Document Type

Poster

Publication Date

Summer 2021

Abstract

Participants studied paintings with respective task instructions and were subsequently tested on identification performance for trained paintings as well as new paintings by the same artists. Eye tracking analyses indicate that each task instruction led to distinctive fixation patterns for the paintings, which may influence inductive learning performance. Generally, participants given the alternative pattern of the instructions performed significantly better than those who received the successive pattern of instructions both in trained and new paintings.

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