When driving a vehicle, people use the central vision both to plan ahead and monitor their performance feedback
(research by Donges, 1978 [1], and after). Discussion is ongoing if making eye movements do more than gathering
information. Moving eyes may also prepare the following body movements like steering.
Different paradigms exist to explore vision in driving. Our perspective was to quantify eye movements and fixation
patterns of different proficiency individuals, a driving learner, a novice, an experienced driver and a European level
car racer. Thus for safety reasons we started by asking them to follow a video tour through a known city, remote
from an infrared eye tracker sampling at 250 Hz.
We report that gaze strategy of an experienced driver differs qualitatively from that of an automobile sports master.
Quantitative differences only were found between the latter and a driving learner or a novice driver.
Experience in a motor action provides skills different from sports training. We are aiming at testing this finding in
real world driving.
We recorded eye movements of eight elite junior basketball players. We hypothesized that a more stable gaze is
correlated to a better shot rate. Upon preliminary testing we invited male juniors whose eyes could be reliably tracked in
a game situation. To these ends, we used a head-mounted video-based eye tracker. The participants had no record of
ocular or other health issues. No significant differences were found between shots made with and without the tracker
cap, Paired samples t-test yielded p= .130 for the far and p=..900 > .050 for the middle range shots.
The players made 40 shots from common far and middle range locations, 5 and 4 meters respectively for aged 14 years
As expected, a statistical correlation was found between gaze fixation (in milliseconds) for the far and middle range shot
rates, r=.782, p=.03. Notably, juniors who fixated longer before a shot had a more stable fixation or a lower gaze
dispersion (in tracker's screen pixels), r=-.786, p=.02. This finding was augmented by the observation that the gaze
dispersion while aiming at the basket was less (i.e., gaze more stable) in those who were more likely to score. We
derived a regression equation linking fixation duration to shot success.
We advocate infra-red eye tracking as a means to monitor player selection and training success.
We report that pages with color illustrations elicit more homogeneous duration of fixations in 12 elementary school
children. For six first graders, we compared the reading of the color cover and a greyscale illustrated text page of an abcbook.
For six second grade pupils, we demonstrated a color and a greyscale fairytale book page. The fixations we
recorded are concordant with the duration for preschoolers reported elsewhere. Average duration of fixations on a page
with color elements are shorter than on greyscale ones, 425 (SE=13.4) and 461 (18.3) ms, respectively. The correlation
analysis lends support that a color page is processed differently than its greyscale version. Fixation duration for color and
greyscale condition was correlated neither for text (r=.567, p=.241) nor for images (r=.517, p=.294) for the second
graders. Our research suggests that color elements on textbook pages encourage emergent readers to perform better in
acquisition.
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