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Related Experiment Video

Updated: May 1, 2026

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

Published on: November 30, 2018

Gaze behavior when learning to link sequential action phases in a manual task.

Daniel Säfström¹, Roland S Johansson, J Randall Flanagan

¹Department of Integrative Medical Biology, Physiology Section, Umeå University, Umeå, Sweden.

Journal of Vision

|April 4, 2014

Summary

This summary is machine-generated.

With skill acquisition, gaze shifts from reactive to predictive control during manual tasks. Learning manual tasks changes gaze behavior to anticipate upcoming actions, optimizing performance.

Keywords:

gaze behavior motor learning multisensory object manipulation sensorimotor control

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Area of Science:

Motor control
Cognitive neuroscience
Human-computer interaction

Background:

Manual tasks involve sequential action phases.
Skill acquisition transitions control from reactive to predictive strategies.
Gaze behavior plays a crucial role in motor control and learning.

Purpose of the Study:

Investigate how gaze behavior changes during skill acquisition of a manual task.
Examine the shift from reactive to predictive control in motor tasks.
Understand the relationship between gaze patterns and task demands.

Main Methods:

Participants performed a manual task requiring cursor control to acquire visual targets.
The task involved a hold phase and a transport phase, with distinct sensory cues.
Gaze behavior was monitored as participants learned to transition from reactive to predictive control.

Main Results:

Initially, gaze followed cursor movement, shifting reactively to targets.
With learning, participants exhibited two distinct gaze patterns: early shifts for planning or late shifts for monitoring.
Gaze behavior adapted to support evolving task demands during skill acquisition.

Conclusions:

Gaze behavior dynamically changes to support evolving task demands during skill learning.
Learners employ varied gaze strategies, distributing different behaviors across task repetitions.
Understanding gaze shifts provides insights into the mechanisms of motor skill acquisition.