Regional topography of auditory and visual attention: An fMRI-based meta-analysis.

The association between video game play and cognitive ability: A systematic review and meta-analysis.

Effects of mixed reality-based instruction on visual attention and stroke performance in novice badminton players

Exploring the Relationship Between Eye Metrics and Surgical Performance: A Study on Orthopedic Surgeons in Simulated Procedures.

Eye movements and visual-attentional function in neurodiverse Chinese children: effects of character complexity.

Word recognition and learning in signing deaf toddlers.

Baseline dynamics in human visual behaviour.

Delving into the visual attention of pedestrians during street crossing under time pressure: An eye-tracking approach.

Developmental dyslexia (DD) is associated with multiple cognitive deficits. This study examined whether digital training of specific cognitive components is feasible and effective, whether parental involvement increases training intensity, and whether a multi-component intervention yields specific and cumulative benefits for reading fluency, spelling, and reading comprehension. We developed a multi-component digital intervention targeting visual-attentional (VA), auditory-phonological (AP), and cross-modal processes. In a pre-registered multiple single-case (within-subject) intervention study (ClinicalTrials.gov: NCT04028310), 144 children with DD aged 8 to 13 years participated. The first two training components (VA vs. AP) were counterbalanced across participants. Each training phase lasted 2 months, with home-based practice 5 days per week for 15 min per session under parental supervision. Before and after the digital intervention phases, children received conventional remediation once per week for 2 months, serving as a within-subject baseline. Training effects were component-specific: VA training led to greater improvements in visual-attentional skills than AP training, whereas AP training yielded greater gains in phoneme awareness than VA training. Across the full three-stage program, cumulative improvements were observed in reading fluency, spelling, and reading comprehension that exceeded gains during conventional remediation alone. Starting with VA training resulted in larger reading fluency gains than starting with AP training. These findings provide a proof of concept that a scalable, home-based, multi-component digital intervention can induce specific cognitive improvements and cumulative gains in reading and spelling skills in children with DD, while remaining feasible for large-scale implementation.

Shared cognitive risk factors underlying rapid automatized naming deficits for the comorbidity of developmental dyslexia and attention deficit hyperactivity disorder: A computational parameter estimation via Bundesen's theory of visual attention.

Investigating the effects of synbiotic intervention on working memory, attention, and inhibitory control in healthy young women.

Thyroid-associated ophthalmopathy (TAO) is an autoimmune orbital disease that may cause ocular motility abnormalities, altered periocular appearance, and psychosocial burden. However, clinically practical tools for early recognition and objective functional assessment remain limited. This study aimed to evaluate whether clinically accessible eye-tracking could support auxiliary classification of thyroid-associated ophthalmopathy and characterize visual attention patterns toward disease-related periocular images. In this cross-sectional study, 229 adults from a tertiary ophthalmology center were enrolled, including 181 patients with TAO and 48 healthy controls. Eye movements were recorded using a clinically accessible eye-tracking system during fixation, smooth pursuit with nine-grid spatial analysis, and image-viewing tasks. Random forest models were developed using nine-grid smooth-pursuit gaze-distribution features. A primary model included eye-tracking features plus age and sex, while a secondary model assessed eye-tracking features after demographic adjustment. Group differences in gaze metrics and region-of-interest allocation were analyzed using regression-based methods. Fixation stability did not differ significantly between groups, but patients with TAO showed increased gaze dispersion. In smooth pursuit, the primary model achieved an AUC of 0.903, and the secondary model achieved an AUC of 0.778. In image-viewing tasks, gaze allocation differed between groups: compared with controls, patients with TAO paid less attention to more obvious pathological periocular features in earlier-stage images and more attention to near-recovery appearances in later-stage images. Distinct viewing patterns were also observed across preoperative and postoperative images from different surgical categories. Clinically accessible eye-tracking may provide behavioral markers for auxiliary TAO classification and reveal altered visual attention to TAO-related periocular appearance. Further validation in larger, independent cohorts is needed. ClinicalTrials.gov, NCT07381413. Prospectively registered.

Major depressive disorder (MDD), bipolar disorder (BD), and schizophrenia (SZ) are severe psychiatric disorders with distinct and overlapping clinical and neurobiological features. Despite extensive evidence of brain structural abnormalities, the transdiagnostic neuropathological mechanisms remain poorly understood. A comprehensive literature search was performed for voxel-based morphometry (VBM) studies reporting altered gray matter volume (GMV) in MDD, BD or SZ. A transdiagnostic meta-analysis was conducted to identify common and disorder-specific GMV alterations using the Seed-based d Mapping toolbox. Disease epicenter and buffering mapping were further investigated using a normative functional connectome to understand the network-constrained GM atrophy patterns. A total of 221 studies (MDD: n = 66; BD: n = 59; SZ: n = 96) encompassing 10,485 patients and 12,128 healthy controls were included. Transdiagnostic GMV reductions were identified in the medial prefrontal cortex and superior temporal gyrus. Less atrophy in the limbic/paralimbic regions and temporoparietal junction were observed for MDD, whereas SZ patients exhibited more pronounced GMV reductions in these areas. The ventrolateral prefrontal cortex emerged as a shared disease epicenter and the precuneus as a common buffer across these affective and psychotic disorders. The visual and dorsal attention networks exhibited the most pronounced buffering effects, while epicenter effects were primarily concentrated within the limbic, frontoparietal, subcortical and default mode networks. These findings suggested that affective and psychotic disorders are characterized by both shared and unique network-constrained GM atrophy patterns, which might advance precision diagnostics and inform targeted therapeutic strategies in the future.

This study investigates how emotionally ambiguous words can influence performance in the N-back task. In two experiments, we measured differences in behavior (performance accuracy and reaction times) and management of visual attention (eye-tracking measurement: number of fixations, mean duration of fixation) for ambiguous and unambiguous words. We hypothesized that words ambiguous on one of three emotional spaces - valence (positivity and negativity), origin (automaticity and reflectiveness), and activation (arousal and subjective significance) - would increase accuracy in the N-back task (Experiment 1), but also elicit more and longer fixations (Experiment 2) compared to the unidimensional, unambiguous words. The behavioral hypotheses were confirmed for words of ambiguous valence and origin, but not for activation ambiguity. Furthermore, all eye-tracking hypotheses were confirmed, finding differences between control words and all ambiguous groups of words. Our findings further show that ambiguity may be found in emotional spaces other than valence (i.e., origin), which may significantly influence our cognitive functioning.

The effect of environmental concern on consumers' preferences for carbon-neutral-labeled dairy: Evidence from China.

Subtitles often attract visual attention even when they are not necessary for comprehension. In the present eye-tracking experiment, we examined whether attention to subtitles in instructional videos varies as a function of audio-subtitle language-script pairing in Hindi-English bilinguals with an English-medium instruction (EMI) background. Native Hindi participants viewed videos in three conditions: English audio with English subtitles (L2-L2), Hindi audio with Hindi subtitles (L1-L1), and English audio with Hindi subtitles (L2-L1). In the L2-L2 condition, gaze was distributed similarly across speakers' faces and subtitles. In contrast, in both Hindi-subtitle formats, viewers allocated more dwell time to the speakers' faces than to the subtitles. Comprehension scores did not differ significantly across conditions. These findings suggest that subtitle engagement among EMI bilinguals is not solely determined by the presence of subtitles but is also modulated by the properties and perceived utility of the written channel. More generally, our results caution against the view that subtitle engagement is uniformly automatic across multilingual instructional settings.

ABSTRACT Visual attention is guided by attentional templates that store task-relevant information, but whether these templates contain sensory details, and how task factors influence their content and guiding strength remains unclear. We investigated these questions by combining sustained feature-based attention with a search task containing an irrelevant distractor that either matched or mismatched the target color in the sustained attention task. The difference in attentional capture by the distractor in the same-color versus different-color condition indexed the strength of the sensory template. We manipulated selection demand by varying the similarity between the two colors in the sustained attention task and presented cues in either sensory or non-sensory formats. With sensory cues, capture magnitude remained equally strong under both low and high selection demand. However, with non-sensory cues, low selection demand attenuated but did not fully eliminate capture. These results demonstrate that attentional templates store sensory content of cued features. The guiding strength of templates is not susceptible to selection demand with sensory cues, but non-sensory cues delayed or reduced the activation and maintenance of sensory templates under low selection demand. This suggests that cue format and selection demand contribute to how sensory information is represented in attentional templates to guide selection.

ABSTRACT Ensuring children’s safety and preventing accidents are fundamental challenges in early childhood education. Previous studies have shown that professional experience shapes visual attention: novices focus primarily on individual children, whereas experienced caregivers distribute their attention across children and their environment. However, knowledge regarding prospective childcare professionals’ development of these skills is scarce. Moreover, prior research has focused mainly on factor structures and mean differences, with limited attention to structural relationships among sub-components of risk sensitivity. This study examined the developmental structure of risk sensitivity among Japanese childcare students using Sequential Relation Analysis and the Successive Scalogram Analysis package. A questionnaire assessed students’ abilities to detect risks and observe childcare situations. In addition, the study explored sequential and equivalence relationships among the sub-components of risk sensitivity. Results showed that noticing subtle changes in children forms a foundation for recognizing broader environmental and situational influences. Furthermore, several sequential relationships among observational abilities and risk detection abilities were identified. These findings provide insights into the structure of risk sensitivity and suggest the need for tailored educational strategies in childcare training programs.

As live streaming sales have become a significant model in e-commerce, a critical scientific question arises: how should the characteristics of anchor combinations be matched with product attributes to enhance consumers' purchase intention? Based on a 5 × 2 × 2 experimental design, this study investigates the interactive effects of anchor combination mode (single male, single female, male pair, female pair, mixed-gender pair), product type (search-based vs. experience-based), and the gender orientation of the target audience (male-oriented vs. female-oriented) on consumers' purchase intention. The study recruited 95 participants and employed a multi-dimensional quantitative approach combining eye-tracking technology with self-report scales. Metrics such as average pupil diameter, fixation duration, and total number of fixations were used to capture consumers' cognitive load and visual attention distribution during the decision-making process. Data analysis utilized repeated-measures analysis of variance (ANOVA), supplemented by post-hoc tests and simple effect analysis to reveal interactions and specific differences among variables. The results indicate a dual-pathway mechanism in live streaming consumption decisions: a Bottom-Up Pathway for processing product information and a Top-Down Pathway for social evaluation of the anchor. These two pathways show functional dissociation between eye-tracking metrics and behavioral intentions. This research provides empirical evidence and practical guidance for brands to precisely configure anchor combinations based on product attributes and to employ a "mixed-gender pairing" strategy to mitigate the risks associated with gender mismatch.

This study examined gaze behavior during emotional face processing in parents of children with autism spectrum disorder (ASD) and assessed whether their visual attention patterns differ from those of parents of typically developing children. Thirty-five parents of children with ASD and 35 matched parents of typically developing children participated. Using an eyetracking paradigm, we analyzed gaze allocation across 2 key facial regions while processing 4 emotional expressions. The analysis revealed no main effect of parents of children with ASD in gaze metrics, however, the interaction effect results of entry time group×areas of interest group showed parents of children with ASD showed a selective increase in attention to the mouth specifically for threat-related emotional faces (angry and fearful). These findings provide evidence for an emotion- and region-specific pattern of gaze allocation in parents of children with ASD. These interaction-based findings, characterized by small effect sizes, suggest that gaze differences in parents of children with ASD are specific to certain facial regions and emotional expressions, rather than reflecting a generalized attentional difference. Future research should investigate the underlying mechanisms of these gaze patterns and their implications for real-life social dynamics, including parent-child interactions.