An eye movement pre-training fosters the comprehension of processes and functions in technical systems

Losing Ourselves: Active Inference, Depersonalization, and Meditation

Disruptions in the ordinary sense of selfhood underpin both pathological and "enlightened" states of consciousness. People suffering from depersonalization can experience the loss of a sense of self as devastating, often accompanied by intense feelings of alienation, fear, and hopelessness. However, for meditative contemplatives from various traditions, "selfless" experiences are highly sought after, being associated with enduring peace and joy. Little is understood about how these contrasting dysphoric and euphoric experiences should be conceptualized. In this paper, we propose a unified account of these selfless experiences within the active inference framework. Building on our recent active inference research, we propose an account of the experiences of selfhood as emerging from a temporally deep generative model. We go on to develop a view of the self as playing a central role in structuring ordinary experience by "tuning" agents to the counterfactually rich possibilities for action. Finally, we explore how depersonalization may result from an inferred loss of allostatic control and contrast this phenomenology with selfless experiences reported by meditation practitioners. We will show how, by beginning with a conception of self-modeling within an active inference framework, we have available to us a new way of conceptualizing the striking experiential similarities and important differences between these selfless experiences within a unifying theoretical framework. We will explore the implications for understanding and treating dissociative disorders, as well as elucidate both the therapeutic potential, and possible dangers, of meditation.

Learning from where 'eye' remotely look or point: Impact on number line estimation error in adults

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.

Eye tracking in Educational Science: Theoretical frameworks and research agendas

Eye tracking is increasingly being used in Educational Science and so has the interest of the eye tracking community grown in this topic. In this paper we briefly introduce the discipline of Educational Science and why it might be interesting to couple it with eye tracking research. We then introduce three major research areas in Educational Science that have already successfully used eye tracking: First, eye tracking has been used to improve the instructional design of computer-based learning and testing environments, often using hyper- or multimedia. Second, eye tracking has shed light on expertise and its development in visual domains, such as chess or medicine. Third, eye tracking has recently been also used to promote visual expertise by means of eye movement modeling examples. We outline the main educational theories for these research areas and indicate where further eye tracking research is needed to expand them.