scholarly journals EXPRESS: Lexicality Effects on Orthographic Learning in Beginning and Advanced Readers of Dutch: An Eye-tracking Study

2021 ◽  
pp. 174702182110474
Author(s):  
Sietske van Viersen ◽  
Athanasios Protopapas ◽  
George K. Georgiou ◽  
Rauno Parrila ◽  
Laoura Ziaka ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Reading Fluency ◽  
Low Frequency ◽  
Reading Skill ◽  
Learning Task ◽  
Learning Curves ◽  
Skill Level ◽  
Orthographic Knowledge ◽  
Advanced Readers ◽  
Orthographic Learning

Orthographic learning is the topic of many recent studies about reading, but much is still unknown about conditions that affect orthographic learning and their influence on reading fluency development over time. This study investigated lexicality effects on orthographic learning in beginning and relatively advanced readers of Dutch. Eye movements of 131 children in Grades 2 and 5 were monitored during an orthographic learning task. Children read sentences containing pseudowords or low-frequency real words that varied in number of exposures. We examined both offline learning outcomes (i.e., orthographic choice and spelling dictation) of target items and online gaze durations on target words. The results showed general effects of exposure, lexicality, and reading-skill level. Also, a two-way interaction was found between the number of exposures and lexicality when detailed orthographic representations were required, consistent with a larger overall effect of exposure on learning the spellings of pseudowords. Moreover, lexicality and reading-skill level were found to affect the learning rate across exposures based on a decrease in gaze durations, indicating a larger learning effect for pseudowords in Grade 5 children. Yet, further interactions between exposure and reading-skill level were not present, indicating largely similar learning curves for beginning and advanced readers. We concluded that the reading system of more advanced readers may cope somewhat better with words varying in lexicality, but is not more efficient than that of beginning readers in building up orthographic knowledge of specific words across repeated exposures. Keywords: Eye tracking, lexicality, literacy development, orthographic learning, reading fluency.

Developing Reading Skills in Prelingually Deaf Preschool Children: Fingerspelling as a Strategy to Promote Orthographic Learning

2021 ◽  
Author(s):  
Paul Miller ◽  
Efrat Banado-Aviran ◽  
Orit E Hetzroni
Keyword(s):  
Intervention Program ◽  
Orthographic Knowledge ◽  
Single Subject ◽  
Initial Development ◽  
Semantic Categories ◽  
Single Subject Research ◽  
Phonological Knowledge ◽  
Multiple Probe ◽  
Orthographic Learning ◽  
Prelingually Deaf

Abstract The aim of this study was to clarify whether fingerspelling provides a sophisticated mechanism that promotes the development of detailed orthographic knowledge for deaf individuals even in the absence of paralleling phonological knowledge. An intervention program comprised of various procedures chaining between fingerspelled sequences; their written correlates and meaning were administered in a multiple probe single-subject research design across semantic categories to four children with severe to profound prelingual hearing loss (age 4.2–6 years). Results demonstrate the occurrence of rapid orthographic learning during intervention and reliable retention of it in maintenance checks, despite the participants’ insufficiently developed phonological skills. Observations of the participants’ behavior further suggest fingerspelling to function as an effective mediator in the initial development of robust detailed orthographic lexicon. Analyzes also indicate that “learning through action” and “relevance to the task” provide two key factors in relation to the promotion of orthographic learning, with their absence creating an obvious vacuum in this regard. Insights from the study are discussed with reference to their implication for the development of learning materials and learning environments for prelingually deaf and other novice learners.

scholarly journals Spectral bias and task-model alignment explain generalization in kernel regression and infinitely wide neural networks

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Abdulkadir Canatar ◽  
Blake Bordelon ◽  
Cengiz Pehlevan
Keyword(s):  
Machine Learning ◽  
Neural Networks ◽  
Kernel Regression ◽  
Learning Task ◽  
Learning Curves ◽  
Generalization Error ◽  
Theoretical Understanding ◽  
Classical Statistics ◽  
Deep Networks ◽  
Model Alignment

AbstractA theoretical understanding of generalization remains an open problem for many machine learning models, including deep networks where overparameterization leads to better performance, contradicting the conventional wisdom from classical statistics. Here, we investigate generalization error for kernel regression, which, besides being a popular machine learning method, also describes certain infinitely overparameterized neural networks. We use techniques from statistical mechanics to derive an analytical expression for generalization error applicable to any kernel and data distribution. We present applications of our theory to real and synthetic datasets, and for many kernels including those that arise from training deep networks in the infinite-width limit. We elucidate an inductive bias of kernel regression to explain data with simple functions, characterize whether a kernel is compatible with a learning task, and show that more data may impair generalization when noisy or not expressible by the kernel, leading to non-monotonic learning curves with possibly many peaks.

scholarly journals Eye Tracking Technology in Detecting the Switch Cost in the Intra-sentential Code-Switching Contexts

2018 ◽  
Vol 13 (05) ◽  
pp. 117
Author(s):  
Liqin Wu ◽  
Cuihua Xi
Keyword(s):  
Eye Tracking ◽  
Key Words ◽  
Word Frequency ◽  
Repeated Measures ◽  
Switch Cost ◽  
Low Frequency ◽  
Code Switching ◽  
Movement Data ◽  
Reading Efficiency ◽  
Areas Of Interest

Switch cost and cost site have been controversial issues in the code-switching studies. This research conducted an eye tracking experiment on eight bilingual subjects to measure their switch cost and cost site in comprehending the intra-sentential code-switching (Chinese and English) and the unilingual (pure Chinese) stimuli. The English words and their Chinese translations or equivalents were assumed as the key words in either a unilingual or an intra-sentential code-switching paragraph. These key words were located as areas of interest (AOI) with the same height and consisted of three word-frequency levels. After the experiment, the subjects were required to do a comprehension test to ensure their real understanding of the English words. Their performances in two different reading contexts were compared by adopting a paired sample t-test. Their eye movement data were validated by using 2 x 3 repeated measures ANOVA. It was revealed that: 1) the subjects’ scores in the intra-sentential code-switching contexts were higher than those in the unilingual ones, i.e. reading efficiency increased in the intra-sentential code-switching contexts; 2) word frequency had little effect on word recognition speed in the intra-sentential code-switching contexts, i.e., the least frequently used words did not necessarily take the subjects’ more time or vice versa; 3) even if a switch cost occurred(on rare occasions), it was not necessarily at the switching site, and low frequency words in alternating languages did impair performance even when the switch occurred at a sentence boundary.

scholarly journals Screening for Reading Difficulties: Comparing Eye Tracking Outcomes to Neuropsychological Assessments

2021 ◽  
Vol 6 ◽  
Author(s):  
Anna Carin Gran Ekstrand ◽  
Mattias Nilsson Benfatto ◽  
Gustaf Öqvist Seimyr
Keyword(s):  
Eye Tracking ◽  
Struggling Readers ◽  
Reading Fluency ◽  
Neuropsychological Test ◽  
Reading Development ◽  
Screening Method ◽  
Cognitive Assessments ◽  
Cognitive Difficulties ◽  
Cognitive Limitations ◽  
Early School

The use of eye tracking to assess reading fluency has been proposed as a novel and efficient screening method for identifying school children with atypical reading development or risk of dyslexia. Currently, however, little is known about the relationship between the predictive outcomes produced by eye tracking screening systems and specialist cognitive assessments. Here we investigate this relationship in the context of a neuropsychological case study involving eight subjects (9–10 years) who were identified as being at risk of dyslexia by an eye tracking screening system. We analyze to what extent these subjects displayed cognitive limitations when assessed with a neuropsychological test battery, and to what extent cognitive difficulties were limited to reading and decoding, or whether they extended to other domains as well. As a group, the subjects performed on average significantly worse in reading and decoding than in other cognitive domains. Five subjects performed more than 1.25 standard deviations below the mean for age. In line with empirical evidence, co-occurring difficulties in the attention domain were also observed in a few struggling readers. Overall, the results support the view that eye tracking can be a useful tool to assess and monitor children’s reading development during the early school years.

CONTRIBUTIONS OF THE RIGHT AND LEFT MESIAL TEMPORAL LOBES TO MUSIC MEMORY: EVIDENCE FROM MELODIC LEARNING DIFFICULTIES

2008 ◽  
Vol 25 (4) ◽  
pp. 303-314 ◽  
Author(s):  
SARAH J. WILSON ◽  
MICHAEL M. SALING
Keyword(s):  
Learning Difficulties ◽  
Learning Task ◽  
Learning Curves ◽  
Memory Impairments ◽  
Temporal Lobes ◽  
Patient Groups ◽  
Left And Right ◽  
Mesial Temporal Lobe ◽  
The Right ◽  
Musical Context

THE AIM OF THIS STUDY WAS TO ASSESS the effects of left- and right-sided MTL damage on melodic memory using a newly developed arbitrary relational learning task. Participants included patients with MTL damage, patient controls,musicians, and musician controls. The learning curves of these groups showed striking differences, with right MTL patients failing to learn tonal (easy) melody pairs. Both patient groups had difficulty learning nontonal (hard) pairs. Performance was greatest for the musicians, particularly for the nontonal melody pairs. These differences were not primarily attributable to pitch discrimination or pitch working memory impairments. The findings point to differential contributions of the left and right mesial temporal lobes to melodic memory, with specificity of the right mesial temporal lobe emerging for melodic learning within a tonal musical context.

Learning to Follow Directions in English Through a Virtual Reality Environment

2021 ◽  
pp. 262-288
Author(s):  
Jorge Bacca-Acosta ◽  
Julian Tejada ◽  
Carlos Ospino-Ibañez
Keyword(s):  
Virtual Reality ◽  
Foreign Language ◽  
Eye Tracking ◽  
Learning Task ◽  
Learning Performance ◽  
Virtual Reality Environment ◽  
The Gaze ◽  
Key Topics ◽  
Pencil And Paper ◽  
Gaze Fixations

Learning how to give and follow directions in English is one of the key topics in regular English as a Foreign Language (EFL) courses. However, this topic is commonly taught in the classroom with pencil and paper exercises. In this chapter, a scaffolded virtual reality (VR) environment for learning the topic of following directions in English is introduced. An eye tracking study was conducted to determine how students perceive the scaffolds for completing the learning task, and an evaluation of acceptance and usability was conducted to identify the students' perceptions. The results show that scaffolds in the form of text and images are both effective for increasing the students' learning performance. The gaze frequency is higher for the textual scaffold, but the duration of gaze fixations is lower for the scaffolds in the form of images. The acceptance and usability of the VR environment were found to be positive.

scholarly journals Lifelong Learning from Sustainable Education: An Analysis with Eye Tracking and Data Mining Techniques

2020 ◽  
Vol 12 (5) ◽  
pp. 1970 ◽  
Author(s):  
María Consuelo Sáiz Manzanares ◽  
Juan José Rodríguez Diez ◽  
Raúl Marticorena Sánchez ◽  
María José Zaparaín Yáñez ◽  
Rebeca Cerezo Menéndez
Keyword(s):  
Data Mining ◽  
Eye Tracking ◽  
Learning Task ◽  
Learning Technologies ◽  
Crossword Puzzle ◽  
Data Mining Techniques ◽  
Self Regulated Learning ◽  
Uniform Distance ◽  
Scan Path ◽  
Teaching Learning

The use of learning environments that apply Advanced Learning Technologies (ALTs) and Self-Regulated Learning (SRL) is increasingly frequent. In this study, eye-tracking technology was used to analyze scan-path differences in a History of Art learning task. The study involved 36 participants (students versus university teachers with and without previous knowledge). The scan-paths were registered during the viewing of video based on SRL. Subsequently, the participants were asked to solve a crossword puzzle, and relevant vs. non-relevant Areas of Interest (AOI) were defined. Conventional statistical techniques (ANCOVA) and data mining techniques (string-edit methods and k-means clustering) were applied. The former only detected differences for the crossword puzzle. However, the latter, with the Uniform Distance model, detected the participants with the most effective scan-path. The use of this technique successfully predicted 64.9% of the variance in learning results. The contribution of this study is to analyze the teaching–learning process with resources that allow a personalized response to each learner, understanding education as a right throughout life from a sustainable perspective.

Universals of reading: Developmental evidence for linguistic plausibility

2012 ◽  
Vol 35 (5) ◽  
pp. 287-288 ◽  
Author(s):  
Usha Goswami
Keyword(s):  
Word Recognition ◽  
Young Children ◽  
Visual Word Recognition ◽  
Visual Word ◽  
Orthographic Knowledge ◽  
Spelling Errors ◽  
Complex Interactions ◽  
Data Support ◽  
Reading And Spelling ◽  
Orthographic Learning

AbstractChildren's reading and spelling errors show that orthographic learning involves complex interactions with phonology, morphology, and meaning throughout development. Even young children seek to make their visual word recognition strategies linguistically coherent. Orthographic knowledge gained through spelling affects reading, and vice versa. Developmental data support Frost's claim that letter-coding flexibility reflects the optimization of encoding resources in a highly developed system.

Impact of Factors that Affect Reading Skill Level on King–Devick Baseline Performance Time

2018 ◽  
Vol 47 (10) ◽  
pp. 2122-2127 ◽  
Author(s):  
S. P. D. Chrisman ◽  
K. G. Harmon ◽  
J. D. Schmidt ◽  
T. W. Kaminski ◽  
T. A. Buckley ◽  
...  
Keyword(s):  
Reading Skill ◽  
Skill Level ◽  
Performance Time ◽  
Baseline Performance
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