Eye Tracking, Individual Differences, and Attention in Associative Learning

28th Annual Conference of the Cognitive Science Society & 5th International Conference of the Cognitive Science

John K. Kruschke ([e-mail]) ; Emily S. Kappenman ; William P. Hetrick

PID  :  123131

来源: CEUR

【 摘 要 】

Previous research has suggested that people learn to selec tively attend to specific cues, in the associative learning phenomena of blocking and highlighting (Kruschke, 1996, 2003b; Kruschke & Blair, 2000). A connectionist model that implements attentional shifting and learning has fit a variety of detailed choice data (Kruschke, 2001a, 2001b, 2003a). In all that research, however, attention is assumed to be a covert cognitive process that corresponds to certain intervening vari ables in a mathematical model. The research described here is based on two additional hy potheses: First, overt eye gaze reflects covert attention. Sec ond, the degree of attentional shifting and learning varies across individuals, but is relatively stable within individuals. We measured eye gaze (see Figure 1) while people learned both blocking and highlighting procedures. Figure 1. Example of a stimulus display with an eyegaze trajec