Stimulus Material Research Articles

Специфика психолингвистических параметров «представимость» и «сходство образа с рисунком» тувинских слов в языковом сознании тувинско-­русских билингвов

The nature and structure of the mental lexicon, as well as the process of speech reproduction, are hot topics in cognitive linguistics and other related disciplines. The results of research by scientists in this field have a significant contribution to the fight against aphasia. In this publication, we will consider the results of an experiment with 58 bilinguals to measure two psycholinguistic parameters of Tuvan words: representability and similarity of an image with a picture. Word representability determines how easily and quickly the respondent can imagine the stimulus word. In case of a speech disorder, the higher the value of this parameter for a word, the higher the probability of its preservation or restoration in the patient’s mental lexicon. The parameter “similarity of the image with the picture” reflects how the picture is equivalent to what the informant imagines when he reads the word. This parameter is important in the selection of stimulus material for speech therapy.

Особенности восприятия вербальных обозначений и графических экспрессий базовых эмоций детьми младшего и среднего школьного возраста

The work studied the components of emotional competence of children of primary and secondary school age using the method of semantic differential. An analysis was made of differences in the distribution of verbal designation assessments and a comparison of the assessment profiles of verbal designations and graphic expressions (of different levels of severity) of 9 basic emotions. It is shown that the lowest level of differences in the assessments of verbal designations of children of primary and secondary school age is observed for the emotions of “joy”, “anger”, “fear” and “disgust”; the most different assessments are “interest”, “contempt” and “shame”; “guilt”, “surprise” and “sadness” occupy an intermediate position. The affective vocabulary of children of primary school age is represented by affective concepts understood at the level of children of secondary school age: “joy”, “anger” and “fear”; as well as characteristics that are extremely pronounced in terms of valence — “friendly / hostile”, and associated with communication needs — “social / unsociable”. The results obtained can be useful in the further use of graphic expressions of basic emotions as a stimulus material for studying the characteristics of perception and in the procedures for self-assessment of emotions when working with children of primary and secondary school age.

ТЕОРЕТИКО-МЕТОДИЧЕСКИЕ ПОДХОДЫ К ФОРМИРОВАНИЮ ДИАГНОСТИЧЕСКОГО ИНСТРУМЕНТАРИЯ ПО КУРСУ «РАЗВИТИЕ ОСЯЗАНИЯ И МЕЛКОЙ МОТОРИКИ» ДЛЯ СЛЕПЫХ ОБУЧАЮЩИХСЯ НАЧАЛЬНЫХ КЛАССОВ

Introduction. The implementation of the Approximate adapted basic educational programs of primary general education for blind students required the development of a unified diagnostic framework for the special education courses, which are included in the program of education with a prolonged period of study. The initial diagnosis under the course “Development of touch and fi ne motor skills” is aimed at identifying the level of readiness of a visually impaired first-grader to study at school in general and to master the course program; at establishing the level of tactile skills developed at the initial stage of education and the ability to use them in various activities. Based on the primary data obtained, the teacher can develop a strategy and tactics for teaching a future first-grader, given their special educational needs. The study aims to develop the content and to test the initial diagnostic tools for the special education course “Development of touch and fi ne motor skills” in the 1st grade for blind students. Currently, there are some diagnostic techniques designed for visually impaired preschoolers and those with amblyopia and strabismus. However, there is no such diagnostic material for visually impaired children entering the 1st grade. Therefore, the developed diagnosis procedure is based on the continuity of the syllabus and planned results of preschool education, given the specific features of the blind child development and preschool education. The procedure includes the program, methodological instructions on its implementation, methodological recommendations for the diagnosis according to the special education course. The paper presents the main approaches to the development of diagnostic tools, the aim, structure and content of the initial diagnosis by area and parameter to be studied. It also describes the stimulus material used in each area and, based on the pilot research findings, presents an analysis of the difficulties in developing tactile skills and abilities in blind first graders at the initial stage of education. Materials and Methods employed in the research include pedagogical design, pilot design, analysis of scientific literature on the development features of blind students, development of diagnostic tools for the category of blind children; methods of observation, diagnostic techniques, and study into the products of activity. The object of the study is diagnostic tools used in pedagogical practice and aimed at identifying difficulties in developing tactile skills and abilities in blind students at the time of admission to the 1st grade. Research results. The study has identified the main approaches to the development of the initial diagnostic tools, has revealed the level of readiness of blind first-graders to master the course “Development of touch and fi ne motor skills”, has established the difficulties in the formation and development of tactile skills and abilities, which are encountered by the blind students when performing a set of diagnostic tasks. Conclusion. The results of testing the diagnostic tools have indicated the need for their introduction into the general structure of special education courses in order to optimize the educational process for the visually impaired students.

КУЛЬТУРНАЯ СПЕЦИФИКА В ЗАПОМИНАНИИ И ВОСПРОИЗВЕДЕНИИ СЮЖЕТНОГО МАТЕРИАЛА (НА ПРИМЕРЕ АЗЕРБАЙДЖАНСКОЙ И РУССКОЙ КУЛЬТУРЫ)

Relevance. Th e paper is devoted to an extremely relevant in theoretical and practical terms problem of cultural diff erences in memory organization, which is considered on the example of memorizing plot material by representatives of Russian and Azerbaijani culture. Methodology and sample. Th e study involved 60 people, 30 people in each cultural subsample. A specially developed technique of verbal video plot repro-duction was used. Th e narrative was presented without speech and sound accompaniment, which allowed to use identical stimulus material for diff erent cultures. Results. Th e results obtained indicate the cultural specifi city in memorizing and reproducing plot material. It is shown that signifi cance of social and individualpsychological factors of memory organization changes depending on affi liation to collectivistic or individualistic culture. Th e representatives of Azerbaijani culture are more likely to include a moral conclusion in the plot, whilst those of Russian culture are more inclined to analyze the motivation of characters. Conclusion 1. Th e representatives of Russian culture are more likely to demonstrate the subjectivity of the reconstructed plot and greater projective freedom of interpretation regarding events and details. Th is can be explained by the activity of individual cognitive factors in relation to memorization. 2. Th e tendency to moral assessments and moralizing in reproduction of a plot is more specifi c to the representatives of Azerbaijani culture. Th is trend indicates an active role of social norms and rules in mnemonic processes determination as compared to individual factors (e.g., motivation). 3. Th e motivation of characters as the basis of storyline is more peculiar to the representatives of Russian culture compared to the Azerbaijanis. Th is fi nding testifi es to the greater importance of the individual personal determinants of mnemonic processes for Russians.

Inner speech and external speech: phonemes, syllables and words. fMRI study

This article describes the fMRI study of the processes of internal and external speech. The purpose of this work is to compare the processes of internal and external speech in conjunction with those activated structures. The experiment included 3 series for each type of stimulus (words, syllables, phonemes): simple listening to stimulus material, listening followed by internal pronunciation, and listening followed by pronunciation aloud. The study involved 33 respondents (10 men and 23 women ranging from 20 to 30 years old, mean age = 24 years). The results of study is connected with the identification of zones specifically associated with inner speech. Areas such as BA37, BA38, and cerebellar areas were found to be associated with the type of pronunciation, external or internal. A significant activation of the vACC zone (BA24) was found during external speech, in contrast to inner speech, which is most likely associated with a complex function of social reinforcement of this zone.

Роль логотипа в актуализации визуальной выразительности бренда

Background. Brand perception and consumer loyalty studies have a special interdisciplinary status, where both economic comprehension of the studied problems and social and psychological reVection of consumer behavior are important to form any predictions. Researchers emphasize that a successful brand has a rich clear identity in communication with the consumer, which can be reVected through stable associations with the company. It is worth noting that the studied phenomenon has a complex multidimensional structure, where the logo is one of the components. Objective. We paper attempts to explore the perception of brands through qualitative methods. We tasks are to identify and analyze consumers’ associations with them, as well as to describe the criteria revealing the visual expressiveness of the brand, on the one hand, and the ways to increase consumer loyalty through changes in the company logo, on the other hand. Sample. We study involved 12 people aged 22 to 24 years. Due to the purpose of the study, sampling involved no criteria for awareness of the selected brands or experience in using their products. Method. We empirical study was carried out in several steps. At the preparatory stage of work, an incentive material was formed, consisting of 15 brand logos of diXerent categories. When choosing stimulus material, two criteria were met, including the presence of images that are not related to brand’s products on the logo, and diversity in price categories and trademark areas. Data collection was carried out in the framework of a semi-structured interview with the use of associative techniques. We received submissions were categorized and interpreted in terms of thematic analysis. At the next stage, the elements of logos, according to which subjects evaluated the visual expressiveness of the brand, were identiYed. Results. We most attractive in terms of visual expressiveness logos were identiYed, thematic categories of associations about the brands under study were identiYed and interpreted. As a result, criteria for the visual expressiveness of the brand were formed and practical recommendations to promote consumer loyalty were proposed. Conclusion. We chosen research strategy allowed us to analyze in detail the various elements of the logos and, as a result, describe the criteria that reVect visual expressiveness of the brand. We most important criteria are: consistency in the elements of the presented logo and the correspondence of the logo and its elements to visual images that are used by the brand in marketing strategies to promote the product.

Comparison of Partial Functions in First Graders who Were Either Neurotypical, Had Been Diagnosed with Deficiencies of Partial Functions or Were Suspected of Having Such Deficiencies – Visual Stimulus Material

Article provides insight into the procedural and theoretical framework of a study conducted by the Palacký University Olomouc – Faculty of Education, into factors that affect the educability and scholastic successfulness of children (pupils). It focuses on the differences in basal functions measured using the established methodology of B. Sindelar diagnostic and re-educational exercises. These were measured among first-graders who were either neurotypical, had been diagnosed with deficiencies of partial functions or were suspected of having such deficiencies.

The Manifestation of Incidental Findings in Different Experimental Visual Search Paradigms

Incidental findings are items of visual search that are potentially of significance, but were not the main object of the initial search. They have been previously widely discussed in the field of radiology. However, the underlying perceptual mechanisms of such phenomenon are still unclear. The current study aims to examine incidental findings in different paradigms of visual search in order to reveal their primary perceptual aspects. Two behavioral visual search experiments were conducted. The mixed hybrid search task model was used in the first experiment, while the subsequent search miss effect was employed in the second experiment. The task was to find targets among distractors, according to given instructions. Stimuli material consisted of images of real-life objects that were randomly distributed across the screen for each trial. Accuracy and reaction time of the participants were analyzed in both experiments. Similar effects were observed for both parameters. Specific targets in the first experiment and typical targets in the second experiment were found significantly faster and more accurately in comparison to categorical and atypical targets. Moreover, this tendency did not depend on the order of target identification. Hence, the prevalence of the targets was revealed to be the primary factor in the case of incidental findings. The study revealed the emergence of incidental findings in both experiments. Typical or specific targets were detected significantly more accurately, compared to atypical or categorical targets. Subsequent search misses were not detected, suggesting that target prevalence could be a crucial factor that is specific for incidental findings.

ОРГАНИЗАЦИОННО-СОДЕРЖАТЕЛЬНЫЕ АСПЕКТЫ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ ДИАГНОСТИКИ СЛЕПЫХ ДЕТЕЙ

Introduction. Based on the data obtained during the psychological and pedagogical diagnostic tests of blind children, their individual correctional and educational trajectory is built. The specific features of blind children due to profoundly impaired or absent vision have a significant impact on both the objectivity of the assessment and the productivity of the entire psychological and pedagogical diagnosis procedure. The paper aims to reveal the organizational and conceptual aspects of psychological and pedagogical diagnosis of visually impaired children. The following objectives were defined to achieve the aim: – to study the theoretical aspects of the problem under consideration; – to reveal the specifics of the psychological and pedagogical diagnosis of blind children, which determines the content of diagnostic tools and the nature of the results obtained; – to present the mechanism for organizing psychological and pedagogical diagnosis and the procedure for the selection of stimulus material. Materials and methods. The work on the paper involved the use of analytical methods (retrospective analysis of scientific literature) and practical methods (personal long-term experience in training and advanced training of teaching staff in the special education system). The results of the study. Based on the vast research experience, a procedure for the construction and implementation of psychological and pedagogical diagnostic tests of blind children is proposed. The examination procedure implemented during the class is divided into two stages. The first (main) stage suggests that the subjects form elementary ideas about the materials and objects which they will then have to perform manipulations with. Children are introduced to the algorithm of work. This necessity is due to their limited sensory experience and the ideas formed on its basis, which prevent the development of substantive and practical actions. The second (test) stage of the class involves diagnosis of the blind children. Conclusion. The proposed approach to the implementation of psychological and pedagogical diagnosis of blind children can be applied by learning support specialists (special education teachers, visual impairment teachers, speech therapists, and psychologists) working with blind children at all levels of education.

Theory of puppets?: A critique of the use of puppets as stimulus materials in psychological research with young children

Much research exploring young children’s capacity to understand the actions of other people, either in terms of mental states such as beliefs and desires or in terms of deontic powers such as rights and responsibilities, uses puppets, toys, or fictional characters in stories or cartoons as stimulus materials. This is puzzling, since puppets, toys and cartoon characters have neither beliefs and desires nor rights and responsibilities. In this article we explore this practice and point out that the experimental task is being “framed” as pretense. This framing makes it difficult to interpret the results of such research, reduces its ecological validity, and reveals an odd relationship between the ethnopsychology that is studied and the scientific psychology that is employed. All this raises the concern that what this research actually discloses is young children’s “theory of puppets.”

Testing the effects on information use by older versus younger women of modality and narration style in a hospital report card.

BackgroundHospital report cards (HRCs) are usually presented in a textual and factual format, likely hampering information processing.ObjectiveThis study aimed to investigate the effects of audiovisual and narrative information in HRCs on user responses, and to test differences between older and younger women.DesignA 2 (modality [textual vs. audiovisual]) × 3 (narration style [factual vs. process narrative vs. experience narrative]) online experiment was conducted. Information about breast cancer care was used as a case example. Age (younger [<65] vs. older [≥65]) was included as a potential effect modifier.Setting and ParticipantsA total of 631 disease‐naïve women (M age = 56.06) completed an online survey. The outcomes were perceived cognitive load, satisfaction, comprehension, information recall and decisional conflict. Data were analysed using AN(C)OVAs.ResultsAudiovisual (vs. textual) information resulted in higher information satisfaction across age groups, but was associated with lower comprehension in older women. An experience narrative (vs. factual information) increased satisfaction with attractiveness and emotional support of the information only in older women. A three‐way interaction effect was found, suggesting that older women were most satisfied with the comprehensibility of audiovisual factual or textual process narrative information. Younger women were most satisfied with the comprehensibility of audiovisual process narrative or textual factual information.Discussion and ConclusionAudiovisual and narrative information in an HRC showed beneficial effects on satisfaction measures. In particular, audiovisual information could be incorporated into HRCs to increase satisfaction with information.Public ContributionLay persons helped in optimizing the visuals used in the stimulus materials by checking for clarity.

When unsupervised training benefits category learning

Humans continuously categorise inputs, but only rarely receive explicit feedback as to whether or not they are correct. This implies that they may be integrating unsupervised information together with their sparse supervised data – a form of semi-supervised learning. However, experiments testing semi-supervised learning are rare, and are bedevilled with conflicting results about whether the unsupervised information affords any benefit. Here, we suggest that one important factor that has been paid insufficient attention is the alignment between subjects’ internal representations of the stimulus material and the experimenter-defined representations that determine success in the tasks. Subjects’ representations are shaped by prior biases and experience, and unsupervised learning can only be successful if the alignment suffices. Otherwise, unsupervised learning might harmfully strengthen incorrect assumptions. To test this hypothesis, we conducted an experiment in which subjects initially categorise items along a salient, but task-irrelevant, dimension, and only recover the correct categories when sufficient feedback draws their attention to the subtle, task-relevant, stimulus dimensions. By withdrawing feedback at different stages along this learning curve, we tested whether unsupervised learning improves or worsens performance when internal stimulus representations and task are sufficiently or insufficiently aligned, respectively. Our results demonstrate that unsupervised learning can indeed have opposing effects on subjects’ learning. We also discuss factors limiting the degree to which such effects can be predicted from momentary performance. Our work implies that predicting and understanding human category learning in particular tasks requires assessment and consideration of the representational spaces that subjects entertain for the materials involved in those tasks. These considerations not only apply to studies in the lab, but could also help improve the design of tutoring systems and instruction.

PDSTD - The Portsmouth Dynamic Spontaneous Tears Database

The vast majority of research on human emotional tears has relied on posed and static stimulus materials. In this paper, we introduce the Portsmouth Dynamic Spontaneous Tears Database (PDSTD), a free resource comprising video recordings of 24 female encoders depicting a balanced representation of sadness stimuli with and without tears. Encoders watched a neutral film and a self-selected sad film and reported their emotional experience for 9 emotions. Extending this initial validation, we obtained norming data from an independent sample of naïve observers (N = 91, 45 females) who watched videos of the encoders during three time phases (neutral, pre-sadness, sadness), yielding a total of 72 validated recordings. Observers rated the expressions during each phase on 7 discrete emotions, negative and positive valence, arousal, and genuineness. All data were analyzed by means of general linear mixed modelling (GLMM) to account for sources of random variance. Our results confirm the successful elicitation of sadness, and demonstrate the presence of a tear effect, i.e., a substantial increase in perceived sadness for spontaneous dynamic weeping. To our knowledge, the PDSTD is the first database of spontaneously elicited dynamic tears and sadness that is openly available to researchers. The stimuli can be accessed free of charge via OSF from https://osf.io/uyjeg/?view_only=24474ec8d75949ccb9a8243651db0abf.

The association between mnemonic discrimination ability and differential fear learning

Background and objectivesIt is important to be able to learn which stimuli in our surroundings predict aversive outcomes. To maintain emotional well-being, it is similarly important to be able to learn which stimuli predict safety. The ability to discriminate between stimuli that predict danger and safety has been suggested to not only have an emotional component, but also a cognitive one. One such candidate mechanism is mnemonic discrimination (MD), the ability to differentiate between two memories that are similar but not identical. In the present study, we wanted to examine if MD performance helps to explain inter-individual differences in the ability to acquire a differentiated fear response during fear conditioning. MethodsParticipants performed a task assessing MD ability, and then underwent a fear conditioning procedure. Fear responses were measured using skin conductance responses (SCRs). ResultsResults revealed no support for MD ability being associated with to which degree a differentiated fear response was acquired, or with the time needed to acquire such a response. LimitationsOur only outcome measurement was SCRs. Future studies need to include fear ratings, expectancy ratings and neural responses. Future studies also need to examine this using a stimulus material where the conditioned stimulus and the safety stimulus are more difficult to distinguish from each other. ConclusionsIf MD ability has a role in inhibiting overgeneralization of fear learning, this does not seem to be driven by MD already during the initial learning.

Консолидация–реконсолидация зрительно-образной и семантической памяти при болезни Паркинсона

Cognitive and mnestic impairments have a significant negative impact on the quality of parkinsonian patients’ life. Memory impairment causes changes in the mechanisms of information processing. The aim of this study was to investigate the characteristics of transformations undergone by memorized visual and semantic content during memory consolidation and reconsolidation in patients with Parkinson’s disease. The study was conducted on 32 male patients with PD (ICD code: G20). Among the patients, 9 had rigidity/bradykinesia-d ominant PD, 11 had tremor-dominant PD, and 12 suffered from a mixed type of PD. Short-term memory span was assessed using the 10 words and the visual memory tests proposed by Luria. As stimulus materials we used a symbolic representation of the old Greek letter resembling an owl and a translated excerpt from a Canadian aboriginal epic. Regardless of the PD form, the quality of the memorized information was either altered or completely lost. The mechanisms underlying such transformations differed quantitively depending on the PD form. Transformation of the memorized information occurred in the conditions of both incidental and deliberate memorization and was represented by distortions (substitution of the original content with confabulations) and simplifications of the structural and semantic organization. We consolidated significantly lesser amount of auditory verbal (р = 0.018) and visual (p = 0.029) information. This trend was consistent with the pronounced distortion of content during its retrieval.

Predicting explicit memory for meaningful cartoons from visual paired comparison in infants and toddlers

We tested the memory of 18-, 33-, and 39-month-olds (N = 120) for dynamic stimulus material (simple cartoons) after 6 months in a visual paired comparison (VPC) task. We also tested the explicit recognition memory (ERM) for the same material. Only the oldest age group (39-month-olds) showed a significant visual (familiarity) preference at the test. Similarly, only the oldest group reliably chose the correct cartoon in the ERM test. Data from the VPC and ERM tasks did not correlate in any age group. However, we suggested a novel score (coined ΔVPC) measuring how much visual preference changes during the test phase in the VPC task. We found that this ΔVPC score (and vocabulary) predicted children’s performance in the ERM task, whereas other potential predictors such as age and conventional novelty preference did not. We discuss the impact of these findings in relation to the development of implicit and explicit memory. Furthermore, we propose that VPC measures are associated with explicit memory only when the participants processed the stimuli conceptually. In such cases, we suggest that the ΔVPC score is an approximation of how demanding it is to construct the mental representation of the familiar stimulus during the test phase.

Labelling or not: influence of food retailer's approaching the expiration date labelling on consumers' patronage intention

PurposeThe purpose of this paper is to investigate the influence of food retailer's Approaching the Expiration Date (AED) labelling on consumers' retailer-related response. Specifically, the main effect of food retailer's AED labelling on consumers' patronage intention, the mediation effect of food retailer's concern for consumers and the boundary condition of this effect are explored. The selected context of research is that food retailers are reluctant to stick an AED label on nearly expired food due to negative effect on selling them.Design/methodology/approachTwo separate pretests and two separate experiments have been conducted to investigate the influence of food retailer's AED labelling on patronage intention. Pretest 1 develops the stimulus material of food retailer's AED labelling. Study 1 investigates the influence of AED labelling on patronage intention and mediation effect of consumers' perception of retailer's concern for consumers. Pretest 2 develops the stimulus material of government regulation on food retailer's AED labelling. Study 2 explores the boundary condition of the positive effect, namely the moderation effect of whether retailer's AED labelling is voluntary or mandatory.FindingsThe main findings of this research highlight the positive influence of food retailer's AED labelling on consumers' patronage intention. In addition, the current research reveals the underlying mechanism food retailer's concern for consumers and the boundary condition whether the AED labelling is voluntary or mandatory.Originality/valueAlthough previous researches has explored the effect of food retailer's AED labelling on consumers' response, most of them focus on consumer purchase intention of the nearly expired food and neglect its effect on consumers' food retailer-related response. It is a need for food retailer to explore the potential positive influence of food retailer's AED labelling on consumers' patronage intention.

Is rushing always faster than strolling? A reaction time study on the processing of sentences containing manner of motion verbs

In the context of the embodied cognition debate, an effect of motion verb associated speed information has previously been detected using eye-tracking, functional magnetic resonance imaging (fMRI), and reaction times (RT). The latter, for instance, was implemented by Wender and Weber (1982), who observed that participants were faster in detecting motion in sentences associated with fast motion compared to sentences associated with slow motion after having formed mental images of the sentences' content. It remains open whether the reported effects of speed are associated with automatic lexical-semantic retrieval processes or whether they reflect higher top-down cognitive processes. To answer this question, the paradigm by Wender and Weber (1982) was adopted and further elaborated in the present study. In Experiment 1 visualization instructions were eliminated. Additionally, the stimulus material was manipulated in regards to the agent of the described movement (human vs. object motion) in order to determine the representation's modality (visual vs. motoric). In Experiment 2, the task to detect motion was replaced by the task to judge sensicality. The results suggest that the prompt to perform mental imagery is not a precondition for the engagement of modal representations in this speed of motion paradigm and that the involved representations' modality is visual rather than motoric. However, the modal representations' involvement is dependent on the task. They thus do not seem to be part of the invariant semantic representation of manner of motion verbs.

Correlation between laboratory-based vicarious threat learning and emotional disorder symptom dimensions

Background and objectivesVicarious threat conditioning abnormalities are theorized to confer vulnerability to a wide range of emotional problems. We tested two different conceptual models of this non-specificity. First, hypersensitivity to socially conditioned danger cues might predict standing on a general internalizing dimension that represents commonalities among various forms of anxiety and depression. Second, this hypersensitivity might predict specific symptom clusters, such as panic or social anxiety. MethodsWe examined university students' (N = 150) defensive responses during a vicarious threat conditioning task in relation to both broad and specific components of the internalizing domain. ResultsVicarious conditioning was successful, such that participants exhibited larger subjective and skin conductance responses during their first direct encounters with threatening, as compared to nonthreatening, conditioned stimuli. But, contrary to hypotheses, individual differences in this threat learning process were not robustly correlated with any internalizing dimension. LimitationsThe threat value of the conditioned stimuli was readily apparent, possibly limiting individual differences in defensive responding and, in turn, the correlations between conditioned responses and symptom dimensions. Also, results may differ in clinical populations. ConclusionsOur findings suggest that the association between vicarious threat learning and emotional disorder risk—whether it is conceptualized in terms of broad symptom dimensions that span many categorical diagnoses or more fine-grain symptom processes—is weaker than previously believed, at least in this population. Data, analysis code, and stimulus materials are available at https://osf.io/m3xst/.

A Visual Attention Model Based on Eye Tracking in 3D Scene Maps

Visual attention plays a crucial role in the map-reading process and is closely related to the map cognitive process. Eye-tracking data contains a wealth of visual information that can be used to identify cognitive behavior during map reading. Nevertheless, few researchers have applied these data to quantifying visual attention. This study proposes a method for quantitatively calculating visual attention based on eye-tracking data for 3D scene maps. First, eye-tracking technology was used to obtain the differences in the participants’ gaze behavior when browsing a street view map in the desktop environment, and to establish a quantitative relationship between eye movement indexes and visual saliency. Then, experiments were carried out to determine the quantitative relationship between visual saliency and visual factors, using vector 3D scene maps as stimulus material. Finally, a visual attention model was obtained by fitting the data. It was shown that a combination of three visual factors can represent the visual attention value of a 3D scene map: color, shape, and size, with a goodness of fit (R2) greater than 0.699. The current research helps to determine and quantify the visual attention allocation during map reading, laying the foundation for automated machine mapping.