How generative drawing affects the learning process: An eye‐tracking analysis

Generative drawing is a learning strategy in which students draw illustrations while reading a text to depict the content of the lesson. In two experiments, students were asked to generate drawings as they read a scientific text or read the same text on influenza with author‐provided illustrations (Experiment 1) or to generate drawings or write verbal summaries as they read (Experiment 2). An examination of students' eye movements during learning showed that students who engaged in generative drawing displayed more rereadings of words, higher proportion of fixations on the important words, higher rate of transitions between words and workspace, and higher proportion of transitions between important words and workspace than students given a text lesson with author‐generated illustrations (Experiment 1) or students who were asked to write a summary (Experiment 2). These findings contribute new evidence to guide theories for explaining how generative drawing affects learning processes.     

Is the seductive details effect moderated by mood? An eye‐tracking study

According to the seductive details (SD) effect, interesting, but irrelevant information in learning materials reduces learning outcomes. Basic research suggests that subjects in positive mood are more distractible by task‐irrelevant stimuli than subjects in negative mood. Hence, mood could moderate the SD effect. We tested this assumption by comparing eye movements to seductive pictures in participants in positive versus negative mood. As expected, participants in positive mood fixated pictures longer and more frequently than participants in negative mood, which can be interpreted in terms of mood‐based higher distractibility. However, this did not translate to a more pronounced SD effect in the learning test. Unexpectedly, there was no SD effect in either mood condition. We discuss implications of the eye‐tracking data as well as potential reasons for the nonexistent SD effect in our study.     

Do seductive details do their damage in the context of graph comprehension? Insights from eye movements

In educational research, interesting but irrelevant materials are often considered seductive details, which are suspected to have detrimental effects on learning. Although seductive details have been mostly examined in the context of text comprehension, such elements are also used in graphs (e.g., depicting data points). In the present experiment, we investigated both seductive text and seductive pictures in the context of graph comprehension as well as the interaction of seductive details with spatial working memory capacity (SWMC). We recorded N = 68 students' eye movements, while they analyzed bar graphs in a within‐subject design. Data were analyzed with linear mixed‐effects models. Results show that seductive details did not affect students' graph reading performance but prolonged the task processing time. Eye‐fixation measures revealed that additional processing time was best explained by attention distraction towards the seductive material. SWMC did not affect the presence or the extent of the seductive details effect.     

Infant sustained attention but not joint attention to objects at 9 months predicts vocabulary at 12 and 15 months

Vocabulary differences early in development are highly predictive of later language learning as well as achievement in school. Early word learning emerges in the context of tightly coupled social interactions between the early learner and a mature partner. In the present study, we develop and apply a novel paradigm—dual head‐mounted eye tracking—to record momentary gaze data from both parents and infants during free‐flowing toy‐play contexts. With fine‐grained sequential patterns extracted from continuous gaze streams, we objectively measure both joint attention and sustained attention as parents and 9‐month‐old infants played with objects and as parents named objects during play. We show that both joint attention and infant sustained attention predicted vocabulary sizes at 12 and 15 months, but infant sustained attention in the context of joint attention, not joint attention itself, is the stronger unique predictor of later vocabulary size. Joint attention may predict word learning because joint attention supports infant attention to the named object.     

Index tracking based on deep neural network

Deep learning has a strong ability to extract feature representations from data, since it has a great advantage in processing nonlinear and non-stationary data and reflecting nonlinear interactive relationship. This paper proposes to apply deep learning algorithms including deep neural network and deep autoencoder to track index performance and introduces a dynamic weight calculation method to measure the direct effects of the stocks on index. The empirical study takes historical data of Hang Seng Index (HSI) and its constituents to analyze the effectiveness and practicability of the index tracking method. The results show that the index tracking method based on deep neural network has a smaller tracking error, and thus can effectively track the index.     

Preference for distribution by equal outcome in 5- and 6-year-old children

This study investigated preferences for types of fairness applied in resource distribution. We consider two types of equal distribution: according to the equal-allocation principle (new resources are distributed evenly without considering currently possessed resources) or the equal-outcome principle (equal outcome amounts result after distribution because current resources are considered). Children aged 5–6 and adults participated. The participant initially had two sets of two marbles (participant condition) or each of two puppets initially had two marbles (puppet condition). Then one puppet distributed new marbles between itself and the participant by equal-outcome. Next, the other puppet distributed new marbles by equal-allocation. The results showed that the majority of children and adults selected the distribution by equal-outcome for both conditions. This suggests that people prefer distribution by equal-outcome to distribution by equal-allocation. However, some children aged 5–6 thought that distribution by equal-allocation was better only when they already had resources.     

Philosophical Expertise and Philosophical Methodology

In recent years a new discussion on the nature of philosophical expertise has emerged: whether philosophers possess a special kind of expertise, what such expertise would entail, how to measure it, and related concerns. The aim of the present article is to clarify certain related points across these debates in the hope of paving a clearer path forward, by addressing the following. (1) The expertise defense, which seems central to many discussions on methodology and expertise, has been misconstrued at times. (2) Questions of expertise and methodology could be separated more clearly. (3) The study of expertise may be important in its own right; however, there may be good reasons to give priority to methodological concerns. (4) Finally, when viewed in light of methodological concerns, a new project emerges when engaging with recent contributions to the expertise debate. The present article attempts a brief outline of this project.     

视觉搜索中多目标追踪的研究

在视觉信息的选择加工过程中 ,只有很少信息能够通过注意系统得到进一步的认知加工 ,其中视觉搜索起着十分重要的作用。本研究基于动态视觉信息注意追踪的研究 ,采用 3× 2× 2的实验设计 ,从如下三方面对注意追踪的规律进行了探讨 :(1)分心物数量 (1,5和 9)的变化对多目标注意追踪的影响 ;(2 )目标的显著性 (特征变化和特征不变 )对多目标注意追踪的影响 ;(3)目标运动形式 (目标随机运动和目标运动形式不变 )对多目标注意追踪的影响。研究结果表明 :(1)分心物数量的增加对目标的注意识别没有抑制作用 ;(2 )特征变化目标的注意识别速度显著高于特征不变的目标 ;(3)运动形式不变的目标较运动形式变化目标的注意识别速度快。     

When the going gets tough,what happens to quiet eye? The role of time pressure and performance pressure during basketball free throws

In aiming sport contexts, the quiet eye (QE) - the final ocular fixation before movement initiation - is a crucial perceptual-cognitive skill. Indeed, an extended QE permits athletes to achieve high performances, aiding optimal attentional control, particularly in situations in which athletes are "under pressure." Such situations are common in sport, especially when time runs out, and even just a few points can mean the difference between victory and defeat. Although QE has been widely investigated across several sports and tasks, no previous studies have considered both the role of time pressure and performance pressure on QE. The current study aimed to comprehend the effect of tough sport situations on QE characteristics. Accordingly, we tested basketball players (competitive-élites and semi-élites) in free throw trials, manipulating both the time available to perform the task and the relevance of the performance. The results showed that time pressure and performance pressure impaired QE characteristics, regardless of expertise levels. Also, time pressure led to a decrease in free throw accuracy. Interestingly, the match between task demands and the ability to cope seemed to play a role on QE, especially in the competitive-élite players, with negative QE characteristics (short and late) when task demands exceeded the ability to cope. These findings suggest that QE research and QE training protocols should account for time pressure, performance pressure, and the players' perceived ability to cope with the requested task.     

Infants' emerging ability to represent occluded object motion

The emerging ability to represent an oscillating moving object over occlusions was studied in 7-21-week-old infants. The object moved at 0.25 Hz and was either occluded at the center of the trajectory (for 0.3 s) or at one turning point (for 0.7 s). Each trial lasted for 20 s. Both eye and head movements were measured. By using two kinds of motion, sinusoidal (varying velocity) and triangular (constant velocity), infants' ability to take velocity change into account when predicting the reappearance of the moving object was tested. Over the age period studied, performance at the central occluder progressed from almost total ignorance of what happened to consistent predictive behavior. From around 12 weeks of age, infants began to form representations of the moving object that persisted over temporary occlusions. At around 5 months of age these representations began to incorporate the dynamics of the represented motion. Strong learning effects were obtained over single trials, but there was no evidence of retention between trials. The individual differences were profound.