Miriam Spering

Bio: Miriam Spering is an academic researcher from University of British Columbia. The author has contributed to research in topics: Smooth pursuit & Eye movement. The author has an hindex of 20, co-authored 70 publications receiving 1181 citations. Previous affiliations of Miriam Spering include Heidelberg University & University of Giessen.

Keep your eyes on the ball: smooth pursuit eye movements enhance prediction of visual motion.

Abstract: Success of motor behavior often depends on the ability to predict the path of moving objects. Here we asked whether tracking a visual object with smooth pursuit eye movements helps to predict its m...

The role of emotions in complex problem solving

Abstract: The assumption that positive affect leads to a better performance in simple cognitive tasks has become well established We address the question whether positive and negative emotions differentially influence performance in complex problem-solving in the same way Emotions were induced by positive or negative feedback in 74 participants who had to manage a computer-simulated complex problem-solving scenario Results show that overall scenario performance is not affected, but positive and negative emotions elicit distinguishable problem-solving strategies: Participants with negative emotions are more focused on the seeking and use of information We discuss methodological requirements for investigating emotion influences in complex and dynamic cognitive tasks

Eye movement training is most effective when it involves a task-relevant sensorimotor decision

Abstract: Eye and hand movements are closely linked when performing everyday actions. We conducted a perceptual-motor training study to investigate mutually beneficial effects of eye and hand movements, asking whether training in one modality benefits performance in the other. Observers had to predict the future trajectory of a briefly presented moving object, and intercept it at its assumed location as accurately as possible with their finger. Eye and hand movements were recorded simultaneously. Different training protocols either included eye movements or a combination of eye and hand movements with or without external performance feedback. Eye movement training did not transfer across modalities: Irrespective of feedback, finger interception accuracy and precision improved after training that involved the hand, but not after isolated eye movement training. Conversely, eye movements benefited from hand movement training or when external performance feedback was given, thus improving only when an active interceptive task component was involved. These findings indicate only limited transfer across modalities. However, they reveal the importance of creating a training task with an active sensorimotor decision to improve the accuracy and precision of eye and hand movements.

Hedonic tone and activation level in the mood-creativity link: toward a dual pathway to creativity model.

Abstract: To understand when and why mood states influence creativity, the authors developed and tested a dual pathway to creativity model; creative fluency (number of ideas or insights) and originality (novelty) are functions of cognitive flexibility, persistence, or some combination thereof. Invoking work on arousal, psychophysiological processes, and working memory capacity, the authors argue that activating moods (e.g., angry, fearful, happy, elated) lead to more creative fluency and originality than do deactivating moods (e.g., sad, depressed, relaxed, serene). Furthermore, activating moods influence creative fluency and originality because of enhanced cognitive flexibility when tone is positive and because of enhanced persistence when tone is negative. Four studies with different mood manipulations and operationalizations of creativity (e.g., brainstorming, category inclusion tasks, gestalt completion tests) support the model.

Eye movements and perception: a selective review.

Abstract: Eye movements are an integral and essential part of our human foveated vision system. Here, we review recent work on voluntary eye movements, with an emphasis on the last decade. More selectively, we address two of the most important questions about saccadic and smooth pursuit eye movements in natural vision. First, why do we saccade to where we do? We argue that, like for many other aspects of vision, several different circuits related to salience, object recognition, actions, and value ultimately interact to determine gaze behavior. Second, how are pursuit eye movements and perceptual experience of visual motion related? We show that motion perception and pursuit have a lot in common, but they also have separate noise sources that can lead to dissociations between them. We emphasize the point that pursuit actively modulates visual perception and that it can provide valuable information for motion perception.

All Problems are not Equal: Implications for Problem-Based Learning

Abstract: Problem-based learning (PBL) is an instructional model that assumes the centrality of problems to learning. Research on PBL has focused on student learning, student roles, tutor roles, problem design, and technology use (Hung, Jonassen, & Liu, 2008), but little attention in the PBL literature has been paid to the nature of the problems that provide the focus for PBL. In this paper, we articulate a model for evaluating problem diffi culty. Problem diffi culty is defi ne in terms of complexity, including breadth of knowledge, attainment level, intricacy of procedures, relational complexity, and problem structuredness including intransparency, heterogeneity of interpretations, interdisciplinarity, dynamicity, or competing alternatives. Based on these characteristics, we identify four classes of problems and then describe three diff erent kinds of problems: decision-making, diagnosis-solution, and policy problems. We then examine the amenability of these classes and problem types as foci for PBL curricula. Finally, we challenge PBL researchers and designers to consider the issue of problem diffi culty in articulating PBL curricula.