The use of digital video recorders (DVRs) for capturing digital video files for use in both The Observer and Ethovision

Before switching a laboratory from analog to digital, for the recording of video files for use in Noldus software such as Ethovision and The Observer, researchers need to proceed with caution. There are obvious advantages in moving to digital recording for behavioral work, including increased storage capacity; no requirement to purchase video tapes; immediate search by date, time, or event; digital images are of higher quality; ability to view study sites remotely by Internet connection; and “smart” features, such as motion detection. But before you throw away your time-lapse video recorders, time code generators, and video multiplexors, there are some important cautions to take account of. Some research groups have bought digital surveillance systems on the assumption that they work with Ethovision and The Observer, only to be disappointed. The vast majority of systems depend on proprietary compression software that must then be converted to work properly in Ethovision or The Observer.     

The Observer: A software system for collection and analysis of observational data

The Observer is a general-purpose software package for event recording and data analysis in behavioral research. It allows any IBM-type personal computer to serve as an event recorder. In addition, The Observer can generate dedicated event-recording programs for several types of non-IBM-compatible portable and hand-held computers and transfer files between the PC and such computers. The user specifies options through menus. The configuration can be either used directly for event recording on the PC or passed on to a program generator that creates a program to collect data on a hand-held computer. Observational data from either type of computer can be analyzed by the program. Event-recording configurations can be tailored to many different experimental designs. Keys can be designated as events, and modifiers can be used to indicate the limits of an event. The program allows grouping of events in classes and distinction between mutually exclusive versus nonexclusive events and duration events versus frequency events. Timing of events is accurate to 0.1 sec. An on-line electronic notepad permits notes to be made during an observation session. The program also includes on-line error correction. User comments as well as independent variables can be stored together with the observational data. During data analysis, the user can select the level of analysis and the type of output file. The Observer calculates frequency of occurrence and duration for classes of events, individual events, or combinations of events. For analysis of concurrence, one can select the number of nesting levels and the order of nesting. Output can be generated in the form of sorted event sequence files, text report files, and tabular ASCII files. The results can be exported to spreadsheet and statistical programs.     

Multimedia in the classroom

This paper focuses on setting up a system for developing and displaying multimedia classroom presentations that is both economical and easy to learn. Four separate aspects of the process are considered: (1) a hardware configuration to serve both the development and display processes, (2) selecting authoring software and learning to use it, (3) presentation development including locating and acquiring multimedia resources appropriate to psychology, and (4) some of the problems that can be expected to arise in both development and use of multimedia presentations. Some discussion of interactive courseware is included.     

The Observer XT: A tool for the integration and synchronization of multimodal signals

The Observer was originally developed as a manual event recorder for the collection, management, analysis, and presentation of observational data in animals. Because of the flexibility of later versions, it became clear that The Observer was suitable for almost any study involving collection of observational data in both animals and humans. Furthermore, the most recent version of The Observer (The Observer XT) allows the integration and synchronization of multimodal signals from various sources, such as observational, video, tracking, and physiological data. This article describes how The Observer XT was used to integrate and synchronize video, observational, tracking, and physiological data from an experiment carried out in 2001 at the Wageningen Institute of Animal Sciences of Wageningen University and Research Centre. The integration and synchronization of these multimodal signals in The Observer XT allows the user to draw a more complete picture of the phenomena under study.     

VRVision: A new tool for the display of 3-D images in behavioral research

Researchers using three-dimensional (3-D) scenes in their studies often spend a lot of time prerendering the scenes into a set of images for later presentations. To improve efficiency, we have developed a new plugin program for MATLAB that eliminates this step. The program is able to manipulate and present 3-D scenes in real time. It allows fine control over numerous parameters, including the mode of projection, angular rotation, lighting, surface photo textures, and animation. Images can be presented with monoscopic or stereoscopic display. It can also dynamically track viewer position and update and display an appropriate 3-D projection. The program is fully compatible with existing MATLAB utilities such as the Psychophysics Toolbox (psychtoolbox.org). It is made freely available to the research community (www.hive.hull .ac.uk/software/vrvision).     

CowLog: Open-source software for coding behaviors from digital video

We have developed CowLog, which is open-source software for recording behaviors from digital video and is easy to use and modify. CowLog tracks the time code from digital video files. The program is suitable for coding any digital video, but the authors have used it in animal research. The program has two main windows: a coding window, which is a graphical user interface used for choosing video files and defining output files that also has buttons for scoring behaviors, and a video window, which displays the video used for coding. The windows can be used in separate displays. The user types the key codes for the predefined behavioral categories, and CowLog transcribes their timing from the video time code to a data file. CowLog comes with an additional feature, an R package called Animal, for elementary analyses of the data files. With the analysis package, the user can calculate the frequencies, bout durations, and total durations of the coded behaviors and produce summary plots from the data.     

The SYBAR system: Integrated recording and display of video, EMG, and force plate data

A new system—called SYBAR—is introduced, that employs digital video for registration of the movements of a patient while simultaneously recording electromyogram signals of relevant muscles and ground reaction forces (for the lower extremities in gait studies). All information is stored in a multimedia record, which can be viewed by the clinician with a simple user interface. This setup allows an integrated and more detailed view of the movement of the patient and related information (i.e., muscle physiology). It is used by clinicians to assess the causes of movement disorders in their patients. This paper describes the SYBAR system and focuses on the employed methods of data synchronization for both the time and the spatial domains. It is concluded that, although SYBAR was developed for clinical gait studies, the technology can be applied in all situations in which the relation between physiological signals and human or animal behavior is studied.     

Using a local Web browser as a multimedia platform for lecture and presentation support

As an alternative to commercial multimedia systems, lecturers may wish to consider using a Web browser for multimedia classroom presentations. Many Web browsers, including Netscape and Mosaic, can be configured for use in a “local mode” (i.e., without an active connection to the Internet). In this local mode, files, graphics, audio, and video can be accessed directly from the hard disk of the instructor’s computer. By using a laptop computer, an LCD panel, and an overhead projector, an instructor can present a classroom multimedia presentation that can also be published on the Web.     

Independent control of dual video subsystems on the IBM PC and compatibles

Two methods for generating video output on multiple video monitors are described. The first method involves splitting the signal from a single video adaptor card-so that multiple video monitors may be attached. Although this method is simple and relatively cost-effective, it is limited to adaptors that produce only digital video signals, thus precluding the use of VGA systems and composite displays. The second method involves the installation and programming of video adaptors: Two sample programs, which control a secondary adaptor by means of either BIOS routines or direct commands via C code, are described. Although more complex, this second method allows output to each display to be controlled independently. Furthermore, output to one screen may consist of graphics information while output to the second screen consists of text. Together, both methods can be used to create an experimental system composed of multiple data-collection stations and an independent experimenter console.     

A high-resolution color graphic display four-channel software tachistoscope

A software tachistoscope for IBM-PC-compatible personal computers equipped with Tseng-ET4000-based VGA boards is described. It is shown how up to four bit-mapped color images with a resolution of up to 800 X600 pixels may be stored in video display memory and alternatingly be selected for screen display in synchrony with the vertical retrace signal of the video controller.     

Enhancing Athletic Performance Using Digital Video in Consulting

Video has been used successfully in psychosocial interventions to help train communication skills, document behaviors, and as a feedback tool for behavior modification strategies. The need for equipment portability, together with editing expertise, has limited video use in sport psychology. Newer digital video systems help overcome these problems, meaning that sport psychologists can readily use this technology in the field. We discuss and provide experiential observations of how digital video can be used to improve player, coach, and team performance. Also reviewed are new consultation opportunities for sport psychologists with video skills. These new areas center on perceptual skills training and talent identification using perceptual skills testing.     

Use of a raster framebuffer in vision research

For the study of human and animal vision, the video framebuffer is the only technology that is capable of displaying two-dimensional images with precise control of contrast, luminance, and display timing. The video framebuffer also allows precise control of color. However, this device is not designed for precise psychophysical displays, and techniques must be developed to use them in this role. In this paper, we describe a number of basic methods used in our lab. In order to be concrete, we use an Adage RDS-3000 raster display system (Adage, 1982) as an example, since that is the device we have actually used. The Adage is hosted by a PDP-11/73 under the Venix operating system. The principles generalize to other machines. Where it clarifies the issues, we have shown the syntax of the software routines involved.     

Media use, face-to-face communication, media multitasking, and social well-being among 8- to 12-year-old girls

An online survey of 3,461 North American girls ages 8-12 conducted in the summer of 2010 through Discovery Girls magazine examined the relationships between social well-being and young girls' media use--including video, video games, music listening, reading/homework, e-mailing/posting on social media sites, texting/instant messaging, and talking on phones/video chatting--and face-to-face communication. This study introduced both a more granular measure of media multitasking and a new comparative measure of media use versus time spent in face-to-face communication. Regression analyses indicated that negative social well-being was positively associated with levels of uses of media that are centrally about interpersonal interaction (e.g., phone, online communication) as well as uses of media that are not (e.g., video, music, and reading). Video use was particularly strongly associated with negative social well-being indicators. Media multitasking was also associated with negative social indicators. Conversely, face-to-face communication was strongly associated with positive social well-being. Cell phone ownership and having a television or computer in one's room had little direct association with children's socioemotional well-being. We hypothesize possible causes for these relationships, call for research designs to address causality, and outline possible implications of such findings for the social well-being of younger adolescents.     

Observe: A multimedia course on the observational analysis of behavior

OBSERVE is a preliminary release of a multimedia course for teaching undergraduate and graduate students how and why to study behavior by direct observation. The instructional text and commentary and the self-test and examination materials are built around a series of exercises in which the student observes and categorizes film clips of the behavior of several different species in several different ways. Incorporation of elements from The Observer software for computer recording and video analysis implements fully computerized continuous recording. At present, the text, together with check sheets that the program generates, enables a comparison between one-zero, instantaneous, and continuous sampling of the same behavioral excerpts. Matrices are printed out for an exercise in calculating interobserver reliability. Another section supports carrying out and writing up a small observational project on human behavior in the field. Plans for the future development of OBSERVE are briefly described.     

Intelligent temporal subsampling of American Sign Language using event boundaries

How well can a sequence of frames be represented by a subset of the frames? Video sequences of American Sign Language (ASL) were investigated in two modes: dynamic (ordinary video) and static (frames printed side by side on the display). An activity index was used to choose critical frames at event boundaries, times when the difference between successive frames is at a local minimum. Sign intelligibility was measured for 32 experienced ASL signers who viewed individual signs. For full gray-scale dynamic signs activity-index subsampling yielded sequences that were significantly more intelligible than when every mth frame was chosen. This result was even more pronounced for static images. For binary images, the relative advantage of activity subsampling was smaller. We conclude that event boundaries can be defined computationally and that subsampling from event boundaries is better than choosing at regular intervals.     

Application of video glasses for sustained affective picture presentations: A comparison with video projector presentations

Video glasses have previously been reported to be an effective instrument for emotion induction or for reducing pain perception. In the present study, we assessed the application of video glasses within the affective picture viewing paradigm. Possible advantages of this new method were tested by a comparison with a commonly used video projector. Twenty-four participants viewed sustained picture series of pleasant, neutral, and unpleasant valence with video glasses and with a projector on different days. Affective report, heart rate (HR), and skin conductance level were measured. The results showed that the video glasses presentation mode is not generally superior to the projector mode. Instead, typical responses to prolonged presentations of emotional pictures were obtained across both modalities with valence-modulated pleasure ratings and with an arousal modulation for arousal ratings, skin conductance level, and HR. These results suggest that video glasses are as useful for presenting prolonged affective picture series as are projectors. Specific contexts in which the application of video glasses is preferential are discussed.     

Analysis of Live Modeling Plus Prompting and Video Modeling for Teaching Imitation to Children with Autism

Previous researchers have demonstrated that training in imitation can significantly improve the learning capabilities of children diagnosed with autism spectrum disorder (ASD) and that children within this population show a preference for video presentations. Video‐based instruction has been used to teach a variety of behaviors to individuals with ASD. However, only a small number of studies have examined the use of video modeling to teach initial imitation. Furthermore, there are limited and conflicting data on the effectiveness of a video modeling procedure that does not incorporate prompting when used to teach imitation to young children with ASD. Thus, the purpose of this study was to evaluate a video‐modeling‐alone procedure and a live‐modeling‐with‐prompting procedure for teaching imitation to young children with ASD. The results suggest that the live modeling with prompting procedure was more effective, and implications related to this finding are discussed. Copyright © 2015 John Wiley & Sons, Ltd.     

How Video Image Size Interacts with Evidence Strength,Defendant Emotion,and the Defendant–Victim Relationship to Alter Perceptions of the Defendant

Courtroom video presentations can range from images on small screens installed in the jury box to images on courtroom video monitors or projection screens. Does video image size affect jurors' perceptions of information presented during trials? To investigate this we manipulated video image size as well as defendant emotion level presented during testimony (low, moderate), the defendant–victim relationship (spouses, strangers), and the strength of the evidence (weak, strong). Participants (N = 263) read a case and trial summary, watched video of defendant testimony, and then answered a questionnaire. Larger screens generally accentuated what was presented (e.g., made stronger evidence seem stronger and weaker evidence seem weaker), acting mainly upon trial outcome variables (e.g., verdict). Non‐trial outcomes (e.g., defendant credibility) were generally affected by defendant emotion level and the defendant–victim relationship. Researchers and attorneys presenting video images need to recognize that respondents may evaluate videotaped trial evidence differently as a function of how video evidence is presented. Copyright © 2014 John Wiley & Sons, Ltd.