Understanding of visual perception requires explanation of the interactive functioning of working memory and visual selection system, especially problem of common attentional resources involved in both of them (Mitchell et al. 2002). The review of theories of saccade generation and working memory supplied a hypotheses concerning existence of common resources, and rules of its distribution. In experiments, saccadic reaction times (SRT) were investigated as a function of increasing verbal and spatial working memory workload. In first experiment linear decreasing of SRTs has been demonstrated, in second investigation increasing SRTs as an effect of growing memory workload has been observed. The data has been interpreted in terms of automation and control of eye movements. When verbal memory workload biased central executive eye movements became more automated and faster. In second experiment both tasks used common structure- spatial sketch pad- what explains prolongation of SRTs.
Komentując z punktu widzenia psychologii transportu artykuł poświęcony kształceniu ustawicznemu psychologów diagnostów zaproponowano, aby różne formy kształcenia podyplomowego były oceniane pod kątem zakładanych i weryfikowanych efektów kształcenia, zaś opieranie ich założeń na EBA powinno wyrabiać nawyk wiązania praktyki z wiedzą naukową. Poważny problem stanowi brak elementarnych kompetencji psychologicznych u wielu osób, i najlepszym wyjściem w ich przypadku wydaje się staż i praca pod superwizją. System kształcenia powinien uwzględniać fakt, że przekazywanie zasad, umiejętności i procedur jest przejęciem części odpowiedzialności za działania uczestników w późniejszej praktyce diagnostycznej.
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Commenting on an article devoted to the continuing education of assessment psychologists from the point of view of transport psychology, the author proposes that various forms of postgraduate education should be evaluated in terms of the assumed and verifiable effects of education, and that, with their assumptions based on the effects-based approach (EBA), they should develop a habit of combining practice with scientific knowledge. Since many people lack basic psychological skills, the best solution in their case seems to be traineeship and work under supervision. The system of education should take into account the fact that the teaching of rules, skills, and procedures amounts to taking over part of the responsibility for the trainees' actions in their future assessment practice.
This article gives a complex overview of the topic of eyeball movements which can be described as the commonest potentially intentional human behaviour. The observations of intentional human behaviour have been carried out by scholars for centuries, yet nowadays due to the technological development it is possible to introduce far more accurate and advanced eye-tracking devices. The paper describes thoroughly the perception process, differentiates types of eye movements, then moves on to the mechanisms that ensure the stability of perception and comments on modern methods of measurement of eyeball movement. The article underlines that eye-trackers have already been applied to various areas of life and science, such as linguistics, psychology and law, just to name a few. The current studies in the field of eye-tracking concentrate mostly on the cognitive processes behind the eye movement. Eye-tracking research has been experiencing a growing interest, yet the topic demands even more attention and exploration as a vast and fertile branch of knowledge.
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