Eye-tracking Methodology Research Articles

Айтрекинг в нейропсихологическом исследовании особенностей зрительного гнозиса детей с нарушением слуха

<p>The article is devoted to the problem of assessing the state of visual gnosis in children with hearing impairment in order to identify possible mechanisms for compensating for uneven development of mental functions and assessing the possibilities of remedial education. We combined the research potential of the classical neuropsychological approach with the eye-tracking methodology in order to study in detail through eye movements the uneven development of auditory, visual and verbal functions in information processing in children with hearing impairment. The task was to conduct not only a classical neuropsychological assessment of visual gnosis in children with hearing impairment, but also to obtain new data on eye tracking during neuropsychological tests. The study involved cochlearly implanted preschoolers with hearing impairment (N=15) and typically developing preschoolers (N=16) aged 5 to 7 years (M=6.1; SD=0.5). At the first stage, classical neuropsychological tests for visual gnosis were conducted, at the second stage, eye tracking was used to record eye movements during neuropsychological tests by preschoolers. Our study confirms the weakness of visual information processing processes during neuropsychological tests in children with hearing impairment. Analysis of eye movement strategies recorded by the eye tracker during neuropsychological tests allowed us to identify a number of features of visual information processing in children with hearing impairment: chaotic search, changes in the recognition sequence, decreased noticeability (“recognizability”) of images or decreased interest (duration of fixations and viewing), weakness of the holistic strategy and synthesis, fragmentation of perception. The duration of the scanning path, spatial density of fixations, scanning regularity, and scanning direction during image recognition differ. Features of the visual search strategy are observed in the number of switches, fixation time, and patterns of gaze transitions between areas of interest. In children with impairments, when performing tests for visual gnosis, an increase in the time of fixations is recorded, which indicates the cognitive complexity of perception. The combination of weakness in the processing of auditory and visual information leads to diffuseness, incorrectness of the correlation of the image of an object and its verbal designation due to the poverty of the vocabulary of children with hearing impairments.</p>

Attentional differences in L2 learners’ word learning strategies between mobile-assisted and in-print reading: An eye tracking study

The present study combines three influential and interwoven areas of research (MALL, SLA, and psycholinguistics) into a cohesive research framework to explore whether and how medium and word exposure influence L2 learners’ incidental acquisition and online processing of new words using eye tracking methodology. Seventy-seven L2 learners engaged in reading a short novel containing new words of higher and lower exposure frequencies on a tablet or in print. We assessed L2 learners’ word learning accuracy using word form recognition, meaning recognition, and meaning recall tasks after reading. Eye tracking measures (including first-fixation duration, first-pass time, second-pass time, and total-reading time) were used to analyse visual attention allocated at the early and late stages of L2 learners’ lexical processing during reading. The results from ANCOVA analyses demonstrated the continued positive and significant effects of word exposure on L2 learners’ learning gains and attentive processing. Further, our findings indicated the negative effects of mobile-assisted reading on both accuracy and attention compared to in-print reading, with the latter readers achieving greater word learning gains in all three accuracy dimensions and employing an attentive reading strategy with more attentional resources allocated at the early stage and fewer ones at the late stage of lexical processing, as opposed to a skimming strategy observed in tablet users. From a pedagogical perspective, the cognitive costs associated with attentional deficits underscore issues on underlying cognitive mechanisms and highlight interventions requiring further exploration and consideration.

Online Eye Tracking for Aphasia: A Feasibility Study Comparing Web and Lab Tracking and Implications for Clinical Use.

Studies using eye-tracking methodology have made important contributions to the study of language disorders such as aphasia. Nevertheless, in clinical groups especially, eye-tracking studies often include small sample sizes, limiting the generalizability of reported findings. Online, webcam-based tracking offers a potential solution to this issue, but web-based tracking has not been compared with in-lab tracking in past studies and has never been attempted in groups with language impairments. Patients with post-stroke aphasia (n=16) and age-matched controls (n=16) completed identical sentence-picture matching tasks in the lab (using an EyeLink system) and on the web (using WebGazer.js), with the order of sessions counterbalanced. We examined whether web-based eye tracking is as sensitive as in-lab eye tracking in detecting group differences in sentence processing. Patients were less accurate and slower to respond to all sentence types than controls. Proportions of gazes to the target and foil picture were computed in 100ms increments, which showed that the two modes of tracking were comparably sensitive to overall group differences across different sentence types. Web tracking showed comparable fluctuations in gaze proportions to target pictures to lab tracking in most analyses, whereas a delay of approximately 500-800ms appeared in web compared to lab data. Web-based eye tracking is feasible to study impaired language processing in aphasia and is sensitive enough to detect most group differences between controls and patients. Given that validations of webcam-based tracking are in their infancy and how transformative this method could be to several disciplines, much more testing is warranted.

Eye-Tracking Methodology to Detect Differences in Attention to Faces Between Developmental Language Disorder and Autism.

Developmental language disorder (DLD) and autism sometimes appear as overlapping conditions in behavioral tests. There is much literature on the visual scanning pattern (VSP) of faces in autistic children, but this is scarce regarding those with DLD. The purpose of this study was to compare the VSP of faces in young children with DLD, those with autism, and typically developing peers, assessing the effect of three variables. Two eye-tracking experiments were designed to assess the effect of the emotion and the poser's gender (Experiment 1) and the poser's age (Experiment 2) on the VSP of participants (Experiment 1: N = 59, age range: 32-74 months; Experiment 2: N = 58, age range: 32-74 months). We operationalized the VSP in terms of attentional orientation, visual preference, and depth of processing of each sort of face. We developed two paired preference tasks in which pairs of images of faces showing different emotions were displayed simultaneously to compete for children's attention. Data analysis revealed two VSP markers common to both disorders: (a) superficial processing of faces and (b) late orientation to angry and child faces. Moreover, one specific marker for each condition was also found: typical preference for child faces in children with DLD versus diminished preference for them in autistic children. Considering the similarities found between children with DLD and those with autism, difficulties of children with DLD in attention to faces have been systematically underestimated. Thus, more effort must be made to identify and respond to the needs of this population. Clinical practice may benefit from the potential of eye-tracking methodology and the analysis of the VSP to assess attention to faces in both conditions. This would also contribute to the improvement of early differential diagnosis in the long run.

Exploration of Eye-Tracking Methodologies in Usability Testing of Digital Health Technology: A Rapid Review.

Eye-tracking is deemed a promising methodology for usability evaluation studies in healthcare, however clear theoretical guidance and practice remains lacking. A rapid review was performed on current use of eye tracking as a usability evaluation method on digital health technologies in the period of 2019 to 2024. Usability evaluation studies were included when they described a digital health technology intervention in which eye-tracking technologies were applied. To gain insight into how eye-tracking technologies contributed to measuring digital health technologies' usability, data was extracted on the use of eye-tracking for usability and key study findings. Seventeen papers were included in the review. Findings show that eye-tracking is frequently combined with other usability evaluation methods, with high methodological diversity, to test the usability of DHT. Future research is needed to enhance understanding of the effectiveness of eye-tracking outcomes in DHT usability testing when combined with other usability evaluation methods in order to provide (usability) researchers theoretical guidance on its application.

The Influence of Monochromatic Illustrations on the Attention to Public Health Messages: An Eye-Tracking Study

Past research suggests that images can be a useful tool in attracting people’s attention and improving public health communication. This is especially important for the effective transmission of health-related messages to the youth, who should be warned about risks of alcohol and tobacco use. This study explores the application of eye-tracking methodology to investigate the influence of monochromatic illustrations on youths’ visual attention to digital ads, with a particular emphasis on those presenting harmful effects of alcohol and tobacco consumption. Four digital ads were designed for the purpose of the experiment. Two ad topics (alcohol versus tobacco) and two ad contents (text-only versus text with a monochromatic illustration) were used as variables in the digital ad design. Analyses of eye fixations and viewing time revealed that more students noticed the digital ads with the illustration than the text-only ads. Furthermore, we found that the ads with illustrations had a longer viewing time and a higher number of fixations, regardless of the ad topic. The findings highlight the effectiveness of eye-tracking technology in examining the role of illustrations in digital ads, focusing on a better perception of addiction prevention campaigns whose message is targeted primarily toward young people.

Evaluating computer science students reading comprehension of educational multimedia-enhanced text using scalable eye-tracking methodology

In this research, a mixed-method approach was employed to conduct large-scale eye-tracking measurements, traditionally associated with high costs and extensive time commitments. Utilizing consumer-grade webcams in conjunction with open-source software, data was collected from an expansive cohort of students, thereby demonstrating the scalability and cost-effectiveness of this innovative methodology. The primary objective of this research was to discern the disparities in reading behaviour when students were presented with standard text accompanied by illustrations, compared to the same text with highlighted key terms. The participants, comprised of first-year university students, completed a questionnaire and an introductory test to ascertain their knowledge level. Subsequently, they were segregated into two groups and participated in two reading sessions, during which their ocular movements were recorded. The amassed data underwent both qualitative analyses, facilitated by visualizations, and quantitative analysis, employing statistical measures on the data and test results. Notably, no significant difference was observed in the gaze patterns or test results between the experimental and control groups. However, a significant divergence in gaze patterns was identified between high-achieving students and those experiencing difficulties, as evidenced by the averaged composite heatmaps generated from the data. The findings underscore two pivotal points. Firstly, the feasibility of conducting large-scale eye-tracking experiments is demonstrated. Traditional studies in this field often employ small population samples due to the time and financial constraints associated with methods that utilize specialized eye-tracking hardware. In contrast, our methodology is scalable, relying on low-end hardware and enabling students to record data on their personal devices. Secondly, while eye-tracking may not provide substantial benefits for fine-tuning text already optimized for readability, it could serve as a valuable tool for identifying and assisting learners who are struggling. This mixed-method approach holds significant potential to revolutionize the conduct and interpretation of eye-tracking studies within educational settings.

Metaphorical effects of advertising in different types of hotels: evidence from eye-tracking

PurposeThis study aims to explore the attraction, influence and persuasive effect of advertising (with or without metaphor) across different types of hotels (luxury vs. budget hotels).Design/methodology/approachTwo independent variables – namely, the hotel category (luxury versus budget) and the use of rhetorical figures (text with metaphors versus text without metaphors) – serve as the basis for the investigation. The research design is a 2 × 2 within-subjects construct based on eye-tracking methodology complemented by questionnaire-based data collection. Participants were engaged with hotel advertisements under four specific conditions, each reflecting a distinct combination of the two independent variables.FindingsThe findings reveal the augmented attention-grabbing prowess of advertisements that use metaphors compared to those that do not. Furthermore, the study findings reveal that the hotel category significantly influences the efficacy of advertising; advertisements promoting luxury hotels were found to stimulate superior impression recall, garner higher customer affinity and prompt a more potent intention to patronize the hotel. Finally, the study shows that neither congruent nor incongruent pairings of visual (budget or luxury hotel) and verbal elements (with or without metaphor) yield additional advertising benefits.Practical implicationsThis research addresses the limited empirical guidance available for hotel operators at various levels regarding the design of advertisements incorporating rhetorical devices. It highlights the potential benefits of using figurative rhetoric, especially metaphors, in advertising for both budget and luxury hotels. The study reveals a notable correlation between hotel category, particularly luxury offerings, and customer attention, retention, preference and intention to visit. Furthermore, it encourages hotel operators, regardless of their hotel’s ranking, to incorporate metaphorical language into their advertising designs, underscoring the need for strategic integration in overall advertisement planning.Originality/valueUsing high-resolution online eye-tracking technology, this study innovatively examines the influence of hotel category and rhetorical devices on the effectiveness and attention-grabbing potential of advertisements. Through this approach, the study seeks to offer valuable managerial and advertising insights for those involved in hotel marketing.

Exploring the impact of autistic traits and anxiety on visual attentional response to angry faces in adults with high autistic traits: An eye-movement study

This study investigated the impact of autistic traits and anxiety on the visual attentional response to angry faces among individuals with varying levels of autistic traits in the general population. Two experiments were conducted. In Experiment 1, eye-tracking methodology was used to compare 26 participants with high autistic traits to 26 individuals with low autistic traits. The latency of the first fixation on images of angry faces, neutral faces, and objects during a free viewing task was measured. Anxiety levels were assessed using the Self-rating Anxiety Scale. Experiment 2 utilized an overlap task to examine attentional response patterns toward angry faces in individuals with high and low autistic traits. The findings revealed that participants with high autistic traits displayed a longer latency to first fixation on angry faces during the free-viewing task compared to those with low autistic traits. However, no significant differences were observed for neutral faces and objects. In the overlap task, the group with high autistic traits demonstrated a significantly prolonged latency to first fixation on angry faces in peripheral positions when the central stimulus was a neutral face and the peripheral stimulus was an angry face, relative to the group with low autistic traits. Importantly, when taking anxiety traits into account as a covariate in both experiments, the previously observed group effects no longer remained significant. These results were discussed within the frameworks of social motivation theory and the autism continuum hypothesis.

Lexical-semantic processing in preschoolers with Developmental Language Disorder: an eye tracking study.

This study examined lexical-semantic processing in children with Developmental Language Disorder (DLD) during visually situated comprehension of real-time spoken words. Existing evidence suggests that children with DLD may experience challenges in lexical access and retrieval, as well as greater lexical competition compared to their peers with Typical Development (TD). However, the specific nature of these difficulties remains unclear. Using eye-tracking methodology, the study investigated the real-time comprehension of semantic relationships in children with DLD and their age-matched peers. The results revealed that, for relatively frequent nouns, both groups demonstrated similar comprehension of semantic relationships. Both groups favored the semantic competitor when it appeared with an unrelated visual referent. In turn, when the semantic competitor appeared with the visual referent of the spoken word, both groups disregarded the competitor. This finding shows that, although children with DLD usually present a relatively impoverished vocabulary, frequent nouns may not pose greater difficulties for them. While the temporal course of preference for the competitor or the referent was similar between the two groups, numerical, though non-significant, differences in the extension of the clusters were observed. In summary, this research demonstrates that monolingual preschoolers with DLD exhibit similar lexical access to frequent words compared to their peers with TD. Future studies should investigate the performance of children with DLD on less frequent words to provide a comprehensive understanding of their lexical-semantic abilities.

Social and joint attention during shared book reading in young autistic children: a potential marker for social development.

Atypical patterns of social engagement and joint attention behaviors are diagnostic criteria for people with autism spectrum disorder. Experimental tasks using eye-tracking methodologies have, however, shown inconsistent results. The development of tasks with greater ecological validity and relevance for developmentally appropriate social milestones has been identified as important for the field. We developed a novel, dynamic eye-tracking task emulating a shared book reading (SBR) scenario. Four SBR videos of an adult reader engaging with the viewer while reading a children's picture book and including sequenced bids for joint attention were developed. Participants included 90 children (N = 56 autistic children, N = 34 neurotypical children; aged 3-12). Social attention was also measured in a live free play task between participants and an experimenter. Compared to neurotypical children, autistic children displayed reduced attention to socially salient stimuli including the reader's face and picture book across SBR videos and during joint attention bids specifically. In contrast, they showed increased attention to nonsalient background stimuli compared to their neurotypical peers. These attention patterns in autistic children were associated with reduced verbal and nonverbal cognitive skills and increased symptoms associated with autism. Interestingly, positive correlations in the frequency of eye gaze between SBR and free play suggested a potential predictive value for social attention in live social interactions. Findings highlight the utility of SBR eye-tracking tasks in understanding underlying divergences in social engagement and joint attention between autistic and neurotypical children. This commonly practiced early childhood activity may provide insights into the relationship between social engagement and learning to reveal how such attentional patterns might influence broader developmental and educational outcomes.

What Can Eye Movements Tell Us about Reading in a Second Language: A Scoping Review of the Literature

There is a growing interest in the similarities and differences in reading processes in L1 and L2. Some researchers propose that reading shares commonalities across languages, while others state that each language has particularities that would affect reading processes. One way to better understand the reading processes is by using eye-tracking methodologies to explore reading processes online. This review focuses on the research done about reading processes in bilinguals to understand the effect of L1 in L2 processing. We found that most of the studies followed two methods of comparison: Bilinguals vs. monolinguals and L1 vs. L2. In general, bilinguals presented longer times in all reading measures; however, the results are discussed based on different characteristics of the studies and the type of comparison.

Trial-level fluctuations in pupil dilation at encoding reflect strength of relational binding.

Eye-tracking methodologies have revealed that eye movements and pupil dilations are influenced by our previous experiences. Dynamic fluctuations in pupil size during learning reflect in part the formation of memories for learned information, while viewing behavior during memory testing is influenced by memory retrieval and drawn to previously learned associations. However, no study to date has linked fluctuations in pupil dilation at encoding to the magnitude of viewing behavior at test. The current investigation involved monitoring eye movements both in single item recognition and relational recognition tasks. In the item task, all faces were presented with the same background scene and memory for faces was subsequently tested, whereas in the relational task each face was presented with its own unique background scene and memory for the face-scene association was subsequently tested. Pupil size changes during encoding predicted the magnitude of preferential viewing during test, as well as future recognition accuracy. These effects emerged only in the relational task, but not in the item task, and were replicated in an additional experiment in which stimulus luminance was more tightly controlled. A follow-up experiment and additional analyses ruled out differences in orienting instructions or number of fixations to the encoding display as explanations of the observed effects. The results shed light on the links between pupil dilation, memory encoding, and eye movement patterns during recognition and suggest that trial-level fluctuations in pupil dilation during encoding reflect relational binding of items to their context rather than general memory formation or strength. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Eye movements in the investigation of different properties of multi-word expressions: A systematic review

The last ten years have seen an increased use of the eye-tracking methodology in the investigation of vocabulary processing in both L1 and L2. In particular, some of the advantages afforded by this method – such as, the ability to analyse multiple areas of interest (AOIs) and to distinguish between early and late stages of processing – have contributed to our deeper understanding of the mechanisms behind the online processing of sequences above the word level, known as multi-word expressions (MWEs). One key finding widely reported in the eye-tracking literature is that MWEs are processed faster than novel sequences. Different properties of MWEs – frequency, figurativeness, literality, familiarity, transparency, predictability, collocation strength, contextual predictability, adjacency, flexibility, modifiability, and congruency – have been shown to contribute to this processing advantage and to affect different types of MWEs differently. In this review, we first focus on the specific methodological aspects that need to be considered in the application of eye-tracking in the investigation of MWEs. We then discuss how these aspects have been treated in the literature to examine the different properties of MWEs.

Mental health of employees and internal communication in corporations. An eye tracker approach

The current study focuses on corporate responsibility for the mental health of employees. In an era of digitalization, corporations must provide an environment that supports employees in the cognitive process, promoting the importance of mental health in the workplace. A visual model of employee preference for receiving information about mental health at work is outlined in the study. The objectives are to establish the areas of interest that help to receive the information and to compare these areas of interest. For data collection, eye tracker methodology was applied, and the results were statistically analyzed.

Effect of Object on Kinesthetic Motor Imagery in Autism Spectrum Disorder: A Pilot Study Based on Eye-Tracking Methodology.

Social disturbance is a significant autism spectrum disorder (ASD) symptom. Action representation, which is a fundamental component of social interaction, can be investigated through kinesthetic motor imagery (KMI). KMI has been commonly studied with the well-developed laterality judgment paradigm, wherein participants are required to discriminate the laterality of a hand rotated by different angles along one or more axes. Here, we investigated the KMI processing in individuals with ASD by hand laterality judgment paradigm with eye-tracking methodology. The current study included 22 participants with ASD and 22 typical developing (TD) peers matched for age, gender, and intelligence. Participants were asked to judge the laterality of hand-with-tooth brush images. Compared to the TD controls, individuals with ASD performed KMI with lower accuracy and longer response time in both correct and incorrect action conditions. The incorrect action representation had greater effect on KMI for individuals with ASD. Differences in eye-movement patterns were also observed, characterized by individuals with ASD were more focused on the object area while TD peers were more focused on the hand area. Results suggest that while altered KMI performance was observed, the incorrect action representation elicited more engagement of KMI in both groups. The object-centered eye-movement pattern may contribute to the refine of motor simulation intervention for individuals with ASD.

Transfer of learning in histology: Insights from a longitudinal study.

All anatomical educators hope that students apply past training to both similar and new tasks. This two-group longitudinal study investigated the development of such transfer of learning in a histology course. After 0, 10, and 20 sessions of the 10-week-long course, medical students completed theoretical tasks, examined histological slides trained in the course (retention task), and unfamiliar histological slides (transfer task). The results showed that students in the histology group gradually outperformed the control group in all tasks, especially in the second half of the course, η2 = 0.268 (p < 0.001). The best predictor of final transfer performance was students' retention performance after 10 sessions, β = 0.32 (p = 0.028), and theoretical knowledge after 20 sessions, β = 0.46 (p = 0.003). Results of eye tracking methodology further revealed that the histology group engaged in greater "visual activity" when solving transfer tasks, as indicated by an increase in the total fixation count, η2 = 0.103 (p = 0.014). This longitudinal study provides evidence that medical students can use what they learn in histology courses to solve unfamiliar problems but cautions that positive transfer effects develop relatively late in the course. Thus, course time and the complex relationship between theory, retention, and transfer holds critical implications for anatomical curricula seeking to foster the transfer of learning.

Eye Movement Evidence for Simultaneous Cognitive Processing in Reading.

Measuring simultaneous processing, a reliable predictor of reading development and reading difficulties (RDs), has traditionally involved cognitive tasks that test reaction or response time, which only capture the efficiency at the output processing stage and neglect the internal stages of information processing. However, with eye-tracking methodology, we can reveal the underlying temporal and spatial processes involved in simultaneous processing and investigate whether these processes are equivalent across chronological or reading age groups. This study used eye-tracking to investigate the simultaneous processing abilities of 15 Grade 6 and 15 Grade 3 children with RDs and their chronological-age controls (15 in each Grade). The Grade 3 typical readers were used as reading-level (RL) controls for the Grade 6 RD group. Participants were required to listen to a question and then point to a picture among four competing illustrations demonstrating the spatial relationship raised in the question. Two eye movements (fixations and saccades) were recorded using the EyeLink 1000 Plus eye-tracking system. The results showed that the Grade 3 RD group produced more and longer fixations than their CA controls, indicating that the pattern of eye movements of young children with RD is typically deficient compared to that of their typically developing counterparts when processing verbal and spatial stimuli simultaneously. However, no differences were observed between the Grade 6 groups in eye movement measures. Notably, the Grade 6 RD group outperformed the RL-matched Grade 3 group, yielding significantly fewer and shorter fixations. The discussion centers on the role of the eye-tracking method as a reliable means of deciphering the simultaneous cognitive processing involved in learning.

Intelligent Eye-Tracker-Based Methods for Detection of Deception: A Survey

Over the last few years, a large number of studies have been conducted on the monitoring of human behavior remaining beyond conscious control. One area of application for such monitoring systems is lie detection. The most popular method currently used for this purpose is polygraph examination, which has proven its usefulness in the field and in laboratories, but it is not without its drawbacks. Technological advances in data acquisition and automated analysis have ensured that contactless tools are in high demand in security fields like airport screening or pre-employment procedures. As a result, there has been a shift in interest away from traditional polygraph examinations toward the analysis of facial expressions, voice, and speech patterns, as well as eye-tracking signals to detect deceptive behavior. In this paper, we focus on the last aspect, offer a comprehensive overview of two distinct lie detection methodologies based on eye tracking, and examine the commonly used oculomotor feature analysis. Furthermore, we explore current research directions and their results within the context of their potential applications in the field of forensics. We also highlight future research prospects, suggesting the utilization of eye tracking and scan path interpretation methodologies as a potential fully functional alternative for the conventional polygraph in the future. These considerations refer to legal and ethical issues related to the use of new technology to detect lies.

Assessment of noticing of classroom disruptions: a multi-methods approach

Teachers’ noticing as a basic precondition for effective teaching is characterized by focusing on relevant events in the classroom and ignoring the irrelevant. In recent years, many researchers have used eye-tracking methodology in classroom observations to gather information about the continuous attentional processes of teachers. Despite the general validity of the eye–mind assumption, methodological triangulation is necessary to draw conclusions about the where and why of the focus of attention. Although in previous studies, different data sources like gaze and verbal data have been used, the analyses were mostly conducted separately, instead of directly combining the data. In our study, we collected verbal data (retrospective think-aloud; RTA) and a reaction-based concurrent measure (keystroke) to assess the noticing process of novice and experienced teachers (N = 52) while they watched staged videos of classroom situations. For a direct triangulation, we combined these data with eye-tracking data. The aim of the study was to combine both measures with eye-tracking parameters that indicate attentional processes (fixation count, mean fixation duration, and revisits), and with expertise. We found that participants who were aware of the critical incidents in the videos (they gave a keystroke or mentioned the incident in the RTA), showed—as expected—a higher number of fixations and more revisits to the appropriate area, but a comparable mean fixation duration. However, expertise differences regarding accuracy in both measures could not be shown. We discuss methodological issues regarding the implementation of RTA and keystroke as measurements for the noticing process because—despite only partially significant results—both methods are promising as they allow complementation and possible correction of eye-movement-only data.