Eye Tracking in Infancy Research

Gredebäck, Gustaf; Johnson, Scott P.; Hofsten, Claes von

doi:10.1080/87565640903325758

Cited by 264 publications

(233 citation statements)

References 49 publications

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“…A standard nine-point infant calibration was used (Gredebäck et al, 2009a). The infants were seated at a distance of about 60 cm from a monitor (17″ size, 1024 × 768 pixel resolution) and were presented with movies (see Video S1 in Supplementary Material and Figure 1A).…”

Section: Stimulus and Apparatusmentioning

confidence: 99%

Language Meddles with Infants’ Processing of Observed Actions

et al. 2016

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When learning from actions, language can be a crucial source to specify the learning content. Understanding its interactions with action processing is therefore fundamental when attempting to model the development of human learning to replicate it in artificial agents. From early childhood, two different processes participate in shaping infants' understanding of the events occurring around them: Infants' motor system influences their action perception, driving their attention to the action goal; additionally, parental language influences the way children parse what they observe into relevant units. To date, however, it has barely been investigated whether these two cognitive processes -action understanding and language -are separate and independent or whether language might interfere with the former. To address this question, we evaluated whether a verbal narrative concurrent with action observation could avert 14-month-old infants' attention from an agent's action goal, which is otherwise naturally selected when the action is performed by an agent. The infants observed movies of an actor reaching and transporting balls into a box. In three between-subject conditions, the reaching movement was accompanied either with no audio (Base condition), a sine-wave sound (Sound condition), or a speech sample (Speech condition). The results show that the presence of a speech sample underlining the movement phase reduced significantly the number of predictive gaze shifts to the goal compared to the other conditions. Our findings thus indicate that any modeling of the interaction between language and action processing will have to consider a potential top-down effect of the former, as language can be a meddler in the predictive behavior typical of the observation of goal-oriented actions.

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Section: Stimulus and Apparatusmentioning

confidence: 99%

Language Meddles with Infants’ Processing of Observed Actions

et al. 2016

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“…The techniques for measuring attention direction through looking have recently been greatly improved and looking direction can now be determined within a fraction of a degree of visual angle at high frequency. The use of corneal reflection eye tracking to investigate perceptual, attentional or cognitive development in infancy is becoming increasingly more common (Gredebäck, Johnson, & von Hofsten, 2010). In the most widely-used form of this eye tracking method, the infant sits in front of a screen where video clips or a set of still pictures are presented while the infant's direction of looking is recorded (Aslin & McMurray, 2004;Gredebäck et al, 2010;Wu & Kirkham, 2010).…”

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confidence: 99%

Using a head-mounted camera to infer attention direction

Schmitow

Stenberg

Billard

et al. 2013

International Journal of Behavioral Development

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A head-mounted camera was used to measure head direction. The camera was mounted to the forehead of 20 6-and 20 12-month-old infants while they watched an object held at 11 horizontal (À80 to þ 80 ) and 9 vertical (À48 to þ 50 ) positions. The results showed that the head always moved less than required to be on target. Below 30 in the horizontal dimension, the head undershoot of object direction was less than 5. At 80 , however, the undershoot was substantial or between 10 and 15 . In the vertical dimension, the undershoot was larger than in the horizontal dimension. At 30 , the undershoot was around 25% in the downward direction and around 40% in the upward direction. The size of the undershoot was quite consistent between conditions. It was concluded that the head-mounted camera is a useful indicator of horizontal looking direction in a free looking situation where the head is only turned moderately from a straight ahead position.

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“…Although a number of published empirical articles (Nyström, Andersson, Holmqvist, & van de Weijer, 2013;Wass et al, 2014;Wass, Smith, & Johnson, 2013), methodological reviews (Gredebäck, Johnson, & von Hofsten, 2010;Karatekin, 2007;Oakes, 2012), publication guidelines (e.g., Oakes, 2010), and conferences (e.g., EyeTracKids) have addressed the use of eye-gaze measures to study typical development, methodological issues specific to children with NDD have received less attention (but see Kylliäinen et al, 2014;Sasson & Elison, 2012). Discussing this topic is worthwhile because the issues that arise in studies of individuals with NDD may differ from those that arise in studies of typically developing individuals.…”

Section: Considerations For Using Eye-gaze Methods In Studies Of Nddmentioning

confidence: 99%

An Open Conversation on Using Eye-Gaze Methods in Studies of Neurodevelopmental Disorders

Venker

Kover

2015

J Speech Lang Hear Res

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Purpose: Eye-gaze methods have the potential to advance the study of neurodevelopmental disorders. Despite their increasing use, challenges arise in using these methods with individuals with neurodevelopmental disorders and in reporting sufficient methodological detail such that the resulting research is replicable and interpretable. Method: This tutorial presents key considerations involved in designing and conducting eye-gaze studies for individuals with neurodevelopmental disorders and proposes conventions for reporting the results of such studies. Results: Methodological decisions (e.g., whether to use automated eye tracking or manual coding, implementing strategies to scaffold children's performance, defining valid trials) have cascading effects on the conclusions drawn from eye-gaze data. Research reports that include specific information about procedures, missing data, and selection of participants will facilitate interpretation and replication. Conclusions: Eye-gaze methods provide exciting opportunities for studying neurodevelopmental disorders. Open discussion of the issues presented in this tutorial will improve the pace of productivity and the impact of advances in research on neurodevelopmental disorders. E ye-gaze methods (i.e., automatic eye-tracking systems or manual off-line coding of eye movements) are appealing for studying neurodevelopmental disorders (NDD) because they have the potential to assess real-time processing with precision, have limited behavioral task demands, and can address clinically relevant questions about developmental mechanisms and individual differences. By providing a window into underlying cognitive processes, these methods allow researchers to ask innovative questions that have energized the field and accelerated the progress of research on NDD. Despite these advantages, several challenges limit the progress of this work. First, concerns with study design and data collection that are unique to children with NDD have not been thoroughly addressed. These issues center upon selecting an eye-gaze procedure, designing a task, and collecting data in a manner that supports the involvement of children from multiple participant groups, which may include a wide range of ages or developmental levels. Second, published research reports often omit key methodological details, making it challenging for scientists and consumers to interpret and evaluate results, compare findings across studies, and replicate prior work (Kylliäinen, Jones, Gomot, Warreyn, & Falck-Ytter, 2014;Oakes, 2010). Given the small samples and substantial variability that characterize many studies of individuals with NDD, it is critical to discuss issues around data processing and cleaning, analysis, and interpretation. As with any specialized research methodology, using eye-gaze tasks for the study of NDD incorporates many considerations that directly affect the conclusions drawn from researchconsiderations that we believe deserve increased attention.Our goals in this tutorial are to (a) highlight the considerat...

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Eye Tracking in Infancy Research

Cited by 264 publications

References 49 publications

Language Meddles with Infants’ Processing of Observed Actions

Language Meddles with Infants’ Processing of Observed Actions

Using a head-mounted camera to infer attention direction

An Open Conversation on Using Eye-Gaze Methods in Studies of Neurodevelopmental Disorders

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