![]() ![]() Restricting the discussion to fine art studies and art education, differing VL models have been proposed ( Kędra, 2018). Recent studies find evidence in support of the information-reduction hypothesis as the most important skill developed in experts across most domains ( Brams et al., 2019). Psychological models of visual expertise have focused on three major theories ( Gegenfurtner et al., 2011 Brams et al., 2019): (1) the long term working memory theory ( Ericsson and Kintsch, 1995) suggests that experts can retrieve more visual information from long term working memory than novices do, (2) the information reduction hypothesis ( Haider and Frensch, 1996, 1999) proposes that experts selectively focus on important visual image parts relevant for the task and ignore irrelevant stimuli, and (3) the holistic model of image perception ( Kundel et al., 2007), which states that experts gain more visual information from global and para-foveal regions, effectively allowing a broader grasp of the image to guide their search. Other authors ( Avgerinou and Pettersson, 2011 Wagner and Schönau, 2016) used the term VL, which they described as the ability to inspect and understand images and express oneself through visual media. More recently, mostly from authors in the context of aesthetics and fine arts, this concept has also been referred to as visual competency ( Schönau and Kárpáti, 2019). In a broad sense, visual expertise has been studied in medicine (medical imaging), engineering (surveillance of technical processes) or education (learning behavior) and has been defined as a domain-specific adaptation to the requirements of a visually challenging task ( Gegenfurtner and van Merriënboer, 2017), which has been coined Visual Literacy (VL). The comparison of experts’ and non-experts’ processing during a challenging visual task can be used to decipher these cognitive mechanisms. Perceptual psychology describes the cognitive mechanisms employed to transform visual stimuli into information. Visual perception is an active process of constructing meaningful information from external visual stimuli based both on neurobiological capacities (i.e., laws of perception) and individual learning history (skill training, memory). Further research on HMMs and art expertise is required to confirm exploratory results. HMMs can determine the effect of expertise on exploratory eye movements executed during visual search tasks. Differences between experts and non-experts depend on the relative saliency of targets embedded in images. Experts seem to focus their attention on smaller image parts whereas non-experts used wider parts of the image during their search. Exploratory analysis of HMMs revealed differences between experts and non-experts in image locations of attraction (HMM states). VL experts and non-experts did not significantly differ in task time and number of targets found but they did differ in their visual search process: compared to non-experts, experts showed greater precision in fixating specific prime and target regions, assessed through hidden state fixation overlap. We present a hidden Markov model (HMM) approach to uncover underlying regions of attraction that result from visual search eye-movement behavior in Experiment II. Eidetic memory, performance in art education and visual imagination as self-reported visual skills have significant impact on latent class membership probability. A latent profile analysis revealed four typical solution patterns for the students in Sample I, including a mainstream group, a group that completes easy images fast and difficult images slowly, a fast and erroneous group, and a slow working student group, depending on task completion time and on the probability of finding all three targets. No time constraint was set for completion of the visual search task. ![]() ![]() Experiment II comprised eye movement data of 50 Visual Literacy (VL) experts and non-experts whose eye movements during visual search were analyzed for nine images of artwork as an external validation of the assessment tasks performed in Sample I. Experiment I comprised survey data of 1,065 students on self-reported visual memory skills and their ability to find three targets in four images of artwork. The results of two experiments are analyzed to find out how artistic expertise influences visual search. ![]()
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