Eye movements and on-line language comprehension processes

1989 ◽  
Vol 4 (3-4) ◽  
pp. SI21-SI49 ◽  
Author(s):  
Keith Rayner ◽  
Sara C. Sereno ◽  
Robin K. Morris ◽  
A. Réne Schmauder ◽  
Charles Clifton
Keyword(s):  
Eye Movements ◽  
Language Comprehension ◽  
On Line

On-line modification of saccadic eye movements by retinal signals

Neuroreport ◽  
2003 ◽  
Vol 14 (6) ◽  
pp. 875-878 ◽  
Author(s):  
Valérie Gaveau ◽  
Olivier Martin ◽  
Claude Prablanc ◽  
Denis Pélisson ◽  
Christian Urquizar ◽  
...  
Keyword(s):  
Eye Movements ◽  
Saccadic Eye Movements ◽  
On Line

scholarly journals Using Eye Movements to Assess Language Comprehension in Toddlers Born Preterm and Full Term

2017 ◽  
Vol 180 ◽  
pp. 124-129 ◽  
Author(s):  
Elizabeth C. Loi ◽  
Virginia A. Marchman ◽  
Anne Fernald ◽  
Heidi M. Feldman
Keyword(s):  
Eye Movements ◽  
Language Comprehension ◽  
Full Term

Spoken language comprehension: insights from eye movements

2007 ◽  
pp. 308-326 ◽  
Author(s):  
Michael K. Tanenhaus
Keyword(s):  
Eye Movements ◽  
Language Processing ◽  
Language Comprehension ◽  
Language Production ◽  
World Literature ◽  
Spoken Language ◽  
Response Measure ◽  
Visual World ◽  
Spoken Language Processing ◽  
Spoken Language Comprehension

Recently, eye movements have become a widely used response measure for studying spoken language processing in both adults and children, in situations where participants comprehend and generate utterances about a circumscribed “Visual World” while fixation is monitored, typically using a free-view eye-tracker. Psycholinguists now use the Visual World eye-movement method to study both language production and language comprehension, in studies that run the gamut of current topics in language processing. Eye movements are a response measure of choice for addressing many classic questions about spoken language processing in psycholinguistics. This article reviews the burgeoning Visual World literature on language comprehension, highlighting some of the seminal studies and examining how the Visual World approach has contributed new insights to our understanding of spoken word recognition, parsing, reference resolution, and interactive conversation. It considers some of the methodological issues that come to the fore when psycholinguists use eye movements to examine spoken language comprehension.

Eye movements as a window into real-time spoken language comprehension in natural contexts

1995 ◽  
Vol 24 (6) ◽  
pp. 409-436 ◽  
Author(s):  
Kathleen M. Eberhard ◽  
Michael J. Spivey-Knowlton ◽  
Julie C. Sedivy ◽  
Michael K. Tanenhaus
Keyword(s):  
Eye Movements ◽  
Real Time ◽  
Language Comprehension ◽  
Spoken Language ◽  
Spoken Language Comprehension

scholarly journals Preschoolers' comprehension of pronouns and reflexives: the impact of the task

2011 ◽  
Vol 39 (4) ◽  
pp. 777-803 ◽  
Author(s):  
CHRISTINA BERGMANN ◽  
MARKUS PAULUS ◽  
PAULA FIKKERT
Keyword(s):  
Eye Tracking ◽  
Language Comprehension ◽  
Age Groups ◽  
Cognitive Resources ◽  
Ongoing Debate ◽  
Typical Response ◽  
On Line ◽  
Referential Expressions ◽  
The Impact ◽  
New Evidence

ABSTRACTPronouns seem to be acquired in an asymmetrical way, where children confuse the meaning of pronouns with reflexives up to the age of six, but not vice versa. Children's production of the same referential expressions is appropriate at the age of four. However, response-based tasks, the usual means to investigate child language comprehension, are very demanding given children's limited cognitive resources. Therefore, they might affect performance. To assess the impact of the task, we investigated learners of Dutch (three- and four-year-olds) using both eye-tracking, a non-demanding on-line method, and a typical response-based task. Eye-tracking results show an emerging ability to correctly comprehend pronouns at the age of four. A response-based task fails to indicate this ability across age groups, replicating results of earlier studies. Additionally, biases seem to influence the outcome of the response-based task. These results add new evidence to the ongoing debate of the asymmetrical acquisition of pronouns and reflexives and suggest that there is less of an asymmetry than previously assumed.

Focus Identification during Sentence Comprehension: Evidence from Eye Movements

2007 ◽  
Vol 60 (10) ◽  
pp. 1423-1445 ◽  
Author(s):  
Kevin B. Paterson ◽  
Simon P. Liversedge ◽  
Ruth Filik ◽  
Barbara J. Juhasz ◽  
Sarah J. White ◽  
...  
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Reading Time ◽  
Sentence Comprehension ◽  
Double Object ◽  
Time Effects ◽  
Particle Position ◽  
Indirect Object ◽  
Focus Particle ◽  
On Line

Three eye movement experiments investigated focus identification during sentence comprehension. Participants read dative or double-object sentences (i.e., either the direct or indirect object occurred first), and a replacive continuation supplied a contrast that was congruous with either the direct or the indirect object. Experiments 1 and 2 manipulated focus by locating only adjacent to either the direct or indirect object of dative (Experiment 1) or double-object (Experiment 2) sentences. Reading-time effects indicated that the surface position of the focus particle influenced processing. In addition, Experiment 1 reading times were longer when the replacive was incongruous with the constituent that only adjoined, and particle position modulated a similar effect in Experiment 2. Experiment 3 showed that this effect was absent when only was omitted. We conclude that the surface position of a focus particle modulates focus identification during on-line sentence comprehension.

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