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In sports, studies on visual behavior have mostly focused on expert-novice differences during decision making tasks and during aiming tasks. How visual behavior changes during the early stages of skill acquisition however, has hardly been documented. The current study investigated gaze behavior of young soccer players during the execution of a soccer passing task. Gaze behavior of eleven 8- to 10-year-old soccer players was recorded while they performed the Loughborough Soccer Passing Test. Based on their score, participants were then divided into a high performance group (N=5), and a low performance group (N=6). Results showed that the low performance group tended to look more at the ball while they were handling it. These findings suggest that gaze strategies develop alongside technical skills. More insights in the interplay between technical skills and gaze strategies during skill acquisition could lead to improved training methods for young soccer players.

A large body of literature documents the sensitivity of pupil response to cognitive load (e.g., Krejtz et al. 2018) and emotional arousal (Bradley et al., 2008). Recent empirical evidence also showed that microsaccade characteristics and dynamics can be modulated by mental fatigue and cognitive load (e.g., Dalmaso et al. 2017). Very little is known about the sensitivity of microsaccadic characteristics to emotional arousal. The present paper demonstrates in a controlled experiment pupillary and microsaccadic responses to information processing during multi-attribute decision making under affective priming. Twenty-one psychology students were randomly assigned into three affective priming conditions (neutral, aversive, and erotic). Participants were tasked to make several discriminative decisions based on acquired cues. In line with the expectations, results showed microsaccadic rate inhibition and pupillary dilation depending on cognitive effort (number of acquired cues) prior to decision. These effects were moderated by affective priming. Aversive priming strengthened pupillary and microsaccadic response to information processing effort. In general, results suggest that pupillary response is more biased by affective priming than microsaccadic rate. The results are discussed in the light of neuropsychological mechanisms of pupillary and microsaccadic behavior generation.

Pupil diameter and microsaccades are captured by an eye tracker and compared for their suitability as indicators of cognitive load (as beset by task difficulty). Specifically, two metrics are tested in response to task difficulty: (1) the change in pupil diameter with respect to inter- or intra-trial baseline, and (2) the rate and magnitude of microsaccades. Participants performed easy and difficult mental arithmetic tasks while fixating a central target. Inter-trial change in pupil diameter and microsaccade magnitude appear to adequately discriminate task difficulty, and hence cognitive load, if the implied causality can be assumed. This paper's contribution corroborates previous work concerning microsaccade magnitude and extends this work by directly comparing microsaccade metrics to pupillometric measures. To our knowledge this is the first study to compare the reliability and sensitivity of task-evoked pupillary and microsaccadic measures of cognitive load.

A model of the main sequence is proposed based on the logistic function. The model’s fit to the peak velocity-amplitude relation resembles an S curve, simulta- neously allowing control of the curve’s asymptotes at very small and very large amplitudes, as well as its slope over the mid amplitude range. The proposed inverse-linear logistic model is also able to express the linear relation of duration and amplitude. We demonstrate the utility and robustness of the model when fit to aggregate data at the small- and mid-amplitude ranges, namely when fitting microsaccades, saccades, and superposition of both. We are confident the model will suitably extend to the large-amplitude range of eye movements.

We demonstrate the use of the ambient/focal coecient K for studying the dynamics of visual behavior when performing cartographic tasks. Participants viewed a cartographic map and satellite image of Barcelona while performing a number of map-related tasks. Cartographic maps can be viewed as summary representations of reality, while satellite images are typically more veridical, and contain considerably more information. Our analysis of traditional eye movement metrics suggests that the satellite representation facilitates longer fixation durations, requiring greater scrutiny of the map. The cartographic map affords greater peripheral scanning, as evidenced by larger saccade amplitudes. Evaluation of K elucidates task dependence of ambient/focal attention dynamics when working with geographic visualizations: localization progresses from ambient to focal attention; route planning fluctuates in an ambient-focal.ambient pattern characteristic of the three stages of route end point localization, route following, and route confirmation.

Eye tracking methodology is used to examine the influence of interactive multimedia on the allocation of visual attention and its dynamics during learning. We hypothesized that an interactive simulation promotes more organized switching of attention between different elements of multimedia learning material, e.g., textual description and pictorial visualization. Participants studied a description of an algorithm accompanied either by an interactive simulation, self-paced animation, or static illustration. Using a novel framework for entropy-based comparison of gaze transition matrices, results showed that the interactive simulation elicited more careful visual investigation of the learning material as well as reading of the problem description through to its completion.

In this paper we address the question whether shot changes trigger the re-reading of subtitles. Although it has been accepted in the professional literature on subtitling that subtitles should not be displayed over shot changes as they induce subtitle re-reading, support for this claim in eye movement studies is difficult to find. In this study we examined eye movement patterns of 71 participants watching news and documentary clips. We analysed subject hit count, number of fixations, first fixation duration, fixation time percent and transition matrix before, during and after shot changes in subtitles displayed over a shot change. Results of our study show that most viewers do not re-read subtitlescrossing shot changes.