Contents
Academic literature on the topic 'Insight, problem solving, attention, eye movements'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Insight, problem solving, attention, eye movements.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Insight, problem solving, attention, eye movements"
1
Miller Singley, Alison T., Jeffrey Lynn Crawford, and Silvia A. Bunge. "Eye gaze patterns reflect how young fraction learners approach numerical comparisons." Journal of Numerical Cognition 6, no. 1 (2020): 83–107. http://dx.doi.org/10.5964/jnc.v6i1.119.
Full textAbstract:
Learning fractions is notoriously difficult, yet critically important to mathematical and general academic achievement. Eye-tracking studies are beginning to characterize the strategies that adults use when comparing fractions, but we know relatively little about the strategies used by children. We used eye-tracking to analyze how novice children and mathematically-proficient adults approached a well-studied fraction comparison paradigm. Specifically, eye-tracking can provide insights into the nature of differences: whether they are quantitative—reflecting differences in efficiency—or qualitative—reflecting a fundamentally different approach. We found that children who had acquired the basic fraction rules made more eye movements than did either adults or less proficient children, suggesting a thorough but inefficient problem solving approach. Additionally, correct responses were associated with normative gaze patterns, regardless of age or proficiency levels. However, children paid more attention to irrelevant numerical relationships on conditions that were conceptually difficult. An exploratory analysis points to the possibility that children on the verge of making a conceptual leap attend to the relevant relationships even when they respond incorrectly. These findings indicate the potential of eye-tracking methodology to better characterize the behavior associated with different levels of fraction proficiency, as well as to provide insights for educators regarding how to best support novices at different levels of conceptual development.
2
Vladimirov, I. Yu, and A. V. Chistopolskaya. "Analysis of Gnostic Actions Using Eye Tracking as a Method of Studying Insight in Problem Solving." Cultural-Historical Psychology 12, no. 1 (2016): 24–34. http://dx.doi.org/10.17759/chp.2016120103.
Full textAbstract:
TThe paper focuses on the issue of research methods in studying insight. Since the process of insight is quite difficult to verbalize, researchers are presented with the methodological challenge of its objectifica- tion. One of the possible methods is the analysis of gnostic actions as components of a single integrated system of perceptive and thinking activity aimed at problem solving. The paper analyzes past and present periods in the explorations of insight with this method and suggests that eye tracking in problem solving is the most perspective technology. It reviews the studies of G. Knoblich, J. Ellis, E, Grant and M. Spivey, L. Thomas and A. Lleras, D. Kahneman, J.T. Wang and others. The paper compares various characteristics of eye movements and their content and discusses perspectives for the study on insight using the method of eye movement tracking, that is, testing the theoretical assumptions concerning the mechanisms of insight in problem solving and revealing the processes underlying insight.
3
Roach, Victoria A., Graham M. Fraser, James H. Kryklywy, Derek G. V. Mitchell, and Timothy D. Wilson. "Time limits in testing: An analysis of eye movements and visual attention in spatial problem solving." Anatomical Sciences Education 10, no. 6 (2017): 528–37. http://dx.doi.org/10.1002/ase.1695.
Full text
4
Velichkovsky, Boris M. "Communicating attention." Pragmatics and Cognition 3, no. 2 (1995): 199–223. http://dx.doi.org/10.1075/pc.3.2.02vel.
Full textAbstract:
The results of two experiments, in which participants solved constructive tasks of the puzzle type, are reported. The tasks were solved by two partners who shared the same visual environment hut whose knowledge of the situation and ability to change it to reach a solution were different. One of the partners — the "expert" — knew the solution in detail but had no means of acting on this information. The second partner — the "novice " — could act to achieve the goal, but knew very little about the solution. The partners were free to communicate verbally. In one third of the trials of the first experiment, in addition to verbal communication, the eye fixations of the expert were projected onto the working space of the novice. In another condition the expert could use a mouse to show the novice relevant parts of the task configuration. Both methods of facilitating the 'joint attention' state of the partners improved their performance. The nature of the dialogues as well as the parameters of the eye movements changed. In the second experiment the direction of the gaze-position data transfer was reversed, from the novice to the expert. This also led to a significant increase in the efficiency of the distributed problem solving.
5
Bilalić, Merim, Peter McLeod, and Fernand Gobet. "The Mechanism of the Einstellung (Set) Effect." Current Directions in Psychological Science 19, no. 2 (2010): 111–15. http://dx.doi.org/10.1177/0963721410363571.
Full textAbstract:
The eye movements of expert players trying to solve a chess problem show that the first idea that comes to mind directs attention toward sources of information consistent with it and away from inconsistent information. This bias continues unconsciously even when players believe they are looking for alternatives. The result is that alternatives to the first idea are ignored. This mechanism for biasing attention ensures a speedy response in familiar situations, but it can lead to errors when the first thought that comes to mind is not appropriate. We propose that this mechanism is the source of many cognitive biases, from phenomena in problem solving and reasoning to perceptual errors and failures in memory.
6
Blinnikova, Irina V., and Yulia A. Ishmuratova Ishmuratova. "PROBLEM SOLVING BY EXPERTS AND NOVICES IN CHEMISTRY: ANALYSIS OF ERRORS, RUN TIMES AND PARAMETERS OF EYE MOVEMENTS." Moscow University Psychology Bulletin, no. 2 (2021): 281–313. http://dx.doi.org/10.11621/vsp.2021.02.13.
Full textAbstract:
Background. Professional experience is one of the most discussed problems in modern labor psychology. Researchers are trying to expose and describe the system of cognitive and metacognitive skills and abilities, which gives an advantage to experienced professionals. However, there is still a sufficient number of contradictions and unexplored aspects. The aim of the study is to identify specific features of problem solving by chemists at different levels of professional experience by analyzing performance indicators and eye movements. Techniques and sampling. The pilot study involved 35 experts and novices in the field of chemistry. They were asked to read descriptions, find errors and fill in gaps in chemical process diagrams. The tasks were based on technological regulations for the production of chemical products. We recorded the run time, errors and indicators of eye movements with the SMI Hi-Speed contactless video recording system with a 1200 Hz frequency. The results showed that the run time and the number of errors were significantly lower for experts than for novices. In addition, the two groups featured significant differences in the average duration of blinking, indicating a higher emotional stress among novices. Other eye movement differences demonstrated that experts tend to favor focal type of cognitive processing. This is revealed in longer fixations, short and slow saccades. Also, the experts were characterized by an uneven distribution of attention and cognitive efforts relative to different parts of the task and by a smaller number of transitions between them. The general analysis showed that experts, solving problems, rely more on mental representations and previous knowledge, while novices are guided by the information presented on the slides. Conclusions. The data demonstrate the superiority of experts in solving chemical problems and reveal the cognitive structure of professional experience.
7
Sinelnikov, S. N., I. O. Naturalnikov, A. A. Blaginin, and O. S. Agadzhanyan. "Differences in the perception of digital information of aviation operators depending on the degree of extraversion." Bulletin of the Russian Military Medical Academy 22, no. 4 (2020): 76–81. http://dx.doi.org/10.17816/brmma62809.
Full textAbstract:
Considers the influence of the degree of extraversion on the perception of digital information by aviation operators. The analysis of the results of solving the Schulte tables by the test subjects on the NS-Psychotest hardware complex based on the recording of the eye track, performed using a stationary eye tracking device RED250mobile eye tracking device was carried out. While performing the search function, the number of saccadic movements, their amplitude, and the search time for a given digital value were registered. It has been revealed, that introverts during realization eyes search function perform less saccadic movements and spend less time on it than extraverts do. Significant differences have been found during resolving search tasks depending on degree of extraversion. Some interconnections of extension the latent period of the saccade with complication of solving process the cognitive problem were also found. It was found out, that increase in speed of saccadic movements of eyes leads to low efficiency of results of search task execution. Results of conducted research emphasize value of individual approach to medical flight service taking into account psychological features of flight crew in conditions of rapid progress in aviation technologies and means of visualisation of flight information. The obtained data reveal some features of information perception by operators of complex ergatic systems, the study of which in the future will help to maintain the reserves of attention in a continuous stream of incoming data, and thereby reduce the load on the visual analyzer and increase the reliability of professional activities of flight crew.
8
Maatta, Olli, Nora McIntyre, Jussi Palomäki, Markku S. Hannula, Patrik Scheinin, and Petri Ihantola. "Students in sight: Using mobile eye-tracking to investigate mathematics teachers’ gaze behaviour during task instruction-giving." Frontline Learning Research 9, no. 4 (2021): 92–115. http://dx.doi.org/10.14786/flr.v9i4.965.
Full textAbstract:
Abstract Mobile eye-tracking research has provided evidence both on teachers' visual attention in relation to their intentions and on teachers’ student-centred gaze patterns. However, the importance of a teacher’s eye-movements when giving instructions is unexplored. In this study we used mobile eye-tracking to investigate six teachers’ gaze patterns when they are giving task instructions for a geometry problem in four different phases of a mathematical problem-solving lesson. We analysed the teachers’ eye-tracking data, their verbal data, and classroom video recordings. Our paper brings forth a novel interpretative lens for teacher’s pedagogical intentions communicated by gaze during teacher-led moments such as when introducing new tasks, reorganizing the social structures of students for collaboration, and lesson wrap-ups. A change in the students’ task changes teachers’ gaze patterns, which may indicate a change in teacher’s pedagogical intention. We found that teachers gazed at students throughout the lesson, whereas teachers’ focus was at task-related targets during collaborative instruction-giving more than during the introductory and reflective task instructions. Hence, we suggest two previously not detected gaze types: contextualizing gaze for task readiness and collaborative gaze for task focus to contribute to the present discussion on teacher gaze
9
Masson, Nicolas, Clément Letesson, and Mauro Pesenti. "Time course of overt attentional shifts in mental arithmetic: Evidence from gaze metrics." Quarterly Journal of Experimental Psychology 71, no. 4 (2018): 1009–19. http://dx.doi.org/10.1080/17470218.2017.1318931.
Full textAbstract:
Processing numbers induces shifts of spatial attention in probe detection tasks, with small numbers orienting attention to the left and large numbers to the right side of space. This has been interpreted as supporting the concept of a mental number line with number magnitudes ranging from left to right, from small to large numbers. Recently, the investigation of this spatial-numerical link has been extended to mental arithmetic with the hypothesis that solving addition or subtraction problems might induce attentional displacements, rightward or leftward, respectively. At the neurofunctional level, the activations elicited by the solving of additions have been shown to resemble those induced by rightward eye movements. However, the possible behavioural counterpart of these activations has not yet been observed. Here, we investigated overt attentional shifts with a target detection task primed by addition and subtraction problems (2-digit ± 1-digit operands) in participants whose gaze orientation was recorded during the presentation of the problems and while calculating. No evidence of early overt attentional shifts was observed while participants were hearing the first operand, the operator or the second operand, but they shifted their gaze towards the right during the solving step of addition problems. These results show that gaze shifts related to arithmetic problem solving are elicited during the solving procedure and suggest that their functional role is to access, from the first operand, the representation of the result.
10
Ruf, Verena, Anna Horrer, Markus Berndt, et al. "A Literature Review Comparing Experts’ and Non-Experts’ Visual Processing of Graphs during Problem-Solving and Learning." Education Sciences 13, no. 2 (2023): 216. http://dx.doi.org/10.3390/educsci13020216.
Full textAbstract:
The interpretation of graphs plays a pivotal role in education because it is relevant for understanding and representing data and comprehending concepts in various domains. Accordingly, many studies examine students’ gaze behavior by comparing different levels of expertise when interpreting graphs. This literature review presents an overview of 32 articles comparing the gaze behavior of experts and non-experts during problem-solving and learning with graphs up to January 2022. Most studies analyzed students’ dwell time, fixation duration, and fixation count on macro- and meso-, as well as on micro-level areas of interest. Experts seemed to pay more attention to relevant parts of the graph and less to irrelevant parts of a graph, in line with the information-reduction hypothesis. Experts also made more integrative eye movements within a graph in terms of dynamic metrics. However, the determination of expertise is inconsistent. Therefore, we recommend four factors that will help to better determine expertise. This review gives an overview of evaluation strategies for different types of graphs and across various domains, which could facilitate instructing students in evaluating graphs.