In The Mind’s Eye: - PowerPoint Presentation

Slide1

In The Mind’s Eye: Studying the Gaze Events of Dyslexic Adults

Molly Niemczyk

Rockdale Magnet School

2013-2014Slide2

INTRODUCTION

Dyslexia

:

impaired ability to understand written language (Soukhanov, 1999)

Common

characteristics:

difficulty manipulating sounds, difficulty spelling, erratic speech (National institute of, 2011)

Looking

for dyslexia:

ability to read, write, spell, or do math, memory, sequencing skills, hand/eye coordination, school records, family disorders

Primary

dyslexia: does not change with age; caused by malfunction in left side of brain

Common

Tests used to Diagnose Dyslexia

TVPS-3

: black-and-white perceptual tasks in progressing order,

multiple-choice

DST

: reading programs, words decoded using phonic patterns, story passages;

useful with previously known reading disability

CASL

: 15 stand-alone multiple choice tests for

ages 3 to 21

DESD

:

sight-word recognition

(Martin, N

.)

Traditional

dyslexia tests

can be

dull, time-consuming

; a dyslexia test using video (television) would be

more enjoyable, low-cost, accurate

Objective

:

to see if there is a significant difference in dyslexic and nondyslexic eye movementSlide3

HYPOTHESES

Research

hypothesis:

If both dyslexics and those without dyslexia watch the same video, dyslexics will display different eye movements than those without dyslexia.

Null hypothesis:

If both dyslexics and those without dyslexia watch the same video, dyslexics will not display different eye movements than those without dyslexia.

Definitions

Gaze Event- Every time the eyes fixate on a point for any amount of time

Primary dyslexia- Not

contagious or developed after birth, passed down genetically, people diagnosed youngSlide4

BACKGROUND INFORMATION

Less gray matter

(processes information) in left

parietotemporal

area of brain (controls sensory perceptions, spoken and written language) than nondyslexics (Booth &

Burman

, 2001)

Less white matter

(associated with reading skills) in same area (Deutsch, et. al, 2005)

Different erratic eye movement

following light sources (

Pavlidis

, 1981).

Difference when reading

(De

luca

, et. al, 2002)

ADHD, FASD, Parkinson’s Disease

: involve “ocular control and attention dysfunctions” (Janice, 2012), diagnosed tracking eyes.

Autism

: affects eye movement (Jones &

Klin

, 2013), diagnosed tracking eyesSlide5

PROCEDURES

Materials:

Nikon Coolpix S5200

Gateway Laptop

T120

Tobii Studio

Windows Movie Maker

Procedures:

Film ten 30-second videos of moving objects

Randomly cut to clip snippets, producing sixty 5-second snippets (Tseng, Cameron, Pari, Reynolds, Munoz & Itti, 2012)Reassemble to create 5-minute black and white video10 dyslexic adults, 10 nondyslexic adults watch video for 5 minutes while eye movements are recorded and examined by T120 (Janice, 2012)Slide6

EXPERIMENTAL DESIGN DIAGRAM

The Effect of Dyslexia on Eye Movement

If both dyslexics and those without dyslexia watch the same visual media, dyslexics will show different eye movements than those without dyslexia.

Dependent Variable (DV): Eye movement

Constants: Video

Independent Variable (IV): Whether or not the patient has dyslexia

Levels of the IV:

Without Dyslexia (control)

With Dyslexia

Trials:

10 (4 men,

6 women)

10 (2

men, 8 women)Slide7

DATA ANALYSIS

Tested variation among the two groups using ANOVA Test

Test

showed research was significant

F=52976.1

;

df

=1; p>.

05Slide8

G

aze plots showing averaged

fixation points

of

eyes of

each

participant. C

olor represents each

person,

circles represent

fixation

points, a circle’s size

represents

duration

of that

fixation- (bigger circle means longer focus)

No Dyslexia

Dyslexia

No Dyslexia gaze plot overlapping Dyslexia gaze plotSlide9

H

eat maps showing averaged

focus of

eyes

of each

participant.

Red

means

area was focused

on most; green

means area was focused on less.

No Dyslexia

Dyslexia

No Dyslexia heat map overlapping Dyslexia heat mapSlide10

H

istogram showing gaze event duration (

ms

) of

dyslexics and nondyslexics

. Lines closer to y-axis indicate shorter gaze event durations (how long person focused on one area). Lines further away from y-axis indicate longer gaze event durations.Slide11

CONCLUSION

Research hypothesis was

supported

: dyslexia had significant impact on eye movements of participants when watching video

Gaze durations of dyslexics are significantly

longer

than nondyslexics when reading (

MacKeben

et al., 2013)

Results show dyslexics’ gaze durations were shorter more often than nondyslexics’; nondyslexics had longest gaze durations of the two groups Slide12

FUTURE RESEARCH

Continue looking into using video as a diagnostic tool

Preliminary Bell

Curve

95% with dyslexia at 53,292

msSlide13

ACKNOWLEDGEMENTS

Thank you

to…

Mr

. John Hendrix

and

Mr

. Scott Bolen

of The Rockdale Magnet School for Science and Technology for

providing the guidance to make this project possible

The Tobii Company for providing the T120 and

software

Ms

. Michelle Faraj

and

Mr

. Vijar Patel

of Tobii

Company for

helping to provide the

T120 and technical support Ms. Ann Marie Lewis of the International Dyslexia Association for finding an Adult Dyslexia Program for this projectMs. Foster Soules of The Schenck School and

Mr. Sherman Johnson for

finding willing volunteersSlide14

STUDENT ACCOMPLISHEMENTS/ ACTIVITIES

1

st

Place Regional Science Fair

Grand Champion

American Psychological Association Award

Air Force Award

Invited to the National Consortium for Specialized Secondary Schools of Mathematics, Science, and Technology (NCSSSMST) Convention in Louisville, Kentucky

Selected to participate in the Georgia Junior Science & Humanities Symposium (GJSHS)Slide15

STUDENT ACCOMPLISHEMENTS/ ACTIVITIES

C

ast in

“Shrek the Musical”

as Teen Fiona.

C

urrently a

Peer

Mentor

chairman (9th-10th) on the Encourage the Heart Committee.MASA representative for the Debate TeamPart of the 2013-2014 Yearbook staff, Tempus Fugit.Participate on the Math Team and Debate Team.Slide16

STUDENT ACCOMPLISHEMENTS/ ACTIVITIES

S

tate nominee for the

Governor's Honor’s Program

(

GHP)

in the Music-Voice category

H

ave participated in (or will participate in) the All State Chorus as a 1st Soprano during my 8th, 9th, and 10th grade years.Participate in RCHS’s Chorus program, as well as the choir at my church.

There I am!Slide17

STUDENT ACCOMPLISHEMENTS/ ACTIVITIES

Besides school activities, I also spend a lot of time at my church with the kids. I watch them during some of the services, and work with them during Vacation Bible School in the summer.Slide18

QUESTIONS?

Molly Niemczyk

Rockdale Magnet School

2013-2014Slide19