scholarly journals Reading Minds, Reading Stories: Social-Cognitive Abilities Affect the Linguistic Processing of Narrative Viewpoint

2021 ◽  
Vol 12 ◽  
Author(s):  
Lynn S. Eekhof ◽  
Kobie van Krieken ◽  
José Sanders ◽  
Roel M. Willems
Keyword(s):  
Individual Differences ◽  
Eye Movements ◽  
Perspective Taking ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Linguistic Processing ◽  
Narrative Processing ◽  
Inner World ◽  
The One ◽  
Eye Movements During Reading

Although various studies have shown that narrative reading draws on social-cognitive abilities, not much is known about the precise aspects of narrative processing that engage these abilities. We hypothesized that the linguistic processing of narrative viewpoint—expressed by elements that provide access to the inner world of characters—might play an important role in engaging social-cognitive abilities. Using eye tracking, we studied the effect of lexical markers of perceptual, cognitive, and emotional viewpoint on eye movements during reading of a 5,000-word narrative. Next, we investigated how this relationship was modulated by individual differences in social-cognitive abilities. Our results show diverging patterns of eye movements for perceptual viewpoint markers on the one hand, and cognitive and emotional viewpoint markers on the other. Whereas the former are processed relatively fast compared to non-viewpoint markers, the latter are processed relatively slow. Moreover, we found that social-cognitive abilities impacted the processing of words in general, and of perceptual and cognitive viewpoint markers in particular, such that both perspective-taking abilities and self-reported perspective-taking traits facilitated the processing of these markers. All in all, our study extends earlier findings that social cognition is of importance for story reading, showing that individual differences in social-cognitive abilities are related to the linguistic processing of narrative viewpoint.

scholarly journals T61. FEELINGS OF SHAME AND GUILT IN INDIVIDUALS AT ULTRA-HIGH RISK FOR PSYCHOSIS

2020 ◽  
Vol 46 (Supplement_1) ◽  
pp. S254-S255
Author(s):  
Hye Yoon Park ◽  
Eunchong Seo ◽  
Se Jun Koo ◽  
Eun Lee ◽  
Suk Kyoon An
Keyword(s):  
Regression Analysis ◽  
High Risk ◽  
Perspective Taking ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Linear Regression Analysis ◽  
Reactivity Index ◽  
Personal Distress ◽  
Ultra High Risk ◽  
Shame And Guilt

Abstract Background Self-conscious emotions, such as shame and guilt, play a key role in one’s thoughts and behaviors. Our study investigated how shame and guilt were different concerning multiple aspects of social cognitive abilities, and we evaluated the self-conscious emotions in individuals at ultra-high risk (UHR) for psychosis. Methods Firstly, one hundred and sixty-six healthy youths were assessed for shame and guilt using the test of self-conscious affect, for empathy using interpersonal reactivity index (IRI), and for Theory of Mind (ToM) ability using the ToM picture stories task. Multiple linear regression analysis was performed to predict shame and guilt from the social cognitive variables. Secondly, twenty-four UHR and 24 age- and sex-matched normal controls were compared for shame, guilt, empathy, and ToM ability. Results Results in healthy youths, regression analysis with shame revealed that fantasy (t=3.0, p=0.003, β=0.22) and personal distress (t=5.8, p<0.001, β=0.42) of IRI and affective ToM (t=2.0, p=0.044, β=0.14) were significant determinants. In the regression model of guilt, there were independent predictors including perspective taking (t=3.5, p=0.001, β=0.28) and empathic concern (t=2.1, p=0.040, β=0.17) of IRI and cognitive ToM (t=2.1, p=0.037, β=0.15). In UHR individuals, higher levels of shame (t=-2.4, p=0.021), fantasy (t=-2.3, p=0.028), and personal distress (t=-3.4, p=0.001) and lower levels of perspective taking (t=4.0, p<0.001) and cognitive ToM (t=4.2, p<0.001) were observed. Moreover, high levels of shame was correlated with increased personal distress (r=0.78, p<0.001) in UHR for psychosis. Discussion These findings suggest that empathy and ToM ability predict persons’ shame- or guilt-proneness in healthy youths, and heightened personal distress in UHR individuals may possibly influence the level of shame which could lead to socially maladjustment behaviors. Dealing with social cognitive function would be helpful for reparation to UHR individuals.

scholarly journals Eye movements in reading: Models and data

2003 ◽  
Vol 26 (4) ◽  
pp. 507-518 ◽  
Author(s):  
Keith Rayner ◽  
Alexander Pollatsek ◽  
Erik D. Reichle
Keyword(s):  
Eye Movements ◽  
Lexical Processing ◽  
Model Development ◽  
Linguistic Processing ◽  
Motor Systems ◽  
Eye Movements During Reading ◽  
Late Stages ◽  
Reading Models

The issues the commentators have raised and which we address, include: the debate over how attention is allocated during reading; our distinction between early and late stages of lexical processing; our assumptions about saccadic programming; the determinants of skipping and refixations; and the role that higher-level linguistic processing may play in influencing eye movements during reading. In addition, we provide a discussion of model development and principles for evaluating and comparing models. Although we acknowledge that E-Z Reader is incomplete, we maintain that it provides a good framework for systematically trying to understand how the cognitive, perceptual, and motor systems influence the eyes during reading.

A Case Study: Unique Challenges of an Adolescent Female With Autism Spectrum Disorder

2020 ◽  
Vol 5 (1) ◽  
pp. 314-325
Author(s):  
Kimberly F. Frazier ◽  
Jessica Collier ◽  
Rachel Glade
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Social Cognitive ◽  
Social Performance ◽  
Management Strategies ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Self Management ◽  
Adolescent Female ◽  
Social Thinking

Background The aim of this study was to determine the clinical efficacy of combining self-management strategies and a social thinking approach to address the social performance and executive function of an adolescent female with autism spectrum disorder. Method This research examined the effects of a social knowledge training program, “Think Social,” as well as strategies to improve higher order cognitive abilities. Results and Conclusion Although quantitative improvement was not found, several qualitative gains in behavior were noted for the participants of this study, suggesting a benefit from using structured environmental cues of self-management strategies, as well as improved social understanding through social cognitive training.

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.

The Effect of Semantically Opaque Affixed Words On Eye Movements During Reading

2011 ◽  
Author(s):  
Barbara J. Juhasz ◽  
Elizabeth R. Schotter ◽  
Keith Rayner
Keyword(s):  
Eye Movements ◽  
Eye Movements During Reading
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