An Eye Tracking Study of the Time Course of Attention to Positive and Negative Images in Dysphoric and Non-dysphoric Individuals
Why this work is in the frame
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Bibliographic record
Abstract
Researchers studying selective attention in depressed and dysphoric individuals have documented biases in the allocation of attention to emotional information (Gotlib & Joormann, 2010; Yiend, 2010). Recent studies using eye gaze tracking have shown that when images are presented for extended durations (5–30 seconds), depressed and dysphoric individuals attend to depression-related images more than never depressed individuals and attend to positive images less (Armstrong & Olatunji, 2012). The present study used eye gaze tracking and time course analyses to look for differences between dysphoric and non-dysphoric individuals in their attention to emotional images over time. Participants viewed sets of four images (a depression-related image, a threat-related image, a positive image, and a neutral image) while their eye fixations were tracked and recorded throughout a 10-second presentation. The time course analyses, which divided each 10-second presentation into 2-second intervals, revealed that group differences in attention to positive and depression-related images emerged only after 4 seconds had elapsed and then persisted for the remainder of the 10-second presentation. Dysphoric and non-dysphoric participants were further distinguished by the temporal profiles of their attention to positive and depression-related images. The implications for researchers' understanding of attention to emotion in dysphoria and depression are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it