Fig. 2
From: Making sense of movement in embodied design for mathematics learning
Schematic overview of the variety of emergent dynamical gaze patterns in solving the Parallel Pluses motor-control task. These patterns, which we call attentional anchors, make evident that each student attended to some location between the pluses or at least used that location as a focal gaze point. There is no object to manipulate at that point, in fact, there is no perceptual stimulus there at all. The student constructs and uses the attentional anchor to manage the joint manipulation of both cursors. Patterns a through e show both intra- and inter-student variability