RESUMEN
In previous research, microsaccades have been suggested as psychophysiological indicators of task load. So far, it is still under debate how different types of task demands are influencing microsaccade rate. This piece of research examines the relation between visual load, mental load and microsaccade rate. Fourteen participants carried out a continuous performance task (n-back), in which visual (letters vs. abstract figures) and mental task load (1-back to 4-back) were manipulated as within-subjects variables. Eye tracking data, performance data as well as subjective workload were recorded. Data analysis revealed an increased level of microsaccade rate for stimuli of high visual demand (i.e. abstract figures), while mental demand (n-back-level) did not modulate microsaccade rate. In conclusion, the present results suggest that microsaccade rate reflects visual load of a task rather than its mental load.
RESUMEN
In French, and other gender marked languages, there are two ways to interpret a grammatical masculine form when used to refer to social roles or occupations [e.g., les magiciens (the magicians masculine )]. It can refer to a group composed of only men (specific use of the masculine form), or one composed of both women and men (generic use). Studies of adults revealed that the rule that masculine forms can be interpreted as inclusive of either gender is not readily applied. To gain a better understanding of the processes shaping this phenomenon, we present a follow-up study (N = 52) to Lévy et al. (2016) to explore how French-speaking kindergarten children (3-5 years of age) resolve the semantic ambiguity of the grammatical masculine form when presented with role or occupation nouns. In a paradigm where participants' gazes were monitored, children were presented with pictures of a pair of two boys and a pair of one girl and one boy and were prompted to Look at the [role nounmasculine plural form]. First, the results suggest a stereotype effect in that children more strongly directed their gaze toward the boy-boy picture for stereotypical male role nouns, but toward the girl-boy picture for stereotypical female role nouns. Second, in the non-stereotypical/neutral condition we did not find an indication of any own-sex preference (as in Lévy et al., 2016), but of an influence of the role nouns' grammatical gender, in that children more strongly directed their gaze toward boy-boy pictures than toward girl-boy pictures. We suggest that a specific interpretation of masculine forms might already start to emerge between 3 and 5 years of age, while gender stereotypes are still activated.