Topic: eye-tracking

How central were psychological features deriving from our visual systems to the early evolution of human visual culture? Art making emerged deep in our evolutionary history, with the earliest art appearing over 100,000 years ago as geometric patterns etched on fragments of ochre and shell, and figurative representations of prey animals flourishing in the Upper Palaeolithic (c. 40,000 – 15,000 years ago). The latter reflects a complex visual process; the ability to represent something that exists in the real world as a flat, two-dimensional image. In this presentation, I argue that pareidolia –

Learning verbs is difficult and critical to learning one's native language. Children appear to benefit from seeing multiple events and comparing them to each other, and structural alignment theory provides a good theoretical framework to guide research into how preschool children may be comparing events as they learn new verbs. The talk will include 6 studies of early verb learning that make use of eye-tracking procedures as well as other behavioral (pointing) procedures, and that test key predictions from SA theory including the prediction that seeing similar examples before more varied examp

A high-resolution central fovea is a prominent design feature of human vision. But how important is the fovea for information processing and gaze guidance in everyday visual-cognitive tasks? Following on from classic findings for sentence reading, I will present key results from a series of eye-tracking experiments in which observers had to search for a target object within static or dynamic images of real-world scenes. Gaze-contingent scotomas were used to selectively deny information processing in the fovea, parafovea, or periphery. Overall, the results suggest that foveal vision is less imp

It is well established that the opportunity to compare learning stimuli in a novel word learning/extension task elicits a larger number of conceptually relevant generalizations than standard no-comparison conditions. I will present results suggesting that the effectiveness of comparison depends on factors such as semantic distance, number of training items, dimension distinctiveness and interactions with age. I will address these issues in the case of familiar and unfamiliar object nouns and relational nouns. The alignment strategies followed by children during learning and at test (i.e., when

In many societal problems, individuals exhibit a conflict between keeping resources (e.g., money, time or attention) to themselves or sharing them with another individual or group. The reasons motivating decisions in favor of others welfare can thereby vary from purely altruistic to completely strategic. Be it the stranger making an effort returning a lost valet to its rightful owner or a co-worker pitching in her fair share in a joint project. Actions like that create an environment that makes living together a pleasant experience. Hence, understanding how decisions determining the welfare of

Framing effects in individual decision-making have puzzled economists for decades because they are hard, if at all, to explain with rational choice theories. Why should mere changes in the description of a choice problem affect decision-making? Here, we examine the hypothesis that changes in framing cause changes in the allocation of attention to the different options – measured via eye-tracking – and give rise to changes in decision-making. We document that the framing of a sure alternative as a gain – as opposed to a loss – in a risk-taking task increases the attentional advantage of the sur

Over the past decade, the domain of face identity processing has seen a surging interest in inter-individual differences, with a focus on individuals with superior skills, so-called Super-Recognizers (SRs; Ramon et al., 2019; Russell et al., 2009). Their study can provide valuable insights into brain-behavior relationships and advance our understanding of neural functioning. Despite a decade of research, and similarly to the field of developmental prosopagnosia, a consensus on diagnostic criteria for SR identification is lacking. Consequently, SRs are currently identified either inconsistently

From a developmental standpoint, it has been argued that two major complementary factors contribute to the development of analogy comprehension: world knowledge and executive functions. Here I will provide evidence in support of the second view. Beyond paradigms that manipulate task difficulty (e.g., number and types of distractors and semantic distance between domains) we will provide eye-tracking data that describes differences in the way children and adults compare the base and target domains in analogy problems. We will follow the same approach with ageing people. This latter population pr

Working memory is inherently limited in capacity and duration, which may hamper learning, including in online learning environments. Because working memory capacity varies among individuals, cognitive load in online learning may not have the same impact for neurotypical and neurodivergent students. This study investigated the relationship between neurodivergent traits and cognitive load during online learning. Seventy participants, including 35 neurotypical students and 35 neurodivergent students with a diagnosis of attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD

Perceptual filling-in occurs when a blank patch in the periphery of a texture field perceptually disappears after sustained fixation. This process may be mediated by horizontal spreading of activity in the early visual cortex. To test this proposal, we assessed if the oblique effect and the surround suppression effect, known to modulate activity in early visual cortex, modulates filling-in. In a psychophysics and eye-tracking experiment, 63 participants reported filling-in while attending peripherally to a grey rectangle on a dynamic texture field. We varied the orientation of elements in the