Capturing Reading Processes in Connected Texts with Eye Movements and a Letter Detection Task

2015 ◽  
pp. 99-110
Author(s):  
Jean Saint-Aubin ◽  
Raymond M. Klein
Keyword(s):  
Eye Movements ◽  
Detection Task ◽  
Letter Detection ◽  
Reading Processes

scholarly journals LIP activity in the interstimulus interval of a change detection task biases the behavioral response

2015 ◽  
Vol 114 (5) ◽  
pp. 2637-2648 ◽  
Author(s):  
Fabrice Arcizet ◽  
Koorosh Mirpour ◽  
Daniel J. Foster ◽  
Caroline J. Charpentier ◽  
James W. Bisley
Keyword(s):  
Eye Movements ◽  
Change Detection ◽  
Behavioral Response ◽  
Interstimulus Interval ◽  
Detection Task ◽  
Covert Attention ◽  
Change Detection Task ◽  
Lateral Intraparietal Area ◽  
Overt Attention ◽  
The World

When looking around at the world, we can only attend to a limited number of locations. The lateral intraparietal area (LIP) is thought to play a role in guiding both covert attention and eye movements. In this study, we tested the involvement of LIP in both mechanisms with a change detection task. In the task, animals had to indicate whether an element changed during a blank in the trial by making a saccade to it. If no element changed, they had to maintain fixation. We examine how the animal's behavior is biased based on LIP activity prior to the presentation of the stimulus the animal must respond to. When the activity was high, the animal was more likely to make an eye movement toward the stimulus, even if there was no change; when the activity was low, the animal either had a slower reaction time or maintained fixation, even if a change occurred. We conclude that LIP activity is involved in both covert and overt attention, but when decisions about eye movements are to be made, this role takes precedence over guiding covert attention.

What a Simple Letter-Detection Task Can Tell Us About Cognitive Processes in Reading

2016 ◽  
Vol 25 (6) ◽  
pp. 417-424 ◽  
Author(s):  
Raymond M. Klein ◽  
Jean Saint-Aubin
Keyword(s):  
Cognitive Processes ◽  
Visual Presentation ◽  
Detection Task ◽  
Societal Implications ◽  
Large Set ◽  
Letter Detection ◽  
Attentional Disengagement ◽  
The Past ◽  
Lexical Activation ◽  
Current Article

Understanding reading is a central issue for psychology, with major societal implications. Over the past five decades, a simple letter-detection task has been used as a window on the psycholinguistic processes involved in reading. When readers are asked to read a text for comprehension while marking with a pencil all instances of a target letter, they miss some of the letters in a systematic way known as the missing-letter effect. In the current article, we review evidence from studies that have emphasized neuroimaging, eye movement, rapid serial visual presentation, and auditory passages. As we review, the missing-letter effect captures a wide variety of cognitive processes, including lexical activation, attention, and extraction of phrase structure. To account for the large set of findings generated by studies of the missing-letter effect, we advanced an attentional-disengagement model that is rooted in how attention is allocated to and disengaged from lexical items during reading, which we have recently shown applies equally to listening.

Perceptual-visual-motor measures, reading and properties of eye movements of students with attention deficit hyperactivity disorder

2021 ◽  
pp. 252-270
Author(s):  
Simone Aparecida Capellini ◽  
Isabela Pires Metzner ◽  
Noemi Del Bianco ◽  
Ilaria D’Angelo ◽  
Aldo Caldarelli ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Academic Performance ◽  
Eye Movements ◽  
Attention Deficit ◽  
Motor Deficit ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Group I ◽  
Visual Motor ◽  
Students With Adhd

This study is aimed to compare and relate the performance of students with Attention Deficit Hyperactivity Disorder (ADHD) and with good academic performance in the perceptual-visual-motor and reading processes, and to verify the eye movements' pattern of students with ADHD during reading. Twenty students from primary school, both male and female, and aged between eight and twelve years old, participated in this study. They were divided into two groups: Group I (GI): composed of 20 students with an interdisciplinary diagnosis of ADHD, and Group II (GII): composed of 20 students with an equal good academic performance according to gender, age group and education with GI. All students were submitted to the Reading Processes Assessment protocol (PROLEC), Developmental Test of Visual Perception 3 (DTVP 3). PROLEC text reading test was administered to the students, also through the computer support. During this activity, the Gazepoint GP3 Eye Tracker equipment was used, which records the eye movements and analyses their properties by using the Gazepoint Analysis UX Edition Software for capturing eye movement during reading. These procedures were applied individually with students from both groups. The results were statistically analyzed, and revealed that the difficulties of students with ADHD in the reading processes could be justified by the perceptual-visual-motor deficit, and the shorter fixing time for capturing the information of each word read. This compromises the ability to identify and decode words, leading to difficulty in accessing meaning at the level of words and texts.

Using Eye Movements to Study Reading Processes

2017 ◽  
pp. 27-47 ◽  
Author(s):  
Anne E. Cook ◽  
Wei Wei
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Eye Movement ◽  
Future Research ◽  
Reading Processes ◽  
Reading Measures ◽  
Set Up ◽  
Eye Movements During Reading

This chapter provides an overview of eye movement-based reading measures and the types of inferences that may be drawn from each. We provide logistical advice about how to set up stimuli for eye tracking experiments, with different level processes (word, sentence, and discourse) and commonly employed measures of eye movements during reading in mind. We conclude with examples from our own research of studies of eye movements during reading at the word, sentence, and discourse levels, as well as some considerations for future research.

Do Consonant Sonority and Status Influence Syllable-Based Segmentation Strategies in a Visual Letter Detection Task? Developmental Evidence in French Children

2012 ◽  
Vol 16 (6) ◽  
pp. 550-562 ◽  
Author(s):  
Norbert Maïonchi-Pino ◽  
Bruno de Cara ◽  
Jean Écalle ◽  
Annie Magnan
Keyword(s):  
Detection Task ◽  
Letter Detection

Are French dyslexic children sensitive to consonant sonority in segmentation strategies? Preliminary evidence from a letter detection task

2012 ◽  
Vol 33 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Norbert Maïonchi-Pino ◽  
Bruno de Cara ◽  
Jean Écalle ◽  
Annie Magnan
Keyword(s):  
Preliminary Evidence ◽  
Detection Task ◽  
Letter Detection

scholarly journals The use and nature of grapheme coding during sub-lexical processing and lexical access

2018 ◽  
Vol 71 (6) ◽  
pp. 1324-1339 ◽  
Author(s):  
Eva Commissaire ◽  
Séverine Casalis
Keyword(s):  
Lexical Access ◽  
Lexical Processing ◽  
Stimulus Onset ◽  
Detection Task ◽  
Single Letter ◽  
Decision Task ◽  
Letter Detection ◽  
Experimental Conditions ◽  
Lexical Route

This work aimed to investigate grapheme coding during sub-lexical processing and lexical access. Using the letter detection task in Experiment 1, we compared letter pairs that could be considered as a grapheme unit or not depending on context (referred to as weakly cohesive complex, e.g., an in chant vs cane) to real two-letter graphemes (highly cohesive complex, e.g., au in chaud) and single-letter graphemes (simple, e.g., a in place). Three experimental conditions were used, one of which was designed to prevent phonological influences. Data revealed that only highly cohesive complex graphemes were processed as units, not the weakly cohesive ones. The same pattern was found across experimental conditions in favor of an orthographic mechanism. In Experiments 2 and 3, a primed lexical decision task was used with two stimulus onset asynchronies (SOAs) and two different ranges of lexical frequency. We manipulated the number of graphemes removed from partial primes ( d**che vs do**he-DOUCHE) and relatedness. In contrast to Experiment 1, no evidence was provided in favor of a role of graphemes during lexical access. We suggest that graphemes can be conceived as sub-lexical orthographic units per se but can only be captured within a sub-lexical route to reading.

scholarly journals Predicting eye movements in a contour detection task

2012 ◽  
Vol 13 (S1) ◽  
Author(s):  
Udo Ernst ◽  
Humbeeck Van Nathalie ◽  
Nadine Schmitt ◽  
Frouke Hermens ◽  
Johan Wagemans
Keyword(s):  
Eye Movements ◽  
Detection Task ◽  
Contour Detection

Shallow Versus Deep Footprints in Pseudo-Word Grapheme-to-Phoneme Conversion: Dutch and English

2010 ◽  
Vol 22 (4) ◽  
pp. 425-443
Author(s):  
Susanne R. Borgwaldt ◽  
Patrick Bolger ◽  
Emőke Jakab
Keyword(s):  
Grain Size ◽  
Time Course ◽  
Reading Development ◽  
Masked Priming ◽  
Letter Detection ◽  
Reading Processes

Our study is concerned with reading processes. Using a letter-detection paradigm with masked priming, we tested for the existence and time course of vowel digraph effects in Dutch and English. Whereas Dutch readers showed digraph effects with 67-ms primes, English readers showed only letter effects at 67 ms and merely a weak digraph trend at 83 ms. These findings are consistent with the PSYCHOLOGICAL GRAIN SIZE THEORY, a model of reading development that predicts that grapheme-phoneme conversion proceeds faster in shallow than in deep orthographies. This also demonstrates that similar language structures can be processed differently if they are modulated by different inter-faces, in this case, orthography.

Sign in / Sign up

Export Citation Format

Share Document