학술논문
Learning from where 'eye' remotely look or point: Impact on number line estimation error in adults.
Document Type
Academic Journal
Author
Gallagher-Mitchell T; 1 Department of Psychology, Edge Hill University, Ormskirk, UK.; 2 Department of Psychology, Liverpool Hope University, Liverpool, UK.; Simms V; 3 School of Psychology, Ulster University, Coleraine, UK.; Litchfield D; 1 Department of Psychology, Edge Hill University, Ormskirk, UK.
Source
Publisher: Sage in association with Experimental Psychology Society Country of Publication: England NLM ID: 101259775 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1747-0226 (Electronic) Linking ISSN: 17470218 NLM ISO Abbreviation: Q J Exp Psychol (Hove) Subsets: MEDLINE
Subject
Language
English
Abstract
In this article, we present an investigation into the use of visual cues during number line estimation and their influence on cognitive processes for reducing number line estimation error. Participants completed a 0-1000 number line estimation task before and after a brief intervention in which they observed static-visual or dynamic-visual cues (control, anchor, gaze cursor, mouse cursor) and also made estimation marks to test effective number-target estimation. Results indicated that a significant pre-test to post-test reduction in estimation error was present for dynamic-visual cues of modelled eye-gaze and mouse cursor. However, there was no significant performance difference between pre- and post-test for the control or static anchor conditions. Findings are discussed in relation to the extent to which anchor points alone are meaningful in promoting successful segmentation of the number line and whether dynamic cues promote the utility of these locations in reducing error through attentional guidance.