scholarly journals Spelling ability influences early letter encoding during reading: Evidence from return-sweep eye movements

2020 ◽  
Vol 74 (1) ◽  
pp. 135-149
Author(s):  
Adam J Parker ◽  
Timothy J Slattery
Keyword(s):  
Eye Movements ◽  
Reading Ability ◽  
Target Information ◽  
Parafoveal Processing ◽  
Skilled Readers ◽  
Fixation Durations ◽  
Spelling Ability ◽  
Text Reading ◽  
Corrective Saccade ◽  
Lexical Quality

In recent years, there has been an increase in research concerning individual differences in readers’ eye movements. However, this body of work is almost exclusively concerned with the reading of single-line texts. While spelling and reading ability have been reported to influence saccade targeting and fixation times during intra-line reading, where upcoming words are available for parafoveal processing, it is unclear how these variables affect fixations adjacent to return-sweeps. We, therefore, examined the influence of spelling and reading ability on return-sweep and corrective saccade parameters for 120 participants engaged in multiline text reading. Less-skilled readers and spellers tended to launch their return-sweeps closer to the end of the line, prefer a viewing location closer to the start of the next, and made more return-sweep undershoot errors. We additionally report several skill-related differences in readers’ fixation durations across multiline texts. Reading ability influenced all fixations except those resulting from return-sweep error. In contrast, spelling ability influenced only those fixations following accurate return-sweeps—where parafoveal processing was not possible prior to fixation. This stands in contrasts to an established body of work where fixation durations are related to reading but not spelling ability. These results indicate that lexical quality shapes the rate at which readers access meaning from the text by enhancing early letter encoding, and influences saccade targeting even in the absence of parafoveal target information.

Does Extra Interletter Spacing Help Text Reading in Skilled Adult Readers?

2016 ◽  
Vol 19 ◽  
Author(s):  
Manuel Perea ◽  
Lourdes Giner ◽  
Ana Marcet ◽  
Pablo Gomez
Keyword(s):  
Eye Movements ◽  
Word Recognition ◽  
Present Experiment ◽  
Reading Test ◽  
Adult Readers ◽  
Subject Design ◽  
Fixation Durations ◽  
Facilitative Role ◽  
Text Reading ◽  
Standardized Reading Test

AbstractA number of experiments have shown that, in skilled adult readers, a small increase in interletter spacing speeds up the process of visual word recognition relative to the default settings (i.e., judge faster than judge). The goal of the present experiment was to examine whether this effect can be generalized to a more ecological scenario: text reading. Each participant read two stories (367 words each) taken from a standardized reading test. The stories were presented with the standard interletter spacing or with a small increase in interletter spacing (+1.2 points to default) in a within-subject design. An eyetracker was used to register the participants’ eye movements. Comprehension scores were also examined. Results showed that, on average, fixation durations were shorter while reading the text with extra spacing than while reading the text with the default settings (237 vs. 245 ms, respectively; η2 =. 41, p = .01). However, the number of fixations (while nonsignificant) was slightly higher in the text with extra spacing than in the text with the default spacing, and cancelled out the effect of interletter spacing in total reading times (F < 1). Comprehension scores were similar in the two spacing conditions (F < 1). Thus, at least for skilled adult readers, interletter spacing does not seem to play a consistently facilitative role during text reading.

The DUT task: A novel experimental paradigm to investigate the variability of eye movements in whole-text reading for meaning

2018 ◽  
Vol 4 (2) ◽  
pp. 124-143
Author(s):  
Tobias Alf Kroll ◽  
A. Alexandre Trindade ◽  
Amber Asikis ◽  
Melissa Salas ◽  
Marcy Lau ◽  
...  
Keyword(s):  
Eye Movements ◽  
Experimental Paradigm ◽  
Text Reading

scholarly journals Distraction by deviant sounds during reading: An eye-movement study

2019 ◽  
Vol 72 (7) ◽  
pp. 1863-1875 ◽  
Author(s):  
Martin R Vasilev ◽  
Fabrice BR Parmentier ◽  
Bernhard Angele ◽  
Julie A Kirkby
Keyword(s):  
Eye Movements ◽  
Time Course ◽  
Lexical Processing ◽  
Repeated Sequence ◽  
Reading Performance ◽  
Sequence Capture ◽  
Fixation Durations ◽  
Movement Study ◽  
Task Irrelevant ◽  
Target Words

Oddball studies have shown that sounds unexpectedly deviating from an otherwise repeated sequence capture attention away from the task at hand. While such distraction is typically regarded as potentially important in everyday life, previous work has so far not examined how deviant sounds affect performance on more complex daily tasks. In this study, we developed a new method to examine whether deviant sounds can disrupt reading performance by recording participants’ eye movements. Participants read single sentences in silence and while listening to task-irrelevant sounds. In the latter condition, a 50-ms sound was played contingent on the fixation of five target words in the sentence. On most occasions, the same tone was presented (standard sound), whereas on rare and unexpected occasions it was replaced by white noise (deviant sound). The deviant sound resulted in significantly longer fixation durations on the target words relative to the standard sound. A time-course analysis showed that the deviant sound began to affect fixation durations around 180 ms after fixation onset. Furthermore, deviance distraction was not modulated by the lexical frequency of target words. In summary, fixation durations on the target words were longer immediately after the presentation of the deviant sound, but there was no evidence that it interfered with the lexical processing of these words. The present results are in line with the recent proposition that deviant sounds yield a temporary motor suppression and suggest that deviant sounds likely inhibit the programming of the next saccade.

scholarly journals WALD-EM: Wald Accumulation for Locations and Durations of Eye Movements

2020 ◽  
Author(s):  
Šimon Kucharský ◽  
Daan Roelof van Renswoude ◽  
Maartje Eusebia Josefa Raijmakers ◽  
Ingmar Visser
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Empirical Research ◽  
Process Models ◽  
Movement Behavior ◽  
Movement Data ◽  
Fixation Durations ◽  
Research Cycle ◽  
Fixation Locations ◽  
Basic Characteristics

Describing, analyzing and explaining patterns in eye movement behavior is crucial for understanding visual perception. Further, eye movements are increasingly used in informing cognitive process models. In this article, we start by reviewing basic characteristics and desiderata for models of eye movements. Specifically, we argue that there is a need for models combining spatial and temporal aspects of eye-tracking data (i.e., fixation durations and fixation locations), that formal models derived from concrete theoretical assumptions are needed to inform our empirical research, and custom statistical models are useful for detecting specific empirical phenomena that are to be explained by said theory. In this article, we develop a conceptual model of eye movements, or specifically, fixation durations and fixation locations, and from it derive a formal statistical model --- meeting our goal of crafting a model useful in both the theoretical and empirical research cycle. We demonstrate the use of the model on an example of infant natural scene viewing, to show that the model is able to explain different features of the eye movement data, and to showcase how to identify that the model needs to be adapted if it does not agree with the data. We conclude with discussion of potential future avenues for formal eye movement models.

Comprehension of Reading Content Using Skimming Techniques to Improve Comprehension of Narrative Text Reading Content in Elementary School Students

Academia Open ◽  
2021 ◽  
Vol 5 ◽  
Author(s):  
Shovana Aulia Paramitha ◽  
Kemil Wachidah
Keyword(s):  
Eye Movements ◽  
Literature Review ◽  
Elementary Students ◽  
Elementary School Students ◽  
Research Method ◽  
Narrative Text ◽  
Good Effect ◽  
School Students ◽  
Text Reading ◽  
The Right

This study aims to determine the effect of using skimming techniques and describe the use of skimming techniques in understanding the reading content of elementary students. This study uses the System Literature Review (SLR) research method. From the results of several studies that have been successfully reviewed, it shows that the use of skimming techniques in understanding reading content is the right technique to use in understanding reading content because skimming techniques can increase students' knowledge of reading more. The use of skimming techniques can be done in the first way, having questions to look for, reading book titles and subtitles, reading with rapid eye movements, understanding sentences in the reading, then being able to draw conclusions. Based on the analysis that has been done, it can be concluded that the use of skimming techniques has a very good effect on students 'reading comprehension and can be an alternative or method to help improve reading content comprehension and broaden students' knowledge.

scholarly journals Incremental comprehension of pitch relationships in written music: Evidence from eye movements

2018 ◽  
Vol 71 (1) ◽  
pp. 211-219 ◽  
Author(s):  
Lauren V Hadley ◽  
Patrick Sturt ◽  
Tuomas Eerola ◽  
Martin J Pickering
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Sight Reading ◽  
Harmonic Structure ◽  
Movement Behaviour ◽  
Prior Context ◽  
Concurrent Performance ◽  
Text Reading ◽  
Processing Difficulty ◽  
Structural Processing

To investigate how proficient pianists comprehend pitch relationships in written music when they first encounter it, we conducted two experiments in which proficient pianists’ eyes were tracked while they read and played single-line melodies. In Experiment 1, participants played at their own speed; in Experiment 2, they played with an external metronome. The melodies were either congruent or anomalous, with the anomaly involving one bar being shifted in pitch to alter the implied harmonic structure (e.g. non-resolution of a dominant). In both experiments, anomaly led to rapid disruption in participants’ eye movements in terms of regressions from the target bar, indicating that pianists process written pitch relationships online. This is particularly striking because in musical sight-reading, eye movement behaviour is constrained by the concurrent performance. Both experiments also showed that anomaly induced pupil dilation. Together, these results indicate that proficient pianists rapidly integrate the music that they read into the prior context and that anomalies in terms of pitch relationships lead to processing difficulty. These findings parallel those of text reading, suggesting that structural processing involves similar constraints across domains.

scholarly journals Eye-movement benchmarks in Heritage Language reading

2020 ◽  
Vol 24 (1) ◽  
pp. 69-82
Author(s):  
Olga Parshina ◽  
Anna K. Laurinavichyute ◽  
Irina A. Sekerina
Keyword(s):  
Eye Movements ◽  
Language Processing ◽  
Heritage Language ◽  
Adult Readers ◽  
Heritage Speakers ◽  
Frequency Effects ◽  
Fixation Durations ◽  
L2 Learners ◽  
Reading Patterns ◽  
Eye Movements During Reading

AbstractThis eye-tracking study establishes basic benchmarks of eye movements during reading in heritage language (HL) by Russian-speaking adults and adolescents of high (n = 21) and low proficiency (n = 27). Heritage speakers (HSs) read sentences in Cyrillic, and their eye movements were compared to those of Russian monolingual skilled adult readers, 8-year-old children and L2 learners. Reading patterns of HSs revealed longer mean fixation durations, lower skipping probabilities, and higher regressive saccade rates than in monolingual adults. High-proficient HSs were more similar to monolingual children, while low-proficient HSs performed on par with L2 learners. Low-proficient HSs differed from high-proficient HSs in exhibiting lower skipping probabilities, higher fixation counts, and larger frequency effects. Taken together, our findings are consistent with the weaker links account of bilingual language processing as well as the divergent attainment theory of HL.

Saccadic Eye Movements of Dyslexic and Normal Reading Children

Perception ◽  
1994 ◽  
Vol 23 (1) ◽  
pp. 45-64 ◽  
Author(s):  
Monica Biscaldi ◽  
Burkhart Fischer ◽  
Franz Aiple
Keyword(s):  
Eye Movements ◽  
Reaction Times ◽  
Saccadic Eye Movements ◽  
Control Group ◽  
Express Saccades ◽  
Movement Data ◽  
Fixation Durations ◽  
Normal Reading ◽  
Single Target ◽  
The Right

Twenty-four children made saccades in five noncognitive tasks. Two standard tasks required saccades to a single target presented randomly 4 deg to the right or left of a fixation point. Three other tasks required sequential saccades from the left to the right. 75 parameters of the eye-movement data were collected for each child. On the basis of their reading, writing, and other cognitive performances, twelve children were considered dyslexic and were divided into two groups (D1 and D2). Group statistical comparisons revealed significant differences between control and dyslexic subjects. In general, in the standard tasks the dyslexic subjects had poorer fixation quality, failed more often to hit the target at once, had smaller primary saccades, and had shorter reaction times to the left as compared with the control group. The control group and group D1 dyslexics showed an asymmetrical distribution of reaction times, but in opposite directions. Group D2 dyslexics made more anticipatory and express saccades, they undershot the target more often in comparison with the control group, and almost never overshot it. In the sequential tasks group D1 subjects made fewer and larger saccades in a shorter time and group D2 subjects had shorter fixation durations than the subjects of the control group.

Reading with Visual Field Defects

Perception ◽  
1997 ◽  
Vol 26 (1_suppl) ◽  
pp. 11-11 ◽  
Author(s):  
S Trauzettel-Klosinski
Keyword(s):  
Eye Movements ◽  
Visual Field ◽  
Reading Ability ◽  
Reading Speed ◽  
Visual Fields ◽  
Zero Point ◽  
Normal Subjects ◽  
Visual Field Defects ◽  
Video Tape ◽  
Field Defects

The influence of different visual field defects on the reading performance was examined with potential adaptive strategies to improve the reading process in mind. By means of an SLO, the retinal fixation locus (RFL) was determined with the use of single targets and text, and eye movements scanning the text were recorded on video tape. Additionally, eye movements were monitored by an Infrared Limbus Tracker. Visual fields were assessed by the Tübingen Manual and/or automatic perimetry. Normal subjects, and patients with central scotomata, ring scotomata, and hemianopic field defects (HFD) were examined. The main pathological reading parameters were an increase of saccade frequency and regressions per line, and a decrease of reading speed. In patients with field defects involving the visual field centre, fixation behaviour is significant for regaining reading ability. In absolute central scotoma, the lost foveal function promotes eccentric fixation. The remaining problem is insufficient resolution of the RFL, which can be compensated for by magnification of the text. In patients with insufficient size of their reading visual field, due to HFD and ring scotoma, it is crucial that they learn to use a new RFL despite intact foveolar function. Preconditions for reading have been found to be: (1) sufficient resolution of the RFL, (2) a reading visual field of a minimum extent, and (3) intact basic oculomotor function. In patients with visual field defects involving the centre, a sensory-motor adaptation process is required: the use of a new RFL as the new centre of the visual field and as the new zero point for eye-movement coordinates.

scholarly journals Does visual attention span relate to eye movements during reading and copying?

2013 ◽  
Vol 38 (1) ◽  
pp. 81-85 ◽  
Author(s):  
Marie-Line Bosse ◽  
Sonia Kandel ◽  
Chloé Prado ◽  
Sylviane Valdois
Keyword(s):  
Regression Analysis ◽  
Eye Movements ◽  
Visual Attention ◽  
Reading Skills ◽  
Attention Span ◽  
Text Reading ◽  
Eye Movements During Reading

This research investigated whether text reading and copying involve visual attention-processing skills. Children in grades 3 and 5 read and copied the same text. We measured eye movements while reading and the number of gaze lifts (GL) during copying. The children were also administered letter report tasks that constitute an estimation of the number of letters that are processed simultaneously. The tasks were designed to assess visual attention span abilities (VA). The results for both grades revealed that the children who reported more letters, i.e., processed more consonants in parallel, produced fewer rightward fixations during text reading suggesting they could process more letters at each fixation. They also copied more letters per gaze lift from the same text. Furthermore, a regression analysis showed that VA span predicted variations in copying independently of the influence of reading skills. The findings support a role of VA span abilities in the early extraction of orthographic information, for both reading and copying tasks.

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