Screen-based Tasks Research Articles

Developmental Changes in How Head Orientation Structures Infants' Visual Attention.

Most studies of developing visual attention are conducted using screen-based tasks in which infants move their eyes to select where to look. However, real-world visual exploration entails active movements of both eyes and head to bring relevant areas in view. Thus, relatively little is known about how infants coordinate their eyes and heads to structure their visual experiences. Infants were tested every 3 months from 9 to 24 months while they played with their caregiver and three toys while sitting in a highchair at a table. Infants wore a head-mounted eye tracker that measured eye movement toward each of the visual targets (caregiver's face and toys) and how targets were oriented within the head-centered field of view (FOV). With age, infants increasingly aligned novel toys in the center of their head-centered FOV at the expense of their caregiver's face. Both faces and toys were better centered in view during longer looking events, suggesting that infants of all ages aligned their eyes and head to sustain attention. The bias in infants' head-centered FOV could not be accounted for by manual action: Held toys were more poorly centered compared with non-held toys. We discuss developmental factors-attentional, motoric, cognitive, and social-that may explain why infants increasingly adopted biased viewpoints with age.

The Effect of Paper Reading Versus Screen Reading on the Inferential Reading Performance among University ESL Learners

Contemporary ESL education focuses on screen-based reading, specifically in the context of university level learners. Also, a sudden shift from paper bound reading activities to screen-based tasks was inevitable in response to COVID-19 outbreak. In this regard, the case of inferential and advanced level reading among the young ESL learners of developing countries appears researchable because of the general low digital literacy of these learners. This study, therefore, aimed to investigate the effect of reading mode shift from paper to screen on the inferential comprehension performance among Pakistani ESL learners at university level. A total of 426 undergraduate learners were sampled from Bachelor of Science program in a well-known university in the city of Lahore, Pakistan. Inferential reading was conceptualized through Bloom’s higher order thinking skills, that is, Analyzing, Evaluating and Creating skills therefore the reading comprehension test was based on these skills. Adopting sequential test administration, first the paper-based reading test, and later the screen-based reading was given. The obtained data were analyzed using Rendell’s XCALIBRE and SPSS V. 26.0. The logit scale descriptives, learner ability (θ), and mean scores demonstrated that the learners performed significantly higher in the paper test as compared to screen test. Moreover, it was found that the effect of reading mode shift was larger in Creating skill. The findings may have significant implications for reading mode selection, enhancement of digital competence and effect of reading mode shift in developing countries with inadequate IT facilitation and digital literacy among ESL learners.

Word learning is hands-on: Insights from studying natural behavior.

Infants' interactions with social partners are richly multimodal. Dyads respond to and coordinate their visual attention, gestures, vocalizations, speech, manual actions, and manipulations of objects. Although infants are typically described as active learners, previous experimental research has often focused on how infants learn from stimuli that is well-crafted by researchers. Recent research studying naturalistic, free-flowing interactions has explored the meaningful patterns in dyadic behavior that relate to language learning. Infants' manual engagement and exploration of objects supports their visual attention, creates salient and diverse views of objects, and elicits labeling utterances from parents. In this chapter, we discuss how the cascade of behaviors created by infant multimodal attention plays a fundamental role in shaping their learning environment, supporting real-time word learning and predicting later vocabulary size. We draw from recent at-home and cross-cultural research to test the validity of our mechanistic pathway and discuss why hands matter so much for learning. Our goal is to convey the critical need for developmental scientists to study natural behavior and move beyond our "tried-and-true" paradigms, like screen-based tasks. By studying natural behavior, the role of infants' hands in early language learning was revealed-though it was a behavior that was often uncoded, undiscussed, or not even allowed in decades of previous research. When we study infants in their natural environment, they can show us how they learn about and explore their world. Word learning is hands-on.

Patterns of preschool children’s screen time, parent–child interactions, and cognitive development in early childhood: a pilot study

BackgroundThe primary objective of this study was to explore the feasibility of a virtual study protocol for a future longitudinal study, including recruitment, study measures, and procedures. The secondary objective was to examine preliminary hypotheses of associations, including 1) the correlations between total duration and patterns of screen time and cognitive development, and 2) the differences in quality of parent–child interactions for two screen-based tasks and a storybook reading task.MethodsParticipants included 44 children aged 3 years and their parents from Edmonton, Alberta and surrounding areas. Children’s screen time patterns (i.e., type, device, content, context) were parental-reported using a 2-week online daily diary design. Children’s cognitive development (i.e., working memory, inhibitory control, self-control, and language) was measured virtually through a recorded Zoom session. Parent–child interactions during three separate tasks (i.e., video, electronic game, and storybook reading) were also measured virtually through a separate recorded Zoom session (n = 42). The quality of the interactions was determined by the Parent–Child Interaction System (PARCHISY). Descriptive statistics, Intra-class correlations (ICC), Spearman’s Rho correlations, and a one-way repeated measures ANOVA with a post-hoc Bonferroni test were conducted.ResultsAll virtual protocol procedures ran smoothly. Most (70%) participants were recruited from four 1-week directly targeted Facebook ads. High completion rates and high inter-rater reliability in a random sample (Diary: 95% for 13/14 days; Cognitive development: 98% 3/4 tests, ICC > 0.93; Parent–child interactions: 100% for 3 tasks, Weighted Kappa ≥ 0.84) were observed for measures. Across cognitive development outcomes, medium effect sizes were observed for five correlations, with positive correlations observed with certain content (i.e., educational screen time) and negative associations observed for total screen time and certain types (show/movie/video viewing) and contexts (i.e., co-use). Medium and large effect sizes were observed for the differences in parent–child interaction quality between the three tasks.ConclusionsThe virtual study protocol appeared feasible. Preliminary findings suggest it may be important to go beyond total duration and consider type, content, and context when examining the association between screen time and cognitive development. A future longitudinal study using this virtual protocol will be conducted with a larger and more generalizable sample.

Dissecting Differential Complex Behavioral Responses to Simulated Space Radiation Exposures.

This study has established the impact that space radiation exposure has on the capability of rats to successfully negotiate behavioral tasks of increasing complexity. Rats previously exposed to a low dose (10 cGy) of either 4He ions or a cocktail of 6 ions that simulates the galactic cosmic ray spectrum (GCRSim) were screened initially on an attentional set shifting (ATSET) task that provides a measure of executive function. Rats that exhibited superior ATSET performance were then selected for follow up behavioral assessments designed to evaluate how the cohort of "good performers" would fare when presented with a novel behavioral paradigm termed the Associative Recognition Memory and Interference Touchscreen (ARMIT) task. Central to this approach was to discriminate if/how adaptive problem solving would be impacted by changing the options of associative cues presented over several learning sessions to obtain a reward under time constraints using this newly designed touch screen-based task. Data from these studies indicated that when faced with an increased cognitive load, possibly due to interference from prior associative recognition memories, rats exhibited impairments in their capability to negotiate task dynamics and efficiently engage abstract reasoning. Interestingly, while exposure to the GCRSim adversely impacted problem-solving capabilities, single ion exposure did not, pointing to the nuances of space radiation exposure on CNS functionality. Since the selected behavioral paradigms exhibit strong cross-species correlates, data suggest that rodents succumb to increased task rigor as observed in humans, and make similar mistakes when challenged with the interference of overlapping associative memories. Furthermore, data clearly points to the limitations of over-reliance on a single cognitive endpoint that may underestimate global neurocognitive risk due to space radiation exposure.

Generalist camouflage can be more successful than microhabitat specialisation in natural environments

BackgroundCrypsis by background-matching is a critical form of anti-predator defence for animals exposed to visual predators, but achieving effective camouflage in patchy and variable natural environments is not straightforward. To cope with heterogeneous backgrounds, animals could either specialise on particular microhabitat patches, appearing cryptic in some areas but mismatching others, or adopt a compromise strategy, providing partial matching across different patch types. Existing studies have tested the effectiveness of compromise strategies in only a limited set of circumstances, primarily with small targets varying in pattern, and usually in screen-based tasks. Here, we measured the detection risk associated with different background-matching strategies for relatively large targets, with human observers searching for them in natural scenes, and focusing on colour. Model prey were designed to either ‘specialise’ on the colour of common microhabitat patches, or ‘generalise’ by matching the average colour of the whole visual scenes.ResultsIn both the field and an equivalent online computer-based search task, targets adopting the generalist strategy were more successful in evading detection than those matching microhabitat patches. This advantage occurred because, across all possible locations in these experiments, targets were typically viewed against a patchwork of different microhabitat areas; the putatively generalist targets were thus more similar on average to their various immediate surroundings than were the specialists.ConclusionsDemonstrating close agreement between the results of field and online search experiments provides useful validation of online citizen science methods commonly used to test principles of camouflage, at least for human observers. In finding a survival benefit to matching the average colour of the visual scenes in our chosen environment, our results highlight the importance of relative scales in determining optimal camouflage strategies, and suggest how compromise coloration can succeed in nature.

Facetime vs. Screentime: Gaze Patterns to Live and Video Social Stimuli in Adolescents with ASD

Atypical eye gaze to social stimuli is one of the most frequently reported and studied social behaviors affected by autism spectrum disorder (ASD). The vast majority of this literature is based on analyses of gaze patterns as participants view social information, such as talking faces, on a computer screen. However, recent results suggest that generalizing gaze behaviors from computer screens to live interactions may not be valid. This study examines between- and within-group differences in gaze behaviors of children with ASD and their neurotypical (NT) peers during a screen-based and a live-interaction task. Results show between-group differences in gaze only for the screen-based, but not the live-interaction task. We also find that gaze behavior of NT children during the screen-based task significantly correlates with their gaze behavior during the live interaction; individuals who direct a higher percentage of gaze to the face in one task also did so in the other task. However, there is no significant relationship between the gaze patterns of children with ASD for those two tasks. These results strongly caution against using gaze of individuals with ASD recorded during screen-based tasks as a proxy for understanding their gaze behavior during live social interactions.

The role of head and hand movements for infants\u2019 predictions of others\u2019 actions

In everyday life, both the head and the hand movements of another person reveal the other’s action target. However, studies on the development of action prediction have primarily included displays in which only hand and no head movements were visible. Given that infants acquire in their first year both the ability to follow other’s gaze and the ability to predict other’s reaching actions, the question is whether they rely mostly on the hand or the head when predicting other’s manual actions. The current study aimed to provide an answer to this question using a screen-based eye tracking setup. Thirteen-month-old infants observed a model transporting plastic rings from one side of the screen to the other side and place them on a pole. In randomized trials the model’s head was either visible or occluded. The dependent variable was gaze-arrival time, which indicated whether participants predicted the model’s action targets. Gaze-arrival times were not found to be different when the head was visible or rendered invisible. Furthermore, target looks that occurred after looks at the hand were found to be predictive, whereas target looks that occurred after looks at the head were reactive. In sum, the study shows that 13-month-olds are capable of predicting an individual’s action target based on the observed hand movements but not the head movements. The data suggest that earlier findings on infants’ action prediction in screen-based tasks in which often only the hands were visible may well generalize to real-life settings in which infants have visual access to the actor’s head.

Training Basic Visual Attention Leads to Changes in Responsiveness to Social-Communicative Cues in 9-Month-Olds.

This study investigated transfer effects of gaze-interactive attention training to more complex social and cognitive skills in infancy. Seventy 9-month-olds were assigned to a training group (n=35) or an active control group (n=35). Before, after, and at 6-week follow-up both groups completed an assessment battery assessing transfer to nontrained aspects of attention control, including table top tasks assessing social attention in seminaturalistic contexts. Transfer effects were found on nontrained screen-based tasks but importantly also on a structured observation task assessing the infants' likelihood to respond to an adult's social-communication cues. The results causally link basic attention skills and more complex social-communicative skills and provide a principle for studying causal mechanisms of early development.

Comparing methods for measuring peak look duration: Are individual differences observed on screen-based tasks also found in more ecologically valid contexts?

Convergent research points to the importance of studying the ontogenesis of sustained attention during the early years of life, but little research hitherto has compared and contrasted different techniques available for measuring sustained attention. Here, we compare methods that have been used to assess one parameter of sustained attention, namely infants’ peak look duration to novel stimuli. Our focus was to assess whether individual differences in peak look duration are stable across different measurement techniques. In a single cohort of 42 typically developing 11-month-old infants we assessed peak look duration using six different measurement paradigms (four screen-based, two naturalistic). Zero-order correlations suggested that individual differences in peak look duration were stable across all four screen-based paradigms, but no correlations were found between peak look durations observed on the screen-based and the naturalistic paradigms. A factor analysis conducted on the dependent variable of peak look duration identified two factors. All four screen-based tasks loaded onto the first factor, but the two naturalistic tasks did not relate, and mapped onto a different factor. Our results question how individual differences observed on screen-based tasks manifest in more ecologically valid contexts.

Performance of the five-point grip pen in three screen-based tasks

This study examined how user handbreadth, brace shape and brace size of a Five-Point Grip Pen affects the performance of three screen tasks: writing, point-and-clicking, and drawing. Nine braces with three shapes (ball, ball-and-brick, and natural) and three brace sizes (large, medium and small) were tested for performance time, number of errors and subjective preference by 32 subjects (16 males and 16 females). The subjects were selected to fit four groups of handbreadth (below 25%ile, 25%ile–50%ile, 50–75%ile and above 75%ile) of Taiwanese laborers. In general, the subjective ranking results were consistent with the results of performance measures in all three tasks. All measures were affected by brace shape and brace size but differently for each task. The study results can be summarized as follows: (1) The natural shape was the best brace for all tasks. (2) For the writing task, the small brace was best for all four handbreadth groups, the medium brace was adequate only for the handbreadth group of above 75%ile, and the large brace was worst for all groups. (3) For the drawing task, the large and medium braces were suitable for all handbreadth groups, while the small brace was not suitable for the handbreadth group of above 75%ile. (4) For point-and-clicking task, the large size was the best brace.

Design and evaluation approach for increasing stability and performance of touch pens in screen handwriting tasks

Touch pens allow user to write directly on a computer screen. An ergonomically designed touch pen can improve user performance and reduce musculoskeletal injuries. This study investigates the touch pen use in three sections. First, observations of users’ handwriting during three screen tasks: writing, pointing-and-clicking and drawing. Second, examinations of the design and development of touch pens based on observed results and related design theory. Third, this study compares the five-point grip pen (FPGP) with the common touch pen. Study conclusions are as follows: (1) The gesture of gripping a common touch pen for on-screen handwriting is unnatural; that is, users tend to use the wrist, elbow or little finger for support. A user's hand and fingers are in a more natural position when using an FPGP. (2) User performance with the FPGP is superior to that with the common touch pen during three screen tasks. (3) The advantages of the FPGP include: increased hand stability, reduced hand fatigue, enhanced performance, and provided adjustability. (4) This study proposed an FPGP whereby a brace was added to a touch pen to increase the stability during screen-based tasks. The idea of adding a brace can be applied to those tasks requiring higher accuracy or continuous freehand without other limb support tasks, such as wall-painting, surgery operation, and other aiming tasks.