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Contextual guidance of eye movements and attention in real-world scenes: The role of global features in object search
- PSYCHOLOGICAL REVIEW
, 2006
"... Many experiments have shown that the human visual system makes extensive use of contextual information for facilitating object search in natural scenes. However, the question of how to formally model contextual influences is still open. On the basis of a Bayesian framework, the authors present an or ..."
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Cited by 258 (17 self)
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Many experiments have shown that the human visual system makes extensive use of contextual information for facilitating object search in natural scenes. However, the question of how to formally model contextual influences is still open. On the basis of a Bayesian framework, the authors present an original approach of attentional guidance by global scene context. The model comprises 2 parallel pathways; one pathway computes local features (saliency) and the other computes global (scenecentered) features. The contextual guidance model of attention combines bottom-up saliency, scene context, and top-down mechanisms at an early stage of visual processing and predicts the image regions likely to be fixated by human observers performing natural search tasks in real-world scenes.
What the eyes say about speaking
- Psychol. Sci
, 2000
"... Abstract—To study the time course of sentence formulation, we monitored the eye movements of speakers as they described simple events. The similarity between speakers ’ initial eye movements and those of observers performing a nonverbal event-comprehension task suggested that response-relevant infor ..."
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Cited by 162 (11 self)
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Abstract—To study the time course of sentence formulation, we monitored the eye movements of speakers as they described simple events. The similarity between speakers ’ initial eye movements and those of observers performing a nonverbal event-comprehension task suggested that response-relevant information was rapidly extracted from scenes, allowing speakers to select grammatical subjects based on comprehended events rather than salience. When speaking extem-poraneously, speakers began fixating pictured elements less than a second before naming them within their descriptions, a finding con-sistent with incremental lexical encoding. Eye movements anticipated the order of mention despite changes in picture orientation, in who-did-what-to-whom, and in sentence structure. The results support Wundt’s theory of sentence production. From a psychological point of view, the sentence is both a simultaneous and a sequential structure. It is simultaneous because at each moment it is present
Composition in distributional models of semantics
, 2010
"... Distributional models of semantics have proven themselves invaluable both in cog-nitive modelling of semantic phenomena and also in practical applications. For ex-ample, they have been used to model judgments of semantic similarity (McDonald, 2000) and association (Denhire and Lemaire, 2004; Griffit ..."
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Cited by 148 (3 self)
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Distributional models of semantics have proven themselves invaluable both in cog-nitive modelling of semantic phenomena and also in practical applications. For ex-ample, they have been used to model judgments of semantic similarity (McDonald, 2000) and association (Denhire and Lemaire, 2004; Griffiths et al., 2007) and have been shown to achieve human level performance on synonymy tests (Landuaer and Dumais, 1997; Griffiths et al., 2007) such as those included in the Test of English as Foreign Language (TOEFL). This ability has been put to practical use in automatic the-saurus extraction (Grefenstette, 1994). However, while there has been a considerable amount of research directed at the most effective ways of constructing representations for individual words, the representation of larger constructions, e.g., phrases and sen-tences, has received relatively little attention. In this thesis we examine this issue of how to compose meanings within distributional models of semantics to form represen-tations of multi-word structures. Natural language data typically consists of such complex structures, rather than
Eye-Tracking Analysis of User Behavior in WWW-Search
, 2004
"... We investigate how users interact with the results page of a WWW search engine using eye-tracking. The goal is to gain insight into how users browse the presented abstracts and how they select links for further exploration. Such understanding is valuable for improved interface design, as well as for ..."
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Cited by 138 (8 self)
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We investigate how users interact with the results page of a WWW search engine using eye-tracking. The goal is to gain insight into how users browse the presented abstracts and how they select links for further exploration. Such understanding is valuable for improved interface design, as well as for more accurate interpretations of implicit feedback (e.g. clickthrough) for machine learning. The following presents initial results, focusing on the amount of time spent viewing the presented abstracts, the total number of abstract viewed, as well as measures of how thoroughly searchers evaluate their results set.
Computing the meanings of words in reading: cooperative division of labor between visual and phonological processes
- PSYCHOLOGICAL REVIEW
, 2003
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Eye-hand coordination in object manipulation
- JOURNAL OF NEUROSCIENCE
, 2001
"... We analyzed the coordination between gaze behavior, fingertip movements, and movements of the manipulated object when subjects reached for and grasped a bar and moved it to press a target-switch. Subjects almost exclusively fixated certain landmarks critical for the control of the task. Landmarks at ..."
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Cited by 124 (4 self)
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We analyzed the coordination between gaze behavior, fingertip movements, and movements of the manipulated object when subjects reached for and grasped a bar and moved it to press a target-switch. Subjects almost exclusively fixated certain landmarks critical for the control of the task. Landmarks at which contact events took place were obligatory gaze targets. These included the grasp site on the bar, the target, and the support surface where the bar was returned after target contact. Any obstacle in the direct movement path and the tip of the bar were optional landmarks. Subjects never fixated the hand or the moving bar. Gaze and hand/bar movements were linked concerning landmarks, with gaze leading. The instant that gaze exited a given landmark coincided with a kinematic event at that landmark in a manner suggesting that subjects monitored critical kinematic events for phasic verification of
How Psychological Science Informs The Teaching Of Reading
, 2001
"... This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of ea ..."
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Cited by 118 (7 self)
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This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary -school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.
SWIFT: a dynamical model of saccade generation during reading
- Psychological review
, 2005
"... Mathematical models have become an important tool for understanding the control of eye movements during reading. Main goals of the development of the SWIFT model (R. Engbert, A. Longtin, & R. Kliegl, 2002) were to investigate the possibility of spatially distributed processing and to implement ..."
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Cited by 112 (15 self)
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Mathematical models have become an important tool for understanding the control of eye movements during reading. Main goals of the development of the SWIFT model (R. Engbert, A. Longtin, & R. Kliegl, 2002) were to investigate the possibility of spatially distributed processing and to implement a general mechanism for all types of eye movements observed in reading experiments. The authors present an advanced version of SWIFT that integrates properties of the oculomotor system and effects of word recognition to explain many of the experimental phenomena faced in reading research. They propose new procedures for the estimation of model parameters and for the test of the model’s performance. They also present a mathematical analysis of the dynamics of the SWIFT model. Finally, within this framework, they present an analysis of the transition from parallel to serial processing. In modern society, reading is a central skill, which demonstrates how efficiently a range of different cognitive processes (e.g., visual information processing, word recognition, attention, oculo-motor control) can work together to perform a complex everyday task. Consequently, a full account of how we read is among the crucial problems of cognitive research. Here, we focus on the fact
Data from eye-tracking corpora as evidence for theories of syntactic processing complexity
- Cognition
, 2008
"... We evaluate the predictions of two theories of syntactic processing complexity, de-pendency locality theory (DLT) and surprisal, against the Dundee corpus, which contains the eye-tracking record of 10 participants reading 51,000 words of news-paper text. Our results show that DLT integration cost is ..."
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Cited by 85 (9 self)
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We evaluate the predictions of two theories of syntactic processing complexity, de-pendency locality theory (DLT) and surprisal, against the Dundee corpus, which contains the eye-tracking record of 10 participants reading 51,000 words of news-paper text. Our results show that DLT integration cost is not a significant predictor of reading times for arbitrary words in the corpus. However, DLT successfully pre-dicts reading times for nouns and verbs. We also find evidence for integration cost effects at auxiliaries, not predicted by DLT. For surprisal, we demonstrate that an unlexicalized formulation of surprisal can predict reading times for arbitrary words in the corpus. Comparing DLT integration cost and surprisal, we find that the two measures are uncorrelated, which suggests that a complete theory will need to in-corporate both aspects of processing complexity. We conclude that eye-tracking corpora, which provide reading time data for naturally occurring, contextualized sentences, can complement experimental evidence as a basis for theories of pro-cessing complexity.
Eye Movements and Spoken Language Comprehension: Effects of Visual Context on Syntactic Ambiguity Resolution
- COGNITIVE PSYCHOLOGY
, 2002
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