![]() Following an introduction of the basic principles and assump- tions underlying the use of eye-tracking generally, we review eye-tracking measures addressing concepts of interest for many core theories of social psychology. In order to enable social psychologists to effectively use eye-tracking, we provide a systematic review of commonly used measures. In particular, eye-tracking helps researchers avoid relying on self-report measures alone and otherwise necessary interruptions of the processes they aim to observe and understand. We identify eye-tracking as an unobtrusive, direct and fine-grained process tracing technique with promising implications for these new developments. To match this emerging interest, social psychology is embracing new methodological approaches. Finally, we illustrate the use of eye-tracking with examples from contemporary psychological research with relevance for social psychology, and conclude with an outlook for potential benefits of the use of eye-tracking methods in core topics of social psychology.Ībstract = "Social psychological research is increasingly interested in the cognitive and affective processes underlying human behavior in social environments. Further, we critically discuss the limitations and auxiliary assumptions on which the introduced measures are based. We showcase potential uses in exemplary research questions, providing a starting point for how to select appropriate measures and tailor designs to future applications of eye-tracking to social psychology. Specifically, we introduce options to measure processing depth and decision effort, information weighting, search strategies, cognitive load and arousal. This process is experimental and the keywords may be updated as the learning algorithm improves.Social psychological research is increasingly interested in the cognitive and affective processes underlying human behavior in social environments. These keywords were added by machine and not by the authors. ![]() ![]() A first development is the change from teacher-directed to learner-centred approaches in education, which often involve giving more responsibility for and control over the learning process to the learners. This (renewed) attention for affect is the result of several developments. Students’ emotions, such as, enjoyment, boredom, pride, and anxiety are seen to affect achievement by influencing the student’s involvement and attitude towards learning and learning environments, which also affects how (intensively) students process and/or interpret information (for a discussion see e.g., Boekaerts, 2003 Boekaerts & Simons, 1995 Pekrun, 2005 Pekrun, Goetz, Titz, & Perry, 2002). ![]() Affective processes are now recognised as playing an important role in learning. In the last decade the role of emotions in education seems to have been rediscovered (Maehr, 2001). ![]()
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