Modelling the eye movements of dyslexic children during reading as a continuous time random walk.

The study of eye movements during reading is considered a valuable tool for understanding the underlying cognitive processes and for its ability to detect alterations that could be associated with neurocognitive deficiencies or visual conditions. During reading, the gaze moves from one position to the next on the text performing a saccade-fixation sequence. This dynamics resembles processes usually described as continuous time random walk, where the jumps are the saccadic movements and waiting times are the duration of fixations. The time between jumps (intersaccadic time) consists of stochastic waiting time and flight time, which is a function of the jump length (the amplitude of the saccade). This motivates the present proposal of a model of eye movements during reading in the framework of the intermittent random walk but considering the time between jumps as a combined stochastic-deterministic process. The parameters used in this model were obtained from records of eye movements of children with dyslexia and typically developed for children performing a reading task. The jump lengths arise from the characteristics of the selected text. The time required for the flights was obtained based on a previously proposed model. Synthetic signals were generated and compared with actual eye movement signals in a complexity-entropy plane.

Ordinal pattern transition networks in eye tracking reading signals.

Eye tracking is an emerging technology with a wide spectrum of applications, including non-invasive neurocognitive diagnosis. An advantage of the use of eye trackers is in the improved assessment of indirect latent information about several aspects of the subjects' neurophysiology. The path to uncover and take advantage of the meaning and implications of this information, however, is still in its very early stages. In this work, we apply ordinal patterns transition networks as a means to identify subjects with dyslexia in simple text reading experiments. We registered the tracking signal of the eye movements of several subjects (either normal or with diagnosed dyslexia). The evolution of the left-to-right movement over time was analyzed using ordinal patterns, and the transitions between patterns were analyzed and characterized. The relative frequencies of these transitions were used as feature descriptors, with which a classifier was trained. The classifier is able to distinguish typically developed vs dyslexic subjects with almost 100% accuracy only analyzing the relative frequency of the eye movement transition from one particular permutation pattern (plain left to right) to four other patterns including itself. This characterization helps understand differences in the underlying cognitive behavior of these two groups of subjects and also paves the way to several other potentially fruitful analyses applied to other neurocognitive conditions and tests.

Information-theoretic characterization of eye-tracking signals with relation to cognitive tasks.

Eye tracking is being increasingly used as a more powerful diagnosis instrument when compared with traditional pen-and-paper tests in psychopedagogy and psychology. This technology may significantly improve neurocognitive assessments in gathering indirect latent information about the subjects' performance. However, the meaning and implications of these data are far from being fully understood. In this work, we present a comprehensive study of eye tracking time series in terms of statistical complexity measures. We registered the eye tracking movements of several subjects solving the two parts of the commonly applied Trail Making Test (TMT-A and TMT-B) and studied their Shannon entropy, disequilibrium, statistical complexity, and Fisher information with respect to three different probability distributions. The results show that these quantifiers reveal information about different features of the gaze depending on the distribution considered. As a meaningful result, we found that Fisher information in the position distribution reflects the difficulties encountered by the subject when solving the task. Such a characterization may be of interest to understand the underlying cognitive tasks performed by the subjects, and, additionally, it can serve as a source of valuable parameters to quantitatively assess how and why the subjects budget their attention, providing psychologists and psychopedagogues with more refined neuropsychological evaluation features and tools.