Object based implicit contextual learning: a study of eye movements

Asselen, Marieke van; Sampaio, Joana; Pina, Ana Karoline de Morais

doi:10.3758/s13414-010-0047-9

Cited by 20 publications

(10 citation statements)

References 16 publications

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“…Our prime measures of interest were the proportion of saccades directed towards the target cue, and fixation duration. From a basic learning perspective, one would predict that, as participants become increasingly familiar with the cue, encoding time should become shorter, resulting in shorter fixations times (e.g., Berlyne, 1958;Just & Carpenter, 1980;Rayner, 1978;van Asselen, Sampaio, Pina, & Castelo-Branco, 2011). In addition, as the target representation becomes known, there would be a decreasing necessity to look at the cue at all, which should be expressed in fewer saccades towards it.…”

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confidence: 99%

Eye movements reveal learning and information-seeking in attentional template acquisition

Alfandari

Belopolsky

Olivers³

2019

Visual Cognition

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Visual attention serves to select relevant visual information. However, observers often first need to find out what is relevant. Little is known about this information-seeking process and how it affects attention. We employed a cued visual search task in combination with eye tracking to investigate which oculomotor measures reflect the acquisition of information for a subsequent task. A cue indicated as to which target to look for in a following search display. Cue-target combinations were repeated several times, enabling learning of the target. We found that reductions in cue fixation times and saccade size provided stable indices of learning. Despite the learning, participants continued to attend to repeated cues. Several factors contribute to people attending to information they already know: First, the information value provided by the cue continues to drive attention. Second, even in the absence of information value, attention continues to be directed to cue features that previously signalled relevant information. Third, the decision to attend to a known cue depends on cognitive effort. We propose that this combination of information value, previous relevance, and effort is best captured within an information-seeking framework, and that oculomotor parameters provide a useful proxy for uncovering these factors and their interactions.

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confidence: 99%

Eye movements reveal learning and information-seeking in attentional template acquisition

Alfandari

Belopolsky

Olivers³

2019

Visual Cognition

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“…Moreover, it also allows the use a variety of locations and stimuli. A number of studies have shown robust contextual cueing effects with respect to location regularity (Chun & Jiang, 1998;Chun & Jiang, 2003;Jiang & Chun, 2001) and object identity regularity (Chun & Jiang, 1999;van Asselen, Sampaio, Pina, & Castelo-Branco, 2011). Therefore, in our experimental paradigm, we manipulated individual object location and identity, as task-relevant and task-irrelevant regularities.…”

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confidence: 99%

Task-relevant information is prioritized in spatiotemporal contextual cueing

Higuchi

Ueda

Ogawa

et al. 2016

Atten Percept Psychophys

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Implicit learning of visual contexts facilitates search performance-a phenomenon known as contextual cueing; however, little is known about contextual cueing under situations in which multidimensional regularities exist simultaneously. In everyday vision, different information, such as object identity and location, appears simultaneously and interacts with each other. We tested the hypothesis that, in contextual cueing, when multiple regularities are present, the regularities that are most relevant to our behavioral goals would be prioritized. Previous studies of contextual cueing have commonly used the visual search paradigm. However, this paradigm is not suitable for directing participants' attention to a particular regularity. Therefore, we developed a new paradigm, the "spatiotemporal contextual cueing paradigm," and manipulated task-relevant and task-irrelevant regularities. In four experiments, we demonstrated that task-relevant regularities were more responsible for search facilitation than task-irrelevant regularities. This finding suggests our visual behavior is focused on regularities that are relevant to our current goal.

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“…Studies that have measured eye movements during the contextual cueing task have increased our understanding of the way in which learning facilitates visual search [van Asselen, Sampaio, Pina, & Castelo‐Branco, ; Brockmole & Henderson, ; Hout & Goldinger, ; Neider & Zelinsky, ; Peterson & Kramer, ; Tseng & Li, ]. Peterson and Kramer [] showed that in repeated displays, fewer fixations were required before the target was located, and the proportion of initial fixations that landed on the target was greater for repeated displays.…”

Section: Introductionmentioning

confidence: 99%

“…Hout and Goldinger [] termed this effect the spatial mapping hypothesis. Moreover, it has been shown that learning of the distractor items results in faster processing and recognition of these items, which itself leads to lower fixation duration [van Asselen et al., ]. Hout and Goldinger [] termed this the rapid identification and dismissal hypothesis.…”

Section: Introductionmentioning

confidence: 99%

Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning

et al. 2013

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It is widely accepted that we use contextual information to guide our gaze when searching for an object. People with autism spectrum disorder (ASD) also utilise contextual information in this way; yet, their visual search in tasks of this kind is much slower compared with people without ASD. The aim of the current study was to explore the reason for this by measuring eye movements. Eye movement analyses revealed that the slowing of visual search was not caused by making a greater number of fixations. Instead, participants in the ASD group were slower to launch their first saccade, and the duration of their fixations was longer. These results indicate that slowed search in ASD in contextual learning tasks is not due to differences in the spatial allocation of attention but due to temporal delays in the initial-reflexive orienting of attention and subsequent-focused attention. These results have broader implications for understanding the unusual attention profile of individuals with ASD and how their attention may be shaped by learning.

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Object based implicit contextual learning: a study of eye movements

Cited by 20 publications

References 16 publications

Eye movements reveal learning and information-seeking in attentional template acquisition

Eye movements reveal learning and information-seeking in attentional template acquisition

Task-relevant information is prioritized in spatiotemporal contextual cueing

Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning

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