scholarly journals Eye movements during the reading of narrative and poetic texts.

2019 ◽  
Vol 12 (7) ◽  
Author(s):  
Arthur Jacobs ◽  
Jana Lüdtke ◽  
Johanna Kaakinen ◽  
Lynn S. Eekhof
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Theoretical Models ◽  
Video Stream ◽  
Semantic Features ◽  
Software Skills ◽  
Text Reading ◽  
Pros And Cons ◽  
Poetic Texts ◽  
Eye Movements During Reading

Video stream: https://vimeo.com/358415199 Despite a wealth of studies using eye tracking to investigate mental processes during vision or reading, the investigation of oculomotor activity during natural reading of longer texts –be it newspaper articles, narratives or poetry– is still an exception in this field (as evidenced by the program of ECEM 2017 in Wuppertal). Following up on our symposium at ECEM 2017, here we bring together eye movement research on natural text reading to report recent progress in a coordinated way sharing data, experiences and software skills in this highly complex subfield. More specifically, in this symposium we will address several challenges faced by an eye tracking perspective on the reading of longer texts which involve a surplus of intervening variables and novel methods to analyze the data. In particular, the following issues will be addressed: - Which text-analytical and statistical methods are best to deal with the myriad of surface and affective semantic features potentially influencing eye movements during reading of ‘natural’ texts? - What are the pros and cons of using machine learning assisted predictive modeling as an alternative to the standard GLM/LMM frameworks? - Which kind of theoretical models can deal with the level of complexity offered by reading longer natural 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.

scholarly journals Tracking your emotions: An eye-tracking study on reader’s engagement with perspective during text comprehension

2020 ◽  
Vol 73 (6) ◽  
pp. 929-940 ◽  
Author(s):  
Scarlett Child ◽  
Jane Oakhill ◽  
Alan Garnham
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Text Comprehension ◽  
Text Processing ◽  
Emotional Valence ◽  
Personal Perspective ◽  
Eye Movements During Reading

An eye-tracking study explored perspective effects on eye-movements during reading. We presented texts that included either a personal perspective ( you) or an onlooker perspective (he or she). We measured whether fixations on the pronouns themselves differed as a function of perspective, and whether fixations on pronouns were affected by the emotional valence of the text which was either positive or negative. It was found that early in the text, processing of you is easier than he or she. However, as the character referred to by he or she becomes more familiar, fixations on he or she decrease, specifically in negative contexts.

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.

scholarly journals Chapter 1. Eye-tracking: facts and figures

2018 ◽  
pp. 15-44
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Eye Movement ◽  
Movement Control ◽  
General Information ◽  
Cognitive Research ◽  
Pros And Cons ◽  
Movement Parameters ◽  
Tracking Devices

In chapter 1 we describe the method of eye-tracking and how the interest to studying eye movements developed in time. We describe how modern eye-tracking devices work, including several most commonly used in cognitive research (SR-Research, SMI, Tobii). We also give some general information about eye movement parameters during reading and a brief over- view of main models of eye movement control in reading (SWIFT, E-Z Reader). These models take into account a significant amount of empirical data and simulate the interaction of oculo- motor and cognitive processes involved in reading. Differences between the models, as well as different interpretations allowed within the same model, reflect the complexity of reading and the ongoing discussion about the processes involved in it. The section ends up with the pros and cons of using LCD and CRT displays in eye-tracking studies.

Uses of Eye-Tracking Data in Second Language Sentence Processing Research

2010 ◽  
Vol 30 ◽  
pp. 149-166 ◽  
Author(s):  
Paola E. Dussias
Keyword(s):  
Second Language ◽  
Eye Movements ◽  
Eye Tracking ◽  
Language Processing ◽  
Sentence Processing ◽  
Future Research ◽  
Critical Question ◽  
The People ◽  
Recent Developments ◽  
Eye Movements During Reading

When hearing or reading words and sentences in a second language (L2), we face many uncertainties about how the people and objects referred to are connected to one another. So what do we do under these conditions of uncertainty? Because relatively proficient L2 speakers have access to the grammar and lexicon of each language when comprehending words and sentences or when planning spoken utterances, and because the recent research suggests that these linguistic systems are not entirely independent, there is a critical question about how the knowledge of two languages affects basic aspects of language processing. In this article, I review how eye-tracking methodology has been used as a tool to address this question. I begin by discussing why eye movements are a useful methodology in language processing research, and I provide a description of one experimental paradigm developed to explore eye movements during reading. Second, I present recent developments in the use of eye tracking to study L2 spoken-language comprehension. I also highlight the importance of using multiple measures of online sentence processing by discussing results obtained using a moving window task and eye-tracking records while L2 speakers read syntactically ambiguous relative clauses. Next, I discuss research investigating syntactic processing when L2 speakers process mixed language. I end with suggestions for future research directions.

Children’s and adults’ eye movements and the extraction of number information from redundant markings

2020 ◽  
Author(s):  
David Maximiliano Gomez ◽  
Carolina Holtheuer ◽  
Karen Miller ◽  
Cristina Schmitt
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Noun Phrase ◽  
Semantic Features ◽  
Subject Noun ◽  
The Subject ◽  
Chilean Spanish ◽  
Require Information

We present an eye tracking study comparing 3.5- to 7.5-year-old children and adults’ use of number information on the verb and/or the determiner of the subject noun phrase in Chilean Spanish, a dialect of Spanish with variable realization of plural morphology in the noun phrase (due to phonological weakening) and categorical realization of number on the verb. Our results suggest that, while adults can determine whether the subject refers to a plurality or a singleton set based on the morphology of the verb alone, even 5- to 7-year-old children do not and, instead, require information from the noun phrase determiner to make a decision. Children younger than 5 years cannot use number on the verb and on the determiner to make a decision, which supports Miller and Schmitt’s (2010, 2012) hypothesis that number morphology is not always mapped into syntactic and semantic features by younger children in varieties of Spanish where number is subject to variation.

scholarly journals The influence of vergence facility on binocular eye movements during reading

2019 ◽  
Vol 12 (4) ◽  
Author(s):  
Remo Poffa ◽  
Roland Joos
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Reading Difficulties ◽  
Eye Tracker ◽  
Fixation Disparity ◽  
Linear Mixed Effects ◽  
Eye Movements During Reading ◽  
Distance Conditions ◽  
Reading Distance ◽  
Binocular Coordination

Optometrists regularly use binocular measurements in patients with asthenopic complaints when performing close-up work. The focus of this work was therefore on the correlation of optometric parameters and objective fixation disparity (FD) measured by an eye tracker. In our investigation, 20 participants (6 male, 14 female) were subjected to a classical optometric procedure. Subsequently, these subjects read various sentences on a screen and eye movements were registered by using a RED500 eye tracker. The experiment was performed under two reading distance conditions. In order to be comparable with previous work, the present study was conducted under dark illumination conditions (J. A. Kirkby, Blythe, Drieghe, Benson, & Liversedge, 2013). FD values were deduced from objective eye tracking data during reading. Data analysis was done using linear mixed-effects models. FD was found to depend on vergence facility (t=3.3, p=0.004). Subjects with a low vergence facility showed more eso fixation disparity than subjects with a normal vergence facility. If studies of binocular coordination using eye tracking methods are performed under dark illumination conditions, vergence facility is an important parameter and should be accounted for. Neglecting this parameter may mask other important parameters. Vergence facility in context of reading difficulties may be important.

The effect of clause wrap-up on eye movements during reading

2000 ◽  
Vol 53 (4) ◽  
pp. 1061-1080 ◽  
Author(s):  
Keith Rayner ◽  
Gretchen Kambe ◽  
Susan A. Duffy
Keyword(s):  
Eye Movements ◽  
Eye Movements During Reading

Age Differences in Eye Movements During Reading: Degenerative Problems or Compensatory Strategy?

2019 ◽  
Vol 24 (4) ◽  
pp. 297-311
Author(s):  
José David Moreno ◽  
José A. León ◽  
Lorena A. M. Arnal ◽  
Juan Botella
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Meta Analysis ◽  
Age Groups ◽  
Behavioral Changes ◽  
Aging Effects ◽  
Movement Data ◽  
Sentence Reading ◽  
The Difference ◽  
Eye Movements During Reading

Abstract. We report the results of a meta-analysis of 22 experiments comparing the eye movement data obtained from young ( Mage = 21 years) and old ( Mage = 73 years) readers. The data included six eye movement measures (mean gaze duration, mean fixation duration, total sentence reading time, mean number of fixations, mean number of regressions, and mean length of progressive saccade eye movements). Estimates were obtained of the typified mean difference, d, between the age groups in all six measures. The results showed positive combined effect size estimates in favor of the young adult group (between 0.54 and 3.66 in all measures), although the difference for the mean number of fixations was not significant. Young adults make in a systematic way, shorter gazes, fewer regressions, and shorter saccadic movements during reading than older adults, and they also read faster. The meta-analysis results confirm statistically the most common patterns observed in previous research; therefore, eye movements seem to be a useful tool to measure behavioral changes due to the aging process. Moreover, these results do not allow us to discard either of the two main hypotheses assessed for explaining the observed aging effects, namely neural degenerative problems and the adoption of compensatory strategies.

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