Inferring task performance and confidence from displays of eye movements

Eye movements reveal what is at the center of people's attention, which is assumed to coincide with what they are thinking about. Eye-movement displays (visualizations of a person's fixations superimposed onto the stimulus, for example, as dots or circles) might provide useful information for diagnosing that person's performance. However, making inferences about a person's task performance based on eye-movement displays requires substantial interpretation. Using graph-comprehension tasks, we investigated to what extent observers (N = 46) could make accurate inferences about a performer's multiple-choice task performance (i.e., chosen answer), confidence, and competence from displays of that person's eye movements. Observers' accuracy when judging which answer the performer chose was above chance level and was higher for displays reflecting confident performance. Observers were also able to infer performers' confidence from the eye-movement displays; moreover, their own task performance and perceived similarity with the performer affected their judgments of the other's competence.     

Is stimulus persistence affected by eye movements?

Summary When an eye movement intervenes between the presentation of a target and a mask, the mask has its effect on material projected on the same retinal position. Davidson, Fox, and Dick (1973) reported, however, that the mask appears to be positioned in real space, a suggestion which implies integration of visible information across the eye movement. The present note argues that their conclusion does not follow from their data.     

Intracerebroventricular injection of anti-prolactin serum suppresses excessive grooming of pituitary homografted rats

Rats with endogenous hyperprolactinaemia, as induced by pituitary homografts under the kidney capsule, displayed increased grooming behavior as compared to that of sham-operated animals. Twelve days after surgery, intracerebroventricular injection of anti-prolactin serum (dilution 1:100, 1 microliter) suppressed the excessive grooming of homografted rats. These observations suggest that prolactin from a peripheral source may reach the central nervous system to affect brain mechanisms involved in grooming behavior.     

The influence of neurotensin, naloxone, and haloperidol on elements of excessive grooming behavior induced by ACTH

Naloxone, haloperidol, and neurotensin suppress ACTH-induced grooming. The suppressive effects of naloxone and of haloperidol on ACTH-induced grooming are observed following subcutaneous as well as intracerebroventricular administration. The suppression of ACTH-induced grooming by these drugs is not accompanied by a change in the relative distribution of grooming elements. From previous data and from the results of the present study it is suggested that the underlying substrate involved in ACTH-induced excessive grooming may differ from that of bombesin-induced grooming.     

The societal and psycho-sociological background of football hooliganism

On October 11, 1985, the Belgian Council of Ministers ordered scientific research on violence on the football terraces. This research was conducted in the years 1986 and 1987 by the “Onderzoeksgroep Jeugdcriminologie” (Research group on Juvenile Criminology) of the K.U. Leuven in close relationship with the general police of the home office. (The report was submitted on December 23, 1987 [VAN LIMBERGEN, COLAERS en WALGRAVE, 1987].)     

Student learning as the basis for reinforcement to the instructor

The present study reinforced the two instructors of two students with profound mental retardation first for the instructors' training behaviors, then for improved student learning in a multiple baseline across responses design. Reinforcement of the instructors' training behaviors increased their training behaviors, replicating the findings of previous studies, but had no effect on student learning. When the reinforcement for the instructors was instead made contingent upon student learning, the student learning improved and the instructors' high level of training behaviors was maintained. In addition, the instructors began to request training for themselves. These findings suggest that staff motivation programs for instructors might usefully base the reinforcers not only on the instructor's performance, but on the progress of their students.