Thesis (M. A. in Psychology)--Vanderbilt University, Aug. 2008. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Northeastern University, 2008. / Title from title page (viewed March 3, 2009). Graduate School of Arts and Sciences, Dept. of Psychology. Includes bibliographical references (p. [80]-91).

Even during fixation, the eye is rarely still, as miniature eye movements continue to occur within fixational periods of the eye. These miniature movements are referred to as fixational eye movements. Microsaccades are one of the three types of fixational eye movements that have been identified. Microsaccades have been attributed to different visual processes/phenomena such as fixation stability, perceptual fading, and multistable perception. Still, debates surrounding the functional role of microsaccades in vision ensued, as many of the findings from earlier microsaccade reports contradict one another and the polarity in the field caused by these debates led many to believe that microsaccades do not hold a necessary/specialized role in vision. To gain a deeper understanding of microsaccades and its relevance in vision, we sought out to assess the role of microsaccades in bistable motion perception in our behavioral/eye-tracking study. Observers participated in an eye-tracking experiment where they were asked to complete a motion discrimination task while viewing a bistable apparent motion stimuli. The collected eye-tracking data was then used to train a classification model to predict directions of illusory motion perceived by observers. We found that small changes in gaze position during fixation, occurring within or outside microsaccadic events, predicted the direction of motion pattern imposed by the motion stimuli. Our findings suggest that microsaccades and fixational eye movements are correlated with motion perception and that miniature eye movements occurring during fixation may have relevance in vision. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

This thesis investigates sensorimotor adaptive mechanisms that maintain the accuracy of goal-directed saccades in amblyopia, a developmental disorder characterized by impairment of spatiotemporal visual processing. Saccadic adaptation was induced by displacing the visual target toward initial fixation during the saccade. Eleven visually normal controls and seven patients with amblyopia were tested binocularly and monocularly with the amblyopic and fellow eye (non-dominant and dominant eye in controls) in three separate sessions. Patients with amblyopia exhibited reduced adaptation of saccadic gain compared to controls when viewing with the amblyopic eye and binocularly. Initiation of saccades was also delayed in patients when viewing with the amblyopic eye. It is proposed that the adaptive ability to modify the initial saccadic motor commands for maintaining short-term saccadic accuracy is impaired in amblyopia due to imprecise error signals. Moreover, this thesis reaffirms the notion that the error signals driving saccadic adaptation are visual in nature.

This thesis investigates sensorimotor adaptive mechanisms that maintain the accuracy of goal-directed saccades in amblyopia, a developmental disorder characterized by impairment of spatiotemporal visual processing. Saccadic adaptation was induced by displacing the visual target toward initial fixation during the saccade. Eleven visually normal controls and seven patients with amblyopia were tested binocularly and monocularly with the amblyopic and fellow eye (non-dominant and dominant eye in controls) in three separate sessions. Patients with amblyopia exhibited reduced adaptation of saccadic gain compared to controls when viewing with the amblyopic eye and binocularly. Initiation of saccades was also delayed in patients when viewing with the amblyopic eye. It is proposed that the adaptive ability to modify the initial saccadic motor commands for maintaining short-term saccadic accuracy is impaired in amblyopia due to imprecise error signals. Moreover, this thesis reaffirms the notion that the error signals driving saccadic adaptation are visual in nature.

Thesis (M.A.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 77-84). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://proquest.umi.com/pqdweb?index=0&did=1240706441&SrchMode=1&sid=8&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1195584865&clientId=5220

Thesis (M.S.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains viii, 77 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 74-77).

Thesis (Ph. D.)--University of California, San Diego, 1998. / Vita. Includes bibliographical references (leaves 148-158).

Thesis (Ph. D.)--University of California, San Diego and San Diego State University, 2007. / Title from first page of PDF file (viewed June 11, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 171-178).

D.Phil. / Efficient ocular saccadics with a clear visual memory are essential functions in reading fluently. A child needs to sequence the eyes in a controlled jump called a saccade in order to form a picture in the mind of what is being read. The child is therefore primarily aware of a story rather than individual words. This sequential visual input of the written text contributes to efficient reading skills. The letter sequencing therapy used in this research is designed to improve the ocular saccadics and also to simultaneously develop an efficient visual memory. This improves the reading skills and creates good comprehension. The above exercise program illustrated that visual therapy, in general, done not only as a physical exercise but by improving the visual memory, will integrate very quickly into a child's perceptual development. Visual therapy can therefore improve the learning skills in an effective and efficient manner. The development of learning skills can be expanded to benefit children that have poor reading skills as a result of cultural deprivation. Until recently, due to apartheid and cultural differences at the pre school level disadvantaged children were deprived of the same standard of education as advantaged children. This research compared the average visual skills in reading of educationally advantaged children to educationally disadvantaged children. This illustrated the gap created by apartheid, differences in culture and preschool stimulation in the two levels of education. 167 children with no particular learning or visual problems were randomly selected from a group of pupils at an average middle class educationally advantaged white school and an average middle class disadvantaged black school. 100 of the children came from two standard 2 and two standard 3 classes of the educationally advantaged school while 67 of the children came from one standard 2 and one standard 3 class of the educationally disadvantaged school. All the children were evaluated before the therapy program began with respect to ocular fixations, ocular regressions, reading rate, directional attack, span of recognition and relative efficiency. All the children were given letter sequencing therapy under supervision of the class teacher. Strict controls were applied.