The presented paper deals with a comprehensive interpretation of the term neuromarketing, as a discipline that applies neuroscientific methods to analyze and to understand human behavior in relation to markets and market exchanges. Due to the topic, this paper presents mainly secondary data, next the questionnaire is used. We state that neuromarketing is a discipline that applies neuroscientific methods to analyze and to understand human behavior in relation to the markets and market exchanges. Each of the neuromarketing techniques measures different data and suits different purposes, with a combination of the most reliable results. The interest in the theoretical research of neuromarketing focuses on the consumer decision-making process. One of the main benefits of neuromarketing is the potential to measure accurate, objective data that can be used to make informed decisions in management practice. However, it is currently only a complement to other areas of marketing and will be beneficial if it is used to obtain otherwise inaccessible data. We are convinced that the existence of the Neuromarketing Center in the ITI of the Olomouc agglomeration will be a significant contribution to the development of the neuromarketing theory. Doi: 10.28991/esj-2021-01256 Full Text: PDF

Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment conducted to evaluate student work with graphs in physics. Eye-movement data were recorded using the GazePoint eye-tracker.A total of 40 third-year grammar school students participated in the research. These students were allocated into three groups by a physics teacher. These groups were called PLUS, AVERAGE and MINUS. The PLUS group showed excellent results in education and included gifted physics students. The MINUS group was composed of the opposite end of this cognitive spectrum, whose members made the most mistakes in graph reading. The aim of the experiment was to find the differences between students allocated to these three groups and to evaluate whether the allocation based on the teacher's experience, long-term observations and the students' previous achievements was sufficient. The results showed that students from all three groups had problems with reading graphs in physics. According to the eye-movement data, several students who had been incorrectly assigned to groups were identified.

Eye Tracking is a modern diagnostic method which has been recently applied in several studies. This method is based on observing human eye movement, monitoring a spot an eye is focused on, its distance, or the time duration of such focus. The course of the look, the sequence of eye fixations and movement can be widely used in cognitive sciences. This is where we class the area of pedagogical-psychological research of gifted students. A recent pilot study of gifted students using the Eye Tracking method aimed to answer the question regarding whether it was possible to monitor the text and image processing of students gifted in science. Students participating in the study were given texts and images on a screen and asked to solve various learning tasks. Meanwhile, the processes they used to perceive the text and images were recorded. The goal of our research was to analyse the way students worked with the text, including details like whether they return to certain spots and how many times they do it within one line or one page, which words need to be focused on more than once, or how the size of their pupils changes when students think. The obtained information presents a basis for the eye movement reconstruction of individual students. Our pilot study verified that it was possible to use Eye Tracking as an experimental method even in pedagogical-psychological research of gifted students. The above mentioned also implies that there are numerous opportunities to use Eye Tracking as an experimental method in IV/2015 80 pedagogical-psychological research and that no research has so far been done on gifted students. The researchers of the Research Centre for Education of Gifted Students of the University of Ostrava have the device serving for the presented study on gifted students in science for disposition.

Introduction: The paper deals with a possible level of risk in cerebrally gifted pupils in relation to bullying at lower secondary schools and grammar schools. In terms of personality characteristics, gifted pupils form a very diverse group, but some research suggests that they might be a risky group concerning school bullying. In the Czech Republic, the most of cerebrally gifted pupils attend ordinary primary schools or grammar schools and they are in daily contact with other pupils. Due to ambiguous research results, there is a question if it is really possible to think of certain risks in the case of cerebrally gifted pupils in relation to their school environment. Quantitative research tried to answer these questions.Methods: The research was focused on the perception of selected areas in the class social environment by the diagnosed cerebrally gifted pupils, the undiagnosed gifted ones and the ordinary pupil population. A quantitative research strategy for bullying incidence mapping in primary and grammar schools were determined. As a research tool, a questionnaire was chosen. Gathered data from the initial questionnaire were evaluated by the following methods: dispersion analysis (ANOVA) for data spread by Gauss curve, Kruskal-Wallis test for data with non-Gauss distribution, arithmetic mean, Pearson Chi-Square Test, correlation analysis and contingency tables.Results: There are differences among the class climate in ordinary classes and the classes with diagnosed cerebrally gifted pupils and undiagnosed pupils. The comparison was at the level of schools, it means among primary schools and grammar schools. It was found out that the cerebrally gifted respondents repeatedly met some form of bullying.Discussion: On the basis of the findings, the authors assumed that cerebrally gifted pupils (GP) represent a risky group in social interaction with their peers and are more prone to different symptoms of bullying. This has not been statistically confirmed. The overall score was similar in other groups.Limitation: The views of teachers and the views of some psychologists suggest that within the GP group, there is a special group of GP that is not identifiable by traditional questionnaires. For further research, it is worthwhile to consider opting for such research methods that could reveal those pupils.Conclusions: Based on these results, it is possible to support those authors who consider GP as a specific group with their own problems, different values and perceptions, but similar to their peers.

The paper deals with author's pilot experiments using the eye tracking method for the primary school children examination. This method enables to gain a large amount of research data based on the tested people's eye movements monitoring. In the paper, there are processed chosen research data of four gifted students' examination in the context of their mathematical and logical intelligence.

This paper presents a research on students using the Gazepoint device to visualise the practices and strategies that students used in order to solve assignments in the disciplines of natural science. The analysis of visual perception of students is complemented by a questionnaire survey for a group of respondents aged 15-16. The essence of the study was to find out how the students proceeded in monitoring assignments displayed on the screen, how they continued working with the assignments, and whether the layout of the schematics, tables and applied images affected students ‘correctness for the solution. The main aim of the research was to find some similar segments in the experimental data and obtained clusters that would suggest a similar approach of problem solving by students – respondents, and to find out if, and possibly how, some strategies in the assignments differ for the talented students from the standard pupil population and compare the outcomes with students’ characteristics. The other aim of study was to confirm the presence of gifted students in natural sciences in a given sample of respondents on the basis of eye-tracking technology. Also on the basis of similarities in assigned task solving the aim was to find other students who can be seen similarly to the gifted ones from a view of e.g. physiological dynamics of eyes of the students in the context of the given selected seven tasks in the area of the chemical elements identification. For both groups of students, some basic measures are proposed to increase the efficiency of students‘ work with an assignment displayed on a computer screen. Our results show that in the task solving, one gifted student was identified next to a cluster of four similarly performing students on the basis of eye-movements parameters.

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