HOW TD SET UP AN EYE-TRACKING LABORATORY 17 Table 2.1 Properties of the recording environment and skills of those who run it. Property to check Risks if you ignore the property Cramped recording space Uncomfortable participant Lab availability Difficult to get participants to show up Sunlight, lamps and lighting conditions Optic artefacts, imprecision, and data loss Electromagnetic fields Optic artefacts, inaccuracy, and data loss (mag- netic headtracking systems) Vibrations Variable noise, low precision Scientific competence of technical staff Invalid, unpublishable results; time-consuming studies Recording experience of staff-. Data quality low Programming experience of staff Data analysis very time-consuming Statistical experience of staff Invalid, unpublishable results; confusion 2.4 How to set up an eye-tracking laboratory An eye-tracking laboratory needs both physical space for the eye-tracker and the experiments, and an infrastructure that keeps the laboratory up to date and running. 2.4.1 Eye-tracking labs as physical spaces There is not one single solution for designing an eye-tracking laboratory. Every place where there are active people can be made into a place where researchers eye-track people. Take a car with a built-in eye-tracker and other measurement systems, or the mobile eye-trackers that we used in supermarkets for a study of consumer decision making. Neither are labs in the traditional sense. So, what is an eye-tracking lab, and how should it be designed? Most researchers work with single monitor stimuli, rather than real-life scenes. They then, in the authors' experience, prefer sound and light isolated rooms, minimizing the risk of distracting participants' attention from the task. They also tend to put their eye-tracker in very cramped locations (cubicles), where there is little room to turn around, let alone rebuild the recording environment for the needs of different studies. In our lab, we found it useful to make the windowless recording rooms large enough (around 20-25 m2) to be able to rebuild their interior depending on the varying needs of different projects (see Figure 2.1). Many labs—including our own—have also built one-way mirror windows between recording rooms and a central control room. This allows the researcher controlling the experiment to leave the participant(s) alone -with their task, whilst still being able to monitor both recording status on the eye-tracking computer, and the participant through the one-way rnirror. Having several recording rooms allows for multiple simultaneous recordings. At our lab in Lund, this has proved valuable more than once, when large data collections are to be made in a short period of time. It is useful to minimize direct and ambient sunlight (i.e. to have few or no windows), and to illuminate the room with fluorescent lighting (the best are neon lights), which both emits less infrareď light and vibrates less than incandescent bulbs (the worst are halogen lamps). Figure 4.15(a) on page 126 shows what a halogen lamp can do—note, do not make the room too dark, as this makes the pupil large (and variable), affecting data quality for most eye-trackers. A bright room keeps the pupil small even with a variable-luminance stimulus, which generally makes the data quality better. Also, in darker rooms the participant may MASARYKOVA UNIVERZITA Fakulte sociámích studií ■ ■ Jošiova 10 602 00 R R N n C$C~^> 18 I EYE-TRACKER HARDWARE AND ITS PROPERTIES Table 2.2 Eye-tracker properties to ask manufacturers about. Property to check Risks if you ignore the property Page Manufacturer staff and openness policy Poor support; strange errors in the system that are not explained to you 15 Manufacturer major user groups (publications; visits) System properties that you need may be lacking 12 Software upgrade cycles and method No improvement in software for years; a lot of hassle with software details - What eye movements can the system measure? Study impossible to operationalize 23 Bi- or monocular Small differences in fixation data go unnoticed 24 Averaging binocularity Large offsets when one eye is lost 60 The quality of the eye camera Noise (low precision) 38 Can the eye image be seen? More difficult to record some participants; poorer understanding of system 116 The gaze estimation algorithm Low data quality (precision and accuracy) 27 Frequency of infrared used Poor data outdoors and in total darkness - Sampling frequency You may need to record much more data; velocity and acceleration values invalid 29 Accuracy Spatial (area of interest) analyses will be invalid 41 Drift (accuracy drops over time) Constant recalibration; experimental design changes 42 Precision Fixation and saccade data will be invalid; gaze contingency difficult; small movements not detectable 34 Filters used in velocity calculations Fixation and saccade data will be imprecise 47 Headbox (remotes) Data and quality loss when participant moves 58 Head movement compensation algorithm Noise (low precision); spatial inaccuracy - Recovery time Larger data loss just after participant moves or blinks 53 Latencies (in both recording and stimulus software) Invalid results; gaze contingency studies impossible 43 Camera and illumination set-up Data recording difficult or not possible with glasses 53 Robustness, the versatility for recording on more difficult participant populations Data loss and poorer data for many participants 57 Portability of mobile system Cannot be used out of laboratory - Connectivity Difficult or impossible to add auxiliary stimulus presentations or data recordings - Tracking range Data loss when participant looks in corners 58 Reference system for output coordinates Data analysis very time consuming for some head-mounted systems 61 i Parallax Small and systematic offset in gaze-overlaid video data 60 HOW TO SET UP AN EYE-TRACKING LABORATORY I 19 Control room Recording room 2 Recording room 1 Fig. 2.1 Layout of one recording area in the Humanities Laboratory at Lund University. Each recording studio is 25 m2. Ante-chambers allow for reception of participants, storage, and a space for the researcher to work between participants. We also have several additional recording rooms for minor studies, technical maintenance, and storage. see the infrared illumination reflected in the mirror, although this depends somewhat on the wavelength of light emitted from the illumination. Sounds will easily distract your participant's visual behaviour, so it is advisable to use a soundproof room if you can. For sensitive measurements, place the eye-tracker on a firm table standing on a concrete floor. Do not allow the participant to click the mouse or type on the keyboard on the same table where the eye-tracker is located. Also minimize vibrations from nearby motion of people or outside traffic. If you are using magnetic systems for head-tracking, also minimize various sources of electromagnetic noise (lifts, fans, some computers) in the recording and neighbouring rooms. Stabilized electrical current is an advantage for some measurements, but not critical. If you are recording eye-tracking data in fMRI systems, the strong magnetic fields require optimized eye-tracking equipment to be used, typically built to film the eye from a safe distance with long-range optics and mirrors near the face. With MEG systems, no auxiliary electromagnetic field may be introduced, and therefore long-distance eye-trackers are also used. If possible, have your laboratory close to a participant population, or at least make it easy for your participants to reach your lab. That makes it easier to set up a 'production line' where participants arrive one after the other to large recordings. 2.4.2 Types of laboratories and their infrastructure There are labs that have done eye tracking for 20 years or more, and there are others that have just started. There are labs that only serve a few researchers around the owner of the system, and there are labs that actively invite others to use their equipment, against a cost. There are some eye-tracking companies that conduct studies on a commercial basis. The largest commercial eye-tracking labs have 20-50 eye-trackers to test advertisement campaigns. They are connected to, and sometimes part of, the largest, well-known consumer 20 | EYE-TRACKER HARDWARE AND ITS PROPERTIES product companies, and have gathered the necessary technical and scientific competence in their groups. Unfortunately, they do not publish their work, and they are reluctant to talk about how they use eye tracking and how they are structured. The smallest commercial eye-tracking labs are often media consultants, consisting of one or two people, who often have no previous experience in any of the competence areas necessary to do high-quality eye-tracking work. Many academic eye-tracking laboratories consist of a professor and one or two graduate students and/or post-doctoral researchers, who between them can mostly provide the scientific competence needed in their own studies, and who can—if needed—also read up on previous eye-movement research and its technicalities. Some labs quickly grasp the technology of their eye-tracker. If the research group is less technically inclined, the necessary technical maintenance is often thought to be a task for the computer technician in the department, the one who is also responsible for email, servers, web, and some programming. However, unless the computer technician learns how to operate and design studies with the eye-tracker, such a division of competences is, in our experience, an unfortunate organization of labs. It typically forces the graduate students to take full charge of the eye-tracker, solve technical issues, upgrade the software, and maintain contact with the manufacturer's support line. The graduate students do this because anyone who makes a change in hardware or the settings of the recording system must also understand that system well enough to be able to make a recording, and see that the data quality requirements for the next study in line are satisfactorily met. Since data quality issues are central throughout the research process, from data recording, over the various stages of data analysis, to the responses from reviewers to submitted manuscripts, satisfactory diagnosis and maintenance of an eye-tracker can only be done by a person confident in all aspects of this research process. It can be difficult to find an employee who is sufficiently competent in every one of these skills, and inevitably mistakes will be made as graduate students learn. Ideally, a larger lab is headed by a person who has both technical and research background, someone who can bridge the competence gap that originates from the time when eye-trackers began to be manufactured and sold. This means knowing the recording technology in enough detail to know what a good signal is, to diagnose and remedy errors, to be able to record and analyse data, and follow the research process all the way from hypothesis formulation to reviewer comments and publication. Since recording high-quality eye-tracking data requires expertise that they can only get from experience, it is important for the staff doing the actual recording work to take part in many recordings with different participants, stimuli, and tasks. As the quality of recorded data is important for subsequent data analysis, it is easier if the same person does both recording and analysis; it is better if the researcher with the highest incentive to get good data takes part in the recordings, so she can influence the many choices made during eye-camera set-up and calibration (pp. 116-134). The exception is when the analysis is subjective in nature and needs to be performed by a person naive to the purpose of the experiment. Any staff who meet and greet participants should have appropriate professionalism for the job; they should be able to answer questions relating to the experimental procedure which the participant is about to undergo. It is very useful if laboratory staff are also knowledgeable in programming, both for stimulus presentation and for data coding/analysis. Matlab, R, and Python are the preferred software in our and many other labs. If you have scientific ambitions-—following the standards of peer-reviewed journals, rather than having heat maps as deliverables—it is also very useful to have a dedicated methodological and statistical specialist in your laboratory. Since it may be difficult to find all these qualities in one person, you may need several staff members in your lab. Finally, whether you alone carry the full responsibility of your MEASURING THE MOVEMENTS OF THE EYE | 21 eye-tracking laboratory, or you share it with others, it is very useful to be part of a laboratory network, sharing experiences, knowledge, and software. 2.5 Measuring the movements of the eye This section introduces the major eye-movement measuring method in use today, the pupil-and-corneal-reflection method. To better understand the principles of this measurement technique, we will begin with a very brief survey of the eye, and its basic movements. 2.5.1 The eye and its movements The human eye lets light in through the pupil, turns the image upside down in the lense and then projects it onto the back of the eyeball-the retina. The retina is filled with light-sensitive cells, called cones and rods, which transduce the incoming light into electrical signals sent through the optic nerve to the visual cortex for further processing. Cones are sensitive to what is known as high spatial frequency (also known as visual detail) and provide us with colour vision. Rods are very sensitive to light, and therefore support vision under dim light conditions. There is a small area at the bottom of Figure 2.2(a), called the fovea. Here, in this small area, spanning less than 2° of the visual field, cones are extremely over-represented, while they are very sparsely distributed in the periphery of the retina. This has the result that we have full acuity only in this small area, roughly the size of your thumb nail at arm's distance. In order to see a selected object sharply, like a word in a text, we therefore have to move our eyes, so that the light from the word falls directly on the fovea. Only when we foveate it can we read the word. Foveal information is prioritized in processing due to the cortical magnification factor, which increases linearly with eccentricity, from about 0.15°/mm cortical matter at the fovea to 1.5°/mm at an eccentricity of 20° (Hubel & Wiesel, 1974). As a result, about 25% of visual cortex processes the central 2.5° of the visual scene (De Valois & De Valois, 1980). For video-based measurement of eye movements, the pupil is very important. The other important, and less known, element on the eyeball is the cornea. The cornea covers the outside of the eye, and reflects light. The reflection that you can see in someone's eyes usually comes from the cornea. When tracking the eyes of participants, we mostly want only one reflection (although in some systems two or more reflections are used), so we record in infrared, to avoid all natural light reflections, and typically illuminate the eye with one (or more) infrared light source. The resulting corneal reflection is also known as 'glint' and the '1st Purkinje reflection' (PI). One should also be aware that light is reflected further back as well—both off the cornea and the lens—as illustrated in Figure 2.2(b). The corneal reflection is the brightest, but not the only reflection. Humameye movements are controlled by three pairs of muscles, depicted in Figure 2.3. They are responsible for horizontal (yaw), vertical (pitch), and torsional (roll) eye movements, respectively, and hence control the three-dimensional orientation of the eye inside the head. According to Donder's law (Tweed & Vilis, 1990), the orientation uniquely decides the direction of gaze, independent of how the eye was previously orientated. Large parts of the brain are engaged in controlling these muscles so they direct the gaze to relevant locations in space. The most reported event in eye-tracking data does not in fact relate to a movement, but to the state when the eye remains still over a period of time, for example when the eye temporarily stops at a word during reading. This is called ^fixation and lasts anywhere from some tens EYE-TRACKER HARDWARE AND ITS PROPERTIES Pupil Posterior chambe Zonular fibres Retina.. ßk Choroid Sclera Cornea / . Anterior chamber (aqueous humour) Ciliary muscle Suspensory i ligament Optic disc Optic nerve - -Mr t-ovea Retinal blood vessels (a) The human eye (From Wikimedia Commons). (b) The four Purkinje reflections resulting from incoming light. Fig. 2.2 For eye tracking, the important parts in the order encountered by incoming light are: the cornea, the iris and pupil, the lens, and the fovea. Fig. 2.3 The human eye muscles. The muscle pair (2)-{3) generate the vertical up-down movements, while (4)-(5) generate horizontal right-left movements. The pair (7)-{8) generate the torsional rotating movement. (9)-(10) control the eyelid. Reprinted from Gray's Anatomy of the Human Body, Henry Gray, Copyright (1918), of milliseconds up to several seconds. It is generally considered that when we measure a fixation, we also measure attention to that position, even though exceptions exist that separate the two. The word 'fixation' is a bit misleading because the eye is not completely still, but has three distinct types of micro-movements: tremor (sometimes called physiological nystagmus), microsaccades and drifts (Martinez-Conde, Macknik, & Hubel, 2004). Tremor is a small movement of frequency around 90 Hz, whose exact role is unclear; it can be imprecise MEASURING THE MOVEMENTS OF THE EYE | 23 Table 2.3 Typical values of the most common types of eye movement events. Most eye-trackers can only record some of these. Type Duration (ms) Amplitude Velocity Fixation 200-300 — — Saccade 30-80 4-20° 30-500°/s Glissade 10-40 0.5-2° 20-140°/s Smooth pursuit - - 10-30°/s Microsaccade 10-30 10-40' 15-50°/s Tremor — <1> 20'/s (peak) Drift 200-1000 1-60' 6-25'/s muscle control. Drifts are slow movements taking the eye away from the centre of fixation, and the role of microsaccades is to quickly bring the eye back to its original position. These intra-fixational eye movements are mostly studied to understand human neurology. The rapid motion of the eye from one fixation to another (from word to word in reading, for instance) is called a saccade. Saccades are very fast—the fastest movement the body can produce—typically taking 30-80 ms to complete, and it is considered safe to say that we are blind during most of the saccade. Saccades are also very often measured and reported upon. They rarely take the shortest path between two points, but can undergo one of several shapes and curvatures. A large portion of saccades do not stop directly at the intended target, but the eye 'wobbles' a little before coming to a stop. This post-saccadic movement is called a glissade in this book (p. 182). If our eyes follow a bird across the sky, we make a slower movement called smooth pursuit. Saccades and smooth pursuit are completely different movements, driven by different parts of the brain. Smooth pursuit requires something to follow, while saccades can be made on a white wall or even in the dark, with no stimuli at all. Typical values for the most common types of eye movements are given in Table 2.3. While these eye movements are the ones most researchers report on, especially in psychology, cognitive science, human factors, and neurology, there are several other ways for the eye to move, which we will meet later in the book. Rather than mm on a computer screen, eye movements are often measured in visual degrees (°) or minutes ('), where 1° = 60'. Given the viewing distance d and the visual angle 9, one can easily calculate how many units x the visual angle spans in stimulus space. The geometric relationships between these parameters are shown in Figure 24, and can be expressed as Note, however, that this relationship holds only when the gaze angle is small, i.e. when the stimulus is viewed in the central line of sight. For large gaze angles, the same visual angle 9\ may result in different displacements (x\ and X2) on the stimulus, as illustrated in Figure 24. If your stimulus is shown on a computer screen, you may want to use pixels units instead of e.g. mm. IfMxN mm denotes the physical size of a screen with resolution rx x ry pixels, then 1 mm on the screen corresponds to rx/M pixels horizontally and ry/N pixels vertically. When measuring eye-in-head movement, visual angle is the only real option to quantify eye movements, since the movements are not related to any points in stimulus space. Visual angle is also suitable for head-mounted eye tracking in an unconstrained environment, e.g. a supermarket, since the distance to the stimulus will change throughout the recording. O I EYE-TRACKER HARDWARE AND ITS PROPERTIES Stimulus Fig. 2.4 Geometric relationship between stimulus unit x (e.g., pixels or mm) and degrees of visual angle 9, given the viewing distance d. Notice that on a flat stimulus, the same visual angle (61) gives two different displacements (x\,X2). 2.5.2 Binocular properties of eye movements An important aspect of human vision is that both eyes are used to explore the visual world. When using the types of movements defined in the previous section, the eyes sometimes move in relation to each other. Vergence eye movement refers to when the eyes move in directly opposite directions, i.e. converging or diverging. These opposite movements are important to avoid double vision (diplopia) when the foveated object moves in a three-dimensional space. For most participants, both eyes look at the same position in the world. But many people have a dominant eye, and one which is more passive. If the difference is large, the passive eye may be directed in a different direction from that of the dominant one, and we say colloquially that the participant is squinting. The technical term is either binocular disparity or disjugacy. In reading, disparity can be in the order of one letter space at the onset of a new fixation, and can occur in more than half of the fixations. Liversedge, White, Findlay, and Rayner (2006) found that disparity decreased somewhat over the period of the fixation, but not completely, and was of both crossed (right eye to the left of the average gaze position and vice versa) and uncrossed nature. In a non-reading 'natural' task, Cornell, MacDougall, Predebon, and Curthoys (2003) reported disparities of up to ±2°, but also noticed that disparities of 5° were present (but rare) in the data. All these results were found for normal, healthy participants. While it is commonly believed that the eyes move in temporal synchrony, binocular coordination varies over time. During the initial stage of a saccade, for example, the abducting eye (moving away from the nose) has been found to move faster and longer than the adduct-ing eye (moving towards the nose) (Collewijn, Erkelens, & Steinman, 1988). At the end of the saccade this misalignment is corrected, both through immediate glissadic adjustments, and slower post-saccadic drift during the subsequent fixation (Kapoula, Robinson, & Hain, 1986). 2.5.3 Pupil and corneal reflection eye tracking The dominating method for estimating the point of gaze—where someone looks on the stimulus—from an image of the eye is based on pupil and corneal reflection tracking (see D. W. Hansen & Ji, 2009, Hammoud, 2008, and Duchowski, 2007 for technical details and MEASURING THE MOVEMENTS OF THE EYE I 25 Fig. 2.5 A pupil-corneal reflection system has properly identified the pupil (white cross-hair) and corneal reflection (black cross-hair) in the video image of a participant's eye. an overview of other methods). A picture of an eye with both pupil and corneal reflection correctly identified can be seen in Figure 2.5. While it is possible to use pupil-only tracking, the corneal reflection offers an additional reference point in the eye image needed to compensate for smaller head movements. This advantage has made video-based pupil and corneal reflection tracking the dominating method since the early 1990s. The pupil can either appear dark in the eye image, which is the most common case, or bright, as with some ASL (Applied Science Laboratory), LC Technology, and Tobii systems. The bright pupil is bright because of infrared light reflected back from the retina, through me pupil. Such a system requires the infrared illumination to be co-axial with the view from the eye camera, which puts specific requirements on the position of cameras and illumination (Figure 2.6(a)). As long as the pupil is large, a bright-pupil system operates in approximately the same way as a dark-pupil system, but for small pupil sizes (when there is a lot of ambient light), a bright-pupil system may falter. The original motivation behind bright-pupil systems appears to have been to compensate for poor contrast sensitivity in the eye camera by increasing the difference in light emission between pupil and iris, but with new improved camera technology, contrast between iris and pupil is often also very good for most dark-pupil systems, as can be seen in Figure 2.5. At least one eye-tracker has been built that switches between bright and dark tracking mode, which requires the turning on and off of several infrared illuminators depending on how well tracking works in the current state (Figure 2.6). No studies have systematically investigated which of the two tracking modes gives better data quality over large populations, but in the authors' experience, data quality rather depends on the quality of the eye camera and other parts of the eye-tracker. Noteworthy is that the methods used for image analysis and gaze estimation can vary significantly across different eye-trackers, both freely available and commercial. Therefore it may be difficult to compare systems between different manufacturers. To complicate the issue even further, some eye-tracking manufacturers keep many key technical details about the system secret from the user community. Sometimes the user is not allowed to see how the eye image is analysed, for instance, hut only a very simplified representation of the position of the eyes is given. Figure 2.7 shows the eye image and the simultaneous simplified representation of the eyes, on a remote system (p. 51). If the recording software allows the operator to see j EYE-TRACKER HARDWARE AND ITS I' _ . HliflNMHHHMHMMIlHflHRfiBBBM (a) Bright pupil mode: A ring of infrared diodes around the two eye cameras, making illumination almost co-axial with camera view. (c) Dual side dark-pupil mode: Diodes off-axis on both sides. (b) Single side dark-pupil mode: Diodes off-axis to the left. (d) Searching: Rapidly switching between dark-and bright-pupil illumination. Fig. 2.6 Four illumination states of the Tobii T120 dual mode remote eye-tracker. This particular eye-tracker changes to another tracking mode when tracking fails in the current mode. Fig. 2.7 Eye image in bottom half; and simplified representation of the eyes at the top. the eye image, it is easier to set up the eye camera to ensure that tracking is optimal. Access to the eye image also makes it easier to anticipate and detect potential problems before and during data collection (pp. 116-134). Figure 2.8 shows a schematic overview of a video-based eye-tracker, where the operations required to calculate where someone looks have been divided in three main blocks: image acquisition, image analysis, and gaze estimation. In the acquisition step, an image of the eye is grabbed from the camera and sent for analysis. This can usually be done very quickly, but if head movement is allowed (as in remote eye-trackers), the first step of the analysis is to detect where the face and eyes are positioned in the image, whereafter image-processing algorithms segment the pupil and the corneal reflection from a zoomed-in portion of the eye. Geometrical calculations combined with a calibration procedure are finally used to map the positions of the pupil and corneal reflection to the data sample (x,y) on the stimulus. While the pupil is a part of the eye, the corneal reflection is caused by an infrared light MEASURING THE MOVEMENTS OF THE EYE | 27 I Image acqusition — Image analysis — Gaze estimation Sffwjy* -'--.Jf Y Raw data samples Fig. 2.8 Overview of a video based eye-tracking system. source positioned in front of the viewer. The overall goal of image analysis is to robustly detect the pupil and the corneal reflection in order to calculate their geometric centres, which are used in further calculations. This is typically done using either feature-based or model-based approaches. The feature-based approach is the simplest where features in the eye image are detected by criteria decided automatically by an algorithm or subjectively by the experimenter. One such criterion is thresholding, which finds regions with similar pixel intensities in the eye image. Having access to a good eye image where the pupil (a dark oval) and the corneal reflection (smaller bright dot) are clearly distinguishable from the rest of the eye is important for thresholding approaches. Another feature-based approach looks for gradients (edges, contours) that outline regions in the eye image that resemble the target features, e.g. the pupil. To increase the precision of the calculation of geometric centres, the algorithms typically include sub-pixel estimation of the contours outlining the detected features. The principal calculation is illustrated in Figure 2.9. The major weakness of feature-based pupil-corneal reflection systems is that the calculation of pupil centre may be disturbed by a descending eyelid and downward pointing eye lashes. Lid occlusion of the pupil may cause—as we will see on pages 116-134 on camera set-up—offsets (incorrectly measured gaze positions) and increased imprecision in the data in some parts of the visual field. Figure 2.10 shows a participant with a drooping eyelid and downward eyelashes. The pupil is covered and cannot be identified, while the corneal reflection is dimly seen among the lashes. A second weakness of feature-based systems concerns extreme gaze angles, at which the corneal reflection is often lost, but as we explain on pages 116-134, this can often be solved by moving the stimulus monitor, eye cameras, or infrared sources. A third and mostly minor weakness is that the measured gaze position may be sensitive to variations in pupil dilation. In recordings where accuracy errors are not tolerated—as in the control systems for the lasers used in eye surgery—another technology called limbus-tracking is used. The limbus is the border between the iris and the sclera. It is insensitive to variations Fig. 2.9 Increasing precision by sub-pixel estimation of contours. Fig. 2.10 In model-based eye tracking, the recording computer uses a model of the eye to calculate the correct position of the iris and the pupil in the eye video, even if parts of them are occluded by the eyelids. Rings indicate features of the model. in pupil dilation, but very sensitive to eyelid closure, and is therefore fairly impractical except in specific applications such as laser eye surgery. Model-based solutions can alleviate the weakness of feature-based pupil-corneal reflection systems by using a model of the eye that fits onto the eye image using pattern matching techniques (Hammoud, 2008). A useful eye model would assume that both iris and pupil are roughly ellipsoidal and that the pupil is in the middle of the iris. For example, using an ellipsoidal fit of the pupil would prevent the calculated centre of the pupil moving downward when the upper eyelid occludes the top part of the pupil, something that happens in the beginning and at the end of each blink, or when the participant gets drowsy. Another model assumption is that the pupil is darker than the iris, which is darker than the sclera. When the model knows this, it can position the iris and pupil circles onto the most probable position in the image. Moriyama, Xiao, Cohn, and Kanade (2006) implemented and tested a model-based iris detector that could be used for eye tracking. Although it does solve many eyelid problems known from feature-based pupil-corneal reflection systems, the model-based eye-tracker still sometimes misplaces the iris due to shadows in the eye image. While having the potential to provide more accurate and robust estimations of where the pupil and corneal reflection centres are located, model-based approaches add significantly to the computational complexity since they need to search for parts of the eye image that best fit the model. Without a good initial DATA QUALITY | 29 guess of where the pupil and corneal reflections are located, the time it takes the algorithm to find the indented features (often called recovery time) may be unacceptably long. Fortunately, a full search is needed only in the first frame, since feature positions in subsequent frames can be predicted from previous ones. Note that recovery time is very individual, since the algorithm will find some participants' eyes much faster than others. As feature-based approaches can provide this first guess, eye-tracking approaches that combine feature- and model-based approaches will probably become even more common in the future. Now assume that the centres of both pupil and corneal reflection have been correctly identified, that the head is fixed and that we have a complete geometrical model of the eye, the camera, and the viewing set-up; then the gaze position could be calculated mathematically (Guestrin & Eizenman, 2006). However, this is usually not done in real systems, mainly due to the difficulty in obtaining robust geometric models of the eye. Instead, the majority of current systems use the fact that the relative positions of pupil and corneal reflections change systematically when the eye moves: the pupil moves faster, and the corneal reflection more slowly. The eye-tracker reads the relative distance between the two and calculates the gaze position on the basis of this relation. For this to work, we must give the eye-tracker some examples of how points in our tracked area correspond to specific pupil and corneal reflection relations. We tell this to the eye-tracker by performing a calibration, which typically consists of 5, 9, or 13 points presented in the stimulus space that are fixated and sampled one at the time. The practical details of calibration are described on pages 128-134. While using one camera and one infrared source works quite well as long as the head is fairly still, more cameras and infrared sources can be used to relax the constraints on head movement and calibration. Using two infrared sources gives another reference point in the eye image, and is in theory the simplest system that allows for free head movement, which is desirable in remote eye-trackers. Using multiple cameras and infrared sources, it is theoretically possible to use only one point to calibrate the system (Guestrin & Eizenman, 2006). However, using another light source complicates the mathematical calculations. The most common commercially available eye-trackers are those with one or two cameras and one or multiple infrared light sources that work best with 5, 9, and 13 point calibrations. More on different types of eye-camera set-ups can be found on pages 51-64. 2.6 Data quality Data quality is a property of the sequence of raw data samples produced by the eye-tracker. It results from the combined effects of eye-tracker specific properties such as sampling frequency, latency, and precisron, and participant-specific properties such as glasses, mascara, and any inconsistencies during calibration and in the filters during and after recording. Some eye-trackers also output pupil and corneal reflection positions, calculated directly from the eye image prior to gaze estimation. We will not talk about the quality of this position data as they are not used very often; however, the reader should observe that they have properties common to the sequence of raw data samples. Data quality is of the utmost importance, as it may undermine or completely reverse results. Already McConkie (1981) argues that every published research article should list measured values for the quality of the data used, but this has not yet become the standard. 2.6.1 Sampling frequency: what speed do you need? The sampling frequency is one of the most highlighted properties of eye-trackers by manufacturers, and there is a certain competition in having the fastest system. You do need some 3 From Vague Idea to Experimental Design In Chapter 2, we described the competencies needed to build, evaluate, use and manage eye-trackers, as well as the properties of different eye-tracking systems and the data exiting them. In Chapter 3 we now focus on how to initially set up an eye-tracking study that can answer a specific research question. This initial and important part of a study is generally known as 'designing the experiment'. Many of the recommendations in this chapter are based on two major assumptions. First, that it is better to strive towards making the nature of the study experimental. Experimental means studying the effect of an independent variable (that which, as researchers, we directly manipulate—text type for instance) on a dependent variable (an outcome we can directly measure—fixation durations or saccadic amplitude for instance) under tightly controlled conditions. One or more such variables can be under the control of the researcher and the goal of an experiment is to see how systematic changes in the independent variable(s) affect the dependent variable(s). The second assumption is that many eye-tracking measures—or dependent variables—can be used as indirect measures of cognitive processes that cannot be directly accessed. We will discuss possible pitfalls in interpreting results from eye-tracking research with regard to such cognitive processes. Throughout this chapter, we will use the example of the influence of background music on reading (p. 5). We limit ourselves to issues that are specific to eye-tracking studies. For more general textbooks on experimental design, we recommend Gravetter and Forzano (2008); Mcfiumey and White (2007), and Jackson (2008). This chapter is divided into five sections. • In Section 3.1 (p. 66) we outline different considerations you should be aware of depending on the rationale behind your experiment and its purpose. There is without doubt huge variation in the initial starting point depending on the reason for doing the study (scientific journal paper or commercial report, for instance). Moreover, the previous experience of the researcher will also determine where to begin. In this section we describe different strategies that may be chosen during this preliminary stage of the study. • In Section 3.2, we discuss how the investigation of an originally vague idea can be developed into an experiment. A clear understanding is needed of the total situation in which data will be recorded; you need to be aware of the potential causal relationships between your variables, and any extraneous factors which could impact upon this. In the subsections which follow we discuss the experimental task which the participants complete (p. 77), the experimental stimuli (p. 79), the structure of the trials of which the experiment is comprised (p. 81); the distinction between within-subject and between-subject factors (p. 83), and the number of trials and participants you need to include in your experiment (p. 85). • Section 3.3 (p. 87) expands on the statistical considerations needed in experimental research with eye tracking. The design of an experiment is for a large part determined by the statistical analysis, and thus the statistical analysis needs to be taken into consideration during the planning stages of the experiment. In this section we describe 66 [ FROM VAGUE IDEA TO EXPERIMENTAL DESIGN how statistical analysis may proceed and which factors determine which statistical test should be used. We conclude the section with an overview of some frequently used statistical tests including for each test an example of a study for which the test was used. • Section 3.4 (p. 95) discusses what is known as method triangulation, in particular how auxiliary data can help disambiguate eye-tracking data and thereby tell us more about the participants' cognitive processes. Here, we will explore how other methodologies can contribute with unique information and how well they complement eye tracking. Using verbal data to disambiguate eye-movement data is the most well-used, yet controversial, form of methodological triangulation with eye-movement data. Section 3.4.8 (p. 99) reviews the different forms of verbal data, their properties, and highlights the importance of a strict method for acquiring verbal data. 3.1 The initial stage—explorative pilots, fishing trips, operationalizations, and highway research At the very outset, before your study is formulated as a hypothesis, you will most likely have a loosely formulated question, such as "How does listening to music or noise affect the reading ability of students trying to study?". Unfortunately, this question is not directly answerable without making further operationalizations. The operationalization of a research idea is the process of making the idea so precise that data can be recorded, and valid, meaningful values calculated and evaluated. In the music study, you need to select different levels or types of background noise (e.g. music, conversation), and you need to choose how to measure reading ability (e.g. using a test, a questionnaire, or by looking at reading speed). In the following subsections, we give a number of suggestions for how to proceed at this stage of the study. The suggested options below are not necessarily exclusive, so you may find yourself trying out more than one strategy before settling on a particular final form of the experiment. 3.1.1 The explorative pilot One way to start is by doing a small-scale explorative pilot study. This is the thing to do if you do not feel confident about the differences you may expect, or the factors to include in the real experiment. The aim is to get a general feeling for the task and to enable you to generate plausible operationalized hypotheses. In our example case of eye movements and reading, take one or two texts, and have your friends read them while listening to music, noise, and silence, respectively. Record their eye movements while they do this. Then, interview them about the process: how did they feel about the task—how did they experience reading the texts under these conditions? Explore the results by looking at data, for instance, look at heat maps (Chapter 7), and scanpaths (Chapter 8). Are there differences in the data for those who listened to music/noise compared to those who did not? Why could that be? Are there other measures you should use to complement the eye-tracking data (retention, working memory span, personality tests, number of books they read as children etc.). It is not essential to do statistical tests during this pilot phase, since the goal of the pilot study is to generate testable hypotheses, and not a p-value (nevertheless you should keep in mind what statistics would be appropriate, and to this end it might be useful to look for statistical trends in the data). Do not forget that the hypotheses you decide upon should be relevant to theory—they should have some background and basis from which you generate your predictions. In our case of music and eye movements whilst reading, the appropriate literature revolves around reading research and environmental psychology. THE INITIAL STAGE | 67 3.1.2 The fishing trip You may decide boldly to run a larger pilot study with many participants and stimuli, even though you do not really know what eye-tracking measures to use in your analyses. After all, you may argue, there are many eye-tracking measures (fixation duration, dwell times, transitions, fixation densities, etc.), and some of them will probably give you a result. This approach is sometimes called the fishing trip, because it resembles throwing out a wide net in the water and hoping that there will be fish (significant results) somewhere. A major danger of the fishing trip approach is this: if you are running significance tests on many eye-tracking measures, a number of measures will be significant just by chance, even on completely random data, if you then choose to present such a selection of significant effects, you have merely shown that at this particular time and spot there happened to be some fish in the water, but another researcher who tries to replicate your findings is less likely to find the same results. More is explained about this problem on p. 94. While fishing trips cannot provide any definite conclusions, they can be an alternative to a small-scale explorative study. In fact, the benefits of this approach are several. For example, real effects are replicable, and therefore you can proceed to test an initial post-hoc explanation from your fishing trip more critically in a real experiment. After the fishing trip, you have found some measures that are statistically significant, have seen the size of the effects, and 3'ou have an indication of how many participants and items are needed in the real study. There are also, however, several drawbacks. Doing a fishing-trip study involves a considerable amount of work in generating many stimulus items, recruiting many participants, computing all the measures, and doing a statistical analysis on each and every one (and for this effort you can not be certain that you will find anything interesting). It should be emphasized that it is not valid to selectively pick significant results from such a study and present them as if you had performed a focused study using only those particular measures. The reason is, you are misleading readers of your research into thinking that your initial theoretical predictions were so accurate that you managed to find a significant effect directly, while in fact you tested many measures, and then formulated a post-hoc explanation for those that were significant. There is a substantial risk that these effects are spurious. 3.1.3 Theory-driven operationalizations Ideally, you start from previous theories and results and then form corollary predictions. This is generally true because you usually start with some knowledge grounded in previous research. However, it is often the case that these predictions are too general, or not formulated as testable concepts. Theories are usually well specified within the scope of interest of previous authors, but when you want to challenge them from a more unexpected angle, you will probably find several key points unanswered. The predictions that follow from a theory can be specified further by either referring to a complementary theory, or by making some plausible assumptions in the spirit of the theory that are likely to be accepted by the original authors, and which still enable you to test the theory empirically. If you are really lucky, you may find a theory, model, statement, or even an interesting folk-psychological notion that directly predicts something in terms of eye-tracking measures, such as "you re-read already read sentences to a larger extent when you are listening to music 3'ou like". In that case, the conceptual work is largely done for you, and you may continue with addressing the experimental parameters. If the theory is already established, it will also be easier to publish results based on this theory, assuming you have a sound experimental design. j FROM VAGUE IDEA TO EXPERIMENTAL DESIGN 3.1.4 Operationaiization through traditions and paradigms One approach, similar to theory-driven operationalizations, is the case where the researcher incrementally adapts and expands on previous research. Typically, you would start with a published paper and minimally modify the reported experiment for your own needs, in order to establish whether you are able to replicate the main findings and expand upon them. Subsequently you can add further manipulations which shed further light on the issue in hand. The benefits are that you build upon an accepted experimental set-up and measures that have been shown in the past to give significant results. This methodology is more likely to be accepted than presenting your own measures that have not been used in this setting before. Furthermore, using an already established experimental procedure will save you time in not having to run as many pilots, or plan and test different set-ups. Certain topics become very influential and accumulate a lot of experimental results. After some time these areas become research traditions in their own right and have well-specified paradigms associated with them, along with particular techniques, effects, and measures. A paradigm is a tight operationaiization of an experimental task, and aims to pinpoint cause and effect ruling out other extraneous factors. Once established, it is relatively easy to generate a number of studies by making subtle adjustments to a known paradigm, and focus on discovering and mapping out different effects. Because of its ease of use, this practice is sometimes called 'highway research'. Nevertheless, this approach has many merits, as long-term system-aticity is often necessary to map out an important and complex research area. You simply need many repetitions and slight variations to get a grasp of the involved effects, how they interact, and their magnitudes. Also, working within an accepted research tradition, using a particular paradigm, makes it more likely that your research will be picked up, incorporated with other research in this field, and expanded upon. A possible drawback is that the researcher gets too accustomed to the short times between idea and result, and consequently new and innovative methods will be overlooked because researchers become reluctant of stepping outside a known paradigm. It should be noted that it is possible to get the benefits of an established paradigm, but still address questions outside of it; this therefore differentiates paradigm-based research from theory-driven operationalizations. Measures, analysis methods, and statistical practices, may be well developed and mapped out within a certain paradigm designed for a specific research tradition, but nothing prohibits you from using these methods to tackle other research questions outside of this area. For example, psycholinguistic paradigms can be adapted for marketing research to test 'top-of-the-mind' associations (products that you first think of to fulfil a given consumer need). In this book, we aim for a general level of understanding and will not delve deeper into concerns or measures that are very specific to a particular research tradition. The following are very condensed descriptions of a few major research traditions in eye tracking: • Visual search is perhaps the largest research tradition and offers an easily adaptable and highly informative experimental procedure. The basic principles of visual search experiments were founded by Treisman and Gelade (1980) and rest on the idea that effortful scanning for a target amongst distractors will show a linear increase in reaction time the larger the set size, that is, the more distractors present. However, some types of target are said to 'pop out' irrespective of set size; you can observe this for instance if you are looking for something red surrounded by things that are blue. These asymmetries in visual search times reflect the difference between serial and parallel processing respectively—-some items require focused attention and it takes time to bind their properties together, other items can be located pre-attentively. Many manipulations of the basic visual search paradigm have been conducted—indeed any experi- THE INITIAL STAGE | 69 ment where you have to find a pre-defined target presented in stimulus space is a form of visual search—and from this research tradition we have learned much about the tight coupling between attention and eye movements. Varying the properties of targets and distracters, their distribution in space, the size of the search array, the number of potential items that can be retained in memory etc. reveals much about how we are able to cope with the vast amount of visual information that our eyes receive every second and, nevertheless,, direct our eyes efficientiy depending on the current task in hand. In the real world this could be baggage screening at an airport, looking for your keys on a cluttered desk, or trying to find a friend in a crowd. Although classically visual search experiments are used to study attention independently of eye movements, visual search manipulations are also common in studies of eye guidance. For an overview Of visual search see Wolfe (1998a, 1998b). Reading research focuses on language processes involved in text comprehension. Common research questions involve the existence and extent of parallel processing and the influence of lexical and syntactic factors on reading behaviour. This tradition commonly adopts well-constrained text processing, such as presenting a single sentence per screen. The text presented will conform to a clear design structure in order to pinpoint the exact mechanisms of oculomotor control during reading. Hence, 'reading' in the higher-level sense, such as literary comprehension of a novel, is not the impetus of the reading research tradition from an eye movement perspective. With higher-level reading, factors such as genre, education level, and discourse structure are the main predictors, as opposed to word frequency, word length, number of morphemes etc. in reading research on eye-movement control. The well-constrained nature of reading research, as well as consistent dedication within the field has generated a very well-researched domain where the level of sophistication is high. Common measures of interest to reading researchers are first fixation durations, first-pass durations and the number of between- and within-word regressions. Unique to reading research is the stimulus lay-out which has an inherent order of processing (word one comes before word two, which comes before word three...). This allows for measures which use order as a component, regressions for instance, where participants re-fixate an already fixated word from earlier in the sentence. Reading research has also spearheaded the use of gaze-contingent display changes in eye-tracking research. Here, words can be changed, replaced, or hidden from view depending on the current locus of fixation (e.g. the next word in a sentence may be occluded by (x)s, just delimiting the number of characters, until your eyes land on it, see page 50). Gaze-contingent eye tracking is a powerful technique to investigate preview benefits in reading and has been employed in other research areas to study attention independently from eye movements. Good overview or milestone articles in reading research are Reder (1973); Rayner (1998); Rayner and Pollatsek (1989); Inhoff and Radach (1998); Engbert, Longtin, and Kliegl (2002). Scene perception is concerned with how we look at visual scenes, typically presented on a computer monitor. Common research questions concern the extent to which various bottom-up or top-down factors explain where we direct our gaze in a scene, as well as how fast we can form a representation of the scene and recall it accurately. Since scenes are presented on a computer screen, researchers can directly manipulate and test low-level parameters such a luminance, colour, and contrast, as well as making detailed quantitative predictions from models. Typical measures are number of fixations and correlations between model-predicted and actual gaze locations. The scene may also be divided into areas of interest (AOIs), from which AOI measures and I FROM VAGUE IDEA TO EXPERIMENTAL DESIGN other eye movement statistics can be calculated (see Chapter 6 and Part III of the book respectively). Suggested entry articles for scene perception are J. M. Henderson and Hollingworth (1999), J. M. Henderson (2003) and Itti and Koch (2001). • Usability is a very broad research tradition that does not yet have established eye-tracking conventions as do the aforementioned traditions. However, usability research is interesting because it operates at a higher analysis level than the other research traditions, and is typically focused on actual real-world use of different artefacts and uses eye tracking as a means to get insight into higher-level cognitive processing. Stimulus and task are often given and cannot be manipulated to any larger extent. For instance, Fitts, Jones, and Milton (1950) recorded on military pilots during landing, which restricted possibilities of varying the layout in the cockpit or introducing manipulations that could cause failures. Usability is the most challenging eye-tracking research tradition as the error sources are numerous, and researchers still have to employ different methods to overcome these problems. One way is using eye tracking as an explorative measure, or as a way to record post-experiment cued retrospective verbalizations with the participants. Possible introductory articles are Van Gog, Paas, Van Merrienboer, and Witte (2005), Goldberg and Wichansky (2003), Jacob and Karn (2003), and Land (2006). As noted, broad research traditions like those outlined above are often accompanied by specific experimental paradigms, set procedures which can be adapted and modified to tackle the research question in hand. We have already mentioned gaze-contingent research in reading, a technique that has become known as the the moving-window paradigm (McConkie & Rayner, 1975). This has also been adapted to study scene perception leading to Castelhano and Henderson (2007) developing the flash-preview moving-window paradigm. Here a scene is very briefly presented to participants (too fast to make eye movements) before subsequent scanning; the eye movements that follow when the scene is inspected are restricted by a fixation-dependent moving window. This paradigm allows researchers to unambiguously gauge what information from an initial scene glimpse guides the eyes. The Visual World Paradigm (Tanenhaus, Spivey-Knowlton, Eberhard, & Sedivy, 1995) is another experimental set-up focused on spoken-language processing. It constitutes a bridge between language and eye movements in the 'real world'. In this paradigm, auditory linguistic information directs participants' gaze. As the auditory information unfolds over time, it is possible to establish at around which point in time enough information has been received to move the eyes accordingly with the intended target. Using systematic manipulations, this allows the researchers to understand the language processing system and explore the effects of different lexical, semantic, visual, and many other factors. For an introduction to this research tradition, please see Tanenhaus and Brown-Schmidt (2008) and Huettig, Rommers, and Meyer (2011) for a detailed review. There are also a whole range of experimental paradigms to study oculomotor and saccade programming processes. The anti-saccadic paradigm (see Munoz and Everting (2004) and Everling and Fischer (1998)) involves an exogeneous attentional cue—a dot which the eyes are drawn to, but which must be inhibited and a saccade made in the opposite direction, known as an anti-saccade. Typically anti-saccade studies include more than just anti-saccades, but also pro-saccades (i.e. eye movements towards the abrupt dot onset), and switching between these tasks. This paradigm can therefore be used to test the ability of participants to assert executive cognitive control over eye movements. A handful of other well-specified 'off-the-shelf experimental paradigms also exist, like the anti-saccadic task, to study occulomotor and saccade programming processes. These include but are not limited to: the gap task (Kingstone & Klein, 1993), the remote distractor effect (Walker, Deubel, Schneider, & Findlay, 1997), WHAT CAUSED THE EFFECT? | 71 saccadic mislocalization and compression (J. Ross, Morrone, & Burr, 1997). Full descriptions of all of these approaches is not within the scope of this chapter; the intention is to acquaint lie reader with the idea that there are many predefined experimental paradigms which can be utilized and modified according to the thrust of your research. 3.2 What caused the effect? The need to understand what you are studying A basic limitation in eye-tracking research is the following: it is impossible to tell from eye-tracking data alone what people think. The following quote from Hyrskykari, Ovaska, Majaranta, Raiha, and Lehtinen (2008) nicely exemplify how this limitation may affect the interpretation of data: For example, a prolonged gaze to some widget does not necessarily mean that the user does not understand the meaning of the widget. The user may just he pondering some aspect of the given task unrelated to the role of the widget on which the gaze happens to dwell.... Similarly, a distinctive area on a heat map is often interpreted as meaning that the area was interesting. It attracted the user's attention, and therefore the information in that area is assumed to be known to the user. However, the opposite may be true: the area may have attracted the user's attention precisely because it was confusing and problematic, and the user did not understand the information presented. Similarly, Triesch, Ballard, Hayhoe, and Sullivan (2003) show that in some situations participants can look straight at a task-relevant object, and still no working memory trace can be registered. Not only fixations are ambiguous. Holsanova, Holmberg, and Holmqvist (2008) point out that frequent saccades between text and images may reflect an interest in integrating the two modalities, but also difficulty in integrating them. That eye-movement data are non-trivial to analyse is further emphasized by the remarks from Underwood, Chapman, Berger, and Crundall (2003) which detail that about 20% of all non-fixated objects in their driving scenes were recalled by participants, and from Griffin and Spieler (2006) that people often speak about objects in a scene that were never fixated. Finally, Viviani (1990) provides an m-depth discussion about links between eye movements and higher cognitive processes. In the authors' experience, it is very easy to get dazzled by eye-tracking visualizations soch as scanpaths and heat maps, and assume for instance that the hot-spot area on a webpage was interesting to the participants, or that the words Were difficult to understand, forgetting the many other reasons participants could have had for looking there. Its negative effect on our reasoning is known under the term 'affirming the consequent' or more colloquially 'backward reasoning' or 'reverse inference'. We will exemplify the idea of backward reasoning using the music and reading study introduced on page 5. This study was designed to determine whether music disturbs the reading process or not. The reading process is measured using eye movements. These three compo-aents are illustrated schematically in Figure 3.1. In this figure, all the (m)s signify properties of the experimental set-up that were manipulated (e.g. the type of music, or the volume level). The (c)s in the figure represent different cognitive processes that may be influenced by the experimental manipulations. The (b)s, finally, are the different behavioural outcomes (the eye movements) of the cognitive processes. Note that we cannot measure the cognitive processes directly with eye tracking, but we try to capture them indirectly by making manipulations and measuring changes in the behaviour (eye movement measures).11 See Poldrack, 2006 for an interesting discussion regarding reverse inference from the field of fMRI. I FROM VAGUE IDEA TO EXPERIMENTAL DESIGN Manipulation Cognitive Behavioral process response m-i ——— q -——— bi Forward reasoning->- ~<- Backward reasoning Fig. 3.1 Available reasoning paths: possible paths of influence that different variables can have. Our goal is to correctly establish what variables influence what. Notice that there is a near-infinite number of variables that influence, to a greater or lesser degree, any other given variable. Each of the three components (the columns of Figure 3.1) introduce a risk of drawing an erroneous conclusion from the experimental results. 1. During data collection, perhaps the experiment leader unknowingly introduced a confound, something that co-occurred at the same time as the music. Perhaps the experiment leader tapped his finger to the rhythm of the music and disturbed the participant. This would yield the path («22) —»■ (ci) —> (£1), with (m.2) being the finger tapping. As a consequence, we do get our result {b\), falsely believing this effect has taken the path of (mi) —> (ci) —h (&i), while in fact it is was the finger tapping (m?) that drove the entire effect. 2. We hope that our manipulation in stage one affects the correct cognitive process, in our case the reading comprehension system. However, it could well be that our manipulation evokes some other cognitive processes. Perhaps something in the music influenced the participant's confidence in his comprehension abilities, (C2), making the participant less confident. This shows up as longer fixations and additional regressions to double-check the meaning of the words and constructions. Again, we do get our (b\), but it has taken the route (mi) —)- (cj) -¥ (b\), much like in the case with long dwell time on the widget mentioned previously. 3. Unfortunately, maybe there was an error when programming the analysis script, and the eye-movement measures were calculated in the wrong way. Therefore, we think we are getting a proper estimation of our gaze measures (b\), but in reality we are getting numbers representing entirely different measures (t>2)- Erroneous conclusions can either bo false positives or false negatives. A false positive is to erroneously accept the null hypothesis to be false (or an alternative explanation as correct). In Figure 3.1 above, the path (mi) —s> (02) —> (pi) would be such a case. We make sure we present the correct stimuli (mi), and we find a difference in measurable outcomes (£i)> but the path of influence never involved our cognitive process of interest (c\), but some other function (C2). We thus erroneously accepted that (c{) is involved in this process (or more correctly: falsely rejected that it had no effect). The other error is the false negative, where we erroneously reject an effect even though it is present and genuine. For example, we believe we test the path (mi) —> (c\) -> (b\), but in fact we unknowingly measure the wrong eye-movement variables (^2) due to a programming error. Since we cannot find any differences WHAT CAUSED THE EFFECT? | 73 in what we believe our measures to be, we falsely conclude that either our manipulation (mi) had no effect, or our believed cognitive process (ci) was not involved at all, when in fact if we had properly recorded and analysed the right eye-movement measures we would have observed a significant result. False negatives are also highly likely when you have not recorded enough data; maybe you have too few trials per condition, or there are not enough participants included in your study. If this is the case your experiment does not have enough statistical power (p. 85) to yield a significant result, even though such an effect is true and would have been identified had more data been collected. How can we deal with the complex situation of partly unknown factors and unpredicted causal chains that almost any experiment necessarily involves? There is an old joke that a good experimentalist needs to be a bit neurotic, looking for all the dangers to the experiment, also those that lurk below the immediate realm of our consciousness, waiting there for a chance to undermine the conclusion by introducing an alternative path to (b\). It is simply necessary to constrain the number of possible paths, until only one inevitable conclusion remains, namely that: "(m\) leads to (c\) because we got (b\) and we checked all the other possible paths to (b\) and could exclude them". Only then does backward reasoning, from measurement to cognitive process, hold. There is no definitive recipe for how to detect and constrain possible paths, but these are some tips: • As part of your experimental design work, list all the alternative paths that you can think of. Brainstorming and mind-mapping are good tools for this job. • Read previous research on the cognitive processes involved. Can studies already conducted exclude some of the paths for you? • The simpler eye-movement measures belonging to fixations (pp. 377-389) and sac-cades (pp. 302-336) are relatively well-investigated indicators of cognitive processes (depending on the research field). The more complex measures used in usability and design studies are largely unvalidated, independent of field of research. We must recognize that without a theoretical foundation and validation research, a recorded gaze behaviour might indicate just about any cognitive process. • If your study requires you to use complex, unvalidated measures, do not despair. New measures must be developed as new research frontiers open up (exemplified for instance by Dempere-Marco, Hu, Ellis, Hansell, & Yang, 2006; Goldberg & Kotval, 1999; Ponsoda, Scott, & Findlay, 1995; Choi, Mosley, & Stark, 1995; Mannan, Ruddock, & Wooding, 1995), This is necessary exploratory work, and you will have to argue convincingly that the new measure works for your specific case, and even then accept that further validation studies are needed. • Select your stimuli and the task instructions so as to constrain the number of paths to (£>i). Reduce participant variation with respect to background knowledge, expectations, anxiety levels, etc. Start with a narrow and tightly controlled experiment with excellent statistical power. After you have found an effect, you might have to worry about whether it generalizes to all participant populations; is it likely to be true in all situations? • Use method triangulation: simple additional measurements like retention tests, working memory tests, and reaction time tests can help reduce the number of paths. Hyrskykari et al. (2008), from whom the quotes above came, argue that retrospective gaze-path stimulated think-aloud protocols add needed information on thought processes related to scanpaths. If that is not enough, there is also the possibility to add other behavioural measurements. We will come back to this option later in this chapter (p. 95). FROM VAGUE IDEA TO EXPERIMENTAL DESIGN 3.2.1 Correlation and causality: a matter of control A fundamental tenet of any experimental study is the operationalization of the mental construct you wish to study, using dependent and independent variables. Independent variables are the causal requisites of an effect, the things we directly manipulate, (mt,i = 1,2,...,«) in Figure 3.1. Dependent variables are the events that change as a direct consequence of our manipulations—-our independent variables are said to affect our dependent variables. This terminology can be confusing, but you will see it used a lot as you read scientific eye-tracking literature so it is important that you understand what it means, and the crucial difference between independent and dependent variables. In eye tracking your dependent variables are any of the eye-movement measures you choose to take (as extensively outlined in Part III). A perfect experiment is one in which no factors systematically influence the dependent variable (e.g. fixation duration) other than the ones you control. The factors you control are typically controlled in groups, such as 'listens to music' versus listens to cafeteria noise' or along a continuous scale such as introversion/extroversion (e.g. between 1 and 7). A perfectly controlled experimental design is the ideal, because it is only with controlled experimental designs that we are able to make statements of causality. That means, if we manipulate one independent variable while keeping all other factors constant, then any resulting change in the dependent variable will be due to our manipulated factor, our independent variable (as it is the only one that has varied). In reality, however, all experiments are less than perfect, simply because it is impossible to control for every single factor that could possibly influence the dependent variable. A correlational study allows included variables to vary freely, e.g. a participant reading to music could be influenced by the tempo of the songs, the genre, the lyrics, or simply the loudness of the music. If all these variables correlate with each other, it is not possible to separate the true influencing variable from the others. This results in the problem that we cannot know anything about the causality involved in our experiment. Perhaps one factor influences the dependent variable, or it could be that our dependent variable is actually causing the value of one of our 'independent' variables. Or, both variables could be determined by a third, hidden, variable. Lastly, they could be completely unrelated. Let us look at two examples from real life. A psycholinguist wants to investigate the effect of prosody on visual attention. The experiment consists of showing pictures of arrays of objects while a speaker describes an event involving the objects. The auditory stimuli are systematically varied in such a way that one half of the scenes involve an object that is mentioned with prosodic emphasis, while the other half is not emphasized at all. A potentially confounding factor is the speaker making an audible inhale before any emphasis. This inhale is a signal to the participant to be on the alert for the next object mentioned, but it is not considered a prosodic part of the emphasis (which in this case includes only pitch and volume). In this example, the inhale systematically co-varies with the manipulated, independent variable, and may lead to false conclusions. Confounding factors may also co-vary in a random way with the independent variable. Such unsystematic co-variation is cancelled out given enough trials. As another example, consider an educational psychologist testing the readability of difficult and easy articles in a newspaper. The hypothesis is that easier articles have a larger relative reading depth, because readers do not get tangled up with complex arguments and difficult words. A rater panel has judged different articles as being more or less difficult, on a 7-point scale. So we let the students read the real newspaper containing articles with both degrees of difficulty. Our results show that the easier articles have a larger reading depth. However, the readers are biased to spend more energy reading articles with interesting topics, and read them with less effort. Therefore, interesting articles have a lower difficulty rating. WHAT CAUSED THE EFFECT? | 75 This is our first hidden factor. Furthermore, the most interesting articles are placed early in tbe newspaper, which the reader attends to when most motivated. As the reader reads on, he skips more and more. Because of this, the least interesting articles (misjudged as difficult), me skipped to a larger extent—not because they are difficult, but because they correlate with late placement order, our second hidden factor. The net result is that we end up with an experiment purporting to show an effect due to difficulty/ease of articles, while the real effect is driven by interest and placement. The bottom line is that it is impossible to control all factors, but with the most important factors identified, controlled, and systematically varied, we can confidently claim to have a sound experimental design. The first scenario is such, because the stimuli are directly manipulated to include almost all relevant factors. The second example is more tricky. We are fjiased by the panel of raters and trust them to provide an objective measurement of a predictor variable, but the raters are only human. Experiments such as these are also typically presented as experimental in their design, although they are much more sensitive to spurious correlations than our first scenario. The key problem is that the stimuli are not directly con-soiled. The newspaper has the design it has, and the articles are not presented in a random and systematically varied manner. By allowing important factors to covary, we end up with a design that is susceptible to correlations and is more likely to produce false conclusions. It should nevertheless be remembered that increasing experimental control tends to decrease ecological validity and generalizability of the research. Land and Tatler (2009) in their preface express concern over the "passion for removing all trace of the natural environment from experiments" they see with many experimental psychologists. Accepting the loss of some control may often be a reasonable price to pay to be able to make an ecologically valid study. In the end, we do want to say something about performance in the real world. An example of the difference between the real world and the laboratory is presented by Y. Wang et *L (2010), who found a greater number of dwells to in-car instruments during field driving compared to simulator driving. 3.2.2 What measures to select as dependent variables Designing a study from scratch often involves the very concrete procedure of drawing the eye-movement behaviour you and your theories predict on print-outs of your stimuli, and matching the lines you draw with candidate measures from Chapters 10-13. Some of these Measures are relatively simple, while others are complex. Often, you may inherit your measures from the paradigm you are working in, or the journal paper you are trying to replicate. Your study may also be so new that you need to employ rarely used, complex measures. After you have selected some measures, run a pilot recording and make a pilot analysis with those measures. In either case, you should strive to select your measures during the designing phase of the experiment, and make sure they work with your eye-tracker, the stimuli, your task, and Ifae statistics you plan to use. Note that as a beginning PhD student, you may have to spend up to a whole year until the experiment is successfully completed, but with enough experience the same process can be reduced to as little as a month. It is seldom the data recording experience, nor the theoretical experience that makes this difference, but the experience in how to design and analyse experiments with complex eye-movement measures. Making sure appropriate measures are used will certainly save you time during the analysis phase and possibly prevent you from having lo redesign the experiment and record new data. Frequently, the complex measures inherit properties of the simpler ones. For instance, transition matrices, scanpath lengths, and heat map activations depend on how fixations and saccades were calculated, which in turn depend on filters in the velocity calculation. It is not I FROM VAGUE IDEA TO EXPERIMENTAL DESIGN straightforward to decide which measures to choose as dependent variables, as this choice depends on many different considerations. In addition, complex measures such as transition diagrams (p. 193), position dispersion measures (p. 359), and scanpath similarity measures (p. 346) have not yet been subjected to validation tests, or used over a number of studies to show to which cognitive process they are linked. Active validation work exists only for a few simple measures from within scene perception, reading, and parts of the neurological eye-tracking research, for instance smooth pursuit gain (p. 450) and the anti-saccade measures (p. 305). These measures have been used extensively, and we have gathered considerable knowledge about what affects their values in one or the other direction. An initial factor concerns the possibilities and the limitations of the hardware that you use. Animated stimuli, for instance, invalidate fixation data from all algorithms that do not support smooth pursuit detection (p. 168). Second, the sampling frequency (p. 29) may limit what measures you can confidently calculate. Third, the precision of the system and participants (p. 33) may exert a similar constraint. Fourth, relatively complex measures may require extensive prograrnming skills or excessive manual work (in particular with head-mounted systems, p. 227), making them not a viable option for a study. Finally, some measures are more suitable for standard statistical analysis than others. Therefore, in any type of eye-tracking project, part of the experimental design consists of selecting measures to be used for dependent variables, and to verify that the experimental set-up and equipment make it possible to calculate the measures. It is definitely advisable, in particular when using new experimental designs, to use the data collected in the pilot study (an essential check-point, described on p. 114) to verify that the method of analysis, including calculation of measures, actually works. If you are at the start of your eye-tracking career, the approach of already thinking about the analysis stage when you are designing the experiment forces you to think through the experiment carefully and to design it so it answers your research question faster, more accurately, and with less effort. The eyes should always be on the research question, and eye-tracking is just a tool for answering it. Question the validity and reliability of your measures. Validity is whether the dependent variable is measuring what you think it is measuring, for instance you may assume longer dwell time is a good index of processing difficulty in your experiment, but in fact this reflects preferential looking at incongruous elements of your stimulus display. Reliability refers to replicable effects; your chosen measure may give the same value over-and-over, in which case it is reliable, but note that a reliable measure is not necessarily a valid one (see page 463 for an extended discussion). You may find longer dwell times time and time again, which are not a measure of processing difficulty, as you thought, but rather a measure of incongruity. Below is a quick list on how to select your eye-tracking measures keeping the above issues in mind: • Obviously, select the measure which fits your hypothesis best. If you think that your text manipulation will yield longer reading times, then first-pass duration or mean-fixation duration are likely measures, but number of regressions only an indirect (but likely correlated) measure. Unless of course your hypothesis is actually that reading times will be longer due to more regressions. • Are you working within an established paradigm? Use whatever is used in your field to maximize the compatibility of your research. • Identify other functionally equivalent measures for your research question. Are you interested in mental workload for example? Then find out what other measures are WHAT CAUSED THE EFFECT? | 77 used to investigate this, for instance using the index. Perhaps some of the alternative measures are better and completely missed by you and others in your paradigm. • Prioritize measures that have been extensively tested, as there is better insight into potential factors affecting them. For example, first fixation durations in reading have been tested extensively and we know how they will react to changes in, for instance, word frequency. It would be less problematic to do a reverse inference with this kind of measure (using the first fixation durations to estimate the processing difficulty increase of a manipulation) than with other less well-explored measures. • Select measures that are as fine-grained as possible, for example measures that focus on particular points in time rather than prolonged gaze sequences. This allows you to perform analyses where you identify points in time where the participant is engaged in the particular behaviour in which you are interested, e.g. searching behaviour, and then extract just the measures during just these points. This is more powerful than just extracting all instances of this measure during the whole trial, where the particular behaviour of interest is mixed with many other forms of gaze behaviour (which essentially just contribute noise to your results). • To minimize problems during the statistical analysis, select measures that are either certain to generate normally distributed data, or measures that generate several instances per trial. In the latter case, if you cannot transform your data adequately or suffer from zero/null data, then you can take the mean of the measures inside the trials.12 The implications of the central limit theorem are that a distribution of means will be normally distributed, regardless of the distribution of the underlying data. You will now have sacrificed some statistical power in order to have a well-formed data distribution which does not violate the criteria of your hypothesis tests. See Figure 3.2 for an example of different means to which you can aggregate. In this example, there is only one measurement value per trial, but repeated measurements within each trial would have provided even more data to either keep or over which to aggregate. 3,2.3 The task Eye-tracking data is—as shown very early by Yarbus (1967, p. 174ff) and Buswell (1935, p. 136ff)—extremely sensitive to the task, so select it carefully. A good task should fulfil feee criteria: 1. The task should be neutral with regard to the experimental and control conditions. The task should not favour any particular condition (unless used as such). 2. The task should be engaging. An engaging task distracts the participant from the fact that they are sitting in, or wearing, an eye-tracker and that you are measuring their behaviour. 3. The task should have a plausible cover story or be non-transparent to the participant. This stops the participant from second-guessing the nature of the experiment and trying to give the experimenter the answers that she wants. When the experiment itself causes the effects expected it is said to have demand characteristics. If you are afraid to bias them, then give participants a very neutral task, but remember that weak and overly neutral tasks may also make each participant invent their own task. If you present an experiment with 48 trials and you do not provide a task, you are not to be surprised 12Note that if a level of averaging is severely skewed by outlying data points, it might be more appropriate to take a median at the trial or participant level. 78 | FROM VAGUE IDEA TO EXPERIMENTAL DESIGN Condition X Condition Y Participant 1 Participant 2 Participant n *1 *2 Y2 270 1 196 225 . Mean 198' 297 276 316 J 341 , 320 1 232 226 146 , Mean « • « » • # * » • 363 133 166 269 Fig. 3.2 A typical experimental design, and how means are calculated from it. Here we have two independent variables, X and Y, each with two factors, X\i and Y\,i- The conditions could be preferred and non-preferred music, each with high and low volume level, for instance. Each number represents an eye-movement measure from one trial. if you find that the participants have been looking outside of the monitor, daydreaming, or falling asleep. Very general tasks such as "just look at the images" may require some mock questions to make the participants feel like they can provide answers/reactions to the stimuli. If you show pictures and want to make it probable that participants indeed scan the picture, a very neutral mock question could be "To what degree did you appreciate this image?". This question is neutral in the sense that it motivates participants to focus attention on the image presented, but still does not bias their gaze towards some particular part or object in the scene. Furthermore, if you add random elements, such as asking alternating questions and only at a random 30% of the trials, it reduces tediousness and predictability. Tasks can also be used very actively in the experimental design, which was what Yarbus did, showing the same image to a participant but with differing instructions, thereby creating experimental conditions. In such a case the overt task starts and drives the experimental condition. A motivating task can also be the instruction to solve a mathematical problem, or to read so that the participants can answer questions afterwards. An engaging task can consume the full interest of the participants and surplus cognitive resources are aimed at more thoroughly solving the task. Additionally, an engaging task is not as exhausting for the participant, thus he can do more trials and provide you with more data. An important property of an engaging task is that it makes sense to the participant and allows him to contribute in a meaningful way. In a general sense, the task starts when you contact potential participants, and talk to them about the experiment. When you recruit your participants, you must give them a good idea about what they are going to do in your experiment, but you should only tell them about the task you present to them. You should not reveal the scientific purpose of your study, since prior knowledge of what you want to study may make them behave differently. Suppose for instance that the researcher wants to show that people who listen to a scene description re-enact the scene with their eyes, as in Johansson, Holsanova, and Holmqvist WHAT CAUSED THE EFFECT? | 79 (2006). If a participant knows that the researcher wants to find this result, the participant is likely to think about it and to want to help, consciously or not, in obtaining this result, thus inflating the risk of a false positive. Such knowledge can be devastating to a study. For certain sensitive experiments, it may be necessary to include many distractor trials to simply confuse the participants about the hypotheses of the experiment. Additionally, our researcher should give participants a cover story, to be revealed at debriefing, that goes well with the kind of behaviour and performance she hopes participants will exhibit. For example: Throughout, participants were told that the experiment concerned pupil dilation during the retelling of descriptions held in memory. It was explained to them that we would be filming their eyes, but nothing was said about our knowing in which directions they were looking. They were asked to keep their eyes open so that we could film their pupils, and to look only at the white board in front of them so that varying light conditions beyond the board would not disturb the pupil dilation measurements (excerpt from Johansson et al. (2006), procedure section). When you have settled on a task instruction that you feel fulfils the listed criteria sufficiently, then It is a good idea to write down the instructions. Written instructions allow you to give exactly the same task to all participants, rather than trying to remember the instructions by heart and possibly missing small but important parts of the task. Written instruction also help negate any experimenter effects: subtle and unconscious cues from the experimenter giving hints to the participant on how to perform. 3,2.4 Stimulus scene, and the areas of interest Stimuli are of course selected according to the research question of the study in hand, and can be anything from abstract arrays of shapes or text, to scenes, web pages, movies, and even the events that unfold in real-world scenarios such as driving, sport, or supermarket shopping. Scenes can roughly be divided up into two groups: • Natural and unbalanced scenes, where objects are where they are and you do not control for their position, colour, shape, luminance etc. An example would be the real-world environment we interact with every day. • Artificial and balanced scenes, which consist of objects selected and placed by the experimenter. For example, a scene constructed from clip arts, or a screen with collections of patches with different spatial frequency. The two types offer their own benefits and drawbacks. Natural scenes, on average, will generalize better to the real world, as they are often a part of it or mimic it closely. If you find that consumers have a certain gaze pattern in a cluttered supermarket scene, you do not necessarily have to break down the scene into detailed features such as colour, shape, and contrast, but rather you can just accept that the gaze pattern works in this environment and not try to generalize outside of it. After all, the scene can be found naturally and this gaze pattern will at least work for this situation. On the other hand, if you want to generalize across different scenes, you need a tighter control on all possible low-level features of the scene. This is where artificially constructed scenes work best, because you can manipulate the features and arrange them as you see fit. In your efforts to control the scene, you should be aware of what attracts attention and consequently eye movements. This is especially challenging when you want to compare two types of natural scenes. Artificial scenes can be controlled on the detail level, but natural scenes usually cannot. If you want to compare two types of supermarket scenes to investigate which supermarket has the best product layout strategy, with varying products, it is impossible to completely control every low-level feature of the scenes. You just have to accept that I FROM VAGUE IDEA TO EXPERIMENTAL DESIGN colour, luminance, contrast, etc. vary, and try to set up the task so the layout strategy will be the larger effect which drives your results. Perhaps, you can add low-level features post-hoc as covariates in the analysis, by extracting them from the scene video, to at least account for their effect. When selecting the precise stimuli, it is useful to consider what it is that generally draws our attention, so the effect of primary interest is not blocked or completely dominated by other larger effects. Below are a few examples of factors that are known to influence the allocation of visual attention, more can be found on pages 394-398: • People and faces invariably draw the eyes, so if you want to study what vegetation elements in a park capture attention, you should perhaps not include people or evidence of human activity in the stimulus photos. • If you use a monitor, the participants are likely to look more at the centre than towards the edges. They are also more likely to make more horizontal than vertical saccades, and very few oblique ones. • Motion is likely to bring about reflexive eye movements towards it, irrespective of what is moving. Consider this if you want to conclude, for example, that bicycles capture drivers' attention more than pedestrians do; this may simply be because bicycles move faster, and nothing more. • If you are looking at small differences in fixation duration, it matters whether you put stimuli in the middle or close to the edges of the monitor, because precision of samples will be lower at the extremities of the screen. The imprecision may force a premature end of the fixation by the fixation detection algorithm, and consequently cause your effect. • Keep the brightness of your stimuli at approximately the same level, and also similar to the brightness of the calibration screen, or you may reduce data quality, as the calibration and measurement are performed on pupils with different sizes. Stimulus images are often divided into AOIs, the 'areas of interest', which are sometimes also called 'regions of interest'. How to make this division is discussed in depth in Chapter 6. In short, the researcher chooses AOIs while inspecting potential stimulus pictures with the precise hypothesis and measures of the study in mind. Selecting AOIs while reviewing your already recorded data is methodologically dubious, because you may intentionally or subconsciously select your AOIs so that your hypothesis is validated (or invalidated). If you want to analyse what regions in your picture or film attracted participant gazes, but have the regions defined by the recorded data, you should use heat/attention map analysis (Chapter 7) rather than AOI analysis (Chapter 6). As a very simple example of AOIs, you could show several pictures each with a matrix of objects in them, as in Figure 3.3(a), and determine whether visually similar items have more eye movements between them, than visually dissimilar objects. Simply construct an AOI around each object, and compare how many movements across categories versus within categories occur. Most eye-tracking analysis softwares allow for manual definition of AOIs as rectangles, ellipses, or polygons. AOIs are typically given names like 'SHEARS' and 'HAMMERS' to help keep track of the groups in the experimental conditions. This is also a perfect example of a case where it is easy to define the AOIs before the data recording, which should always be the preferred way. When using film or animations as stimuli, as in Figure 3.3(b), where there are many moving objects, static AOIs are often of little use. Dynamic AOIs instead follow the form, size, and position of the objects as they move, which makes the data analysis easier. To the authors' knowledge, the first commercial implementation of dynamic areas of interest was WHAT CAUSED THE EFFECT? I 81 (a) Large square areas of interests with clear (b) Elliptical, but cropped, area of inter-margins to compensate for minor offsets in est around the squirrel and the bird in the data samples, stimulus picture. Reproduced here with per- mission from the Blender foundation wot .bigbuckbnnny.org. Fig. 3.3 Examples of AOIs. made available in 2008, decades after the static AOIs began to be used. Dynamic AOIs come with their own set of methodological issues, however (p. 209). 3.2.5 Trials and their durations A trial is a small, and most often, self-repeating building block of an experiment. In a minimal within-subjects design there may be as few as two trials in an experiment, for instance one trial in which participants look at a picture while listening to music, and another trial where they look at the picture in silence. The research question could be how music influences viewing behaviour. Or there may be several hundreds of trials in an experiment, for instance pictures of two men and two women, with varying facial expressions, hair colour, types of clothes, eye contact, etc, to see if those properties influence participants' eye movements. In an experimental design, trials are commonly separated in time by a central fixation cross. For instance, you may have an experiment in which you first show a fixation cross in ifae middle of the screen, then remove the cross so as to have a blank screen while at the same time playing the word 'future' auditorily. The crucial period of time for eye-movement recording here is the blank screen, but it could equally be an endogenous spatial cue to the left or right or some other manipulation. The idea behind this experiment would be to see if time-related words such as 'future' or 'past' make participants look in specific directions. The trial sequence (fixation cross, stimulus presentation, and so on) will then iterate until lite specified number of trials corresponding to that condition of the experiment has been fulfilled. Experimental trials are often more complex than this however, and may contain features like varying stimulus onset asynchrony, where the flow of stimulus presentation during the trial is varied according to specified time intervals. Taking the flash-preview moving-window paradigm outlined above as an example, the brief length of time for which the first scene picture is displayed, before the following gaze-contingent display, can be varied corresponding to different durations. Vo and Henderson (2010) have implemented such a manipulation to shed light on just how much of a glimpse is necessary to subsequently guide the eyes in scene viewing, and they found that 50-75 ms is sufficient. I FROM VAGUE IDEA TO EXPERIMENTAL DESIGN Thus, the 'layout' of a trial is usually decided as part of the design of the experiment. In some cases, however, trials must be reconstructed afterwards. For instance, in a study of natural speech production, a trial may start^anytime a participant utters a certain word. Post-recording trials are more difficult to create, and few eye-tracking analysis software packages have good support for them. Typically, an eye-tracking study involves many participants, and many trials in which-different stimuli are presented. It is not uncommon, to have say 40 participants looking at 25 pictures with a duration of 5 seconds each. Always design your experiment to extract the maximum amount of data. Add as many trials as you can without making it tedious for the participants. Moreover, we do not want all participants to look at all stimuli in the same order, because then they may look differently at early stimuli compared to late ones; this could be due to a learning effect or an order effect. The former case refers to when participants have become better at the task towards the end of the experiment, the latter case is when there is something about the order of presentation which biases responses and eye-movement behaviour. To avoid such confounds trial presentation is randomized for all 40 of your participants, no two participants viewing the stimuli in the same order. Then, any effects of learning or order will be evenly spread out across all stimulus images, and will not interfere with the actual effect that we want to study. Presentation order can usually be randomized by the experimental software. This is easy and usually enough to eliminate learning/order effects. Otherwise, a separate distinct stimulus order is prepared for each participant beforehand. This takes more time, but is virtually foolproof as it can be counter-balanced and randomized with a higher degree of control. An old problem with scrambling stimulus presentation order, was that in your data files the first 5 seconds of each participant were recorded from different trials. It is not possible to place the first 5 seconds of data next to one another, participant by participant, as you would typically want to do when you calculate the statistical results comparing 20 of your participants to the other 20. Until very recently, eye-tracking researchers had to unscramble the data files manually, or write their own piece of software to do it for them. This was a very time-consuming and rather error-prone way to work with the data. Today, most eye movement recording software communicates with the stimulus presentation program so as to record a reference to the presented stimulus (such as the picture file name) into the correct position in the eye movement data file. Thus, the information for how to ^randomize is in the data file, and can be used by the analysis software. Some eye-tracking analysis programs today allow users to derandomize data files fairly automatically, immediately connecting the right portion of eye-tracking data to the correct stimulus image, which simplifies the analysis process a great deal. When showing sequences of still images that are all presented at a constant duration, participants may learn how much time they have for inspection and adopt search strategies that are optimized for the constant presentation duration (represented by thoughts such as, for instance "I can look up here for a while, because I still have time to look at the bottom later"). If such strategies undermine the study, randomized variable trial durations can be used to reduce predictability and counteract the development of visual strategies (see also Tatler, Baddeley, & Gilchrist, 2005). Precise synchronization between stimulus onset and start of data recording for a trial is very important. Many factors may disturb synchronization and cause latencies that make your data difficult to work with or your results incorrect (p. 43). One potential problem is the loading time of stimulus pictures in your stimulus presentation program. If for some reason you show large uncompressed images (e.g. large bitmaps) as stimuli, and send the start of a recording signal just before presenting the picture, the load time of the picture until it is WHAT CAUSED THE EFFECT? | 83 to 0 3000 Dwell time (ms) Fig. 3.4 Dotted line of one distribution of dwell times is outside of the fixed trial duration. shown may be in the order of hundreds of milliseconds, which means that your participants do the first saccades and fixations not on the picture (which you will think when looking at data), but on the screen you showed before the picture was loaded. The solution to the loading problem is to pre-load images into memory before they are shown. Playing videos for stimuli requires an even more careful testing of synchronization. Additionally, synchronizing the eye-tracker start signal with the screen refresh is important to avoid latencies due to screen updates, especially when using newer but slower flat-screen monitors, which typically operate at 60 Hz, Ideally, these issues should be taken care of by your particular stimulus presentation package, and these low-level timing issues are beyond the scope of this book. Fixed trial durations in combination with a small number of AOIs may complicate variance-based statistical analysis for a number of measures, for instance dwell time (p. 386), reading depth (p. 390), and proportion over time analysis (p. 197). Figure 3.4 shows the distribution of dwell time on a single AOI presented in two different conditions measured in trials of 3000 ms length. In one of the two conditions, the distribution nicely centres around 1500 ms, and both tails are within bounds. In the second condition, however, the top of the distribution is close to the 3000 ms limit that part of what would have been its right tail has been cut off by the time limit of the trial, 3.2.6 How to deal with participant variation In the planning stage, participants appear as abstract entities with very little or no individual variation or personal traits. Later, during recording, real people come to the laboratory and fill the abstract entities with what they are and do. It is important to see participants as both. In this section, 'participants' refers only to the abstract entities that provide us with data points, while on pages 115-116 we discuss participants as people. A large proportion of the eye-tracking measures that have been examined have proven to be idiosyncratic, which means that every participant has his or her own basic setting for the value. Fixation duration, one of the most central eye-tracking measures, is idiosyncratic. In Figure 3.5, participants 2, 9, and 21 have long individual fixation durations, while participants 6 and 12 have short individual fixation durations. This is like their baseline. The figure shows that the variation between participants is much larger than it is within the participants. The difference between trials completely drowns in these idiosyncratic durations, and it means that we are actually trying to find a small effect within a much larger effect. How can we deal with participant variability and idiosyncracy? Participants can be divided into groups and assigned tasks/stimuli in a variety of different ways. The two most common, used here only for exemplification, are the within- and the between-subjects designs. Table 3.1 shows these two varieties in our example with the four sound conditions. In a between-subjects design, the participants only read a text under one sound condition, either I FROM VAGUE IDEA TO EXPERIMENTAL DESIGN 29C 27C 25C c o v 23C g >< 2 21C CO L_ CD > < 19C 17C 15C