The gaze selects informative details within pictures

Mackworth, Norman H.; Morandi, Anthony J.

doi:10.3758/bf03210264

Cited by 541 publications

(325 citation statements)

References 18 publications

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“…For scenes containing faces or pictures, eye movements often cluster on points of salience or interest [49,56,59]. In contrast, on visual search tasks similar to the one adopted in this study, there is generally a slight preference for the upper left quadrant when the stimuli are scattered randomly throughout the field [8], and this bias to start on the left is even stronger when the stimuli are ordered in straight lines from left to right [34] or when subjects are reading text [39,56].…”

Section: Locus Of Starting Pointmentioning

confidence: 66%

Impaired visual search in patients with unilateral neglect: an oculographic analysis

et al. 1997

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Section: Locus Of Starting Pointmentioning

confidence: 66%

Impaired visual search in patients with unilateral neglect: an oculographic analysis

et al. 1997

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“…A procedure similar to one reported by Cook, Carter, and Wiebe (2008) was followed. Combining eye-tracking data with interviews has been shown to be effective in numerous studies (Mackworth & Morandi, 1967;Patrick, Carter, & Wiebe, 2005;von Keitz, 1988). Whereas eye tracking can provide a direct view of how learners visually attend to graphics with multiple representations, interview responses can indicate whether students are able to understand what the macroscopic and molecular representations are intending to convey.…”

Section: Interviewsmentioning

confidence: 99%

The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations

2008

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Previous research has indicated that the use of multiple representations with macroscopic and molecular features can improve conceptual understanding; however, the influence of prior knowledge of the domain cannot be overlooked. Using eye-tracking technology and sequential analysis, this study investigated how high school students (n = 54) with different levels of prior knowledge transitioned among the macroscopic and molecular representations of the selected cell transport graphics. The results indicated that high prior knowledge students transitioned more frequently between the molecular representations, whereas low prior knowledge students transitioned more frequently between the macroscopic representations. These findings suggest that students with high prior knowledge distributed their visual attention on conceptually relevant features, whereas low prior knowledge students focused on surface features. In addition, low prior knowledge students transitioned more frequently between macroscopic and molecular representations, suggesting that these students were experiencing more difficulty as they were coordinating the representations. Because these students were using surface features to create linkages

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“…A substantial body of research (e.g., Hubel and Wiesel, 1965;Johnson, 1965, Gould, 1967Mackworth and Morandi, 1967;Yarbus, 1967;Hochberg, 1970a;Hochberg and Brooks, 1970) has demonstrated that the peripheral retinal information may be used to enable the looker to differentiate between useful and useless information, it may function in the preattentive processing and editing of redundant stimuli, and it may indicate the locus of the next fixation (ie., it may serve to direct ballistic eye movements whose termination points are predetermined prior to their onset).…”

Section: Reading As Lookingmentioning

confidence: 99%

Auding and reading: A developmental model.

Sticht

1974

PsycEXTRA Dataset

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ForwardThe development of competent literacy skills is a requirement for comfortable survival in our technological age. We need, therefore, to have as sound an understanding as possible of the concept of literacy and the factors involved in the development of literacy skills.This volume presents a developmental model of literacy which describes the relationships among a child's basic adaptive processes, oral language, and written language skills. An extensive review of empirical studies bearing on the validity of the model will be of interest to educators and researchers concerned with reading and language development.The research project leading to this volume was conducted by the Human Resources Research Organization for the Air Force Human Resources Laboratory, Technical, Training Division, Lowry Air Force Base, Colorado, under Air Force Contract F41609-73-C-9025. The work was performed at HumRRO Western Division, Presidio of Monterey, California. Dr. James R. Burkett, Air Force Human Resources Laboratory, Technical Training Division, Lowry Air Force Base, served as the Contract Technical Monitor. This report is being issued as an AFHRL(TT) Technical Report (AFHRL-TR-74-36); it has also been designated as HumRRO Technical Report 74-11. The contents of this publication do not necessarily reflect the official opinion or policy of the sponsor of the HumRRO research.Dr. Thomas G. Sticht, primary author of the report, was the principal investigator on the research project. Lawrence J. Beck and Robert N. Hauke contributed to the review and synthesis of literature in Chapters IV and V. Special consultants to the project were Mr. Glenn Kleiman, Stanford University, who had major responsibility for the preparation of Chapter III of the report, and Mr. James H. James, Northern Illinois University, who contributed primarily to Chapter V. All four contributors reviewed and commented on the entire report and hence they appear as authors. Special thanks are due to Nina McGiveran of HumRRO Western Division for her forbearance in working with the authors while they drafted and re-drafted the copy which she turned into a finished and polished manuscript. OverviewMany adults lack sufficient literacy skills for technical training and successful career progression. Because of the crucial role that literacy plays in instruction and job performance information regarding the nature of literacy skills and their development is needed. Such information should prove useful in the development of literacy training programs, and in the development of more effective and/or efficient methods for imparting knowledge by the spoken or printed word.Because several recent reviews of the scientific literature on reading and language skills failed to uncover many salient facts for use in guiding literacy research or development of literacy training programs, it was felt that the present review should be guided by a theory or model which could provide a rationale for sorting, sifting, and interpreting various research studies. Accordingly, a simple...

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The gaze selects informative details within pictures

Cited by 541 publications

References 18 publications

Impaired visual search in patients with unilateral neglect: an oculographic analysis

Impaired visual search in patients with unilateral neglect: an oculographic analysis

The influence of prior knowledge on viewing and interpreting graphics with macroscopic and molecular representations

Auding and reading: A developmental model.

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