Reading Speed ◽  
Lateral Eye

scholarly journals Visual Attention and Eye Movement Deficits in Patients with Traumatic Brain Injury

2016 ◽  
Vol 16 (12) ◽  
pp. 1337
Author(s):  
Tori Espensen-Sturges ◽  
Timothy Hendrickson ◽  
Andrea Grant ◽  
Scott Sponheim ◽  
Cheryl Olman
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Visual Attention ◽  
Eye Movement

Children’s visual attention characteristics reveal the level of information picture book reading comprehension

2020 ◽  
Vol 4 (1) ◽  
pp. 27-44
Author(s):  
Jin Wang
Keyword(s):  
Reading Comprehension ◽  
Visual Attention ◽  
Eye Movement ◽  
Picture Books ◽  
Picture Book ◽  
Shaanxi Province ◽  
Book Reading ◽  
Children's Reading ◽  
Children’S Reading ◽  
Different Levels

The information picture book, as a very significant type among picture books, has made early childhood educators and parents always feel difficult for the children to understand due to its language expression, content presentation and the connection with children’s life experience. This study has focused on the eye movement level of Chinese children’s reading comprehension of information picture books through an eye-tracking study, exploring the visual attention characteristics of Chinese children’s reading comprehension, understanding the modes and characteristics of children’s endogenous comprehension through their eye movement characteristics. The research mainly answers the following three questions: What do we know about the visual perception of key images in information picture books among children aged 3–5 years? Do children with different levels of reading comprehension have different levels of visual attention characteristics? Is there a correlation between the results of eye movement analysis and the characteristics of children’s cognitive science and understanding? Based on a randomized sample of 90 children aged 3–5 years from Xi’an, Shaanxi Province of China, we used an eye movement instrument to record children’s eye movement routes when they were reading a selected typical information picture book, and then analyzed the visual attention characteristics of them. Results have shown that there is a high correlation between children’s level of cognitive characteristics of scientific phenomena and understanding phenomena, and children’s visual cognitive level of key images.

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