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Visual cognitive strategies used in mathematical multiplication task: insights from eye-tracking sophisticated analysis in matrices test

Grant number: 19/22022-2
Support type:Scholarships abroad - Research Internship - Doctorate
Effective date (Start): December 01, 2020
Effective date (End): April 01, 2021
Field of knowledge:Humanities - Psychology - Fundamentals and Assessments in Psychology
Principal researcher:Elizeu Coutinho de Macedo
Grantee:Paulo Guirro Laurence
Supervisor abroad: Silvia Alice Bunge
Home Institution: Centro de Ciências Biológicas e da Saúde (CCBS). Universidade Presbiteriana Mackenzie (UPM). Instituto Presbiteriano Mackenzie. São Paulo , SP, Brazil
Research place: University of California, Berkeley (UC Berkeley), United States  
Associated to the scholarship:18/09654-7 - Relating cognitive-visual strategies and executive functions: examples with eye-tracking in inductive reasoning and reading tasks, BP.DR


Visual cognitive strategies are strategies that a test taker cognitively uses when performing a test to try to do it more efficiently. To study these visual strategies, eye-tracking is a good technique, since it tracks the eye movements. Some methods to analyze the strategy used primarily fixations and gazer time to try to understand those strategies, but recently more sophisticated approaches are emerging. Those methods are based on the use of algorithm and machine learning. Diverse tasks had the strategies studied with those more sophisticated methods, but matrix reasoning tests are the ones with more study. In mathematical tasks, no sophisticated methods to analyze the strategy were found. Therefore, the aim of this project is to develop a sophisticated method to analyze cognitive visual strategy in the mathematical multiplication task based on the techniques used in other tasks, specially matrix intelligence tests. This is very relevant because if a better strategy is diagnosed, it can be taught to underperformers in order to achieve a better performance. To reach our goal, two experiment were designed. In the first, we will study the application of these sophisticated approaches in participants that answered a matrix reasoning test two times, with a 6-week interval between each. This is a favorable situation to understand changes in strategy induced by learning. In the second experiment, we will develop and adapt those sophisticated methods to a mathematical multiplication task based on algorithms that track the transition of the eyes between areas of interest and where the participant engages first.

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