# PWR-070 — Visual search: learner worksheet Release: Revision 7T · Full Tutorial Edition Estimated time: Estimated 27 min reading and worksheet pass Difficulty: Intermediate Equipment: Basic stationery or digital tools — An exact grid recipe for a helper. Make each grid an 8×8 array of uppercase L characters in one 18-point monospaced font with 1 cm cells. A target-present grid replaces exactly one L with T; an absent grid contains only L. Fold this key: baseline A1 target row 2 column 6, A2 absent, A3 target row 7 column 3, A4 absent; practice B1 target row 4 column 8, B2 absent, B3 target row 1 column 2, B4 absent; delayed low-prevalence C1 target row 6 column 5 and C2–C6 absent. Present grids within each lettered set in a concealed shuffled order and retain the grid label for scoring.; A target template shown before each grid.; Pointer or erasable overlay for tracking the scan path.; Timer and sheet for hits, misses, false alarms, revisits and stopping time. Space: Desk / seated Automated structural checklist: 10 of 10 structural checks present Evidence quality/context: G1; Deep research depth Automated method-quality band: Comprehensive Method-rating basis: Structure coverage, instruction/check specificity, alternative distinctness, source troubleshooting, comparison depth and whether purpose/check fields are authored rather than derived. Editorial review: Pending manual editorial sign off ## Before you begin - [ ] I read the tutorial authority and stop conditions. - [ ] I have the required equipment/space or a declared accessible alternative. ## Canonical source context Search practice can sharpen a defined search, but rare things remain disproportionately easy to miss. Visual search requires finding a declared target among distractors and knowing when to stop on target-absent trials. The learner studies a template, uses one scan path, marks revisits and records hits, misses, false alarms and target-absent time on new grids. Rare targets remain easy to miss. A simple coverage map makes the scan path observable: skipped cells, immediate backtracking and end-of-row overshoot are marked, then one path correction is rehearsed on a fresh grid. Target outcome: The learner completes target-present and target-absent grids using a declared scan path and improves sensitivity without more false alarms or revisits. ### Authority and setup conditions - Use a seated, low-stakes task; no medical images, baggage screening or hazards. - Fix grid size, viewing distance, lighting and correction. - Predeclare the scan path and target-absent stop rule. - Do not add speed pressure until accuracy and false alarms are stable. ### Required or supplied materials - An exact grid recipe for a helper. Make each grid an 8×8 array of uppercase L characters in one 18-point monospaced font with 1 cm cells. A target-present grid replaces exactly one L with T; an absent grid contains only L. Fold this key: baseline A1 target row 2 column 6, A2 absent, A3 target row 7 column 3, A4 absent; practice B1 target row 4 column 8, B2 absent, B3 target row 1 column 2, B4 absent; delayed low-prevalence C1 target row 6 column 5 and C2–C6 absent. Present grids within each lettered set in a concealed shuffled order and retain the grid label for scoring. - A target template shown before each grid. - Pointer or erasable overlay for tracking the scan path. - Timer and sheet for hits, misses, false alarms, revisits and stopping time. ## 1. Study the exact template Look at the target T and name how it differs from the L distractors. Why: A precise template reduces searching for a vague shape. Success check: The learner identifies target and two distractors correctly. Accessible alternative: A spoken or tactile version of “Look at the target T and name how it differs from the L distractors.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Visual search. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The learner identifies target and two distractors correctly.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 2. Choose a scan path Select rows, columns or quadrants and state the order before revealing the grid. Why: A systematic path reduces skipped regions and revisits. Success check: The path covers the full grid once. Accessible alternative: Complete “Select rows, columns or quadrants and state the order before revealing the grid.” in shorter passes, or use keyboard input, dictation or a support person, while preserving this success check: “The path covers the full grid once.” Reduce visual clutter for instruction, then measure any clutter change separately. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 3. Start the timer and scan Move through the declared path at a controllable pace, pointing or tracking each region. Why: External tracking makes coverage visible. Success check: The scan follows the path rather than jumping to salient items. Accessible alternative: A spoken or tactile version of “Move through the declared path at a controllable pace, pointing or tracking each region.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Visual search. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “The scan follows the path rather than jumping to salient items.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 4. Commit target present If a target is found, mark its location and stop before checking. Why: A committed location distinguishes a hit from vague suspicion. Success check: One exact location is recorded. Accessible alternative: A spoken or tactile version of “If a target is found, mark its location and stop before checking.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Visual search. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “One exact location is recorded.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 5. Apply the absent rule If no target appears after one complete scan plus the predeclared verification pass, answer absent and stop. Why: Endless searching inflates time without eliminating misses. Success check: Target-absent decisions use the same rule. Accessible alternative: A spoken or tactile version of “If no target appears after one complete scan plus the predeclared verification pass, answer absent and stop.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Visual search. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Target-absent decisions use the same rule.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 6. Classify and mark revisits Use the key to record hit, miss, false alarm or correct rejection and count repeated regions. Why: Accuracy, bias and inefficient scanning are different errors. Success check: Every grid has outcome, time and revisit count. Accessible alternative: Complete the same research action — “Use the key to record hit, miss, false alarm or correct rejection and count repeated regions.” — using speech-to-text, text-to-speech, enlarged text, keyboard-only navigation, shorter work blocks or a support person. Preserve this declared check: “Every grid has outcome, time and revisit count.” Do not convert the research task into capability practice. Alternative relationship: Target preserving when declared check is preserved Learner notes: ________________________________________________________________________________ Completed: [ ] ## 7. Retest rare novel targets After practice, use new grids with the predeclared lower target prevalence and the same scan rule. Why: Low prevalence can increase misses and must be tested directly. Success check: Prevalence and new-grid status are recorded. Accessible alternative: A spoken or tactile version of “After practice, use new grids with the predeclared lower target prevalence and the same scan rule.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Visual search. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Prevalence and new-grid status are recorded.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## 8. Draw a coverage trace On a transparent overlay or duplicate grid, draw a light line through each inspected row or quadrant and put a dot where the eyes or pointer return to an earlier region. Keep this trace separate from the target answer. Why: A coverage trace distinguishes a missed target from an unvisited region and shows where the declared path breaks down. Success check: Every sector has one pass mark, revisits have dots and the target answer remains unaltered by the trace. Accessible alternative: A spoken or tactile version of “On a transparent overlay or duplicate grid, draw a light line through each inspected row or quadrant and put a dot where the eyes or pointer return to an earlier region. Keep this trace separate from the target answer.” can rehearse the response sequence, but it removes the declared visual stimulus and is therefore a related activity, not an equivalent attempt at Visual search. To preserve the target, keep the authored visual stimulus and adapt only non-target access such as response input, instructions, breaks or support; retain this success check: “Every sector has one pass mark, revisits have dots and the target answer remains unaltered by the trace.” Alternative relationship: Related alternative changes trained or measured target Learner notes: ________________________________________________________________________________ Completed: [ ] ## Reflection What changed? ________________________________________________________________________________ What remains difficult? ________________________________________________________________________________ What will I repeat, adapt, ask for help with, or stop? ________________________________________________________________________________ --- Completion of this worksheet demonstrates tutorial participation only. It does not establish capability, qualification, safety clearance, diagnosis, treatment or independent validation.