scholarly journals Time Course and Hazard Function: A Distributional Analysis of Fixation Duration in Reading

2009 ◽  
Vol 3 (2) ◽  
Author(s):  
Gary Feng
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Hazard Function ◽  
Fixation Duration ◽  
Time Course ◽  
Time Window ◽  
Reading Processes ◽  
Duration Distribution ◽  
The Mean ◽  
High Level

Reading processes affect not only the mean of fixation duration but also its distribution function. This paper introduces a set of hypotheses that link the timing and strength of a reading process to the hazard function of a fixation duration distribution. Analyses based on large corpora of reading eye movements show a surprisingly robust hazard function across languages, age, individual differences, and a number of processing variables. The data suggest that eye movements are generated stochastically based on a stereotyped time course that is independent of reading variables. High-level reading processes, however, modulate eye movement programming by increasing or decreasing the momentary saccade rate during a narrow time window. Implications to theories and analyses of reading eye movement are discussed.

E-Z Reader 7 provides a platform for explaining how low- and high-level linguistic processes influence eye movements

2003 ◽  
Vol 26 (4) ◽  
pp. 498-499 ◽  
Author(s):  
Gary E. Raney
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Cognitive Processes ◽  
Movement Control ◽  
Reading Processes ◽  
Eye Movement Control ◽  
Normal Reading ◽  
High Level

E-Z Reader 7 is a processing model of eye-movement control. One constraint imposed on the model is that high-level cognitive processes do not influence eye movements unless normal reading processes are disturbed. I suggest that this constraint is unnecessary, and that the model provides a sensible architecture for explaining how both low- and high-level processes influence eye movements.

scholarly journals Mixed Responses: Why Readers Spend Less Time at Unfavorable Landing Positions

2009 ◽  
Vol 3 (2) ◽  
Author(s):  
Gary Feng
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Mixture Model ◽  
Fixation Duration ◽  
Efference Copy ◽  
Normal Reading ◽  
Limited Support ◽  
The Mean ◽  
Mixed Responses ◽  
Theories Of Reading

This paper investigates why the average fixation duration tends to decrease from the center to the two ends of a word. Specifically, it examines (a) whether unfavorable landing positions trigger a corrective mechanism, (b) whether the triggering is based on the internal efference copy mechanism, and (c) whether the corrective mechanism is specific to fixations that missed their targeted words. To estimate the mean and proportion of the corrective fixations, a 3-parameter mixture model was fitted to distributions of first fixation duration from two large eye movement databases in studies 1 and 2. Study 3 experimentally created mislocated fixations using a gaze-contingent screen shift paradigm. There is little evidence for the efference copy mechanism and limited support for the mislocated fixations hypothesis. Overall, data suggest a process that terminates fixations sooner than would during normal reading; it is triggered by the visual input during a fixation, and is flexibly engaged at eccentric landing positions and in reading short words. Implications to theories of reading eye movements are discussed.

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.

The time-course of morphological constraints

2008 ◽  
Vol 3 (2) ◽  
pp. 149-175 ◽  
Author(s):  
Ian Cunnings ◽  
Harald Clahsen
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Language Processing ◽  
Time Course ◽  
Judgment Task ◽  
General Constraint ◽  
Movement Data ◽  
Word Forms ◽  
Eye Movements During Reading ◽  
Acceptability Judgment

The avoidance of regular but not irregular plurals inside compounds (e.g., *rats eater vs. mice eater) has been one of the most widely studied morphological phenomena in the psycholinguistics literature. To examine whether the constraints that are responsible for this contrast have any general significance beyond compounding, we investigated derived word forms containing regular and irregular plurals in two experiments. Experiment 1 was an offline acceptability judgment task, and Experiment 2 measured eye movements during reading derived words containing regular and irregular plurals and uninflected base nouns. The results from both experiments show that the constraint against regular plurals inside compounds generalizes to derived words. We argue that this constraint cannot be reduced to phonological properties, but is instead morphological in nature. The eye-movement data provide detailed information on the time-course of processing derived word forms indicating that early stages of processing are affected by a general constraint that disallows inflected words from feeding derivational processes, and that the more specific constraint against regular plurals comes in at a subsequent later stage of processing. We argue that these results are consistent with stage-based models of language processing.

scholarly journals The Changing Landscape: High-Level Influences on Eye Movement Guidance in Scenes

Vision ◽  
2019 ◽  
Vol 3 (3) ◽  
pp. 33 ◽  
Author(s):  
Carrick C. Williams ◽  
Monica S. Castelhano
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Research Progress ◽  
Dynamic Scenes ◽  
Scene Processing ◽  
High Level ◽  
Holding Back

The use of eye movements to explore scene processing has exploded over the last decade. Eye movements provide distinct advantages when examining scene processing because they are both fast and spatially measurable. By using eye movements, researchers have investigated many questions about scene processing. Our review will focus on research performed in the last decade examining: (1) attention and eye movements; (2) where you look; (3) influence of task; (4) memory and scene representations; and (5) dynamic scenes and eye movements. Although typically addressed as separate issues, we argue that these distinctions are now holding back research progress. Instead, it is time to examine the intersections of these seemingly separate influences and examine the intersectionality of how these influences interact to more completely understand what eye movements can tell us about scene processing.

scholarly journals Time course of spatiotopic updating across saccades

2019 ◽  
Vol 116 (6) ◽  
pp. 2027-2032 ◽  
Author(s):  
Jasper H. Fabius ◽  
Alessio Fracasso ◽  
Tanja C. W. Nijboer ◽  
Stefan Van der Stigchel
Keyword(s):  
Eye Movements ◽  
Visual System ◽  
Eye Movement ◽  
Time Course ◽  
Saccadic Eye Movements ◽  
Oculomotor System ◽  
Stimulus Onset ◽  
Oculomotor Behavior ◽  
Behavioral Studies ◽  
The Brain

Humans move their eyes several times per second, yet we perceive the outside world as continuous despite the sudden disruptions created by each eye movement. To date, the mechanism that the brain employs to achieve visual continuity across eye movements remains unclear. While it has been proposed that the oculomotor system quickly updates and informs the visual system about the upcoming eye movement, behavioral studies investigating the time course of this updating suggest the involvement of a slow mechanism, estimated to take more than 500 ms to operate effectively. This is a surprisingly slow estimate, because both the visual system and the oculomotor system process information faster. If spatiotopic updating is indeed this slow, it cannot contribute to perceptual continuity, because it is outside the temporal regime of typical oculomotor behavior. Here, we argue that the behavioral paradigms that have been used previously are suboptimal to measure the speed of spatiotopic updating. In this study, we used a fast gaze-contingent paradigm, using high phi as a continuous stimulus across eye movements. We observed fast spatiotopic updating within 150 ms after stimulus onset. The results suggest the involvement of a fast updating mechanism that predictively influences visual perception after an eye movement. The temporal characteristics of this mechanism are compatible with the rate at which saccadic eye movements are typically observed in natural viewing.

scholarly journals Detecting Mind-Wandering from Eye Movement and Oculomotor Data during Learning Video Lecture

2020 ◽  
Vol 10 (3) ◽  
pp. 51
Author(s):  
DongMin Jang ◽  
IlHo Yang ◽  
SeoungUn Kim
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Peak Velocity ◽  
Eye Gaze ◽  
Sampling Rate ◽  
Maximum Amplitude ◽  
Mind Wandering ◽  
Video Lecture ◽  
Video Lectures

The purpose of this study was to detect mind-wandering experienced by pre-service teachers during a video learning lecture on physics. The lecture was videotaped and consisted of a live lecture in a classroom. The lecture was about Gauss's law on physics. We investigated whether oculomotor data and eye movements could be used as a marker to indicate the learner’s mind-wandering. Each data was collected in a study in which 24 pre-service teachers (16 females and 8 males) reported mind-wandering experience through self-caught method while learning physics video lecture during 30 minutes. A Tobii Pro Spectrum (sampling rate: 300 Hz) was used to capture their eye-gaze during learning Gauss's law through a course video. After watching the video lecture, we interviewed pre-service teachers about their mind-wandering experience. We first used the self-caught method to capture the mind-wandering timing of pre-service teachers while learning from video lectures. We detected more accurate mind-wandering segments by comparing fixation duration and saccade count. We investigated two types of oculomotor data (blink count, pupil size) and nine eye movements (average peak velocity of saccades; maximum peak velocity of saccades; standard deviation of peak velocity of saccades; average amplitude of saccades; maximum amplitude of saccades; total amplitude of saccades; saccade count/s; fixation duration; fixation dispersion). The result was that the blink count could not be used as a marker for mind-wandering during learning video lectures among them (oculomotor data and eye movements), unlike previous literatures. Based on the results of this study, we identified elements that can be used as mind-wandering markers while learning from video lectures that are similar to real classes, among the oculomotor data and eye movement mentioned in previous literatures. Additionally, we found that most participants focused on past thoughts and felt unpleasant after experiencing mind-wandering through interview analysis.

Eye Movements While Driving Cars around Curves

1977 ◽  
Vol 44 (3) ◽  
pp. 683-689 ◽  
Author(s):  
Amos S. Cohen ◽  
Herbert Studach
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Vehicle Control ◽  
Eye Fixation ◽  
Eye Fixations ◽  
The Future ◽  
The Mean ◽  
The Right

The eye fixations of 5 experienced and 4 inexperienced car drivers were analyzed while driving curves to the left and to the right. For experienced drivers in a curve to the left the mean duration of eye fixations was longer and the amplitude of the eye movements greater than in a curve to the right. No such difference was observed in inexperienced drivers who manifested neither uniformity within the same curves nor differentiation between the two types of curves. Mean duration of eye fixations of experienced subjects was shorter while driving in a curve to right, but their amplitude of eye movement was greater in a curve to left than those of inexperienced drivers. In Exp. 2, it was pointed out that there is already a change in the pattern of eye movements prior to entering a curve. Upon approaching the curve the mean duration of eye fixation decreased, and the fixations were mainly shifted toward the future driving path. Results are interpreted in terms of the adequacy of the eye fixations (supposedly influenced by prior long-term learning) for information at near distance for vehicle control and at longer distances for setting up proprioceptive forward programs for possible future sensomotoric activity.

scholarly journals Wandering Eyes: Eye Movements During Mind-wandering in Video Lectures

2018 ◽  
Author(s):  
Han Zhang ◽  
Kevin Miller ◽  
Xin Sun ◽  
Kai Schnabel Cortina
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Average Duration ◽  
Mind Wandering ◽  
Preliminary Evidence ◽  
Future Research ◽  
Video Lectures ◽  
Thought Probes ◽  
Instructional Formats

Video lectures are increasingly prevalent, but they present challenges to learners. Students' minds often wander, yet we know little about how mind-wandering affects attention during video lectures. This paper presents two studies that examined eye movement patterns of mind-wandering during video lectures. In the studies, mind-wandering reports were collected by either self-caught reports or thought probes. Results were similar across the studies: mind-wandering was associated with an increased allocation of fixations to the instructor's image. For fixations on the slides, the average duration increased but the dispersion decreased. Moreover, preliminary evidence suggested that fixation duration and dispersion can diminish soon after self-caught reports of mind-wandering. Overall, these findings help advance our understanding of how learners' attention is affected during mind-wandering and may facilitate efforts in objectively identifying mind-wandering. Future research is needed to determine if these findings can extend to other instructional formats.

scholarly journals Graphological and semantic foregrounding as affecting gaze and speech of impulsive and reflective readers

2021 ◽  
Author(s):  
Anna Izmalkova ◽  
Anastasia Rzheshevskaya
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Fixation Duration ◽  
Contrastive Analysis ◽  
Gaze Behavior ◽  
Textual Information ◽  
Bottom Up ◽  
Action Event ◽  
Initial Fixation ◽  
Movement Parameters

The study explores the effects of graphological and semantic foregrounding on speech and gaze behavior in textual information construal of subjects with higher and lower impulsivity. Eye movements of sixteen participants were recorded as they read drama texts with interdiscourse switching (semantic foregrounding), with features of typeface distinct from the surrounding text (graphological foregrounding). Discourse modification patterns were analyzed and processed in several steps: specification of participant/object/action/event/perspective modification, parametric annotation of participants’ discourse responses, contrastive analysis of modification parameter activity and parameter synchronized activity. Significant distinctions were found in eye movement parameters (gaze count and initial fixation duration) in subjects with higher and lower impulsivity when reading parts of text with graphical foregrounding. Impulsive subjects tended to visit the areas more often with longer initial fixations than reflective subjects, which is explained in terms of stimulus-driven attention, associated with bottom-up processes. However, these differences in gaze behavior did not result in pronounced distinctions in discourse responses, which were only slightly mediated by impulsivity/reflectivity.

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