An Exploration of Native Speakers' Eye Fixations in Reading Chinese Text

2010 ◽  
Author(s):  
Chao-Lin Liu ◽  
Juei-Yu Weng ◽  
Yi-Hsuan Chuang ◽  
Jie-Li Tsai
Keyword(s):  
Chinese Text ◽  
Native Speakers ◽  
Eye Fixations ◽  
Reading Chinese

Effect of Dynamic Display and Speed of Display Movement on Reading Chinese Text Presented on a Small Screen

2005 ◽  
Vol 100 (3) ◽  
pp. 865-873 ◽  
Author(s):  
Chien-Hsiung Chen ◽  
Yu-Hung Chien
Keyword(s):  
Reading Comprehension ◽  
Mobile Phones ◽  
Chinese Text ◽  
Native Speakers ◽  
Visual Presentation ◽  
Personal Digital Assistants ◽  
Dynamic Display ◽  
Text Information ◽  
Reading Chinese ◽  
Present Text

Automatic dynamic displays, e.g., scrolling displays, are frequently used to present text information on small screens. This study examined the effects of three dynamic displays [leading, scrolling, and rapid serial visual presentation (RSVP)] and three presentations speeds [171, 250, and 305 wpm (words per minute)] on subjects' reading comprehension for different types of small screens for laptops, personal digital assistants (PDAs), and mobile phones. 12 college students who were native speakers of Chinese (4 men and 8 women between the ages of 19 and 36 years) participated. Scores for reading comprehension indicated (1) for laptops, both leading displays and RSVP, at speeds of about 250 wpm, comprehension was highest; (2) for PDAs and mobile phones, scrolling displays and RSVP, speeds of about 305 wpm were more suitable for presenting information in Chinese text; (3) consequently, RSVP appeared to be the most viable dynamic display on small screens and led to the highest reading comprehension for these Chinese readers.

Reading Chinese text on a small screen with RSVP

Displays ◽  
2005 ◽  
Vol 26 (3) ◽  
pp. 103-108 ◽  
Author(s):  
Chien-Hsiung Chen ◽  
Yu-Hung Chien
Keyword(s):  
Chinese Text ◽  
Reading Chinese ◽  
Small Screen

Effects of Word Spacing on Reading Chinese Text from a Video Display Terminal

2000 ◽  
Vol 90 (1) ◽  
pp. 81-92 ◽  
Author(s):  
Sheng-Hsiung Hsu ◽  
Kuo-Chen Huang
Keyword(s):  
Chinese Text ◽  
Reading Time ◽  
Video Display ◽  
Text Difficulty ◽  
Video Display Terminal ◽  
Emergency Situations ◽  
Main Effect ◽  
Reading Chinese ◽  
Display Control ◽  
Conventional Type

This study investigated the effects of designing space between words in Chinese text, i.e., whether using a “word” instead of a “character” as a presentation unit, will facilitate the performance of reading from a video display terminal. Experimental results indicated that the main effect of word spacing significantly affected the reading time and the number of questions answered correctly. Subjects spent less time on the text with half-character word spacing or with whole-character word spacing than with conventional type (without word spacing) We also discovered that the number of questions answered correctly for stimuli with half-character spacing is significantly greater than that for stimuli with whole-character spacing, while both are smaller than for stimuli with conventional type. The additional variables, such as text difficulty and display control have significant effects as well. Our results suggested that the optimal word spacing in Chinese text should be greater than that in the traditional layout and less than a whole-character spacing. Apparently, in Chinese text, using a “word” as a presentation unit is more favorable than the traditional layouts that do not have any explicit word boundaries. The word spacing design may benefit in reading difficult or unfamiliar materials and further apply in emergency situations or in reading ambiguous sentences.

The modulation of eye movement control by word length in reading Chinese

2018 ◽  
Vol 72 (7) ◽  
pp. 1620-1631 ◽  
Author(s):  
Guojie Ma ◽  
Ziang Li ◽  
Fengfeng Xu ◽  
Xingshan Li
Keyword(s):  
Eye Movement ◽  
Chinese Text ◽  
Word Length ◽  
Movement Control ◽  
Eye Movement Control ◽  
Saccade Length ◽  
Within Subjects ◽  
Reading Chinese ◽  
Set Up ◽  
Target Words

Given there are no interword spaces marking word boundaries in Chinese text, it remains unclear how information about word length influences eye movement control during the reading of Chinese text. In this research, we set up strict controls for word frequency and other word properties, to study this knowledge gap. In Experiment 1A and Experiment 1B, a between-subjects design was used. Forty-eight pairs of one- and two-character words were selected as target words in Experiment 1A, while the same amount of two- and three-character words were selected in Experiment 1B. Conversely, a within-subjects design was used in Experiment 2. Sixty sets of one-, two- and three-character words were selected as target words. The results showed that long words were skipped less often and fixated on more often than short words. Total time was shorter for shorter than for longer words but first fixation durations were longer for one- than for two-character words. Most importantly, we did not find reliable evidence to support the view that word length could modulate initial landing position and incoming saccade length in the length-matched region analyses. These findings suggest that word length influences eye movement control during reading Chinese in a way that is slightly different from that in the process of reading English.

scholarly journals ICDAR 2019 Robust Reading Challenge on Reading Chinese Text on Signboard

2019 ◽  
Author(s):  
Rui Zhang ◽  
Mingkun Yang ◽  
Xiang Bai ◽  
Baoguang Shi ◽  
Dimosthenis Karatzas ◽  
...  
Keyword(s):  
Chinese Text ◽  
Reading Chinese

Investigating the degree of humorous enjoyment in reading Chinese language errors

2017 ◽  
Vol 6 (2) ◽  
pp. 203-223
Author(s):  
Guangyan Chen
Keyword(s):  
Second Language ◽  
Gender Difference ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Chinese Language ◽  
Target Language ◽  
Chinese Teachers ◽  
Reading Chinese ◽  
People’S Perceptions

AbstractSecond language learners often make errors when they use their target language for communication. People perceive some of these errors as humorous. Many factors influence these perceptions. The purpose of this study is to investigate how these factors affect people’s perceptions when they read CSL (Chinese as a second language) learners’ humorous errors. The factors mainly refer to error stimuli and readers’ backgrounds. The researcher collected 25 error stimuli from two popular and often-cited online articles. 57 participants responded to these errors and rated them in the following three categories: Very Funny, Somewhat Funny, and Not Funny. These participants included 51 Native Speakers (NSs) of Chinese and six Non-Native Speakers (NNSs). The NSs consisted of 28 females and 23 males. Out of the participants, 17 were Chinese teachers and 40 were non-teachers. The results indicate that teachers perceived these texts as less funny than non-teachers; No significant gender difference was found; NNSs seemed to perceive these error stimuli as less funny than NSs, however, readers should be cautious in interpreting this result because of the limited number of NNSs. In addition, this study compared the humorous texts that were perceived as the funniest and the ones perceived as the least funny. The results demonstrate that an error-evoked “Very Funny” joke text had two overlapping and opposing scripts. The more overlapping and opposing the two scripts within a joke text were, the more humorous enjoyment a reader experienced. These findings improve our understanding of the interrelationship of language and humor that has been neglected in CSL, Chinese linguistics, and humor literature.

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