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Eye tracking provides direct, temporally and spatially sensitive measures of eye gaze. It can capture visual attention patterns from infancy through adulthood. However, commonly used screen-based eye tracking (SET) paradigms are limited in their depiction of how individuals process information as they interact with the environment in "real life". Mobile eye tracking (MET) records participant-perspective gaze in the context of active behavior. Recent technological developments in MET hardware enable researchers to capture egocentric vision as early as infancy and across the lifespan. However, challenges remain in MET data collection, processing, and analysis. The present paper aims to provide an introduction and practical guide to starting researchers in the field to facilitate the use of MET in psychological research with a wide range of age groups. First, we provide a general introduction to MET. Next, we briefly review MET studies in adults and children that provide new insights into attention and its roles in cognitive and socioemotional functioning. We then discuss technical issues relating to MET data collection and provide guidelines for data quality inspection, gaze annotations, data visualization, and statistical analyses. Lastly, we conclude by discussing the future directions of MET implementation. Open-source programs for MET data quality inspection, data visualization, and analysis are shared publicly.
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This primer describes research on the development of motor behavior. We focus on infancy when basic action systems are acquired-posture, locomotion, manual actions, and facial actions-and we adopt a developmental systems perspective to understand the causes and consequences of developmental change. Experience facilitates improvements in motor behavior and infants accumulate immense amounts of varied everyday experience with all the basic action systems. At every point in development, perception guides behavior by providing feedback about the results of just prior movements and information about what to do next. Across development, new motor behaviors provide new inputs for perception. Thus, motor development opens up new opportunities for acquiring knowledge and acting on the world, instigating cascades of developmental changes in perceptual, cognitive, and social domains. This article is categorized under: Cognitive Biology > Cognitive Development Psychology > Motor Skill and Performance Neuroscience > Development.
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How do age and the acquisition of independent walking relate to changes in infants' everyday experiences? We used a novel ecological momentary assessment (EMA) method to gather caregiver reports of infants' restraint, body position, and object holding via text messages sparsely sampled across multiple days of home life at 10, 11, 12, and 13 months of age. Using data from over 4,000 EMA samples from N = 62 infants recruited from across the United States and sampled longitudinally, we measured changes in the base rates of different activities in daily life. With age, infants spent more time unrestrained. With the onset of walking, infants spent less time sitting and prone and more time upright. Although rates of object holding did not change with age or walking ability, we found that infants who can walk hold objects more often in an upright position compared with nonwalkers. We discuss how accurately measuring changes in lived experiences serves to constrain theories about developmental mechanisms. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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Desenvolvimento Infantil , Comportamento do Lactente , Lactente , Humanos , CaminhadaRESUMO
Long-form audio recordings have had a transformational effect on the study of infant language acquisition by using mobile, unobtrusive devices to gather full-day, real-time data that can be automatically scored. How can we produce similar data in service of measuring infants' everyday motor behaviors, such as body position? The aim of the current study was to validate long-form recordings of infant position (supine, prone, sitting, upright, held by caregiver) based on machine learning classification of data from inertial sensors worn on infants' ankles and thighs. Using over 100 h of video recordings synchronized with inertial sensor data from infants in their homes, we demonstrate that body position classifications are sufficiently accurate to measure infant behavior. Moreover, classification remained accurate when predicting behavior later in the session when infants and caregivers were unsupervised and went about their normal activities, showing that the method can handle the challenge of measuring unconstrained, natural activity. Next, we show that the inertial sensing method has convergent validity by replicating age differences in body position found using other methods with full-day data captured from inertial sensors. We end the paper with a discussion of the novel opportunities that long-form motor recordings afford for understanding infant learning and development.
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To judge whether an action is possible, people must perceive "affordances"-the fit between features of the environment and aspects of their own bodies and motor skills that make the action possible or not. But for some actions, performance is inherently variable. That is, people cannot consistently perform the same action under the same environmental conditions with the same level of success. Decades of research show that practice performing an action improves perception of affordances. However, prior work did not address whether practice with more versus less variable actions is equally effective at improving perceptual judgments. Thirty adults judged affordances for walking versus throwing a beanbag through narrow doorways before and after 75 practice trials walking and throwing beanbags through doorways of different widths. We fit a "success" function through each participant's practice data in each task and calculated performance variability as the slope of the function. Performance for throwing was uniformly more variable than for walking. Accordingly, absolute judgment error was larger for throwing than walking at both pretest and posttest. However, absolute error reduced proportionally in both tasks with practice, suggesting that practice improves perceptual judgments equally well for more and less variable actions. Moreover, individual differences in variability in performance were unrelated to absolute, constant, and variable error in perceptual judgments. Overall, results indicate that practice is beneficial for calibrating perceptual judgments, even when practice provides mixed feedback about success under the same environmental conditions.
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Julgamento , Caminhada , Adulto , Humanos , Destreza Motora , Percepção , Desempenho PsicomotorRESUMO
Low-level visual features (e.g., motion, contrast) predict eye gaze during video viewing. The current study investigated the effect of narrative coherence on the extent to which low-level visual salience predicts eye gaze. Eye movements were recorded as 4-year-olds (n = 20) and adults (n = 20) watched a cohesive versus random sequence of video shots from a 4.5-min full vignette from Sesame Street. Overall, visual salience was a stronger predictor of gaze in adults than in children, especially when viewing a random shot sequence. The impact of narrative coherence on children's gaze was limited to the short period of time surrounding cuts to new video shots. The discussion considers potential direct effects of visual salience as well as incidental effects due to overlap between salient features and semantic content. The findings are also discussed in the context of developing video comprehension.
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Atenção , Fixação Ocular , Adulto , Criança , Humanos , Pré-Escolar , Movimentos Oculares , Semântica , CompreensãoRESUMO
The current study investigated how infants (6-24 months), children (2-12 years), and adults differ in how visual cues-visual saliency and centering-guide their attention to faces in videos. We report a secondary analysis of Kadooka and Franchak (2020), in which observers' eye movements were recorded during viewing of television clips containing a variety of faces. For every face on every video frame, we calculated its visual saliency (based on both static and dynamic image features) and calculated how close the face was to the center of the image. Results revealed that participants of every age looked more often at each face when it was more salient compared to less salient. In contrast, centering did not increase the likelihood that infants looked at a given face, but in later childhood and adulthood, centering became a stronger cue for face looking. A control analysis determined that the age-related change in centering was specific to face looking; participants of all ages were more likely to look at the center of the image, and this center bias did not change with age. The implications for using videos in educational and diagnostic contexts are discussed.
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Sinais (Psicologia) , Movimentos Oculares , Adulto , Criança , Lactente , Humanos , ProbabilidadeRESUMO
Head-mounted eye tracking is a new method that allows researchers to catch a glimpse of what infants and children see during naturalistic activities. In this chapter, we review how mobile, wearable eye trackers improve the construct validity of important developmental constructs, such as visual object experiences and social attention, in ways that would be impossible using screen-based eye tracking. Head-mounted eye tracking improves ecological validity by allowing researchers to present more realistic and complex visual scenes, create more interactive experimental situations, and examine how the body influences what infants and children see. As with any new method, there are difficulties to overcome. Accordingly, we identify what aspects of head-mounted eye-tracking study design affect the measurement quality, interpretability of the results, and efficiency of gathering data. Moreover, we provide a summary of best practices aimed at allowing researchers to make well-informed decisions about whether and how to apply head-mounted eye tracking to their own research questions.
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Tecnologia de Rastreamento Ocular , Tempo de Tela , Atenção , Criança , Movimentos Oculares , Cabeça , Humanos , LactenteRESUMO
Prior findings are mixed regarding the extent to which children understand others' effort in early childhood. Especially, little is known about how character effort impacts children's selective attention and learning. This study examined preschoolers' visual attention to and learning from two on-screen characters: One character exerting high effort with low efficiency and another character exerting low effort with high efficiency in solving problems successfully. Children between 3.5 and 6.5 years of age (N = 70) watched a video of the two on-screen characters successfully solving problems. Children's eye movements were recorded during viewing. Each of the two on-screen characters consistently displayed either high effort/low efficiency or low effort/high efficiency to solve four problems (familiarization). For the final problem (testing), the two characters exerted the same level of effort as each other and used unique solutions to solve the problem. Children then solved the final problem themselves using real objects. Children could selectively use either character's solution demonstrated in the video. Lastly, children explicitly judged how good the characters were at solving problems. Younger children were more likely to use the solution demonstrated by the character with high effort/low efficiency, whereas older children were more likely to use the solution provided by another character with low effort/high efficiency. Younger children allocated more attention to the high effort/low efficiency character than the low effort/high efficiency character, but this pattern was modified by age such that children's gaze to the low effort/high efficiency character increased with age. Children's explicit credibility judgments did not differ by character or child age. The findings are discussed with respect to preschoolers' understanding of effort and implications for children's learning from screen media.
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How can researchers best measure infants' motor experiences in the home? Body position-whether infants are held, supine, prone, sitting, or upright-is an important developmental experience. However, the standard way of measuring infant body position, video recording by an experimenter in the home, can only capture short instances, may bias measurements, and conflicts with physical distancing guidelines resulting from the COVID-19 pandemic. Here, we introduce and validate an alternative method that uses machine learning algorithms to classify infants' body position from a set of wearable inertial sensors. A laboratory study of 15 infants demonstrated that the method was sufficiently accurate to measure individual differences in the time that infants spent in each body position. Two case studies showed the feasibility of applying this method to testing infants in the home using a contactless equipment drop-off procedure.
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How are eyes and head adapted to meet the demands of visual exploration in different tasks and environments? In two studies, we measured the horizontal movements of the eyes (using mobile eye tracking in Studies 1 and 2) and the head (using inertial sensors in Study 2) while participants completed a walking task and a search and retrieval task in a large, outdoor environment. We found that the spread of visual exploration was greater while searching compared with walking, and this was primarily driven by increased movement of the head as opposed to the eyes. The contributions of the head to gaze shifts of different eccentricities was greater when searching compared to when walking. Findings are discussed with respect to understanding visual exploration as a motor action with multiple degrees of freedom.
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Movimentos Oculares , Fixação Ocular , Movimentos da Cabeça , Desempenho PsicomotorRESUMO
What makes a task hard or easy? The question seems easy, but answering it has been hard. The only consensus has been that, all else being equal, easy tasks can be performed by more individuals than hard tasks, and easy tasks are usually preferred over hard tasks. Feghhi and Rosenbaum (Journal of Experimental Psychology: Human Perception and Performance, 45, 983-994, 2019) asked whether task difficulty might reflect a single amodal quantity. Based on their subjects' two-alternative forced-choice data from tasks involving choices of tasks with graded physical and mental challenges, the authors showed that the difficulty of passing through a narrow gap rather than a wide gap was psychologically equivalent to memorizing an extra .55 digits. In the present study, we extended this approach by adding new arguments for the hypothesis that task difficulty might reflect a single amodal quantity (inspired by considerations of physics, economics, and the common code hypothesis for the study of perception and action), and we tested narrower gaps than before to see whether we would find a larger equivalent memory-digit. Consistent with our prediction, we obtained a value of .95. We suggest that our multi-modal two-alternative forced-choice procedure can pave the way toward a better understanding of task difficulty.
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Psicologia Experimental , HumanosRESUMO
Infants' visual experiences are important for learning, and may depend on how information is structured in the visual field. This study examined how objects are distributed in 12-month-old infants' field of view in a mobile play setting. Infants wore a mobile eye tracker that recorded their field of view and eye movements while they freely played with toys and a caregiver. We measured how centered and spread object locations were in infants' field of view, and investigated how infant posture, object looking, and object distance affected the centering and spread. We found that far toys were less centered in infants' field of view while infants were prone compared to when sitting or upright. Overall, toys became more centered in view and less spread in location when infants were looking at toys regardless of posture and toy distance. In sum, this study showed that infants' visual experiences are shaped by the physical relation between infants' bodies and the locations of objects in the world. However, infants are able to compensate for postural and environmental constraints by actively moving their head and eyes when choosing to look at an object.
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Movimentos Oculares/fisiologia , Visão Ocular/fisiologia , Atenção/fisiologia , Tecnologia de Rastreamento Ocular , Feminino , Cabeça/fisiologia , Humanos , Lactente , Comportamento do Lactente/fisiologia , Comportamento do Lactente/psicologia , Aprendizagem/fisiologia , Masculino , Pescoço/fisiologia , Reconhecimento Visual de Modelos/fisiologia , Postura/fisiologia , Campos Visuais/fisiologia , Percepção Visual/fisiologiaRESUMO
Visual attention in complex, dynamic scenes is attracted to locations that contain socially relevant features, such as faces, and to areas that are visually salient. Previous work suggests that there is a global shift over development such that observers increasingly attend to faces with age. However, no prior work has tested whether this shift is truly global, that is, consistent across and within stimuli despite variations in content. To test the global shift hypothesis, we recorded eye movements of 89 children (6 months to 10 years) and adults while they viewed 7 video clips. We measured the extent to which each participant attended to faces and to salient areas for each video. There was no evidence of global age-related changes in attention: Neither feature showed consistent increases or decreases with age. Moreover, windowed analyses within each stimulus video revealed significant moment-to-moment variations in the relation between age and each visual feature (via a bootstrapping analysis). For some time windows, adults looked more often at both feature types compared to infants and children. However, for other time windows, the pattern was reversed-younger participants looked more at faces and salient locations. Lack of consistent directional effects provides strong evidence against the global shift hypothesis. We suggest an alternative explanation: Over development, observers increasingly prioritize when and where to look by learning to track which features are relevant within a scene. Implications for the development of visual attention and children's understanding of screen-based media are discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Movimentos Oculares , Adulto , Criança , Humanos , LactenteRESUMO
Prior work shows that the calibration of perception and action transfers between actions depending on their functional similarity: Practising (and thus calibrating perception of) one affordance will also calibrate perception for an affordance with a similar function but not for an affordance with a disparate function. We tested this hypothesis by measuring whether calibration transferred between two affordances for passing through openings: squeezing sideways through doorways without becoming stuck and fitting sideways through doorways while avoiding collision. Participants wore a backpack to alter affordances for passage and create a need for perceptual recalibration. Calibration failed to transfer between the two actions (e.g., practising squeezing through doorways calibrated perception of squeezing but not fitting). Differences between squeezing and fitting affordances that might have required different information for perception and recalibration are explored to understand why calibration did not transfer. In light of these results, we propose a revised hypothesis-calibration transfers between affordances on the basis of both functional and informational similarity.
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Percepção/fisiologia , Feminino , Humanos , Masculino , Modelos Psicológicos , Adulto JovemRESUMO
The first goal of this article is to review recent advances in understanding how new motor skills facilitate infants' exploration-the active acquisition of information about their environments. New postural abilities, such as sitting and walking, qualitatively change how infants can learn about objects, places, and people with potential downstream effects on infants' later cognitive and linguistic development. What's missing, however, is a characterization of how new exploratory abilities change infants' everyday experiences. Presumably, changes in opportunities for learning mediate the downstream effects of posture on other developmental achievements. Accordingly, the second goal of this article is to discuss the importance of measuring the ecology of infants' everyday experiences and how they vary.
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Desenvolvimento Infantil , Comportamento Exploratório , Comportamento do Lactente , Aprendizagem , Desempenho Psicomotor , Meio Social , Desenvolvimento Infantil/fisiologia , Comportamento Exploratório/fisiologia , Humanos , Lactente , Comportamento do Lactente/fisiologia , Aprendizagem/fisiologia , Desempenho Psicomotor/fisiologiaRESUMO
Changes in the body over developmental time (e.g., physical growth) as well as over shorter timescales (e.g., wearing a backpack, carrying a large object) alter possibilities for motor action. How well can children recalibrate their perception of action possibilities to account for sudden changes to body size? The current study compared younger children (4-7â¯years), older children (8-11â¯years), and adults as they decided whether they could squeeze through doorways of varying widths. To test for age-related changes in recalibration to modified abilities versus perception of unmodified abilities, half of the participants wore a backpack while making judgments and squeezing through doorways and half did not. Results indicated that judgment accuracy improved with age but that participants had more difficulty when recalibrating to modified abilities. Bias in decision making also changed with age; whereas younger children made riskier decisions by attempting to fit through impossibly small doorways, older children were more cautious. Some particularly cautious participants never generated practice feedback by attempting (and failing) to fit through smaller doorways, which prevented them from recalibrating. Taken together with previous literature, the results of the current study suggest that the development of perception for unmodified versus modified ability proceeds at different rates and depends on the particular motor task.
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Imagem Corporal/psicologia , Tomada de Decisões/fisiologia , Julgamento/fisiologia , Autoimagem , Criança , Pré-Escolar , Feminino , Humanos , MasculinoRESUMO
Developmental theories depend on characterizing the input to potential learning mechanisms-infants' everyday experiences. The current study employed a novel ecological momentary assessment (EMA) to measure two aspects of the physical context of those experiences: body position and location. Infant body position was selected because it relates to the development of a variety of other skills. Caregivers of 3-, 6-, 9-, and 12-month-olds reported infants' body position-held, supine, reclined, prone, sitting, or upright-in response to text message notifications over a week to capture infants' experiences across the entire range of their daily activities. Findings revealed a tremendous disparity in the distribution of body position experiences over the first year. Younger infants spend more time held, supine, and reclined, whereas older infants spend more time sitting and upright. Body position experiences differed substantially between same-age infants who possess a motor skill (e.g., ability to sit or walk) compared with those who did not, suggesting that developing motor skills change infants' everyday experiences. Finally, the success of the methodology suggests that similar EMAs might be used to study a wide range of infants' naturalistic experiences.
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When motor abilities change, people need to generate information to recalibrate their perception through active exploration. Most prior research has focused on observers' ability to update perception by executing experimenter-specified exploratory behaviors, however, the question of how observers spontaneously choose how to explore has been overlooked. We asked how effectively adults decide to explore when adapting to changes in their ability to squeeze through doorways. Results revealed that participants made efficient decisions about when to explore by approaching and practicing-they most often explored doorways that were near the limit of their abilities, and participants explored less often as their perceptual calibration improved. However, participants made sub-optimal decisions about how to explore, which resulted in a failure to fully recalibrate. We discuss the implications of these findings for understanding the processes of perceptual-motor recalibration that underlie real-world behavior.
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Comportamento Exploratório/fisiologia , Percepção Visual/fisiologia , Adolescente , Adulto , Tomada de Decisões/fisiologia , Feminino , Humanos , Julgamento/fisiologia , Masculino , Destreza Motora/fisiologia , Percepção Espacial/fisiologia , Análise e Desempenho de Tarefas , Adulto JovemRESUMO
Young children's visual environments are dynamic, changing moment-by-moment as children physically and visually explore spaces and objects and interact with people around them. Head-mounted eye tracking offers a unique opportunity to capture children's dynamic egocentric views and how they allocate visual attention within those views. This protocol provides guiding principles and practical recommendations for researchers using head-mounted eye trackers in both laboratory and more naturalistic settings. Head-mounted eye tracking complements other experimental methods by enhancing opportunities for data collection in more ecologically valid contexts through increased portability and freedom of head and body movements compared to screen-based eye tracking. This protocol can also be integrated with other technologies, such as motion tracking and heart-rate monitoring, to provide a high-density multimodal dataset for examining natural behavior, learning, and development than previously possible. This paper illustrates the types of data generated from head-mounted eye tracking in a study designed to investigate visual attention in one natural context for toddlers: free-flowing toy play with a parent. Successful use of this protocol will allow researchers to collect data that can be used to answer questions not only about visual attention, but also about a broad range of other perceptual, cognitive, and social skills and their development.