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dc.contributor.authorPfaff, Leeen_US
dc.date.accessioned2015-08-04T16:00:49Z
dc.date.available2015-08-04T16:00:49Z
dc.date.issued2013
dc.date.submitted2013
dc.identifier.other
dc.identifier.urihttps://hdl.handle.net/2144/12186
dc.descriptionThesis (M.A.)--Boston Universityen_US
dc.description.abstractIntroduction: Traditionally, students demonstrate their learning via testing and demonstrations but little is known about how learners’ interaction with information changes during and after training. Previous studies have shown the difference between naive and expert individuals’ interactions with an image but never in the same individuals before and after the educational process. Our lab’s goal is to explore this question using gaze tracking and quantitative measures. This will be done by looking at 3 specific variables: entry time, number of visits and fraction of viewing time. Hypotheses: We test 3 main hypotheses. (1) The trained group will attend to educationally salient features more than the non-trained group, after the training. (2) The non-trained group will attend to visually salient features more than the trained group after training. (3) Training will cause the trained group to attend more to educationally salient features after then training, when compared to base, while the non-trained group will have no change. [TRUNCATED]en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.titleThe effect of training on individuals' interactions with visual dataen_US
dc.typeThesis/Dissertationen_US
etd.degree.nameMaster of Artsen_US
etd.degree.levelmastersen_US
etd.degree.disciplineAnatomy and Neurobiologyen_US
etd.degree.grantorBoston Universityen_US


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