John Hutson

John Hutson
Georgia State University | GSU · Department of Learning Sceinces

PhD

About

25
Publications
5,757
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
124
Citations

Publications

Publications (25)
Article
Full-text available
Viewers’ attentional selection while looking at scenes is affected by both top‐down and bottom‐up factors. However, when watching film, viewers typically attend to the movie similarly irrespective of top‐down factors—a phenomenon we call the tyranny of film. A key difference between still pictures and film is that film contains motion, which is a s...
Article
Full-text available
This study tested the role of the audio soundtrack in the opening scene of Orson Welles’s Touch of Evil (Orson Welles and Albert Zugsmith, 1958) in supporting a predictive inference that a time bomb will explode, as the filmmakers intended. We designed two experiments and interpreted their results using the Scene Perception and Event Comprehension...
Article
Full-text available
In a previous study, DeLeeuw and Mayer (2008) found support for the triarchic model of cognitive load (Sweller, Van Merriënboer, & Paas, 1998, 2019) by showing that three different metrics could be used to independently measure 3 hypothesized types of cognitive load: intrinsic, extraneous, and germane. However, 2 of the 3 metrics that the authors u...
Article
Full-text available
What role do moment‐to‐moment comprehension processes play in visual attentional selection in picture stories? The current work uniquely tested the role of bridging inference generation processes on eye movements while participants viewed picture stories. Specific components of the Scene Perception and Event Comprehension Theory (SPECT) were tested...
Conference Paper
Full-text available
Cognitive load theory (CLT) provides us guiding principles in the design of learning materials. CLT differentiates three different kinds of cognitive load -- intrinsic, extraneous and germane load. Intrinsic load is related to the learning goal, extraneous load costs cognitive resources but does not contribute to learning. Germane load can foster l...
Article
Full-text available
Film is ubiquitous, but the processes that guide viewers’ attention while viewing film narratives are poorly understood. In fact, many film theorists and practitioners disagree on whether the film stimulus (bottom-up) or the viewer (top-down) is more important in determining how we watch movies. Reading research has shown a strong connection betwee...
Chapter
Full-text available
This paper briefly sketches out the Scene Perception & Event Comprehension Theory (SPECT) and reports on tests of the theory in a series of studies using the “Boy, Dog, Frog” (BDF) wordless picture stories (e.g., Mayer 1969). SPECT is an integrative framework synthesizing a number of theories from the areas of scene perception, event perception, an...
Technical Report
Full-text available
Film is ubiquitous, but the processes that guide viewers’ attention while viewing film narratives are poorly understood. In fact, many film theorists and practitioners disagree on whether the film stimulus (Bottom-up) or the viewer (Top-down) is more important in determining how we watch movies. Reading research has shown a strong connection betwee...
Poster
Full-text available
The current study investigated attentional selection during bridging inference generation in wordless visual sequential narratives. Comprehension processes, such as inference generation, have shown clear effects on eye-movements in reading, and more recently modest effects in studies with video and sequential narratives. Two competing hypotheses we...
Poster
Full-text available
The current study investigated attentional selection during bridging inference generation in wordless visual sequential narratives. Comprehension processes, such as inference generation, have shown clear effects on eye-movements in reading, and more recently modest effects in studies with video and sequential narratives. Two competing hypotheses we...
Article
High temperatures have been documented to affect behavior in a variety of ways depending on the nature of the task. We extended this prior research by examining the effects of dynamically changing temperature on various aspects of performance in a video game task. In the span of approximately an hour, temperature was gradually increased, stayed con...
Article
Full-text available
During reading, eye-movements are closely related to comprehension, but the opposite has been shown in film viewing. Recent studies have shown that the high attentional synchrony found during film viewing may leave little room for comprehension based eye-movement differences. We therefore tested the following two competing hypotheses: 1) The Cognit...
Poster
Full-text available
During reading, eye-movements are closely related to comprehension, but the opposite has been shown in film viewing. Recent studies have shown that the high attentional synchrony found during film viewing may leave little room for comprehension based eye-movement differences. We therefore tested the following two competing hypotheses: 1) The Cognit...
Conference Paper
Full-text available
Transfer of learning is an important objective of education. However, students usually have difficulties in solving physics transfer tasks even after having solved similar problems previously. We investigated if instruction provided using videos containing detailed explanations of previously solved problems will improve students' performance in tac...
Conference Paper
Full-text available
Research has shown that visual cues can facilitate problem solving by helping direct students' attention to relevant areas of a diagram. We investigate the effect of visual cues and outcome feedback on students' visual attention while solving conceptual physics problems containing a diagram. Students (N=89) enrolled in introductory mechanics course...
Article
Full-text available
During reading there is a strong relationship between eye-movements and comprehension, but does this extend to the ubiquitous activity of watching movies? In four experiments we tested two competing hypotheses: H1) Mental Model: viewers' narrative comprehension guides their visual attention, versus H2) Tyranny of Film: Attentional synchrony across...
Poster
Full-text available
The current study investigates the process of generating bridging inferences while viewing visual sequential narratives. Using a series of children’s wordless sequential narratives, we created ellipses, in which during selected 3-image sequences, a highly inferrable action in the middle of the sequence was either shown or missing. Previously, we fo...
Article
Full-text available
Movies are ubiquitous and rapidly understood, but how does this occur? Voluminous reading research has investigated eye-movement/comprehension relationships, but do these relationships hold for film comprehension? We hypothesized film viewers' narrative event models would guide their attention while watching films. To test this, we manipulated the...
Conference Paper
Previous work has shown that event representations are constructed in a coarse-to-fine fashion (Larson, Hendry, & Loschky, 2012). Specifically, an event’s superordinate scene category was recognized first (Indoor or Outdoor), followed by its basic level scene category (Kitchen or Office), and then its basic level action category (Cooking or Washing...

Network

Cited By

Projects

Projects (3)
Project
To understand the processes involved in perceiving, comprehending, and later remembering visual narratives (e.g., in picture stories, comics, film, video games, or VR).
Archived project
To determine the role of attention in problem solving involving figures and graphs in STEM disciplines (e.g., Physics and Mathematics). This investigation involves establishing relationships between attention to relevant or irrelevant information in problems and successful solutions of such problems. We have investigated how such attention is affected by prior knowledge (including misconception) and visual saliency. We also investigate the causal effects of cueing visual attention (both visually and linguistically), and the provision of outcome feedback, on both attention to relevant information and successful solution of such problems and learning of the concepts targeted in such problems.