Eye-Tracking Piaget
Capturing the Emergence of Attentional Anchors in the Coordination of Proportional Motor Action
Bibliographic Data
| ID | 20293264 |
|---|---|
| Authors | David Abrahamson (0000-0003-2883-4229, University of California, Berkeley), Shakila Shayan, Shakıla Shayan (0009-0009-8606-1464, Utrecht University), Arthur Bakker (0000-0002-9604-3448, Utrecht University), Marieke van der Schaaf (0000-0001-6555-5320, Utrecht University) |
| Year | 2015 |
| Volume | 58 |
| Issue | 4-5 |
| Pages | 218-244 |
| Publication date | 2015-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Human Development (JOURNAL) |
| Journal identifiers | ISSN: 0018-716X • E-ISSN: 1423-0054 |
| Publisher | S. Karger AG (PUBLISHER • CH) |
| DOI | 10.1159/000443153 |
| OpenAlex | W2324416372 |
| Language | EN |
| Citations received | 18 |
| References cited | 38 |
The combination of two methodological resources - natural user interface and multimodal learning analytics - is creating opportunities for educational researchers to empirically evaluate theoretical models accounting for the emergence of concepts from situated sensorimotor activity. Seventy-six participants (9-14 years old) solved tablet-based presymbolic manipulation tasks designed to foster grounded meanings for the mathematical concept of proportional equivalence. Data gathered in task-based semi-structured clinical interviews included action logging, eye-gaze tracking, and videography. Analysis of these data indicates that successful task performance coincided with spontaneous emergence of stable dynamical gaze path patterns soon followed by multimodal articulation of strategy. Significantly, gaze patterns included unmanipulated, non-salient screen locations. We present cumulative evidence that these gaze patterns served as ‘‘attentional anchors'' mediating participants' problem solving. By way of further contextualizing our claim, we also present case studies from the various experimental conditions. We interpret the findings as enabling us to revisit, support, refine, and perhaps elaborate on seminal claims from Piaget's theory of genetic epistemology and in particular his insistence on the role of situated motor-action coordination in the process of reflective abstraction
Action (physics) · Cognitive psychology · Cognitive science · Eye tracking · Gaze · Situated · Action Observation and Synchronization · Artificial Intelligence · Child and Animal Learning Development · Computer Science · Innovative Teaching and Learning Methods · Psychology
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| Unique citing works | 18 |
|---|---|
| Citations per year | 1,8 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |