Differences In Gaze Behavior Research Articles

Optic flow density modulates corner-cutting in a virtual steering task for younger and older adults.

There is a critical need to understand how aging visual systems contribute to age-related increases in vehicle accidents. We investigated the potential contribution of age-related detriments in steering based on optic flow, a source of information known to play a role in navigation control. Seventeen younger adults (mean age: 21.1 years) and thirteen older adults (mean age: 57.3 years) performed a virtual reality steering task. The virtual environment depicted movement at 19 m/s along a winding road. Participants were tasked with maintaining a central lane position while experiencing eight repetitions of each combination of optic flow density (low, medium, high), turn radius (35, 55, 75 m), and turn direction (left, right), presented in random order. All participants cut corners, but did so less on turns with rotational flow from distant landmarks and without proximal optic flow. We found no evidence of an interaction between age and optic flow density, although older adults cut corners more on all turns. An exploratory gaze analysis revealed no age-related differences in gaze behavior. The lack of age-related differences in steering or gaze behavior as a function of optic flow implies that processing of naturalistic optic flow stimuli when steering may be preserved with age.

Using mobile eye-tracking to evaluate gaze behavior during a speech in pediatric anxiety disorders

BackgroundAltered gaze in social settings is a hallmark of social anxiety; however, little research directly examines gaze in anxiety-provoking contexts among youth with anxiety disorders, limiting mechanistic insight into pediatric anxiety. The present study leveraged mobile eye-tracking technology to examine gaze behavior during a naturalistic stressor in a clinical developmental sample. MethodsSixty-one youth (ages 8–17 years; 28 with anxiety disorders, 33 non-anxious controls) completed a naturalistic social stress task (public speaking in front of a videotaped classroom audience) while wearing eye-tracking glasses. Gaze behavior and state anxiety were quantified in each group during two task conditions: while giving a speech and while passively viewing the audience. ResultsAnxiety-related differences emerged in state anxiety and gaze behavior. First, a significant interaction between diagnostic group and task condition on state anxiety indicated that while anxiety increased among non-anxious controls following the speech, youth with anxiety disorders reported persistently elevated anxiety across all assessments. Second, a significant interaction emerged between social anxiety symptom severity and task condition on gaze time on the audience. While youth overall showed low dwell time on the audience during speech delivery, individuals with greater social anxiety showed longer gaze on the audience during the passive viewing condition. This pattern was specific to dimensional analyses of social anxiety symptom severity. LimitationsThe current study was not sufficiently powered to examine age-related differences. ConclusionsThese findings highlight anxiety-related differences in gaze behavior in youth, providing new mechanistic insight into pediatric anxiety using mobile eye-tracking.

Students’ local vs. global views of data distributions: a cross-grade-level analysis using eye-tracking

AbstractThe ability to interpret and compare data distributions is an important educational goal. Inherent in the statistical concept of distribution is the need to focus not only on individual data points or small groups of data points (so-called local view), but to perceive a distribution as a whole, allowing to recognize global features such as center, spread, and shape (so-called global view). However, the latter is challenging for students to acquire. This study, involving 68 students in grades 4, 6, and 8, had two main objectives. First, we aimed to examine the potential impact of grade level on how students perceive and compare distributions presented in dot plots. Despite variations in specific pre-knowledge, our findings showed no significant grade-related differences in students’ gaze behavior or their ability to process global features when comparing distributions. This finding suggests that there is no significant developmental trend across grade levels regarding students’ capacity to perceive distributions globally, a critical aim in statistics education. Our second objective was to extend the findings of our previous work regarding the identification of specific eye-tracking measures as indicators of students’ local vs. global views. In line with our hypotheses, differences in gaze behavior between students with a local and global view were determined regardless of their grade level. This robustness across different educational stages underscores the validity of specific eye-tracking measures as reliable indicators for students local vs. global view of data. Our research highlights the potential of eye-tracking for understanding students’ data interpretation approaches in statistics education.

Examining gaze behavior in undergraduate students and educators during the evaluation of tooth preparation: an eye-tracking study

BackgroundGaze behavior can serve as an objective tool in undergraduate pre-clinical dental education, helping to identify key areas of interest and common pitfalls in the routine evaluation of tooth preparations. Therefore, this study aimed to investigate the gaze behavior of undergraduate dental students and dental educators while evaluating a single crown tooth preparation.MethodsThirty-five participants volunteered to participate in the study and were divided into a novice group (dental students, n = 18) and an expert group (dental educators, n = 17). Each participant wore a binocular eye-tracking device, and the total duration of fixation was evaluated as a metric to study the gaze behavior. Sixty photographs of twenty different tooth preparations in three different views (buccal, lingual, and occlusal) were prepared and displayed during the experimental session. The participants were asked to rate the tooth preparations on a 100 mm visual analog rating scale and were also asked to determine whether each tooth preparation was ready to make an impression. Each view was divided into different areas of interest. Statistical analysis was performed with a three-way analysis of the variance model with repeated measures.ResultsBased on the participants’ mean rates, the “best” and the “worst” tooth preparations were selected for analysis. The results showed a significantly longer time to decision in the novices compared to the experts (P = 0.003) and a significantly longer time to decision for both the groups in the best tooth preparation compared to the worst tooth preparation (P = 0.002). Statistical analysis also showed a significantly longer total duration of fixations in the margin compared to all other conditions for both the buccal (P < 0.012) and lingual (P < 0.001) views.ConclusionsThe current study showed distinct differences in gaze behavior between the novices and the experts during the evaluation of single crown tooth preparation. Understanding differences in gaze behavior between undergraduate dental students and dental educators could help improve tooth preparation skills and provide constructive customized feedback.

Evaluation of Instructors’ Demographic Variations on a Web-based Platform for Connecting with Practitioners

Exploration of demographic variations is required to develop dynamic web platforms that cater to the varying preferences of diverse users. Hence, this study evaluated instructors’ demographic variations on a web-based platform for connecting with practitioners for student development. Both objective and subjective measures were adopted to investigate age- and gender-related differences in gaze behavior, task completion time, perceived cognitive load, perceived usability, and trust. Compared to male instructors, female instructors had higher fixation counts, longer task completion times, and statistically significant longer fixation duration. Female instructors gave higher usability and trust ratings but reported a higher cognitive workload. Compared to Generation Y instructors, Generation X instructors had longer fixation duration, higher fixation count, and statistically longer task completion time. Generation X instructors reported high cognitive load, lower usability, and trust ratings. The study also reveals demographic differences in parameters that instructors focused on while connecting with practitioners via a web platform.

The distracting effect of mobile phones on visual attention in consumer decision-making: a gaze behavior perspective

ABSTRACT Visual attention as a highly complex system is considered a scarce source. This study investigates the distraction effect (specifically, mobile phone usage unrelated to purchasing decisions) on visual attention during consumers’ decision-making processes of the Mobile native generation. An eye-tracking experiment utilizing 2-AFC tasks was used for the product choice procedure. The findings revealed no significant differences in gaze behavior in distracting and non-distracting conditions. Interestingly, the results indicate the significant effect of consumer distraction on the relationship between visual attention and product preference. A stronger tendency for a value-based gaze and attentional bias effect under distraction conditions was evidenced. The results of this research highlight the importance of further developing theories of attention in consumer decision-making in terms of the need to re-evaluate the effects of factors on visual attention in distraction-rich environments, particularly regarding mobile technology.

Saliency models perform best for women’s and young adults' fixations

Saliency models seek to predict fixation locations in (human) gaze behaviour. These are typically created to generalize across a wide range of visual scenes but validated using only a few participants. Generalizations across individuals are generally implied. We tested this implied generalization across people, not images, with gaze data of 1600 participants. Using a single, feature-rich image, we found shortcomings in the prediction of fixations across this diverse sample. Models performed optimally for women and participants aged 18-29. Furthermore, model predictions differed in performance from earlier to later fixations. Our findings show that gaze behavior towards low-level visual input varies across participants and reflects dynamic underlying processes. We conclude that modeling and understanding gaze behavior will require an approach which incorporates differences in gaze behavior across participants and fixations; validates generalizability; and has a critical eye to potential biases in training- and testing data.

Individual differences in gaze behavior: Comparing high-level and sensory contributions

Individual differences in gaze behavior: Comparing high-level and sensory contributions

Stable individual differences in gaze behavior reflect unique conceptual priority maps

Stable individual differences in gaze behavior reflect unique conceptual priority maps

Free viewing biases for complex scenes in preschoolers and adults

Adult gaze behaviour towards naturalistic scenes is highly biased towards semantic object classes. Little is known about the ontological development of these biases, nor about group-level differences in gaze behaviour between adults and preschoolers. Here, we let preschoolers (n = 34, age 5 years) and adults (n = 42, age 18–59 years) freely view 40 complex scenes containing objects with different semantic attributes to compare their fixation behaviour. Results show that preschool children allocate a significantly smaller proportion of dwell time and first fixations on Text and instead fixate Faces, Touched objects, Hands and Bodies more. A predictive model of object fixations controlling for a range of potential confounds suggests that most of these differences can be explained by drastically reduced text salience in pre-schoolers and that this effect is independent of low-level salience. These findings are in line with a developmental attentional antagonism between text and body parts (touched objects and hands in particular), which resonates with recent findings regarding ‘cortical recycling’. We discuss this and other potential mechanisms driving salience differences between children and adults.

Extroversion-Related Differences in Gaze Behavior during a Computer Task for Assessing Speed-Accuracy Trade-Off: Implications for Sensor-Based Applications.

The principle of Fitts' law explains that the difficulty of movement increases when targets are farther away and narrower in width, particularly when touching two parallel targets as quickly as possible. Understanding the differences in motor and gaze behaviors between extroverts and introverts when performing tasks that require speed and accuracy is crucial for the development of sensor-based interfaces for games and rehabilitation. This study aimed to investigate such differences in a computer task that assesses the speed-accuracy trade-off (Fitts' task). Twenty introverts and seventeen extroverts wore an eye tracker and an accelerometer attached to their hand while performing 12 trials through six levels of difficulty presented on a computer screen. The results showed that introverts had longer visual fixations at the higher difficulty levels and reduced pupil diameter variability when difficulty was intermediate, suggesting that their gaze behavior may be different from that of extroverts. However, no significant differences were found in the speed and accuracy performance or kinematic variables between extroverts and introverts. These findings have important implications for the design of interventions that require both speed and accuracy in movement, such as in the development of virtual reality/games for rehabilitation purposes. It is important to consider individual differences in motor and gaze behaviors, particularly in those who may struggle with longer visual fixations, for the design of sensor-based applications and to promote successful interventions and recovery.

Requests for Verification across Varieties of Spanish

Abstract This article examines requests for verification across varieties of Spanish. It focuses on the role of gaze behaviour in the design of the request and shows how gaze is interrelated with other resources, such as facial expressions, epistemic markers, prosody and tag questions. By comparing speakers from Argentina, Bolivia, Colombia and Ecuador, the article finds similarities but also differences between the groups of speakers. The speakers from Bolivia and Ecuador rarely establish mutual gaze or use facial expressions during the verification sequence. Instead, more frequently, they deploy other resources for obtaining verifications, such as tag questions, hand gestures and rising intonation. The article considers differences in gaze behaviour within the larger machinery of response mobilisation and shows how gaze is intertwined with other aspects of conversational organisation. Results are based on qualitative and quantitative analysis. The data stems from face-to-face conversations recorded in similar side-by-side settings.

Age-related differences in fixation gaze length while reading the news with negative text elements

The worldwide COVID-19 pandemic has led to the development of stress disorders and increased societal anxiety. The mass media is one of the most decisive factors leading to anxiety and stress in society during a pandemic. However, the mechanisms of mass media's stressogenic effects remain unclear. This study aimed to evaluate age-specific characteristics of gaze behavior related to the perception of anxiety-provoking information. This study was funded by a grant from the National Research Foundation of Ukraine in 2020-2021 (grant № 2020.01/0050). One hundred eighty-nine volunteers took part in the study (164 participants aged between 17 and 22 years old (students, control group), 25 people aged between 59 and 71 (experimental group)). We surveyed participants to determine their level of stress, depression, and anxiety and analyzed eye-tracking data during text perception by using the web eye-tracking technology EyePass. Results showed significant age-related differences in gaze behavior while reading texts with negative elements. Aged adults had shorter median fixation duration. There was no difference between groups in the number of fixations. We can assume that except age factor, other variables might have contributed to our result, namely the occupation of participants, professors at the Scientific and Educational Institute of Journalism, with developed professional skills (reading pattern, method of information perception) but from another side higher vulnerability to adverse COVID-19 outcomes compared to younger adults. Acknowledgements The authors of this article express their sincere gratitude to the National Research Foundation of Ukraine, thanks to whose financial and organizational support (grant “Stressogenic Elements of the Latent Impact of Real Media Reports on the COVID-19 Pandemic on Social Groups” № 2020.01/0050), it became possible to conduct this study and publish the experimental results. Words of gratitude to the management and Scientific Council of the Foundation, curators of the project. Vast gratitude to the experts for their high evaluation of our project, thanks to whom our application won the competition. We want to express particular thanks to the management and our colleagues fromTaras Shevchenko National University of Kyiv, whose care and assistance contributed to the effective work within the project. Words of gratitude to colleagues and students who agreed to participate and actually contributed to the timely collection and processing of the experimental data. Disclosure statement No potential conflict of interest was reported by the authors. Data availability statement The data that support the findings of this study are openly available in Mendeley Data https://doi.org/10.17632/rpytj9dkmx.3 * Corresponding author: Yurii Havrylets, 0000-0002-4899-5815 havrylets@knu.ua

The robustness of individual differences in gaze preferences toward faces and eyes across face-to-face experimental designs and its relation to social anxiety.

Humans rely heavily on the visual and oculomotor systems during social interactions. This study examined individual differences in gaze behavior in two types of face-to-face social interactions: a screen-based interview and a live interview. The study examined how stable these individual differences are across scenarios and how it relates to individuals' traits of social anxiety, autism, and neuroticism. Extending previous studies, we distinguished between individuals' tendency to look at the face, and the tendency to look at the eyes if the face was fixated. These gaze measures demonstrated high internal consistencies (correlation between two halves of the data within a scenario) within both the screen-based and live interview scenarios. Furthermore, individuals who had a tendency to look more at the eyes during one type of interview tended to display the same behavior during the other interview type. More socially anxious participants looked less at faces in both scenarios, but no link with social anxiety was observed for the tendency to look at the eyes. This research highlights the robustness of individual variations in gaze behavior across and within interview scenarios, as well as the usefulness of measuring the tendency to look at faces separately from the tendency to look at eyes.

Age-Related Differences in Reading Negative Texts on COVID-19

IntroductionThe worldwide COVID-19 pandemic leads to the development of stress disorders, increased anxiety in the society. One of the strongest factors leading to the development of anxiety, stress in society during a pandemic is the Mass Media. The mechanisms of stressogenic effects of Mass Media remain not completely clear.ObjectivesThe aim of this study was to evaluate age-specific characteristics of gaze behaviour related to the perception of anxiety-provoking information.Methods189 volunteers took part in the study (164 participants aged between 17 and 22 years old (students, control group), 25 people aged between 59 and 71 (experimental group)). Participants were asked to fill in Psychological Stress Measure (PSM-25), Patient Health Questionnaire (PHQ-9), and Generalised Anxiety Disorder Assessment (GAD-7) questionnaires in order to determine their levels of stress, depression, and anxiety. The second stage of the research was an eye-tracking study of text perception - we analysed eye-tracking data during the text perception by using web-eye tracking (EyePass).ResultsTo identify the relevance of COVID-19 information, we compared the perception of positive, neutral and negative texts and detected rather a negativity bias than attraction to the positive or neutral stimuli: fixations positive vs negative (p-value &lt; 0.01), positive vs neutral (p-value &lt; 0.01), neutral vs negative (p-value &lt; 0.01). Under the competitive conditions (higher relevance of negative information during Pandemic) the perception of negative text is characterized by attentional priority. Moreover, it should be taken into account that highly anxious participants showed a negativity bias than attraction to the positive stimuli, and this is typical during quarantine.ConclusionsTherefore, participants showed a negativity bias than attraction to the positive stimuli, and this is typical during quarantine. There are significant age-related differences in gaze behavior while reading text with negative text elements. While the origin of these differences between older and younger adults remains unknown, further research may provide more evidence about the origin of this effect.Disclosure of InterestNone Declared

Differences in gaze behaviors between trainees and experts during endovascular therapy for cerebral aneurysms: a preliminary study using a cerebral aneurysm model.

In the neuroendovascular field, the training of operators has become an important issue. Recently, eye-tracking technology has been introduced into various fields of medical education. This study aimed to apply eye-tracking technology to the training of neuroendovascular therapy. Six neurosurgeons, including three neuroendovascular specialists and three trainees, at our institution and related facilities participated in the study. Eye movement was recorded by the eye-tracking device during the microcatheter navigation and coil placement into the silastic aneurysm model under biplane X-ray fluoroscopy. Eye-tracking analysis during neuroendovascular therapy was feasible in all six subjects. In microcatheter navigation, specialists tended to more frequently switch their attention between frontal and lateral images than trainees. In coil embolization, the overall gaze frequency tended to increase, and the average fixation duration tended to decrease as the number of experienced cases increased. Inexperienced operators tend to fix their gaze when they are operators than when they are assistants. More experienced operators tended to look at the microcatheter longer in the coil insertion task. The eye-tracking analysis may be useful for operator training in neuroendovascular therapy. Experts may have moved their eyes more frequently than trainees to gaze at the right place. In the future, it will be necessary to collect gaze data for more operators in various tasks.

Using observer similarity matrices to understand individual differences in gaze behaviour towards objects in complex scenes

Using observer similarity matrices to understand individual differences in gaze behaviour towards objects in complex scenes

An eye-tracking investigation of visual search strategies and test performance of L1 and L2 listening test takers

Through the use of eye-tracking technology and a while-listening performance (WLP) test, this study examined the differences in gaze behaviors and measured listening performances on test items (across various stages of the test) and compared them between native English-speaking (E-L1) and non-native English-speaking (E-L2) candidates. One hundred students from a public university in Singapore participated in the study. A series of Mann-Whitney U tests indicated that E-L1 candidates outperformed E-L2 candidates in the test with higher test scores. Using stringent data processing cutoffs (presence≥80% gaze data) and a series of non-parametric multivariate analyses, the study further found that the dynamicity of gaze behaviors on the test items across various stages of the test was similar between E-L1 and E-L2 candidates. However, there were distinctive differences in gaze behaviors between the two groups. For E-L1 candidates, none of the gaze behaviors on the test items across the different stages of the test predicted their overall listening test scores. In contrast, the overall listening test scores for E-L2 candidates was predicted by the average proportion of time that they had dwelled on the test items while simultaneously answering them and listening to the auditory text. The study is the first to show that keyword matching on the test items during the while-listening stage significantly contributes to WLP test performance for E-L2 candidates. These results suggest that the focal construct of the listening test is confounded by group-specific reading behaviors on the test items. In line with previous research, the use of the WLP test format for assessing second language listening comprehension is not recommended.

Characteristic fixation biases in Super-Recognizers.

Neurotypical observers show large and reliable individual differences in gaze behavior along several semantic object dimensions. Individual gaze behavior toward faces has been linked to face identity processing, including that of neurotypical observers. Here, we investigated potential gaze biases in Super-Recognizers (SRs), individuals with exceptional face identity processing skills. Ten SRs, identified with a novel conservative diagnostic framework, and 43 controls freely viewed 700 complex scenes depicting more than 5000 objects. First, we tested whether SRs and controls differ in fixation biases along four semantic dimensions: faces, text, objects being touched, and bodies. Second, we tested potential group differences in fixation biases toward eyes and mouths. Finally, we tested whether SRs fixate closer to the theoretical optimal fixation point for face identification. SRs showed a stronger gaze bias toward faces and away from text and touched objects, starting from the first fixation onward. Further, SRs spent a significantly smaller proportion of first fixations and dwell time toward faces on mouths but did not differ in dwell time or first fixations devoted to eyes. Face fixation of SRs also fell significantly closer to the theoretical optimal fixation point for identification, just below the eyes. Our findings suggest that reliable superiority for face identity processing is accompanied by early fixation biases toward faces and preferred saccadic landing positions close to the theoretical optimum for face identification. We discuss future directions to investigate the functional basis of individual fixation behavior and face identity processing ability.

Visual control during climbing: Variability in practice fosters a proactive gaze pattern.

In climbing, the visual system is confronted with a dual demand: controlling ongoing movement and searching for upcoming movement possibilities. The aims of the present research were: (i) to investigate the effect of different modes of practice on how learners deal with this dual demand; and (ii) to analyze the extent this effect may facilitate transfer of learning to a new climbing route. The effect of a constant practice, an imposed schedule of variations and a self-controlled schedule of variations on the gaze behaviors and the climbing fluency of novices were compared. Results showed that the constant practice group outperformed the imposed variability group on the training route and the three groups climbing fluency on the transfer route did not differ. Analyses of the gaze behaviors showed that the constant practice group used more online gaze control during the last session whereas the imposed variability group relied on a more proactive gaze control. This last gaze pattern was also used on the transfer route by the imposed variability group. Self-controlled variability group displayed more interindividual differences in gaze behaviors. These findings reflect that learning protocols induce different timing for gaze patterns that may differently facilitate adaptation to new climbing routes.