Gaze–mouse coordinated movements and dependency with coordination demands in tracing.

Eye movements have been shown to lead hand movements in tracing tasks where subjects have to move their fingers along a predefined trace. The question remained, whether the leading relationship was similar when tracing with a pointing device, such as a mouse; more importantly, whether tasks that required more or less gaze–mouse coordination would introduce variation in this pattern of behaviour, in terms of both spatial and temporal leading of gaze position to mouse movement. A three-level gaze–mouse coordination demand paradigm was developed to address these questions. A substantial dataset of 1350 trials was collected and analysed. The linear correlation of gaze–mouse movements, the statistical distribution of the lead time, as well as the lead distance between gaze and mouse cursor positions were all considered, and we proposed a new method to quantify lead time in gaze–mouse coordination. The results supported and extended previous empirical findings that gaze often led mouse movements. We found that the gaze–mouse coordination demands of the task were positively correlated to the gaze lead, both spatially and temporally. However, the mouse movements were synchronised with or led gaze in the simple straight line condition, which demanded the least gaze–mouse coordination

A novel process-based approach to improve resilience : effects of computerized mouse-based (gaze)contingent attention training (MCAT) on reappraisal and rumination

Stress dysregulation is a transdiagnostic marker of emotional disorders, related to biases in attention toward negative information. We adapted a computerized process-based training targeting these attention mechanisms through mouse-based contingency responses and examined its effects on reappraisal and rumination. Forty-one participants were randomly assigned to either a control or an active training condition of mouse-based contingent attention training (MCAT). Participants in the active condition were instructed to allocate attention toward positive words to generate positive interpretations, by using attention regulation while receiving contingent feedback on their attention to emotional words. Participants in the control condition freely generated interpretations without receiving contingent feedback. Transfer to reappraisal and state rumination was evaluated by administering an emotion regulation paradigm before and after the training. Mouse-based attention estimations showed a high degree of congruency with real eye/gaze-based attention estimations, as measured with eye-tracking performed in parallel. Furthermore, active MCAT resulted in several beneficial effects, including: 1) a higher attention toward positive over negative information; 2) an improved reappraisal ability to down-regulate negative emotions, and 3) a larger state rumination reduction in comparison to the control group. Our findings supports MCAT as a promising way to monitor and train attention, being an innovative instrument for online interventions aimed to improve stress regulation and resilience

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