EyeLink Eye Trackers in Developmental Publications

@article{Easson2020,

title = {Developmental trends of visual processing of letters and objects using naming speed tasks},

author = {Kaitlyn Easson and Noor Z. Al Dahhan and Donald C. Brien and John R. Kirby and Douglas P. Munoz},

doi = {10.3389/fnhum.2020.562712},

year  = {2020},

date = {2020-01-01},

journal = {Frontiers in Human Neuroscience},

volume = {14},

pages = {562712},

abstract = {Studying the typical development of reading is key to understanding the precise deficits that underlie reading disabilities. An important correlate of efficient reading is the speed of naming arrays of simple stimuli such as letters and pictures. In this cross-sectional study, we examined developmental changes in visual processing that occurs during letter and object naming from childhood to early adulthood in terms of behavioral task efficiency, associated articulation and eye movement parameters, and the coordination between them, as measured by eye-voice span in both the spatial and temporal domains. We used naming speed (NS) tasks, in which participants were required to name sets of letters or simple objects as quickly and as accurately as possible. Single stimulus manipulations were made to these tasks to make the stimuli either more visually and/or phonologically similar to one another in order to examine how these manipulations affected task performance and the coordination between speech and eye movements. Across development there was an increased efficiency in speech and eye movement performance and their coordination in both the spatial and temporal domains. Furthermore, manipulations to the phonological and visual similarity of specific letter and object stimuli revealed that orthographic processing played a greater role than phonological processing in performance, with the contribution of phonological processing diminishing across development. This comprehensive typical developmental trajectory provides a benchmark for clinical populations to elucidate the nature of the cognitive dysfunction underlying reading difficulties.},

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@article{Egger2020,

title = {Improving the robustness of infant lexical processing speed measures},

author = {Julia Egger and Caroline F. Rowland and Christina Bergmann},

doi = {10.3758/s13428-020-01385-5},

year  = {2020},

date = {2020-01-01},

journal = {Behavior Research Methods},

volume = {52},

number = {5},

pages = {2188–2201},

publisher = {Behavior Research Methods},

abstract = {Visual reaction times to target pictures after naming events are an informative measurement in language acquisition research, because gaze shifts measured in looking-while-listening paradigms are an indicator of infants' lexical speed of processing. This measure is very useful, as it can be applied from a young age onwards and has been linked to later language development. However, to obtain valid reaction times, the infant is required to switch the fixation of their eyes from a distractor to a target object. This means that usually at least half the trials have to be discarded—those where the participant is already fixating the target at the onset of the target word—so that no reaction time can be measured. With few trials, reliability suffers, which is especially problematic when studying individual differences. In order to solve this problem, we developed a gaze-triggered looking-while-listening paradigm. The trials do not differ from the original paradigm apart from the fact that the target object is chosen depending on the infant's eye fixation before naming. The object the infant is looking at becomes the distractor and the other object is used as the target, requiring a fixation switch, and thus providing a reaction time. We tested our paradigm with forty-three 18-month-old infants, comparing the results to those from the original paradigm. The Gaze-triggered paradigm yielded more valid reaction time trials, as anticipated. The results of a ranked correlation between the conditions confirmed that the manipulated paradigm measures the same concept as the original paradigm.},

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@article{Erbey2020,

title = {Positivity in younger and in older age: Associations with future time perspective and socioemotional functioning},

author = {Miray Erbey and Josefin Roebbig and Anahit Babayan and Deniz Kumral and Janis Reinelt and Andrea M. F. Reiter and Lina Schaare and Marie Uhlig and Till Nierhaus and Elke Van der Meer and Michael Gaebler and Arno Villringer},

doi = {10.3389/fpsyg.2020.567133},

year  = {2020},

date = {2020-01-01},

journal = {Frontiers in Psychology},

volume = {11},

pages = {567133},

abstract = {Aging has been associated with a motivational shift to positive over negative information (i.e., positivity effect), which is often explained by a limited future time perspective (FTP) within the framework of socioemotional selectivity theory (SST). However, whether a limited FTP functions similarly in younger and older adults, and whether inter-individual differences in socioemotional functioning are similarly associated with preference for positive information (i.e., positivity) is still not clear. We investigated younger (20–35 years},

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@article{Fan2020,

title = {Reading development at the text level: An investigation of surprisal and embedding-based text similarity effects on eye-movements in Chinese early readers},

author = {Xi Fan and Ronan Reilly},

year  = {2020},

date = {2020-01-01},

journal = {Journal of Eye Movement Research},

volume = {13},

number = {6},

pages = {1–16},

abstract = {This paper describes the use of semantic similarity measures based on distributed representations of words, sentences, and paragraphs (so-called "embeddings") to assess the impact of supra-lexical factors on eye-movement data from early readers of Chinese. In addition, we used a corpus-based measure of surprisal to assess the impact of local word predictability. Eye movement data from 56 Chinese students were collected (a) in the students' 4th grade and (b) one year later while they were in 5th grade. Results indicated that surprisal and some text similarity measures have a significant impact on the moment-to-moment processing of words in reading. The paper presents an easy-to-use set of tools for linking the low-level aspects of fixation durations to a hierarchy of sentence-level and paragraph-level features that can be computed automatically. The study is the first attempt, as far as we are aware, to track the developmental trajectory of these influences in developing readers across a range of reading abilities. The similarity-based measures described here can be used (a) to provide a measure of reader sensitivity to sentence and paragraph cohesion and (b) to assess specific texts for their suitability for readers of different reading ability levels.},

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@article{Fernandez2020a,

title = {Effects of speech rate on anticipatory eye movements in the visual world paradigm: Evidence from aging, native, and non-native language processing},

author = {Leigh B. Fernandez and Paul E. Engelhardt and Angela G. Patarroyo and Shanley E. M. Allen},

doi = {10.1177/1747021820948019},

year  = {2020},

date = {2020-01-01},

journal = {Quarterly Journal of Experimental Psychology},

volume = {73},

number = {12},

pages = {2348–2361},

abstract = {Research has shown that suprasegmental cues in conjunction with visual context can lead to anticipatory (or predictive) eye movements. However, the impact of speech rate on anticipatory eye movements has received little empirical attention. The purpose of the current study was twofold. From a methodological perspective, we tested the impact of speech rate on anticipatory eye movements by systemically varying speech rate (3.5, 4.5, 5.5, and 6.0 syllables per second) in the processing of filler-gap dependencies. From a theoretical perspective, we examined two groups thought to show fewer anticipatory eye movements, and thus likely to be more impacted by speech rate. Experiment 1 compared anticipatory eye movements across the lifespan with younger (18–24 years old) and older adults (40–75 years old). Experiment 2 compared L1 speakers of English and L2 speakers of English with an L1 of German. Results showed that all groups made anticipatory eye movements. However, L2 speakers only made anticipatory eye movements at 3.5 syllables per second, older adults at 3.5 and 4.5 syllables per second, and younger adults at speech rates up to 5.5 syllables per second. At the fastest speech rate, all groups showed a marked decrease in anticipatory eye movements. This work highlights (1) the importance of speech rate on anticipatory eye movements, and (2) group-level performance differences in filler-gap prediction.},

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pubstate = {published},

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}

@article{Frost2020,

title = {Non-adjacent dependency learning in infancy, and its link to language development},

author = {Rebecca L. A. Frost and Andrew Jessop and Samantha Durrant and Michelle S. Peter and Amy Bidgood and Julian M. Pine and Caroline F. Rowland and Padraic Monaghan},

doi = {10.1016/j.cogpsych.2020.101291},

year  = {2020},

date = {2020-01-01},

journal = {Cognitive Psychology},

volume = {120},

pages = {1–19},

publisher = {Elsevier},

abstract = {To acquire language, infants must learn how to identify words and linguistic structure in speech. Statistical learning has been suggested to assist both of these tasks. However, infants' capacity to use statistics to discover words and structure together remains unclear. Further, it is not yet known how infants' statistical learning ability relates to their language development. We trained 17-month-old infants on an artificial language comprising non-adjacent dependencies, and examined their looking times on tasks assessing sensitivity to words and structure using an eye-tracked head-turn-preference paradigm. We measured infants' vocabulary size using a Communicative Development Inventory (CDI) concurrently and at 19, 21, 24, 25, 27, and 30 months to relate performance to language development. Infants could segment the words from speech, demonstrated by a significant difference in looking times to words versus part-words. Infants' segmentation performance was significantly related to their vocabulary size (receptive and expressive) both currently, and over time (receptive until 24 months, expressive until 30 months), but was not related to the rate of vocabulary growth. The data also suggest infants may have developed sensitivity to generalised structure, indicating similar statistical learning mechanisms may contribute to the discovery of words and structure in speech, but this was not related to vocabulary size.},

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@article{Garrison2020,

title = {Familiarity plays a small role in noun comprehension at 12–18 months},

author = {Hallie Garrison and Gladys Baudet and Elise Breitfeld and Alexis Aberman and Elika Bergelson},

doi = {10.1111/infa.12333},

year  = {2020},

date = {2020-01-01},

journal = {Infancy},

volume = {25},

number = {4},

pages = {458–477},

abstract = {Infants amass thousands of hours of experience with particular items, each of which is representative of a broader category that often shares perceptual features. Robust word comprehension requires generalizing known labels to new category members. While young infants have been found to look at common nouns when they are named aloud, the role of item familiarity has not been well examined. This study compares 12- to 18-month-olds' word comprehension in the context of pairs of their own items (e.g., photographs of their own shoe and ball) versus new tokens from the same category (e.g., a new shoe and ball). Our results replicate previous work showing that noun comprehension improves rapidly over the second year, while also suggesting that item familiarity appears to play a far smaller role in comprehension in this age range. This in turn suggests that even before age 2, ready generalization beyond particular experiences is an intrinsic component of lexical development.},

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@article{Geringswald2020,

title = {Inhibiting saccades to a social stimulus: A developmental study},

author = {F. Geringswald and A. Afyouni and C. Noblet and M. H. Grosbras},

doi = {10.1038/s41598-020-61188-8},

year  = {2020},

date = {2020-01-01},

journal = {Scientific Reports},

volume = {10},

pages = {4615},

abstract = {Faces are an important source of social signal throughout the lifespan. In adults, they have a prioritized access to the orienting system. Here we investigate when this effect emerges during development. We tested 139 children, early adolescents, adolescents and adults in a mixed pro- and anti-saccades task with faces, cars or noise patterns as visual targets. We observed an improvement in performance until about 15 years of age, replicating studies that used only meaningless stimuli as targets. Also, as previously reported, we observed that adults made more direction errors to faces than abstract patterns and cars. The children showed this effect too with regards to noise patterns but it was not specific since performance for cars and faces did not differ. The adolescents, in contrast, made more errors for faces than for cars but as many errors for noise patterns and faces. In all groups latencies for pro-saccades were faster towards faces. We discuss these findings with regards to the development of executive control in childhood and adolescence and the influence of social stimuli at different ages.},

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@article{Gopalan2019,

title = {Attentional processes in typically developing children as revealed using brain event-related potentials and their source localization in Attention Network Test},

author = {Praghajieeth Raajhen Santhana Gopalan and Otto Loberg and Jarmo A. Hämäläinen and Paavo H. T. Leppänen},

doi = {10.1038/s41598-018-36947-3},

year  = {2019},

date = {2019-12-01},

journal = {Scientific Reports},

volume = {9},

pages = {2940},

publisher = {Nature Publishing Group},

abstract = {Attention-related processes include three functional sub-components: alerting, orienting, and inhibition. We investigated these components using EEG-based, brain event-related potentials and their neuronal source activations during the Attention Network Test in typically developing school-aged children. Participants were asked to detect the swimming direction of the centre fish in a group of five fish. The target stimulus was either preceded by a cue (centre, double, or spatial) or no cue. An EEG using 128 electrodes was recorded for 83 children aged 12–13 years. RTs showed significant effects across all three sub-components of attention. Alerting and orienting (responses to double vs non-cued target stimulus and spatially vs centre-cued target stimulus, respectively) resulted in larger N1 amplitude, whereas inhibition (responses to incongruent vs congruent target stimulus) resulted in larger P3 amplitude. Neuronal source activation for the alerting effect was localized in the right anterior temporal and bilateral occipital lobes, for the orienting effect bilaterally in the occipital lobe, and for the inhibition effect in the medial prefrontal cortex and left anterior temporal lobe. Neuronal sources of ERPs revealed that sub-processes related to the attention network are different in children as compared to earlier adult fMRI studies, which was not evident from scalp ERPs.},

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@article{Zhang2019h,

title = {Prediction in infants and adults: A pupillometry study},

author = {Felicia Zhang and Sagi Jaffe-Dax and Robert C. Wilson and Lauren L. Emberson},

doi = {10.1111/desc.12780},

year  = {2019},

date = {2019-12-01},

journal = {Developmental Science},

volume = {22},

number = {4},

pages = {1–9},

publisher = {John Wiley & Sons, Ltd (10.1111)},

abstract = {Adults use both bottom-up sensory inputs and top-down signals to generate predictions about future sensory inputs. Infants have also been shown to make predictions with simple stimuli and recent work has suggested top-down processing is available early in infancy. However, it is unknown whether this indicates that top-down prediction is an ability that is continuous across the lifespan or whether an infant's ability to predict is different from an adult's, qualitatively or quantitatively. We employed pupillometry to provide a direct comparison of prediction abilities across these disparate age groups. Pupil dilation response (PDR) was measured in 6-month olds and adults as they completed an identical implicit learning task designed to help learn associations between sounds and pictures. We found significantly larger PDR for visual omission trials (i.e. trials that violated participants' predictions without the presentation of new stimuli to control for bottom-up signals) compared to visual present trials (i.e. trials that confirmed participants' predictions) in both age groups. Furthermore, a computational learning model that is closely linked to prediction error (Rescorla-Wagner model) demonstrated similar learning trajectories suggesting a continuity of predictive capacity and learning across the two age groups.},

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@article{Scaltritti2019,

title = {Investigating effects of typographic variables on webpage reading through eye movements},

author = {Michele Scaltritti and Aliaksei Miniukovich and Paola Venuti and Remo Job and Antonella De Angeli and Simone Sulpizio},

doi = {10.1038/s41598-019-49051-x},

year  = {2019},

date = {2019-12-01},

journal = {Scientific Reports},

volume = {9},

pages = {12711},

publisher = {Nature Publishing Group},

abstract = {Webpage reading is ubiquitous in daily life. As Web technologies allow for a large variety of layouts and visual styles, the many formatting options may lead to poor design choices, including low readability. This research capitalizes on the existing readability guidelines for webpage design to outline several visuo-typographic variables and explore their effect on eye movements during webpage reading. Participants included children and adults, and for both groups typical readers and readers with dyslexia were considered. Actual webpages, rather than artificial ones, served as stimuli. This allowed to test multiple typographic variables in combination and in their typical ranges rather than in possibly unrealistic configurations. Several typographic variables displayed a significant effect on eye movements and reading performance. The effect was mostly homogeneous across the four groups, with a few exceptions. Beside supporting the notion that a few empirically-driven adjustments to the texts' visual appearance can facilitate reading across different populations, the results also highlight the challenge of making digital texts accessible to readers with dyslexia. Theoretically, the results highlight the importance of low-level visual factors, corroborating the emphasis of recent psychological models on visual attention and crowding in reading.},

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}

@article{McMurray2019a,

title = {A real-time mechanism underlying lexical deficits in developmental language disorder: Between-word inhibition},

author = {Bob McMurray and Jamie Klein-Packard and J. Bruce Tomblin},

doi = {10.1016/j.cognition.2019.06.012},

year  = {2019},

date = {2019-10-01},

journal = {Cognition},

volume = {191},

pages = {104000},

publisher = {Elsevier},

abstract = {Eight to 11% of children have a clinical disorder in oral language (Developmental Language Disorder, DLD). Language deficits in DLD can affect all levels of language and persist through adulthood. Word-level processing may be critical as words link phonology, orthography, syntax and semantics. Thus, a lexical deficit could cascade throughout language. Cognitively, word recognition is a competition process: as the input (e.g., lizard) unfolds, multiple candidates (liver, wizard) compete for recognition. Children with DLD do not fully resolve this competition, but it is unclear what cognitive mechanisms underlie this. We examined lexical inhibition—the ability of more active words to suppress competitors—in 79 adolescents with and without DLD. Participants heard words (e.g. net) in which the onset was manipulated to briefly favor a competitor (neck). This was predicted to inhibit the target, slowing recognition. Word recognition was measured using a task in which participants heard the stimulus, and clicked on a picture of the item from an array of competitors, while eye-movements were monitored as a measure of how strongly the participant was committed to that interpretation over time. TD listeners showed evidence of inhibition with greater interference for stimuli that briefly activated a competitor word. DLD listeners did not. This suggests deficits in DLD may stem from a failure to engage lexical inhibition. This in turn could have ripple effects throughout the language system. This supports theoretical approaches to DLD that emphasize lexical-level deficits, and deficits in real-time processing.},

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pubstate = {published},

tppubtype = {article}

}

@article{Borovsky2019,

title = {Vocabulary size and structure affects real-time lexical recognition in 18-month-olds},

author = {Arielle Borovsky and Ryan E. Peters},

editor = {Masatoshi Koizumi},

doi = {10.1371/journal.pone.0219290},

year  = {2019},

date = {2019-07-01},

journal = {PLoS ONE},

volume = {14},

number = {7},

pages = {e0219290},

publisher = {Public Library of Science},

abstract = {The mature lexicon encodes semantic relations between words, and these connections can alternately facilitate and interfere with language processing. We explore the emergence of these processing dynamics in 18-month-olds (N = 79) using a novel approach that calculates individualized semantic structure at multiple granularities in participants' productive vocabularies. Participants completed two interleaved eye-tracked word recognition tasks involving semantically unrelated and related picture contexts, which sought to measure the impact of lexical facilitation and interference on processing, respectively. Semantic structure and vocabulary size differentially impacted processing in each task. Category level structure facilitated word recognition in 18-month-olds with smaller productive vocabularies, while overall lexical connectivity interfered with word recognition for toddlers with relatively larger vocabularies. The results suggest that, while semantic structure at multiple granularities is measurable even in small lexicons, mechanisms of semantic interference and facilitation are driven by the development of structure at different granularities. We consider these findings in light of accounts of adult word recognition that posits that different levels of structure index strong and weak activation from nearby and distant semantic neighbors. We also consider further directions for developmental change in these patterns.},

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pubstate = {published},

tppubtype = {article}

}

@article{Kelly2019,

title = {Infants rapidly detect human faces in complex naturalistic visual scenes},

author = {David J. Kelly and Sofia Duarte and David Meary and Markus Bindemann and Olivier Pascalis},

doi = {10.1111/desc.12829},

year  = {2019},

date = {2019-04-01},

journal = {Developmental Science},

volume = {22},

number = {6},

pages = {1–10},

publisher = {John Wiley & Sons, Ltd (10.1111)},

abstract = {Infants respond preferentially to faces and face-like stimuli from birth, but past research has typically presented faces in isolation or amongst an artificial array of competing objects. In the current study infants aged 3- to 12-months viewed a series of complex visual scenes; half of the scenes contained a person, the other half did not. Infants rapidly detected and oriented to faces in scenes even when they were not visually salient. Although a clear developmental improvement was observed in face detection and interest, all infants displayed sensitivity to the presence of a person in a scene, by displaying eye movements that differed quantifiably across a range of measures when viewing scenes that either did or did not contain a person. We argue that infant's face detection capabilities are ostensibly “better” with naturalistic stimuli and artificial array presentations used in previous studies have underestimated performance.},

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pubstate = {published},

tppubtype = {article}

}

@article{Grzeschik2019,

title = {The contribution of visual attention and declining verbal memory abilities to age-related route learning deficits},

author = {Ramona Grzeschik and Ruth Conroy-Dalton and Anthea Innes and Shanti Shanker and Jan M. Wiener},

doi = {10.1016/j.cognition.2019.02.012},

year  = {2019},

date = {2019-01-01},

journal = {Cognition},

volume = {187},

pages = {50–61},

publisher = {Elsevier},

abstract = {Our ability to learn unfamiliar routes declines in typical and atypical ageing. The reasons for this decline, however, are not well understood. Here we used eye-tracking to investigate how ageing affects people's ability to attend to navigationally relevant information and to select unique objects as landmarks. We created short routes through a virtual environment, each comprised of four intersections with two objects each, and we systematically manipulated the saliency and uniqueness of these objects. While salient objects might be easier to memorise than non-salient objects, they cannot be used as reliable landmarks if they appear more than once along the route. As cognitive ageing affects executive functions and control of attention, we hypothesised that the process of selecting navigationally relevant objects as landmarks might be affected as well. The behavioural data showed that younger participants outperformed the older participants and the eye-movement data revealed some systematic differences between age groups. Specifically, older adults spent less time looking at the unique, and therefore navigationally relevant, landmark objects. Both young and older participants, however, effectively directed gaze towards the unique and away from the non-unique objects, even if these were more salient. These findings highlight specific age-related differences in the control of attention that could contribute to declining route learning abilities in older age. Interestingly, route-learning performance in the older age group was more variable than in the young age group with some older adults showing performance similar to the young group. These individual differences in route learning performance were strongly associated with verbal and episodic memory abilities.},

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tppubtype = {article}

}

@article{Gygax2019,

title = {Exploring the onset of a male-biased interpretation of masculine generics among French speaking kindergarten children},

author = {Pascal Mark Gygax and Lucie Schoenhals and Arik Lévy and Patrick Luethold and Ute Gabriel},

doi = {10.3389/fpsyg.2019.01225},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Psychology},

volume = {10},

pages = {1225},

abstract = {In French, and other gender marked languages, there are two ways to interpret a grammatical masculine form when used to refer to social roles or occupations [e.g., les magiciens (the magiciansmasculine)]. It can refer to a group composed of only men (specific use of the masculine form), or one composed of both women and men (generic use). Studies of adults revealed that the rule that masculine forms can be interpreted as inclusive of either gender is not readily applied. To gain a better understanding of the processes shaping this phenomenon, we present a follow-up study (N = 52) to Lévy et al. (2016) to explore how French-speaking kindergarten children (3-5 years of age) resolve the semantic ambiguity of the grammatical masculine form when presented with role or occupation nouns. In a paradigm where participants' gazes were monitored, children were presented with pictures of a pair of two boys and a pair of one girl and one boy and were prompted to Look at the [role nounmasculine plural form]. First, the results suggest a stereotype effect in that children more strongly directed their gaze toward the boy-boy picture for stereotypical male role nouns, but toward the girl-boy picture for stereotypical female role nouns. Second, in the non-stereotypical/neutral condition we did not find an indication of any own-sex preference (as in Lévy et al., 2016), but of an influence of the role nouns' grammatical gender, in that children more strongly directed their gaze toward boy-boy pictures than toward girl-boy pictures. We suggest that a specific interpretation of masculine forms might already start to emerge between 3 and 5 years of age, while gender stereotypes are still activated.},

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pubstate = {published},

tppubtype = {article}

}

@article{Habicht2019,

title = {Exploring differences in speech processing among older hearing-impaired listeners with or without hearing aid experience: Eye-tracking and fMRI measurements},

author = {Julia Habicht and Oliver Behler and Birger Kollmeier and Tobias Neher},

doi = {10.3389/fnins.2019.00420},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Neuroscience},

volume = {13},

pages = {420},

abstract = {Recently, evidence has been accumulating that untreated hearing loss can lead to neurophysiological changes that affect speech processing abilities in noise. To shed more light on how aiding may impact these effects, this study explored the influence of hearing aid (HA) experience on the cognitive processes underlying speech comprehension. Eye-tracking and functional magnetic resonance imaging (fMRI) measurements were carried out with acoustic sentence-in-noise (SiN) stimuli complemented by pairs of pictures that either correctly (target picture) or incorrectly (competitor picture) depicted the sentence meanings. For the eye-tracking measurements, the time taken by the participants to start fixating the target picture (the ‘processing time') was measured. For the fMRI measurements, brain activation inferred from blood-oxygen-level dependent responses following sentence comprehension was measured. A noise-only condition was also included. Groups of older hearing-impaired individuals matched in terms of age, hearing loss, and working memory capacity with (eHA; N = 13) or without (iHA; N = 14) HA experience participated. All acoustic stimuli were presented via earphones with individual linear amplification to ensure audibility. Consistent with previous findings, the iHA group had significantly longer (poorer) processing times than the eHA group, despite no differences in speech recognition performance. Concerning the fMRI measurements, there were indications of less brain activation in some right frontal areas for SiN relative to noise-only stimuli in the eHA group compared to the iHA group. Together, these results suggest that HA experience leads to faster speech-in-noise processing, possibly related to less recruitment of brain regions outside the core sentence-comprehension network. Follow-up research is needed to substantiate the findings related to changes in cortical speech processing with HA use.},

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pubstate = {published},

tppubtype = {article}

}

@article{Haemmerer2019,

title = {Older adults fail to form stable task representations during model-based reversal inference},

author = {Dorothea Hämmerer and Philipp Schwartenbeck and Maria Gallagher and Thomas Henry Benedict FitzGerald and Emrah Düzel and Raymond Joseph Dolan},

doi = {10.1016/j.neurobiolaging.2018.10.009},

year  = {2019},

date = {2019-01-01},

journal = {Neurobiology of Aging},

volume = {74},

pages = {90–100},

publisher = {Elsevier Inc},

abstract = {Older adults struggle in dealing with changeable and uncertain environments across several cognitive domains. This has been attributed to difficulties in forming adequate task representations that help navigate uncertain environments. Here, we investigate how, in older adults, inadequate task representations impact on model-based reversal learning. We combined computational modeling and pupillometry during a novel model-based reversal learning task, which allowed us to isolate the relevance of task representations at feedback evaluation. We find that older adults overestimate the changeability of task states and consequently are less able to converge on unequivocal task representations through learning. Pupillometric measures and behavioral data show that these unreliable task representations in older adults manifest as a reduced ability to focus on feedback that is relevant for updating task representations, and as a reduced metacognitive awareness in the accuracy of their actions. Instead, the data suggested older adults' choice behavior was more consistent with a guidance by uninformative feedback properties such as outcome valence. Our study highlights that an inability to form adequate task representations may be a crucial factor underlying older adults' impaired model-based inference.},

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pubstate = {published},

tppubtype = {article}

}

@article{Havron2019,

title = {Three- to four-year-old children rapidly adapt their predictions and use them to learn novel word meanings},

author = {Naomi Havron and Alex Carvalho and Anne-Caroline Fiévét and Anne Christophe},

doi = {10.1111/cdev.13113},

year  = {2019},

date = {2019-01-01},

journal = {Child Development},

volume = {90},

number = {1},

pages = {82–90},

abstract = {Adults create and update predictions about what speakers will say next. This study asks whether prediction can drive language acquisition, by testing whether 3- to 4-year-old children (n = 45) adapt to recent information when learning novel words. The study used a syntactic context which can precede both nouns and verbs to manipulate children's predictions about what syntactic category will follow. Children for whom the syntactic context predicted verbs were more likely to infer that a novel word appearing in this context referred to an action, than children for whom it predicted nouns. This suggests that children make rapid changes to their predictions, and use this information to learn novel information, supporting the role of prediction in language acquisition.},

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pubstate = {published},

tppubtype = {article}

}

@article{Horta2019,

title = {Oxytocin alters patterns of brain activity and amygdalar connectivity by age during dynamic facial emotion identification},

author = {Marilyn Horta and Maryam Ziaei and Tian Lin and Eric C. Porges and Håkan Fischer and David Feifel and R. Nathan Spreng and Natalie C. Ebner},

doi = {10.1016/j.neurobiolaging.2019.01.016},

year  = {2019},

date = {2019-01-01},

journal = {Neurobiology of Aging},

volume = {78},

pages = {42–51},

publisher = {Elsevier Inc.},

abstract = {Aging is associated with increased difficulty in facial emotion identification, possibly due to age-related network change. The neuropeptide oxytocin (OT) facilitates emotion identification, but this is understudied in aging. To determine the effects of OT on dynamic facial emotion identification across adulthood, 46 young and 48 older participants self-administered intranasal OT or a placebo in a randomized, double-blind procedure. Older participants were slower and less accurate in identifying emotions. Although there was no behavioral treatment effect, partial least squares analysis supported treatment effects on brain patterns during emotion identification that varied by age and emotion. For young participants, OT altered the processing of sadness and happiness, whereas for older participants, OT only affected the processing of sadness (15.3% covariance},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Hung2019a,

title = {Fifth grade students reading a Chinese text with embedded errors: An eye movement miscue analysis study},

author = {Yueh-Nu Hung},

doi = {10.1080/02702711.2019.1623960},

year  = {2019},

date = {2019-01-01},

journal = {Reading Psychology},

volume = {40},

pages = {397–424},

publisher = {Routledge},

abstract = {This study adopted eye movement miscue analysis research method to examine and illustrate the cognitive and psychological processes of meaning construction and error detection in reading Chinese. Eighteen Taiwanese grade five elementary students read a short Chinese text with six embedded errors. Results show that like earlier studies, only about a third of the errors were detected. Unlike earlier research, meaning group found more errors than did the error group. Reading miscues, eye movements, and the juxtaposition of the two sources of information helped to more fully illustrate the dynamic and complex processes of seeing, perceiving, reading aloud and comprehending.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Jian2019,

title = {Reading instructions facilitate signaling effect on science text for young readers: An eye-movement study},

author = {Yu-Cin Jian},

doi = {10.1007/s10763-018-9878-y},

year  = {2019},

date = {2019-01-01},

journal = {International Journal of Science and Mathematics Education},

volume = {17},

number = {3},

pages = {503–522},

publisher = {International Journal of Science and Mathematics Education},

abstract = {Science texts often use visual representations (e.g. diagrams, graphs, photographs) to help readers learn science knowledge. Reading an illustrated text for learning is one type of multimedia learning. Empirical research has increasingly confirmed the signaling principle's effectiveness in multimedia learning. Highlighting correspondences between text and pictures benefits learning outcomes. However, the signaling effect's cognitive processes and its generalizability to young readers are unknown. This study clarified these aspects using eye-tracking technology and reading tests. Eighty-nine sixth-grade students read an illustrated science text in one of three conditions: reading material with signals, without signals (identical labels of Diagram 1 and Diagram 2 in text and illustration), and with signals combined with reading instructions. Findings revealed that the signaling principle alone cannot be generalized to young readers. Specifically, “Diagram 1” and “Diagram 2” in parentheses mixed with science text content had limited signaling effect for students and reading instructions are necessary. Eye movements reflected cognitive processes of science reading; students who received reading instructions employed greater cognitive effort and time in reading illustrations and tried to integrate textual and pictorial information using signals.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Jian2019a,

title = {Differentiated processing strategies for science reading among sixth-grade students: Exploration of eye movements using cluster analysis},

author = {Yu-Cin Jian and Jia-Han Su and Yong-Ru Hsiao},

doi = {10.1016/j.compedu.2019.103652},

year  = {2019},

date = {2019-01-01},

journal = {Computers & Education},

volume = {142},

pages = {1–14},

publisher = {Elsevier},

abstract = {This study used eye-tracking technology to investigate the different types of reading strategies that sixth graders adopt to comprehend illustrated science articles, as well as the relationship between reading process and reading comprehension. The participants were 122 sixth-grade students whose eye movements were monitored during silent reading of a science article containing one representational diagram and one explanatory diagram. Cluster analysis was performed based on five eye movement indices: first-pass (initial processing)/look-back (late-stage processing) total fixation duration on texts and diagrams, and number of saccades between text and diagram. Results showed that sixth graders adopted four types of reading strategy to read science article: Initial-global-scan students (21%) reading the science text and examining the science diagram for the first time tend to quickly scan the material, then read it carefully, and engage in saccade behavior. Shallow-processing students (58%) spent little time on the text or diagram during their first-pass and second-pass reading, and they also seldom engage in saccade behavior. Words-dominated students (12%) spend a long time reading the text during the first-pass reading. Diagram-dominated students (9%) spent considerable time and effort on diagrams during the first-pass reading, and outperformed the other three groups in the reading comprehension test. Students who were proficient at using diagram information could distinguish the importance of various types of science diagrams; they also spent much mental effort on the explanatory diagram compared with the representational diagram. A multiple regression analysis indicated first-pass total fixation durations on the diagram predicted reading comprehension performance.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Kataja2019,

title = {Maternal pre- and postnatal anxiety symptoms and infant attention disengagement from emotional faces},

author = {Eeva-Leena Kataja and Linnea Karlsson and Christine E. Parsons and Juho Pelto and Henri Pesonen and Tuomo Häikiö and Jukka Hyönä and Saara Nolvi and Riikka Korja and Hasse Karlsson},

doi = {10.1016/j.jad.2018.09.064},

year  = {2019},

date = {2019-01-01},

journal = {Journal of Affective Disorders},

volume = {243},

pages = {280–289},

publisher = {Elsevier B.V.},

abstract = {Background: Biases in socio-emotional attention may be early markers of risk for self-regulation difficulties and mental illness. We examined the associations between maternal pre- and postnatal anxiety symptoms and infant attention patterns to faces, with particular focus on attentional biases to threat, across male and female infants. Methods: A general population, Caucasian sample of eight-month old infants (N = 362) were tested using eye-tracking and an attention disengagement (overlap) paradigm, with happy, fearful, neutral, and phase-scrambled faces and distractors. Maternal self-reported anxiety symptoms were assessed with the Symptom Checklist-90/anxiety subscale at five time points between gestational week 14 and 6 months postpartum. Results: Probability of disengagement was lowest for fearful faces in the whole sample. Maternal pre- but not postnatal anxiety symptoms associated with higher threat bias in infants, and the relation between maternal anxiety symptoms in early pregnancy and higher threat bias in infants remained significant after controlling for maternal postnatal symptoms. Maternal postnatal anxiety symptoms, in turn, associated with higher overall probability of disengagement from faces to distractors, but the effects varied by child sex. Limitations: The small number of mothers suffering from very severe symptoms. No control for the comorbidity of depressive symptoms. Conclusions: Maternal prenatal anxiety symptoms associate with infant's heightened attention bias for threat. Maternal postnatal anxiety symptoms, in turn, associate with infant's overall disengagement probability differently for boys and girls. Boys may show enhanced vigilance for distractors, except when viewing fearful faces, and girls enhanced vigilance for all socio-emotional stimuli. Long-term implications of these findings remain to be explored.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Keemink2019,

title = {Infants' responses to interactive gaze-contingent faces in a novel and naturalistic eye-tracking paradigm},

author = {Jolie R. Keemink and Maryam J. Keshavarzi-Pour and David J. Kelly},

doi = {10.1037/dev0000736},

year  = {2019},

date = {2019-01-01},

journal = {Developmental Psychology},

volume = {55},

number = {7},

pages = {1362–1371},

abstract = {Face scanning is an important skill that takes place in a highly interactive context embedded within social interaction. However, previous research has studied face scanning using noninteractive stimuli. We aimed to study face scanning and social interaction in infancy in a more ecologically valid way by providing infants with a naturalistic and socially engaging experience. We developed a novel gazecontingent eye-tracking paradigm in which infants could interact with face stimuli. Responses (socially engaging/socially disengaging) from faces were contingent on infants' eye movements. We collected eye-tracking and behavioral data of 162 (79 male, 83 female) 6-, 9- and 12-month-old infants. All infants showed a clear preference for looking at the eyes relative to the mouth. Contingency was learned implicitly, and infants were more likely to show behavioral responses (e.g., smiling, pointing) when receiving socially engaging responses. Infants' responses were also more often congruent with the actors' responses. Additionally, our large sample allowed us to look at the ranges of behavior on our task, and we identified a small number of infants who displayed deviant behaviors. We discuss these findings in relation to data collected from a small sample (N = 11) of infants considered to be at-risk for autism spectrum disorders. Our results demonstrate the versatility of the gaze-contingency eye-tracking paradigm, allowing for a more nuanced and complex investigation of face scanning as it happens in real-life interaction. As we provide additional measures of contingency learning and reciprocity, our task holds the potential to investigate atypical neurodevelopment within the first year of life.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Kelly2019a,

title = {Fixation instability during binocular viewing in anisometropic and strabismic children},

author = {Krista R. Kelly and Christina S. Cheng-Patel and Reed M. Jost and Yi-Zhong Wang and Eileen E. Birch},

doi = {10.1016/j.exer.2018.07.013},

year  = {2019},

date = {2019-01-01},

journal = {Experimental Eye Research},

volume = {183},

pages = {29–37},

publisher = {Elsevier Ltd},

abstract = {Purpose: Strabismus or anisometropia disrupts binocularity and results in fixation instability, which is increased with amblyopia. Fixation instability has typically been assessed for each eye individually. Recently, vergence instability was reported in exotropic adults and monkeys during binocular viewing. We evaluated fixation instability during binocular viewing in children treated for anisometropia and/or strabismus. Methods: 160 children age 4–12 years with treated esotropia and/or anisometropia (98 amblyopic, 62 nonamblyopic) were compared to 46 age-similar controls. Fixation instability was recorded during binocular fixation of a 0.3 deg diameter dot for 20 s using a 500 Hz remote video binocular eye tracker (EyeLink 1000; SR Research). The bivariate contour ellipse area (BCEA; log deg2) for fixation instability was calculated for each eye (nonpreferred, preferred) and for vergence instability (left eye position – right eye position). Best-corrected visual acuity, Randot Preschool stereoacuity, and extent of suppression scotoma (Worth 4-Dot) were also obtained. Results: When binocularly viewing, both amblyopic and nonamblyopic children treated for anisometropia and/or strabismus had larger fixation instability and vergence instability than controls. Amblyopia primarily added to the instability of the nonpreferred eye. Anisometropic children had less nonpreferred eye instability and vergence instability than those with strabismus or combined mechanism. Nonpreferred eye instability and vergence instability were related to poorer stereoacuity and a larger suppression scotoma. Preferred eye instability was not related to any visual outcome measure. No relationships were found with visual acuity. Conclusions: Fixation instability and vergence instability during binocular viewing suggests that discordant binocular visual experience during childhood, especially strabismus, interferes with ocular motor development. Amblyopia adds to instability of the nonpreferred eye. Vergence instability may limit potential for recovery of binocular vision in these children.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Kim2019,

title = {Unpacking eye movements during oral and silent reading and their relations to reading proficiency in beginning readers},

author = {Young-Suk Grace Kim and Yaacov Petscher and Christian Vorstius},

doi = {10.1016/j.cedpsych.2019.03.002},

year  = {2019},

date = {2019-01-01},

journal = {Contemporary Educational Psychology},

volume = {58},

pages = {102–120},

abstract = {Our understanding about the developmental similarities and differences between oral and silent reading and their relations to reading proficiency (word reading and reading comprehension) in beginning readers is limited. To fill this gap, we investigated 368 first graders' oral and silent reading using eye-tracking technology at the beginning and end of the school year. Oral reading took a longer time (greater rereading times and refixations) than silent reading, but showed greater development (greater reduction in rereading times and fixations) from the beginning to the end of the year. The relation of eye-movement behaviors to reading proficiency was such that, for example, less rereading time was positively related to reading proficiency, and the relation was stronger in oral reading than in silent reading. Moreover, the nature of relations between eye movements and reading skill varied as a function of the child's reading proficiency such that the relations were weaker for poor readers, particularly at the beginning of the year. The relations between eye movements and reading proficiency stabilized in the spring for children whose reading skill was 0.30 quantile and above, but weaker relations remained for readers below 0.30 quantile. These findings suggest the importance of examining eye-movement behaviors in both oral and silent reading modes and their developmental relations to reading proficiency.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Ardoin2019,

title = {Measuring the behavior of reading comprehension test takers: What do they do, and should they do it?},

author = {Scott P. Ardoin and Katherine S. Binder and Andrea M. Zawoyski and Eloise Nimocks and Tori E. Foster},

doi = {10.1002/rrq.246},

year  = {2019},

date = {2019-01-01},

journal = {Reading Research Quarterly},

volume = {54},

number = {4},

pages = {507–529},

abstract = {The authors sought to further the understanding of reading processes and their links to comprehension using two reading tasks for elementary-grade students. One hundred sixty-six students in grades 2–5 were randomly assigned to one of two conditions: reading with questions presented concurrently with text or reading with questions presented after reading the text (with the text unavailable when answering questions). Eye movement data suggested different processes for each task: Rereading occurred and more time was spent on higher level processing measures in the with-text condition, and in particular, those who did not reread had more accurate answers than those who engaged in rereading. Measurement of students' precision in returning directly to the portion of the passage with information corresponding to a question also predicted students' response accuracy.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Bellocchi2019,

title = {Effects of inter-character spacing on saccade programming in beginning readers and dyslexics},

author = {Stéphanie Bellocchi and Delphine Massendari and Jonathan Grainger and Stéphanie Ducrot},

year  = {2019},

date = {2019-01-01},

journal = {Child Neuropsychology},

volume = {25},

number = {4},

pages = {482–506},

publisher = {Routledge},

abstract = {The present study investigated the impact of inter-character spacing on saccade programming in beginning readers and dyslexic children. In two experiments, eye movements were recorded while dyslexic children, reading-age, and chronological-age controls, performed an oculomotor lateralized bisection task on words and strings of hashes presented either with default inter-character spacing or with extra spacing between the characters. The results of Experiment 1 showed that (1) only proficient readers had already developed highly automatized procedures for programming both left- and rightward saccades, depending on the discreteness of the stimuli and (2) children of all groups were disrupted (i.e., had trouble to land close to the beginning of the stimuli) by extra spacing between the characters of the stimuli, and particularly for stimuli presented in the left visual field. Experiment 2 was designed to disentangle the role of inter-character spacing and spatial width. Stimuli were made the same physical length in the default and extra-spacing conditions by having more characters in the default spacing condition. Our results showed that inter-letter spacing still influenced saccade programming when controlling for spatial width, thus confirming the detrimental effect of extra spacing for saccade programming. We conclude that the beneficial effect of increased inter-letter spacing on reading can be better explained in terms of decreased visual crowding than improved saccade targeting.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Cholewa2019,

title = {Online-processing of grammatical gender in noun-phrase decoding: An eye-tracking study with monolingual German 3rd and 4th graders},

author = {Jürgen Cholewa and Isabel Neitzel and Annika Bürsgens and Thomas Günther},

doi = {10.3389/fpsyg.2019.02586},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Psychology},

volume = {10},

pages = {2586},

abstract = {Like many other languages, German employs a linguistic category called “grammatical gender.” In gender-marking languages each noun is assigned to a particular gender-class (in German: masculine, feminine or neuter) and other words in a sentence which are grammatically controlled by the noun are marked by particular morphemes according to the noun's gender feature – so called gender agreement. Within psycholinguistic theories of language comprehension, it is often assumed that gender agreement might help to predict the continuation of a sentence on grammatical grounds and to reduce the lexical search space for the next words emerging within the speech signal. Thus, gender agreement relations may provide a means to make the comprehension process more effective and targeted. The aim of the current study was to assess whether monolingual German 3rd and 4th grade primary school children make use of gender agreement in online auditory comprehension and whether different gender cues interact with each other and with semantic information. A language-picture matching task was conducted in which 32 children looked at two pictures while listening to a noun phrase. Due to features of the German gender system, the target picture corresponding with the noun phrase could be predicted shortly after stimulus onset on account of gender agreement relations. The predictive impact of grammatical gender agreement on noun-phrase decoding was investigated by measuring the time course of eye-movements onto the target and distractor pictures. The results confirm and extend previous findings that gender plays a role in predictive online comprehension of gender-marking languages like German, and that even primary school children are able to make use of this grammatical device.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Cong2019,

title = {Pre-verbal infants perceive emotional facial expressions categorically},

author = {Yong Qi Cong and Caroline Junge and Evin Aktar and Maartje Raijmakers and Anna Franklin and Disa Sauter},

doi = {10.1080/02699931.2018.1455640},

year  = {2019},

date = {2019-01-01},

journal = {Cognition and Emotion},

volume = {33},

number = {3},

pages = {391–403},

publisher = {Taylor & Francis},

abstract = {Adults perceive emotional expressions categorically, with discrimination being faster and more accurate between expressions from different emotion categories (i.e. blends with two different predominant emotions) than between two stimuli from the same category (i.e. blends with the same predominant emotion). The current study sought to test whether facial expressions of happiness and fear are perceived categorically by pre-verbal infants, using a new stimulus set that was shown to yield categorical perception in adult observers (Experiments 1 and 2). These stimuli were then used with 7-month-old infants (N = 34) using a habituation and visual preference paradigm (Experiment 3). Infants were first habituated to an expression of one emotion, then presented with the same expression paired with a novel expression either from the same emotion category or from a different emotion category. After habituation to fear, infants displayed a novelty preference for pairs of between-category expressions, but not within-category ones, showing categorical perception. However, infants showed no novelty preference when they were habituated to happiness. Our findings provide evidence for categorical perception of emotional expressions in pre-verbal infants, while the asymmetrical effect challenges the notion of a bias towards negative information in this age group.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Damiano2019,

title = {Distinct roles of eye movements during memory encoding and retrieval},

author = {Claudia Damiano and Dirk B. Walther},

doi = {10.1016/j.cognition.2018.12.014},

year  = {2019},

date = {2019-01-01},

journal = {Cognition},

volume = {184},

pages = {119–129},

abstract = {A long line of research has shown that vision and memory are closely linked, such that particular eye movement behaviour aids memory performance. In two experiments, we ask whether the positive influence of eye movements on memory is primarily a result of overt visual exploration during the encoding or the recognition phase. Experiment 1 allowed participants to free-view images of scenes, followed by a new-old recognition memory task. Exploratory analyses found that eye movements during study were predictive of subsequent memory performance. Importantly, intrinsic image memorability does not explain this finding. Eye movements during test were only predictive of memory within the first 600 ms of the trial. To examine whether this relationship between eye movements and memory is causal, Experiment 2 manipulated participants' ability to make eye movements during either study or test in a new-old recognition task. Participants were either encouraged to freely explore the scene in both the study and test phases, or had to refrain from making eye movements in either the test phase, the study phase, or both. We found that hit rate was significantly higher when participants moved their eyes during the study phase, regardless of what they did in the test phase. False alarm rate, on the other hand, was affected only by eye movements during the test phase: it decreased when participants were encouraged to explore the scene. Taken together, these results reveal a dissociation of the role of eye movements during the encoding and recognition of scenes. Eye movements during study are instrumental in forming memories, and eye movements during recognition support the judgment of memory veracity.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Almeida2019,

title = {Understanding events by eye and ear: Agent and verb drive on-anticipatory eye movements in dynamic scenes},

author = {Roberto G. Almeida and Julia Di Nardo and Caitlyn Antal and Michael W. Grünau},

doi = {10.3389/fpsyg.2019.02162},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Psychology},

volume = {10},

pages = {2162},

abstract = {As Macnamara (1978) once asked, how can we talk about what we see? We report on a study manipulating realistic dynamic scenes and sentences aiming to understand the interaction between linguistic and visual representations in real-world situations. Specifically, we monitored participants' eye movements as they watched video clips of everyday scenes while listening to sentences describing these scenes. We manipulated two main variables. The first was the semantic class of the verb in the sentence and the second was the action/motion of the agent in the unfolding event. The sentences employed two verb classes–causatives (e.g., break) and perception/psychological (e.g., notice)–which impose different constraints on the nouns that serve as their grammatical complements. The scenes depicted events in which agents either moved toward a target object (always the referent of the verb-complement noun), away from it, or remained neutral performing a given activity (such as cooking). Scenes and sentences were synchronized such that the verb onset corresponded to the first video frame of the agent motion toward or away from the object. Results show effects of agent motion but weak verb-semantic restrictions: causatives draw more attention to potential referents of their grammatical complements than perception verbs only when the agent moves toward the target object. Crucially, we found no anticipatory verb-driven eye movements toward the target object, contrary to studies using non-naturalistic and static scenes. We propose a model in which linguistic and visual computations in real-world situations occur largely independent of each other during the early moments of perceptual input, but rapidly interact at a central, conceptual system using a common, propositional code. Implications for language use in real world contexts are discussed.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{DeLuca2019,

title = {First the nose, last the eyes in congenital prosopagnosia: Look like your father looks},

author = {Maria De Luca and Maria Rosa Pizzamiglio and Antonella Di Vita and Liana Palermo and Antonio Tanzilli and Claudia Dacquino and Laura Piccardi},

doi = {10.1037/neu0000556},

year  = {2019},

date = {2019-01-01},

journal = {Neuropsychology},

volume = {33},

number = {6},

pages = {855–861},

abstract = {Objective: To contribute to the limited body of eye movement (EM) studies of children and family members with congenital prosopagnosia (CP), a task requiring a verbal response for the identification of personally familiar faces was used for the 1st time. Method: EMs were recorded in a father and his son (both diagnosed with CP) and controls (N = 2). In the identification tasks they watched personally familiar faces and distracters and responded by saying the names of the familiar faces or saying "I don't know." Two discrimination tasks were added to distinguish the specificity of the EM pattern for the recognition tasks. In all tasks, faces were presented 1 by 1 until the response onset; thus, the EM pattern was not saturated by overexposure to the stimulus. The 1st fixation position was examined to localize the 1st area of the face attended to. The spatial-temporal fixation pattern was examined to evaluate the attention devoted to specific regions. Results: Both family members were inaccurate and slower than controls in the identification but not the discrimination tasks. In all tasks, they made a number of fixations comparable to those of controls but showed longer fixation durations than controls did. In the identification tasks, they showed poor spatial-temporal distribution of fixations on the eyes and rare 1st fixations on the eyes. Conclusions: Consistent with the literature, both family members showed the typical reduced sampling of the eyes. Nevertheless, our protocol based on explicit verbal responses (which included EM only until response onset) showed that they did not increase the spatial sampling overall by making more fixations than controls did. Instead, they showed longer fixation durations across tasks; this was interpreted as a generalized problem with face processing in affording a more robust sampling of information.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Dyer2019,

title = {Effects of age and visual attention demands on optokinetic nystagmus suppression},

author = {Reuben K. Dyer and Larry A. Abel},

doi = {10.1016/j.exer.2018.08.011},

year  = {2019},

date = {2019-01-01},

journal = {Experimental Eye Research},

volume = {183},

pages = {46–51},

publisher = {Elsevier},

abstract = {Introduction: The utility of optokinetic nystagmus suppression as an index of visual attention has been demonstrated; however, a gap exists in our understanding of the effects of aging on attentional division. The purpose of this study was to explore the effect of a subject's age upon their ability to allocate visual attention among multiple salient elements which varied in location and complexity. Method: Large-field optokinetic nystagmus (OKN)-inducing animations were presented along with a central flashing fixation point to 27 subjects: 15 younger adults (range 19–23, mean age 21.4); and 12 older adults (range 65–89, mean age 74). Subjects were instructed to fixate on a central point while attending to either moving features of the background or solely to the fixation target. Failure of subjects to accurately divide their attention was quantified by optokinetic gain (eye velocity/background velocity). Gain was analysed in two separate 3-way ANOVAs: one at the central location with the between-subjects variable of age and within-subjects variables of complexity and dynamism; and one using only the dynamic tasks, including a between-subjects variable of age and within-subjects variables of complexity and location. Results: A strong effect of age was found between subjects during the more attentionally demanding dynamic tasks, but there was only a marginal effect during the static tasks. All within-subjects variables were highly significant, and there were several significant 2- and 3-way interactions. Conclusion: This study provides strong evidence for the compounding effects of senescence and stimulus characteristics on an adult's ability to accurately allocate visual attention. These findings show that OKN suppression may be a useful framework for quantification of attentional resources in older subjects.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Eilers2019a,

title = {The repeated name penalty effect in children's natural reading: Evidence from eye tracking},

author = {Sarah Eilers and Simon P. Tiffin-Richards and Sascha Schroeder},

doi = {10.1177/1747021818757712},

year  = {2019},

date = {2019-01-01},

journal = {Quarterly Journal of Experimental Psychology},

volume = {72},

number = {3},

pages = {403–412},

abstract = {We report data from an eye tracking experiment on the repeated name penalty effect in 9-year-old children and young adults. The repeated name penalty effect is informative for the study of children's reading because it allows conclusions about children's ability to direct attention to discourse-level processing cues during reading. We presented children and adults simple three-sentence stories with a single referent, which was referred to by an anaphor—either a pronoun or a repeated name—downstream in the text. The anaphor was either near or far from the antecedent. We found a repeated name penalty effect in early processing for children as well as adults, suggesting that beginning readers are already susceptible to discourse-level expectations of anaphora during reading. Furthermore, children's reading was more influenced by the distance of anaphor and antecedent than adults', which we attribute to differences in reading fluency and the resulting cognitive load during reading.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Eilers2019,

title = {Gender cue effects in children's pronoun processing: A longitudinal eye tracking study},

author = {Sarah Eilers and Simon P. Tiffin-Richards and Sascha Schroeder},

doi = {10.1080/10888438.2019.1617293},

year  = {2019},

date = {2019-01-01},

journal = {Scientific Studies of Reading},

volume = {23},

number = {6},

pages = {509–522},

publisher = {Routledge},

abstract = {Children struggle with the resolution of pronouns during reading, but little is known about the sources of their difficulties. We conducted a longitudinal eye tracking experiment with 70 children in the final years of primary school. The children read sentences with a contextual resolution preference in which gender was either an informative resolution cue for the pronoun or not. We were interested in children's processing of the pronoun and their resolution preferences, as well as the effects of individual differences of Grade level and reading skill. Children's resolution ability improved with age, and good readers were more accurate than poor readers. In the eye-tracking measures, we found strong individual differences related to reading skill: Children with good reading skill took more time to read the pronoun region when pronoun gender was informative, suggesting that good readers make better use of the available information at the pronoun than poor readers.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Fan2019,

title = {The effect of errorless motor training on visuomotor behaviors in the goal-directed reaching by older adults},

author = {Mengjiao Fan and Thomson W. L. Wong},

doi = {10.15761/adcn.1000123},

year  = {2019},

date = {2019-01-01},

journal = {Alzheimer's, Dementia & Cognitive Neurology},

volume = {2},

number = {2},

pages = {1–6},

abstract = {This study aims to investigate the effect of errorless motor training on visuomotor behaviors among older adults. We recruited 29 eligible older adults (Mean age = 71.56 years},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Fu2019,

title = {Dyslexic children are sluggish in disengaging spatial attention},

author = {Wanlu Fu and Jing Zhao and Yun Ding and Zhiguo Wang},

doi = {10.1002/dys.1609},

year  = {2019},

date = {2019-01-01},

journal = {Dyslexia},

volume = {25},

number = {2},

pages = {158–172},

abstract = {Previous work has shown that inefficient attentional orienting is likely a causal factor for dyslexia; however, the nature of this attentional dysfunction remains unclear. The process of attentional orienting is characterized by an early facilitation effect, resulting from the successful engagement of attention, and a later inhibitory effect—frequently referred to as inhibition of return (IOR)—which encourages attentional disengagement and facilitates efficient visual sampling. The present study examined the time course of attentional orienting in dyslexic and typically developing children, by parametrically manipulating the cue-target onset asynchronies in a spatial cueing task. Experiment 1 revealed an early facilitation effect in dyslexic children, suggesting that they have no issue in engaging attention to salient spatial locations. However, contrast to both age-matched and reading level-matched healthy controls, no reliable IOR effect was observed in dyslexic children, suggesting that they have difficulties in disengaging attention. When a second cue was presented to encourage attentional disengagement in Experiment 2, reliable IOR effects were observed in the same group of dyslexic children, and importantly, the onset time of IOR was comparable with that in healthy controls. These results clearly show a selective impairment of attentional disengagement in dyslexic children and provide a solid empirical basis for intervention programmes focusing on attentional shifting.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Gomez2019,

title = {Development of population receptive fields in the lateral visual stream improves spatial coding amid stable structural-functional coupling},

author = {Jesse Gomez and Alexis Drain and Brianna Jeska and Vaidehi S. Natu and Michael Barnett and Kalanit Grill-Spector},

doi = {10.1016/j.neuroimage.2018.11.056},

year  = {2019},

date = {2019-01-01},

journal = {NeuroImage},

volume = {188},

pages = {59–69},

publisher = {Elsevier Inc.},

abstract = {Human visual cortex encompasses more than a dozen visual field maps across three major processing streams. One of these streams is the lateral visual stream, which extends from V1 to lateral-occipital (LO) and temporal-occipital (TO) visual field maps and plays a prominent role in shape as well as motion perception. However, it is unknown if and how population receptive fields (pRFs) in the lateral visual stream develop from childhood to adulthood, and what impact this development may have on spatial coding. Here, we used functional magnetic resonance imaging and pRF modeling in school-age children and adults to investigate the development of the lateral visual stream. Our data reveal four main findings: 1) The topographic organization of eccentricity and polar angle maps of the lateral stream is stable after age five. 2) In both age groups there is a reliable relationship between eccentricity map transitions and cortical folding: the middle occipital gyrus predicts the transition between the peripheral representation of LO and TO maps. 3) pRFs in LO and TO maps undergo differential development from childhood to adulthood, resulting in increasing coverage of the central visual field in LO and of the peripheral visual field in TO. 4) Model-based decoding shows that the consequence of pRF and visual field coverage development is improved spatial decoding from LO and TO distributed responses in adults vs. children. Together, these results explicate both the development and topography of the lateral visual stream. Our data show that the general structural-functional organization is laid out early in development, but fine-scale properties, such as pRF distribution across the visual field and consequently, spatial precision, become fine-tuned across childhood development. These findings advance understanding of the development of the human visual system from childhood to adulthood and provide an essential foundation for understanding developmental deficits.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Stella2019,

title = {Syntactic ambiguity resolution in dyslexia: An examination of cognitive factors underlying eye movement differences and comprehension failures},

author = {Marianna Stella and Paul E. Engelhardt},

doi = {10.1002/dys.1613},

year  = {2019},

date = {2019-01-01},

journal = {Dyslexia},

volume = {25},

number = {2},

pages = {115–141},

abstract = {This study examined eye movements and comprehension of temporary syntactic ambiguities in individuals with dyslexia, as few studies have focused on sentence-level comprehension in dyslexia. We tested 50 participants with dyslexia and 50 typically developing controls, in order to investigate (a) whether dyslexics have difficulty revising temporary syntactic misinterpretations and (b) underlying cognitive factors (i.e., working memory and processing speed) associated with eye movement differences and comprehension failures. In the sentence comprehension task, participants read subordinate-main structures that were either ambiguous or unambiguous, and we also manipulated the type of verb contained in the subordinate clause (i.e., reflexive or optionally transitive). Results showed a main effect of group on comprehension, in which individuals with dyslexia showed poorer comprehension than typically developing readers. In addition, participants with dyslexia showed longer total reading times on the disambiguating region of syntactically ambiguous sentences. With respect to cognitive factors, working memory was more associated with group differences than was processing speed. Conclusions focus on sentence-level syntactic processing issues in dyslexia (a previously under-researched area) and the relationship between online and offline measures of syntactic ambiguity resolution.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Suzin2019,

title = {Differences in semantic memory encoding strategies in young, healthy old and MCI patients},

author = {Gil Suzin and Ramit Ravona-Springer and Elissa L. Ash and Eddy J. Davelaar and Marius Usher},

doi = {10.3389/fnagi.2019.00306},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Aging Neuroscience},

volume = {11},

pages = {306},

abstract = {Associative processes, such as the encoding of associations between words in a list, can enhance episodic memory performance and are thought to deteriorate with age. Here, we examine the nature of age-related deficits in the encoding of associations, by using a free recall paradigm with visual arrays of objects. Fifty-five participants (26 young students; 20 cognitive healthy older adults; nine patients with Mild Cognitive Impairment, MCI) were shown multiple slides (experimental trials), each containing an array of nine common objects for recall. Most of the arrays contained three objects from three semantic categories, each. In the remaining arrays, the nine objects were unrelated. Eye fixations were also monitored during the viewing of the arrays, in a subset of the participants. While for young participants the immediate recall was higher for the semantically related arrays, this effect was diminished in healthy elderly and totally absent in MCI patients. Furthermore, only in the young group did the sequence of eye fixations show a semantic scanning pattern during encoding, even when the related objects were non- adjacent in the array. Healthy elderly and MCI patients were not influenced by the semantic relatedness of items during the array encoding, to the same extent as young subjects, as observed by a lack of (or reduced) semantic scanning. The results support a version of the encoding of the association aging-deficit hypothesis.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Twilhaar2019,

title = {Social adjustment in adolescents born very preterm: Evidence for a cognitive basis of social problems},

author = {E. Sabrina Twilhaar and Jorrit F. Kieviet and Catharina E. Bergwerff and Martijn J. J. Finken and Ruurd M. Elburg and Jaap Oosterlaan},

doi = {10.1016/j.jpeds.2019.06.045},

year  = {2019},

date = {2019-01-01},

journal = {Journal of Pediatrics},

volume = {213},

pages = {66–73},

publisher = {Elsevier Inc},

abstract = {Objective: To increase the understanding of social adjustment and autism spectrum disorder symptoms in adolescents born very preterm by studying the role of emotion recognition and cognitive control processes in the relation between very preterm birth and social adjustment. Study design: A Dutch cohort of 61 very preterm and 61 full-term adolescents aged 13 years participated. Social adjustment was rated by parents, teachers, and adolescents and autism spectrum disorder symptoms by parents. Emotion recognition was assessed with a computerized task including pictures of child faces expressing anger, fear, sadness, and happiness with varying intensity. Cognitive control was assessed using a visuospatial span, antisaccade, and sustained attention to response task. Performance measures derived from these tasks served as indicators of a latent cognitive control construct, which was tested using confirmatory factor analysis. Mediation analyses were conducted with emotion recognition and cognitive control as mediators of the relation between very preterm birth and social problems. Results: Very preterm adolescents showed more parent- and teacher-rated social problems and increased autism spectrum disorder symptomatology than controls. No difference in self-reported social problems was observed. Moreover, very preterm adolescents showed deficits in emotion recognition and cognitive control compared with full-term adolescents. The relation between very preterm birth and parent-rated social problems was significantly mediated by cognitive control but not by emotion recognition. Very preterm birth was associated with a 0.67-SD increase in parent-rated social problems through its negative effect on cognitive control. Conclusions: The present findings provide strong evidence for a central role of impaired cognitive control in the social problems of adolescents born very preterm.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Renswoude2019,

title = {Infants' center bias in free viewing of real-world scenes},

author = {Daan R. Renswoude and Linda Berg and Maartje E. J. Raijmakers and Ingmar Visser},

doi = {10.1016/j.visres.2018.10.003},

year  = {2019},

date = {2019-01-01},

journal = {Vision Research},

volume = {154},

pages = {44–53},

publisher = {Elsevier},

abstract = {This study examines how salience and a center bias drive infants' first fixation while looking at complex scenes. Adults are known to have a strong center bias, their first point of gaze is nearly always in the center of the scene. The center bias is likely to be a strategic bias, as looking towards the center minimizes the distance to other parts of the scene and important objects are often located at the center. In an experimental design varying salience regions of scenes and start positions we examined infants' (N = 48},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Renswoude2019a,

title = {Real-world scene perception in infants: What factors guide attention allocation?},

author = {Daan R. Renswoude and Ingmar Visser and Maartje E. J. Raijmakers and Tawny Tsang and Scott P. Johnson},

doi = {10.1111/infa.12308},

year  = {2019},

date = {2019-01-01},

journal = {Infancy},

volume = {24},

pages = {693–717},

abstract = {The foci of visual attention were modeled as a function of perceptual salience, adult fixation locations, and attentional control mechanisms (measured in separate tasks) in infants (N = 45, 3-to 15-month-olds) as they viewed static real-world scenes. After controlling for the center bias, the results showed that low-level perceptual salience predicts where infants look. In addition, high-level factors also played a role: Infants fix-ated parts of the scenes frequently fixated by adults and this effect was stronger for older than younger infants. In line with this finding, infant fixation durations were longer on regions more frequently fixated by adults, implying longer time taken to process the available information. Fixation durations decreased with age, and this decline interacted with orienting skills such that fixation durations decreased faster with age for infants with high orienting skills, relative to infants with low orienting skills. There was a further interaction between fixa-tion durations and selective attention abilities: Infants with low selective attention skills showed a decrease in fixation durations with age, whereas infants with higher selective attention skills showed a slight increase in fixation durations with age. These findings imply that infants' visual processing of static real-world stimuli develops in accord with attentional control.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Vieweg2019,

title = {Memory Image Completion: Establishing a task to behaviorally assess pattern completion in humans},

author = {Paula Vieweg and Martin Riemer and David Berron and Thomas Wolbers},

doi = {10.1002/hipo.23030},

year  = {2019},

date = {2019-01-01},

journal = {Hippocampus},

volume = {29},

number = {4},

pages = {340–351},

abstract = {For memory retrieval, pattern completion is a crucial process that restores memories from partial or degraded cues. Neurocognitive aging models suggest that the aged memory system is biased toward pattern completion, resulting in a behavioral preference for retrieval over encoding of memories. Here, we built on our previously developed behavioral recognition memory paradigm—the Memory Image Completion (MIC) task—a task to specifically target pattern completion. First, we used the original design with concurrent eye-tracking in order to rule out perceptual confounds that could interact with recognition performance. Second, we developed parallel versions of the task to accommodate test settings in clinical environments or longitudinal studies. The results show that older adults have a deficit in pattern completion ability with a concurrent bias toward pattern completion. Importantly, eye-tracking data during encoding could not account for age-related performance differences. At retrieval, spatial viewing patterns for both age groups were more driven by stimulus identity than by response choice, but compared to young adults, older adults' fixation patterns overlapped more between stimuli that they (wrongly) thought had the same identity. This supports the observation that older adults choose responses perceived as similar to a learned stimulus, indicating a bias toward pattern completion. Additionally, two shorter versions of the task yielded comparable results, and no general learning effects were observed for repeated testing. Together, we present evidence that the MIC is a reliable behavioral task that targets pattern completion, that is easily and repeatedly applicable, and that is made freely available online.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Lewis2019,

title = {Attention to faces in social context in children with neurofibromatosis type 1},

author = {Amelia K. Lewis and Melanie A. Porter and Tracey A. Williams and Samantha Bzishvili and Kathryn N. North and Jonathan M. Payne},

doi = {10.1111/dmcn.13928},

year  = {2019},

date = {2019-01-01},

journal = {Developmental Medicine and Child Neurology},

volume = {61},

number = {2},

pages = {174–180},

abstract = {Aim: To examine visual attention to faces within social scenes in children with neurofibromatosis type 1 (NF1) and typically developing peers. Method: Using eye-tracking technology we investigated the time taken to fixate on a face and the percentage of time spent attending to faces relative to the rest of the screen within social scenes in 24 children with NF1 (17 females, seven males; mean age 10y 4mo [SD 1y 9mo]). Results were compared with those of 24 age-matched typically developing controls (11 females, 13 males; mean age 10y 3mo [SD 2y]). Results: There was no significant between-group differences in time taken to initially fixate on a face (p=0.617); however, children with NF1 spent less time attending to faces within scenes than controls (p=0.048). Decreased attention to faces was associated with elevated autism traits in children with NF1. Interpretation: Children with NF1 spend less time attending to faces than typically developing children when presented in social scenes. Our findings contribute to a growing body of literature suggesting that abnormal face processing is a key aspect of the social-cognitive phenotype of NF1 and appears to be related to autism spectrum disorder traits. Clinicians should consider the impact of reduced attention to faces when designing and implementing treatment programmes for social dysfunction in this population.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Li2019,

title = {Adult age differences in effects of text spacing on eye movements during reading},

author = {Sha Li and Laurien Oliver-Mighten and Lin Li and Sarah J. White and Kevin B. Paterson and Jingxin Wang and Kayleigh L. Warrington and Victoria A. McGowan},

doi = {10.3389/fpsyg.2018.02700},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Psychology},

volume = {9},

pages = {2700},

abstract = {Large-scale changes in text spacing, such as removing the spaces between words, disrupt reading more for older (65+ years) than younger (18-30 years) adults. However, it is unknown whether older readers show greater sensitivity to simultaneous subtle changes in inter-letter and inter-word spacing encountered in everyday reading. To investigate this, we recorded young and older adults' eye movements while reading sentences in which inter-letter and inter-word spacing was normal, condensed (10 and 20% smaller than normal), or expanded (10 or 20% larger than normal). Each sentence included either a high or low frequency target word, matched for length and contextual predictability. Condensing but not expanding text spacing disrupted reading more for the older adults. Moreover, word frequency effects (the reading time cost for low compared to high frequency words) were larger for the older adults, consistent with aging effects on lexical processing in previous research. However, this age difference in the word frequency effect did not vary across spacing conditions, suggesting spacing did not further disrupt older readers' lexical processing. We conclude that visual rather than lexical processing is disrupted more for older readers when text spacing is condensed and discuss this finding in relation to common age-related visual deficits.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Loberg2019,

title = {Influence of reading skill and word length on fixation-related brain activity in school-aged children during natural reading},

author = {Otto Loberg and Jarkko Hautala and Jarmo A. Hämäläinen and Paavo H. T. Leppänen},

doi = {10.1016/j.visres.2019.07.008},

year  = {2019},

date = {2019-01-01},

journal = {Vision Research},

volume = {165},

pages = {109–122},

publisher = {Elsevier},

abstract = {Word length is one of the main determinants of eye movements during reading and has been shown to influence slow readers more strongly than typical readers. The influence of word length on reading in individuals with different reading skill levels has been shown in separate eye-tracking and electroencephalography studies. However, the influence of reading difficulty on cortical correlates of word length effect during natural reading is unknown. To investigate how reading skill is related to brain activity during natural reading, we performed an exploratory analysis on our data set from a previous study, where slow reading (N = 27) and typically reading (N = 65) 12-to-13.5-year-old children read sentences while co-registered ET-EEG was recorded. We extracted fixation-related potentials (FRPs) from the sentences using the linear deconvolution approach. We examined standard eye-movement variables and deconvoluted FRP estimates: intercept of the response, categorical effect of first fixation versus additional fixation and continuous effect of word length. We replicated the pattern of stronger word length effect in eye movements for slow readers. We found a difference between typical readers and slow readers in the FRP intercept, which contains activity that is common to all fixations, within a fixation time-window of 50–300 ms. For both groups, the word length effect was present in brain activity during additional fixations; however, this effect was not different between groups. This suggests that stronger word length effect in the eye movements of slow readers might be mainly due re-fixations, which are more probable due to the lower efficiency of visual processing.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Luedtke2019,

title = {The SLS-Berlin: Validation of a German computer-based screening test to measure reading proficiency in early and late adulthood},

author = {Jana Lüdtke and Eva Fröhlich and Arthur M. Jacobs and Florian Hutzler},

doi = {10.3389/fpsyg.2019.01682},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Psychology},

volume = {10},

pages = {1682},

abstract = {Reading proficiency, i.e., successfully integrating early word-based information and utilizing this information in later processes of sentence and text comprehension, and its assessment is subject to extensive research. However, screening tests for German adults across the life span are basically non-existent. Therefore, the present article introduces a standardized computerized sentence-based screening measure for German adult readers to assess reading proficiency including norm data from 2,148 participants covering an age range from 16-88 years. The test was developed in accordance with the children's version of the Salzburger LeseScreening (SLS, Wimmer & Mayringer, 2014). The SLS-Berlin has a high reliability and can easily be implemented in any research setting using German language. We present a detailed description of the test and report the distribution of SLS-Berlin scores for the norm sample as well as for two subsamples of younger (below 60 years) and older adults (60 and older). For all three samples, we conducted regression analyses to investigate the relationship between sentence characteristics and SLS-Berlin scores. In a second validation study, SLS-Berlin scores were compared with two (pseudo)word reading tests, a test measuring attention and processing speed and eye-movements recorded during expository text reading. Our results confirm the SLS-Berlin's sensitivity to capture early word decoding and later text related comprehension processes. The test distinguished very well between skilled and less skilled readers and also within less skilled readers and is therefore a powerful and efficient screening test for German adults to assess interindividual levels of reading proficiency.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Warrington2019,

title = {Effects of adult aging on letter position coding in reading: Evidence from eye movements},

author = {Kayleigh L. Warrington and Victoria A. McGowan and Kevin B. Paterson and Sarah J. White},

doi = {10.1037/pag0000342},

year  = {2019},

date = {2019-01-01},

journal = {Psychology and Aging},

volume = {34},

number = {4},

pages = {598–612},

abstract = {It is well-established that young adults encode letter position flexibly during natural reading. However, given the visual changes that occur with normal aging, it is important to establish whether letter position coding is equivalent across adulthood. In 2 experiments, young (18-25 years) and older (65+ years) adults' were recorded while reading sentences with words containing transposed adjacent letters. Transpositions occurred at beginning (rpoblem), internal (porblem), or end (problme) locations in words. In Experiment 1, these transpositions were present throughout reading. By comparison, Experiment 2 used a gaze-contingent paradigm such that once the reader's gaze moved past a word containing a transposition, this word was shown correctly and did not subsequently change. Both age groups showed normal levels of comprehension for text including words with transposed letters. The pattern of letter transposition effects on eye movements was similar for the young and older adults, with greater increases in reading times when external relative to internal letters were transposed. In Experiment 1, however, effects of word beginning transpositions during rereading were larger for the older adults. In Experiment 2 there were no interactions, confirming that letter position coding is similar for both age groups at least during first-pass processing of words. These findings show that flexibility in letter position encoding during the initial processing of words is preserved across adulthood, although the interaction effect in rereading in Experiment 1 also suggests that older readers may use more stringent postlexical verification processes, for which the accuracy of word beginning letters is especially important.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Warrington2019a,

title = {Aging effects on the visual span for alphabetic stimuli},

author = {Kayleigh L. Warrington and Fang Xie and Jingxin Wang and Kevin B. Paterson},

doi = {10.1080/0361073X.2019.1664465},

year  = {2019},

date = {2019-01-01},

journal = {Experimental Aging Research},

volume = {45},

number = {5},

pages = {387–399},

publisher = {Routledge},

abstract = {Background: The visual span (i.e., an estimate of the number of letters that can be recognized reliably on a single glance) is widely considered to impose an important sensory limitation on reading speed. With the present research, we investigated adult age differences in the visual span for alphabetic stimuli (i.e., Latin alphabetic letters), as aging effects on span size may make an important contribution to slower reading speeds in older adulthood. Method: A trigram task, in which sets of three letters were displayed randomly at specified locations to the right and left of a central fixation point, was used to estimate the size of the visual span for young (18–30 years) and older (65+years) adults while an eye tracker was used to ensure accurate central fixation during stimulus presentation. Participants also completed tests of visual acuity and visual crowding. Results: There were clear age differences in the size of the visual span. The older adults produced visual spans which were on average 1.2 letters smaller than the spans of young adults. However, both young and older adults produced spans smaller than those previously reported. In addition, span size correlated with measures of both visual acuity and measures of visual crowding. Conclusion: The findings show that the size of the visual span is smaller for older compared to young adults. The age-related reduction in span size is relatively small but may make a significant contribution to reduced parafoveal processing during natural reading so may play a role in the greater difficulty experienced by older adult readers. Moreover, these results highlight the importance of carefully controlling fixation location in visual span experiments.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Wermelinger2019,

title = {The dynamics of the interrelation of perception and action across the life span},

author = {Stephanie Wermelinger and Anja Gampe and Moritz M. Daum},

doi = {10.1007/s00426-018-1058-8},

year  = {2019},

date = {2019-01-01},

journal = {Psychological Research},

volume = {83},

number = {1},

pages = {116–131},

publisher = {Springer Berlin Heidelberg},

abstract = {Successful social interaction relies on the interaction partners' perception, anticipation and understanding of their respective actions. The perception of a particular action and the capability to produce this action share a common representational ground. So far, no study has explored the interrelation between action perception and production across the life span using the same tasks and the same measurement techniques. This study was designed to fill this gap. Participants between 3 and 80 years (N = 214) observed two multistep actions of different familiarities and then reproduced the according actions. Using eye tracking, we measured participants' action perception via their prediction of action goals during observation. To capture subtler perceptual processes, we additionally analysed the dynamics and recurrent patterns within participants' gaze behaviour. Action production was assessed via the accuracy of the participants' reproduction of the observed actions. No age-related differences were found for the perception of the familiar action, where participants of all ages could rely on previous experience. In the unfamiliar action, where participants had less experience, action goals were predicted more frequently with increasing age. The recurrence in participants' gaze behaviour was related to both, age and action production: gaze behaviour was more recurrent (i.e. less flexible) in very young and very old participants, and lower levels of recurrence (i.e. greater flexibility) were related to higher scores in action production across participants. Incorporating a life-span perspective, this study illustrates the dynamic nature of developmental differences in the associations of action production with action perception.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Wermelinger2019a,

title = {Higher levels of motor competence are associated with reduced interference in action perception across the lifespan},

author = {Stephanie Wermelinger and Anja Gampe and Moritz M. Daum},

doi = {10.1007/s00426-017-0941-z},

year  = {2019},

date = {2019-01-01},

journal = {Psychological Research},

volume = {83},

number = {3},

pages = {432–444},

publisher = {Springer Berlin Heidelberg},

abstract = {Action perception and action production are tightly linked and elicit bi-directional influences on each other when performed simultaneously. In this study, we investigated whether age-related differences in manual fine-motor competence and/or age affect the (interfering) influence of action production on simultaneous action perception. In a cross-sectional eye-tracking study, participants of a broad age range (N = 181, 20–80 years) observed a manual grasp-and-transport action while performing an additional motor or cognitive distractor task. Action perception was measured via participants' frequency of anticipatory gaze shifts towards the action goal. Manual fine-motor competence was assessed with the Motor Performance Series. The interference effect in action perception was greater in the motor than the cognitive distractor task. Furthermore, manual fine-motor competence and age in years were both associated with this interference. The better the participants' manual fine-motor competence and the younger they were, the smaller the interference effect. However, when both influencing factors (age and fine-motor competence) were taken into account, a model including only age-related differences in manual fine-motor competence best fit with our data. These results add to the existing literature that motor competence and its age-related differences influence the interference effects between action perception and production.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Whitford2019,

title = {Lexical entrenchment and cross-language activation: Two sides of the same coin for bilingual reading across the adult lifespan},

author = {Veronica Whitford and Debra Titone},

doi = {10.1017/S1366728917000554},

year  = {2019},

date = {2019-01-01},

journal = {Bilingualism: Language and Cognition},

volume = {22},

number = {1},

pages = {58–77},

abstract = {We used eye movement measures of paragraph reading to examine whether two consequences of bilingualism, namely, reduced lexical entrenchment (i.e., reduced lexical quality and accessibility arising from less absolute language experience) and cross-language activation (i.e., simultaneous co-activation of target- and non-target-language lexical representations) interact during word processing in bilingual younger and older adults. Specifically, we focused on the interaction between word frequency (a predictor of lexical entrenchment) and cross-language neighborhood density (a predictor of cross-language activation) during first- and second-language reading. Across both languages and both age groups, greater cross-language (and within-language) neighborhood density facilitated word processing, indexed by smaller word frequency effects. Moreover, word frequency effects and, to a lesser extent, cross-language neighborhood density effects were larger in older versus younger adults, potentially reflecting age-related changes in lexical accessibility and cognitive control. Thus, lexical entrenchment and cross-language activation multiplicatively influence bilingual word processing across the adult lifespan.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Willoughby2019,

title = {Measuring executive function skills in young children in Kenya},

author = {Michael T. Willoughby and Benjamin Piper and Dunston Kwayumba and Megan McCune},

doi = {10.1080/09297049.2018.1486395},

year  = {2019},

date = {2019-01-01},

journal = {Child Neuropsychology},

volume = {25},

number = {4},

pages = {425–444},

publisher = {Routledge},

abstract = {Interest in measuring executive function skills in young children in low- and middle-income country contexts has been stymied by the lack of assessments that are both easy to deploy and scalable. This study reports on an initial effort to develop a tablet-based battery of executive function tasks, which were designed and extensively studied in the United States, for use in Kenya. Participants were 193 children, aged 3–6 years old, who attended early childhood development and education centers. The rates of individual task completion were high (65–100%), and 85% of children completed three or more tasks. Assessors indicated that 90% of all task administrations were of acceptable quality. An executive function composite score was approximately normally distributed, despite higher-than-expected floor and ceiling effects on inhibitory control tasks. Children's simple reaction time (β = –0.20},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Yazbec2019,

title = {Developmental timescale of rapid adaptation to conflicting cues in real-time sentence processing},

author = {Angele Yazbec and Michael P. Kaschak and Arielle Borovsky},

doi = {10.1111/cogs.12704},

year  = {2019},

date = {2019-01-01},

journal = {Cognitive Science},

volume = {43},

number = {1},

pages = {1–41},

abstract = {Children and adults use established global knowledge to generate real-time linguistic predictions, but less is known about how listeners generate predictions in circumstances that semantically conflict with long-standing event knowledge. We explore these issues in adults and 5- to 10-year-old children using an eye-tracked sentence comprehension task that tests real-time activation of unexpected events that had been previously encountered in brief stories. Adults generated predictions for these previously unexpected events based on these discourse cues alone, whereas children overall did not override their established global knowledge to generate expectations for semantically conflicting material; however, they do show an increased ability to integrate discourse cues to generate appropriate predictions for sentential endings. These results indicate that the ability to rapidly integrate and deploy semantically conflicting knowledge has a long developmental trajectory, with adult-like patterns not emerging until later in childhood.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Yeung2019,

title = {Object-in-place memory predicted by anterolateral entorhinal cortex and parahippocampal cortex in older adults},

author = {Lok-Kin Yeung and Rosanna K. Olsen and Bryan Hong and Valentina Mihajlovic and Maria C. D'Angelo and Arber Kacollja and Jennifer D. Ryan and Morgan D. Barense},

year  = {2019},

date = {2019-01-01},

journal = {Journal of Cognitive Neuroscience},

volume = {31},

number = {5},

pages = {711–729},

abstract = {The lateral portion of the entorhinal cortex is one of the first brain regions affected by tau pathology, an important biomarker for Alzheimer disease. Improving our understanding of this region's cognitive role may help identify better cognitive tests for early detection of Alzheimer disease. Based on its functional connections, we tested the idea that the human anterolateral entorhinal cortex (alERC) may play a role in integrating spatial information into object representations. We recently demonstrated that the volume of the alERC was related to processing the spatial relationships of the features within an object [Yeung, L. K., Olsen, R. K., Bild-Enkin, H. E. P., D'Angelo, M. C., Kacollja, A., McQuiggan, D. A., et al. Anterolateral entorhinal cortex volume predicted by altered intra-item configural processing. Journal of Neuroscience, 37, 5527–5538, 2017]. In this study, we investi- gated whether the human alERC might also play a role in processing the spatial relationships between an object and its environment using an eye-tracking task that assessed visual fixations to a critical object within a scene. Guided by rodent work, we measured both object-in-place memory, the association of an object with a given context [Wilson, D. I., Langston, R. F., Schlesiger, M. I., Wagner, M., Watanabe, S., & Ainge, J. A. Lateral entorhinal cortex is critical for novel object-context recog- nition. Hippocampus, 23,352–366, 2013], and object-trace memory, the memory for the former location of objects [Tsao, A., Moser, M. B., & Moser, E. I. Traces of experience in the lateral entorhinal cortex. Current Biology, 23,399–405, 2013]. In a group of older adults with varying stages of brain atrophy and cognitive decline, we found that the volume of the alERC and the volume of the parahippocampal cortex selectively predicted object-in-place memory, but not object-trace memory. These results provide support for the notion that the alERC may integrate spatial information into object representations.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Zawoyski2019,

title = {Using eye-tracking technology to examine the impact of question format on reading behavior in elementary students},

author = {Andrea M. Zawoyski and Scott P. Ardoin},

doi = {10.17105/SPR-2018-0014.V48-4},

year  = {2019},

date = {2019-01-01},

journal = {School Psychology Review},

volume = {48},

number = {4},

pages = {320–332},

abstract = {Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated question format on elementary students' reading behavior. Third- and fourth-grade participants were divided into the MC (n = 43) or SA condition (n = 44) and expected to answer questions consistent with their group assignment. Eye movements (EMs) were analyzed across the passage and on areas significant to its meaning. Correlational analyses between EMs and reading measures were conducted. Findings support modification of question format in reading assessments. Implications for school psychologists, teachers, and EM researchers are addressed.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Zhang2019a,

title = {Detection of children/youth with fetal alcohol spectrum disorder through eye movement, psychometric, and neuroimaging data},

author = {Chen Zhang and Angelina Paolozza and Po-He Tseng and James N. Reynolds and Douglas P. Munoz and Laurent Itti},

doi = {10.3389/fneur.2019.00080},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Neurology},

volume = {10},

pages = {80},

abstract = {Background: Fetal alcohol spectrum disorders (FASD) is one of the most common causes of developmental disabilities and neurobehavioral deficits. Despite the high-prevalence of FASD, the current diagnostic process is challenging and time- and money-consuming, with underreported profiles of the neurocognitive and neurobehavioral impairments because of limited clinical capacity. We assessed children/youth with FASD from a multimodal perspective and developed a high-performing, low-cost screening protocol using a machine learning framework. Methods and Findings: Participants with FASD and age-matched typically developing controls completed up to six assessments, including saccadic eye movement tasks (prosaccade, antisaccade, and memory-guided saccade), free viewing of videos, psychometric tests, and neuroimaging of the corpus callosum. We comparatively investigated new machine learning methods applied to these data, toward the acquisition of a quantitative signature of the neurodevelopmental deficits, and the development of an objective, high-throughput screening tool to identify children/youth with FASD. Our method provides a comprehensive profile of distinct measures in domains including sensorimotor and visuospatial control, visual perception, attention, inhibition, working memory, academic functions, and brain structure. We also showed that a combination of four to six assessments yields the best FASD vs. control classification accuracy; however, this protocol is expensive and time consuming. We conducted a cost/benefit analysis of the six assessments and developed a high-performing, low-cost screening protocol based on a subset of eye movement and psychometric tests that approached the best result under a range of constraints (time, cost, participant age, required administration, and access to neuroimaging facility). Using insights from the theory of value of information, we proposed an optimal annual screening procedure for children at risk of FASD. Conclusions: We developed a high-capacity, low-cost screening procedure under constrains, with high expected monetary benefit, substantial impact of the referral and diagnostic process, and expected maximized long-term benefits to the tested individuals and to society. This annual screening procedure for children/youth at risk of FASD can be easily and widely deployed for early identification, potentially leading to earlier intervention and treatment. This is crucial for neurodevelopmental disorders, to mitigate the severity of the disorder and/or frequency of secondary comorbidities.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Zhang2019f,

title = {Children with mathematical learning difficulties are sluggish in disengaging attention},

author = {Xiaoxian Zhang and Wanlu Fu and Licheng Xue and Jing Zhao and Zhiguo Wang},

doi = {10.3389/fpsyg.2019.00932},

year  = {2019},

date = {2019-01-01},

journal = {Frontiers in Psychology},

volume = {10},

pages = {932},

abstract = {Mathematical learning difficulties (MLD) refer to a variety of deficits in math skills, typically pertaining to the domains of arithmetic and problem solving. The present study examined the time course of attentional orienting in MLD children with a spatial cueing task, by parametrically manipulating the cue-target onset asynchrony (CTOA). The results of Experiment 1 revealed that, in contrast to typical developing children, the inhibitory aftereffect of attentional orienting-frequently referred to as inhibition of return (IOR)-was not observed in the MLD children, even at the longest CTOA tested (800 ms). However, robust early facilitation effects were observed in the MLD children, suggesting that they have difficulties in attentional disengagement rather than attentional engagement. In a second experiment, a secondary cue was introduced to the cueing task to encourage attentional disengagement and IOR effects were observed in the MLD children. Taken together, the present experiments indicate that MLD children are sluggish in disengaging spatial attention.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Zhao2019a,

title = {Pupillometry as an objective measure of sustained attention in young and older listeners},

author = {Sijia Zhao and Gabriela Bury and Alice Milne and Maria Chait},

doi = {10.1101/579540},

year  = {2019},

date = {2019-01-01},

journal = {Trends in Hearing},

volume = {23},

pages = {1–21},

abstract = {The ability to sustain attention on a task-relevant sound-source whilst avoiding distraction from other concurrent sounds is fundamental to listening in crowded environments. To isolate this aspect of hearing we designed a paradigm that continuously measured behavioural and pupillometry responses during 25-second-long trials in young (18-35 yo) and older (63-79 yo) participants. The auditory stimuli consisted of a number (1, 2 or 3) of concurrent, spectrally distinct tone streams. On each trial, participants detected brief silent gaps in one of the streams whilst resisting distraction from the others. Behavioural performance demonstrated increasing difficulty with time-on-task and with number/proximity of distractor streams. In young listeners (N=20), pupillometry revealed that pupil diameter (on the group and individual level) was dynamically modulated by instantaneous task difficulty such that periods where behavioural performance revealed a strain on sustained attention, were also accompanied by increased pupil diameter. Only trials on which participants performed successfully were included in the pupillometry analysis. Therefore, the observed effects reflect consequences of task demands as opposed to failure to attend.In line with existing reports, we observed global changes to pupil dynamics in the older group, including decreased pupil diameter, a limited dilation range, and reduced temporal variability. However, despite these changes, the older group showed similar effects of attentive tracking to those observed in the younger listeners. Overall, our results demonstrate that pupillometry can be a reliable and time-sensitive measure of the effort associated with attentive tracking over long durations in both young and (with some caveats) older listeners.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Zhou2019,

title = {Predictive language processing in preschool children with autism spectrum disorder: An eye-tracking study},

author = {Peng Zhou and Likan Zhan and Huimin Ma},

doi = {10.1007/s10936-018-9612-5},

year  = {2019},

date = {2019-01-01},

journal = {Journal of Psycholinguistic Research},

volume = {48},

number = {2},

pages = {431–452},

publisher = {Springer US},

abstract = {Sentence comprehension relies on the abilities to rapidly integrate different types of linguistic and non-linguistic information. The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorder (ASD) are able to use verb information predictively to anticipate the upcoming linguistic input during real-time sentence comprehension. 26 five-year-olds with ASD, 25 typically developing (TD) five-year-olds and 24 TD four-year-olds were tested using the visual world eye-tracking paradigm. The results showed that the 5-year-olds with ASD, like their TD peers, exhibited verb-based anticipatory eye movements during real-time sentence comprehension. No difference was observed between the ASD and TD groups in the time course of their eye gaze patterns, indicating that Mandarin-speaking preschool children with ASD are able to use verb information as effectively and rapidly as TD peers to predict the upcoming linguistic input.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{MoxonEmre2019,

title = {Facial emotion recognition in children treated for posterior fossa tumours and typically developing children: A divergence of predictors},

author = {Iska Moxon-Emre and Norman A. S. Farb and Adeoye A. Oyefiade and Eric Bouffet and Suzanne Laughlin and Jovanka Skocic and Cynthia B. Medeiros and Donald J. Mabbott},

doi = {10.1016/j.nicl.2019.101886},

year  = {2019},

date = {2019-01-01},

journal = {NeuroImage: Clinical},

volume = {23},

pages = {10886},

publisher = {Elsevier},

abstract = {Facial emotion recognition (FER) deficits are evident and pervasive across neurodevelopmental, psychiatric, and acquired brain disorders in children, including children treated for brain tumours. Such deficits are thought to perpetuate challenges with social relationships and decrease quality of life. The present study combined eye-tracking, neuroimaging and cognitive assessments to evaluate if visual attention, brain structure, and general cognitive function contribute to FER in children treated for posterior fossa (PF) tumours (patients: n = 36) and typically developing children (controls: n = 18). To assess FER, all participants completed the Diagnostic Analysis of Nonverbal Accuracy (DANVA2), a computerized task that measures FER using photographs, while their eye-movements were recorded. Patients made more FER errors than controls (p < .01). Although we detected subtle deficits in visual attention and general cognitive function in patients, we found no associations with FER. Compared to controls, patients had evidence of white matter (WM) damage, (i.e., lower fractional anisotropy [FA] and higher radial diffusivity [RD]), in multiple regions throughout the brain (all p < .05), but not in specific WM tracts associated with FER. Despite the distributed WM differences between groups, WM predicted FER in controls only. In patients, factors associated with their disease and treatment predicted FER. Our study provides insight into predictors of FER that may be unique to children treated for PF tumours, and highlights a divergence in associations between brain structure and behavioural outcomes in clinical and typically developing populations; a concept that may be broadly applicable to other neurodevelopmental and clinical populations that experience FER deficits.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Ogren2019,

title = {Motion or emotion: Infants discriminate emotional biological motion based on low-level visual information},

author = {Marissa Ogren and Brianna Kaplan and Yujia Peng and Kerri L. Johnson and Scott P. Johnson},

doi = {10.1016/j.infbeh.2019.04.006},

year  = {2019},

date = {2019-01-01},

journal = {Infant Behavior and Development},

volume = {57},

pages = {1–11},

publisher = {Elsevier},

abstract = {Infants' ability to discriminate emotional facial expressions and tones of voice is well-established, yet little is known about infant discrimination of emotional body movements. Here, we asked if 10–20-month-old infants rely on high-level emotional cues or low-level motion related cues when discriminating between emotional point-light displays (PLDs). In Study 1, infants viewed 18 pairs of angry, happy, sad, or neutral PLDs. Infants looked more at angry vs. neutral, happy vs. neutral, and neutral vs. sad. Motion analyses revealed that infants preferred the PLD with more total body movement in each pairing. Study 2, in which infants viewed inverted versions of the same pairings, yielded similar findings except for sad-neutral. Study 3 directly paired all three emotional stimuli in both orientations. The angry and happy stimuli did not significantly differ in terms of total motion, but both had more motion than the sad stimuli. Infants looked more at angry vs. sad, more at happy vs. sad, and about equally to angry vs. happy in both orientations. Again, therefore, infants preferred PLDs with more total body movement. Overall, the results indicate that a low-level motion preference may drive infants' discrimination of emotional human walking motions.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Orawe2019,

title = {Posterior parietal influences on visual network specialization during development: An fMRI study of functional connectivity in children ages 9 to 12},

author = {Jonathan F. O'rawe and Anna S. Huang and Daniel N. Klein and Hoi-Chung Leung},

doi = {10.1016/j.neuropsychologia.2019.03.001},

year  = {2019},

date = {2019-01-01},

journal = {Neuropsychologia},

volume = {127},

pages = {158–170},

abstract = {Visual processing in the primate brain is highly organized along the ventral visual pathway, although it is still unclear how categorical selectivity emerges in this system. While many theories have attempted to explain the pattern of visual specialization within the ventral occipital and temporal areas, the biased connectivity hypothesis provides a framework which postulates extrinsic connectivity as a potential mechanism in shaping the development of category selectivity. As the posterior parietal cortex plays a central role in visual attention, we examined whether the pattern of parietal connectivity with the face and scene processing regions is closely linked with the functional properties of these two visually selective networks in a cohort of 60 children ages 9 to 12. Functionally localized face and scene selective regions were used in deriving each visual network's resting-state functional connectivity. The children's face and scene processing networks appeared to show a weak network segregation during resting state, which was confirmed when compared to that of a group of gender and handedness matched adults. Parietal regions of these children showed differential connectivity with the face and scene networks, and the extent of this differential parietal-visual connectivity predicted individual differences in the degree of segregation between the two visual networks, which in turn predicted individual differences in visual perception performance. Finally, the pattern of parietal connectivity with the face processing network also predicted the foci of face-related activation in the right fusiform gyrus across children. These findings provide evidence that extrinsic connectivity with regions such as the posterior parietal cortex may have important implications in the development of specialized visual processing networks.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Parker2019,

title = {Return-sweep saccades during reading in adults and children},

author = {Adam J. Parker and Timothy J. Slattery and Julie A. Kirkby},

doi = {10.1016/j.visres.2018.12.007},

year  = {2019},

date = {2019-01-01},

journal = {Vision Research},

volume = {155},

pages = {35–43},

publisher = {Elsevier},

abstract = {During reading, eye movement patterns differ between children and adults. Children make more fixations that are longer in duration and make shorter saccades. Return-sweeps are saccadic eye movements that move a reader's fixation to a new line of text. Return-sweeps move fixation further than intra-line saccades and often undershoot their target. This necessitates a corrective saccade to bring fixation closer to the start of the line. There have been few empirical investigations of return-sweep saccades in adults, and even fewer in children. In the present study, we examined return-sweeps of 47 adults and 48 children who read identical multiline texts. We found that children launch their return-sweeps closer to the end of the line and target a position closer to the left margin. Therefore, children fixate more extreme positions on the screen when reading for comprehension. Furthermore, children required a corrective saccade following a return-sweep more often than adults. Analysis of the duration of the fixation preceding the corrective saccade indicated that children are as efficient as adults at responding to retinal feedback following a saccade. Rather than consider differences in adult's and children's return-sweep behaviour an artefact of oculomotor control, we believe that these differences represent adult's ability to utilise parafoveal processing to encode text at extreme positions.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Pejovic2019,

title = {Speaker matters: Natural inter-speaker variation affects 4-month-olds' perception of audio-visual speech},

author = {Jovana Pejovic and Eiling Yee and Monika Molnar},

doi = {10.1177/0142723719876382},

year  = {2019},

date = {2019-01-01},

journal = {First Language},

pages = {1–15},

abstract = {In the language development literature, studies often make inferences about infants' speech perception abilities based on their responses to a single speaker. However, there can be significant natural variability across speakers in how speech is produced (i.e., inter-speaker differences). The current study examined whether inter-speaker differences can affect infants' ability to detect a mismatch between the auditory and visual components of vowels. Using an eye-tracker, 4.5-month-old infants were tested on auditory-visual (AV) matching for two vowels (/i/ and /u/). Critically, infants were tested with two speakers who naturally differed in how distinctively they articulated the two vowels within and across the categories. Only infants who watched and listened to the speaker whose visual articulations of the two vowels were most distinct from one another were sensitive to AV mismatch. This speaker also produced a visually more distinct /i/ as compared to the other speaker. This finding suggests that infants are sensitive to the distinctiveness of AV information across speakers, and that when making inferences about infants' perceptual abilities, characteristics of the speaker should be taken into account.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Peter2019a,

title = {Does speed of processing or vocabulary size predict later language growth in toddlers?},

author = {Michelle S. Peter and Samantha Durrant and Andrew Jessop and Amy Bidgood and Julian M. Pine and Caroline F. Rowland},

doi = {10.1016/j.cogpsych.2019.101238},

year  = {2019},

date = {2019-01-01},

journal = {Cognitive Psychology},

volume = {115},

pages = {1–25},

publisher = {Elsevier},

abstract = {It is becoming increasingly clear that the way that children acquire cognitive representations depends critically on how their processing system is developing. In particular, recent studies suggest that individual differences in language processing speed play an important role in explaining the speed with which children acquire language. Inconsistencies across studies, however, mean that it is not clear whether this relationship is causal or correlational, whether it is present right across development, or whether it extends beyond word learning to affect other aspects of language learning, like syntax acquisition. To address these issues, the current study used the looking-while-listening paradigm devised by Fernald, Swingley, and Pinto (2001) to test the speed with which a large longitudinal cohort of children (the Language 0–5 Project) processed language at 19, 25, and 31 months of age, and took multiple measures of vocabulary (UK-CDI, Lincoln CDI, CDI-III) and syntax (Lincoln CDI) between 8 and 37 months of age. Processing speed correlated with vocabulary size - though this relationship changed over time, and was observed only when there was variation in how well the items used in the looking-while-listening task were known. Fast processing speed was a positive predictor of subsequent vocabulary growth, but only for children with smaller vocabularies. Faster processing speed did, however, predict faster syntactic growth across the whole sample, even when controlling for concurrent vocabulary. The results indicate a relatively direct relationship between processing speed and syntactic development, but point to a more complex interaction between processing speed, vocabulary size and subsequent vocabulary growth.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Ray2019,

title = {Eye movement tracking in pediatric obsessive compulsive disorder},

author = {Anirban Ray and Aditi Subramanian and Harleen Chhabra and John Vijay Sagar Kommu and Ganesan Venkatsubramanian and Shoba Srinath and Satish Girimaji and Shekhar P. Sheshadri and Mariamma Philip},

doi = {10.1016/j.ajp.2019.04.003},

year  = {2019},

date = {2019-01-01},

journal = {Asian Journal of Psychiatry},

volume = {43},

pages = {9–16},

publisher = {Elsevier},

abstract = {Till date researchers have elucidated the neurobiological substrates in OCD using methods like neuroimaging. However, a potential biomarker is still elusive. The present study is an attempt to identify a potential biomarker in pediatric OCD using eye tracking. The present study measured pro-saccade and anti-saccade parameters in 36 cases of pediatric OCD and 31 healthy controls. There was no significant difference between cases and controls in the error rate, peak velocity, position gain and latency measures in both pro-saccade and anti-saccade eye tracking tasks. With age, anti-saccades become slower in velocity, faster in response and more accurate irrespective of disorder status of the child. Pro-saccades also show a similar effect that is less prominent than anti-saccades. Gain measures more significantly vary with age in children with OCD than the controls, whereas latency measures positively correlated with age in children with OCD as opposed to being negatively correlated in the controls. Findings of this study do not support any of the eye tracking measures as putative diagnostic bio-markers in OCD. However, latency and gain parameters across different age groups in anti-saccade tasks need to be explored in future studies.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Reuter2019a,

title = {Predict and redirect: Prediction errors support children's word learning},

author = {Tracy Reuter and Arielle Borovsky and Casey Lew-Williams},

doi = {10.1037/dev0000754},

year  = {2019},

date = {2019-01-01},

journal = {Developmental Psychology},

volume = {55},

number = {8},

pages = {1656–1665},

abstract = {According to prediction-based learning theories, erroneous predictions support learning. However, empirical evidence for a relation between prediction error and children's language learning is currently lacking. Here we investigated whether and how prediction errors influence children's learning of novel words. We hypothesized that word learning would vary as a function of 2 factors: the extent to which children generate predictions, and the extent to which children redirect attention in response to errors. Children were tested in a novel word learning task, which used eye tracking to measure (a) real-time semantic predictions to familiar referents, (b) attention redirection following prediction errors, and (c) learning of novel referents. Results indicated that predictions and prediction errors interdependently supported novel word learning, via children's efficient redirection of attention. This study provides a developmental evaluation of prediction-based theories and suggests that erroneous predictions play a mechanistic role in children's language learning.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Robertson2019,

title = {Eye tracking reveals subtle spoken sentence comprehension problems in children with dyslexia},

author = {Erin K. Robertson and Jennifer E. Gallant},

doi = {10.1016/j.lingua.2019.06.009},

year  = {2019},

date = {2019-01-01},

journal = {Lingua},

volume = {228},

pages = {1–17},

publisher = {Elsevier B.V.},

abstract = {Children with dyslexia who did not have SLI (n = 31) and typically-developing (TD},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{RodriguezOrtiz2019,

title = {The development of anaphora resolution in Spanish},

author = {Isabel R. Rodríguez-Ortiz and Francisco J. Moreno-Pérez and Pablo Delgado and David Saldaña},

doi = {10.1007/s10936-019-09632-3},

year  = {2019},

date = {2019-01-01},

journal = {Journal of Psycholinguistic Research},

volume = {48},

number = {4},

pages = {797–817},

publisher = {Springer US},

abstract = {The present study focuses on the development of Spanish pronominal processing. We investigate whether the pronoun interpretation problem (i.e., reflexive pronouns comprehension is resolved at an earlier age than that of personal pronouns, also known as the Delay of the Principle B Effect), which has been documented in other languages, also occurs in Spanish. For this purpose, we conducted two experiments including pronoun resolution tasks. In Experiment 1, a task adapted from the experimental paradigm proposed by Love et al. (J Psycholinguist Res 38:285–304, 2009. https://doi.org/10.1007/s10936-009-9103-9) was used, which examines the off-line processing of the Spanish pronouns se and le. In Experiment 2, on-line processing of the same pronouns was evaluated with eye-tracking, using a paradigm developed by Thompson and Choy (J Psycholinguist Res 38:255–283, 2009. https://doi.org/10.1007/s10936-009-9105-7). Forty-three participants aged 4–16 years completed both experiments. Results indicated that there is no developmental asymmetry in the acquisition of successful resolution of the two types of anaphora in Spanish: from age 4, reflexive and clitic pronouns are processed with the same degree of accuracy.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Rohr2019,

title = {Girls' attentive traits associate with cerebellar to dorsal attention and default mode network connectivity},

author = {Christiane S. Rohr and Dennis Dimond and Manuela Schuetze and Ivy Y. K. Cho and Limor Lichtenstein-Vidne and Hadas Okon-Singer and Deborah Dewey and Signe Bray},

doi = {10.1016/j.neuropsychologia.2019.02.011},

year  = {2019},

date = {2019-01-01},

journal = {Neuropsychologia},

volume = {127},

pages = {84–92},

publisher = {Elsevier Ltd},

abstract = {Attention traits are a cornerstone to the healthy development of children's performance in the classroom, their interactions with peers, and in predicting future success and problems. The cerebellum is increasingly appreciated as a region involved in complex cognition and behavior, and moreover makes important connections to key brain networks known to support attention: the dorsal attention and default mode networks (DAN; DMN). The cerebellum has also been implicated in childhood disorders affecting attention, namely autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD), suggesting that attention networks extending to the cerebellum may be important to consider in relation to attentive traits. Yet, direct investigations into the association between cerebellar FC and attentive traits are lacking. Therefore, in this study we examined attentive traits, assessed using parent reports of ADHD and ASD symptoms, in a community sample of 52 girls aged 4–7 years, i.e. around the time of school entry, and their association with cerebellar connections with the DAN and DMN. We found that cortico-cerebellar functional connectivity (FC) jointly and differentially correlated with attentive traits, through a combination of weaker and stronger FC across anterior and posterior DAN and DMN nodes. These findings suggest that cortico-cerebellar integration may play an important role in the manifestation of attentive traits.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Zamuner2018,

title = {Reverse production effect: Children recognize novel words better when they are heard rather than produced},

author = {Tania S. Zamuner and Stephanie Strahm and Elizabeth Morin-Lessard and Michael P. A. Page},

doi = {10.1111/desc.12636},

year  = {2018},

date = {2018-07-01},

journal = {Developmental Science},

volume = {21},

number = {4},

pages = {1–13},

publisher = {John Wiley & Sons, Ltd (10.1111)},

abstract = {This research investigates the effect of production on 4.5‐ to 6‐year‐old children's recognition of newly learned words. In Experiment 1, children were taught four novel words in a produced or heard training condition during a brief training phase. In Experiment 2, children were taught eight novel words, and this time training condition was in a blocked design. Immediately after training, children were tested on their recognition of the trained novel words using a preferential looking paradigm. In both experiments, children recognized novel words that were produced and heard during training, but demonstrated better recognition for items that were heard. These findings are opposite to previous results reported in the literature with adults and children. Our results show that benefits of speech production for word learning are dependent on factors such as task complexity and the developmental stage of the learner.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Wegener2018,

title = {Children reading spoken words: Interactions between vocabulary and orthographic expectancy},

author = {Signy Wegener and Hua-Chen Wang and Peter Lissa and Serje Robidoux and Kate Nation and Anne Castles},

doi = {10.1111/desc.12577},

year  = {2018},

date = {2018-05-01},

journal = {Developmental Science},

volume = {21},

number = {3},

pages = {1–9},

publisher = {John Wiley & Sons, Ltd (10.1111)},

abstract = {There is an established association between children's oral vocabulary and their word reading but its basis is not well understood. Here, we present evidence from eye movements for a novel mechanism underlying this association. Two groups of 18 Grade 4 children received oral vocabulary training on one set of 16 novel words (e.g., ‘nesh', ‘coib'), but no training on another set. The words were assigned spellings that were either predictable from phonology (e.g., nesh) or unpredictable (e.g., koyb). These were subsequently shown in print, embedded in sentences. Reading times were shorter for orally familiar than unfamiliar items, and for words with predictable than unpredictable spellings but, importantly, there was an interaction between the two: children demonstrated a larger benefit of oral familiarity for predictable than for unpredictable items. These findings indicate that children form initial orthographic expectations about spoken words before first seeing them in print. A video abstract of this article can be viewed at: https://youtu.be/jvpJwpKMM3E.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Morey2018,

title = {Gaze-based rehearsal in children under 7: A developmental investigation of eye movements during a serial spatial memory task},

author = {Candice C. Morey and Silvana Mareva and Jaroslaw R. Lelonkiewicz and Nicolas Chevalier},

doi = {10.1111/desc.12559},

year  = {2018},

date = {2018-05-01},

journal = {Developmental Science},

volume = {21},

pages = {1–8},

publisher = {John Wiley & Sons, Ltd (10.1111)},

abstract = {The emergence of strategic verbal rehearsal at around 7 years of age is widely considered a major milestone in descriptions of the development of short‐term memory across childhood. Likewise, rehearsal is believed by many to be a crucial factor in explaining why memory improves with age. This apparent qualitative shift in mnemonic processes has also been characterized as a shift from passive visual to more active verbal mnemonic strategy use, but no investigation of the development of overt spatial rehearsal has informed this explanation. We measured serial spatial order reconstruction in adults and groups of children 5–7 years old and 8–11 years old, while recording their eye movements. Children, particularly the youngest children, overtly fixated late‐list spatial positions longer than adults, suggesting that younger children are less likely to engage in covert rehearsal during stimulus presentation than older children and adults. However, during retention the youngest children overtly fixated more of the to‐be‐remembered sequences than any other group, which is inconsistent with the idea that children do nothing to try to remember. Altogether, these data are inconsistent with the notion that children under 7 do not engage in any attempts to remember. They are most consistent with proposals that children's style of remembering shifts around age 7 from reactive cue‐driven methods to proactive, covert methods, which may include cumulative rehearsal.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Chevalier2018,

title = {From prioritizing objects to prioritizing cues: A developmental shift for cognitive control},

author = {Nicolas Chevalier and Bruno Dauvier and Agnès Blaye},

doi = {10.1111/desc.12534},

year  = {2018},

date = {2018-03-01},

journal = {Developmental Science},

volume = {21},

number = {2},

pages = {1–8},

publisher = {John Wiley & Sons, Ltd (10.1111)},

abstract = {Emerging cognitive control supports increasingly adaptive behaviors and predicts life success, while low cognitive control is a major risk factor during childhood. It is therefore essential to understand how it develops. The present study provides evidence for an age‐related shift in the type of information that children prioritize in their environment, from objects that can be directly acted upon to cues signaling how to act. Specifically, gaze patterns recorded while 3‐ to 12‐year‐olds and adults engaged in a cognitive control task showed that whereas younger children fixated on targets that they needed to respond to before gazing at task cues signaling how to respond, older children and adults showed the opposite pattern (which yielded better performance). This shift in information prioritization has important conceptual implications, suggesting that a major force behind cognitive control development may be non‐executive in nature, as well as opening new directions for interventions.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{TroopGordon2018,

title = {Allocation of attention to scenes of peer harassment: Visual–cognitive moderators of the link between peer victimization and aggression},

author = {Wendy Troop-Gordon and Robert D. Gordon and Bethany M. Schwandt and Gregor A. Horvath and Elizabeth Ewing Lee and Kari J. Visconti},

doi = {10.1017/S0954579418000068},

year  = {2018},

date = {2018-03-01},

journal = {Development and Psychopathology},

pages = {1–16},

publisher = {Cambridge University Press},

abstract = {As approximately one-third of peer-victimized children evidence heightened aggression (Schwartz, Proctor, & Chien, 2001), it is imperative to identify the circumstances under which victimization and aggression co-develop. The current study explored two potential moderators of victimization–aggression linkages: (a) attentional bias toward cues signaling threat and (b) attentional bias toward cues communicating interpersonal support. Seventy-two fifth- and sixth-grade children (34 boys = 11.67) were eye tracked while watching video clips of bullying. Each scene included a bully, a victim, a reinforcer, and a defender. Children's victimization was measured using peer, parent, and teacher reports. Aggression was measured using peer reports of overt and relational aggression and teacher reports of aggression. Victimization was associated with greater aggression at high levels of attention to the bully. Victimization was also associated with greater aggression at low attention to the defender for boys, but at high attention to the defender for girls. Attention to the victim was negatively correlated with aggression regardless of victimization history. Thus, attentional biases to social cues integral to the bullying context differentiate whether victimization is linked to aggression, necessitating future research on the development of these biases and concurrent trajectories of sociobehavioral development.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Scally2018,

title = {Visual and visuomotor interhemispheric transfer time in older adults},

author = {Brian Scally and Melanie R. Burke and David Bunce and Jean Francois Delvenne},

doi = {10.1016/j.neurobiolaging.2018.01.005},

year  = {2018},

date = {2018-01-01},

journal = {Neurobiology of Aging},

volume = {65},

pages = {69–76},

publisher = {Elsevier Inc},

abstract = {Older adults typically experience reductions in the structural integrity of the anterior channels of the corpus callosum. Despite preserved structural integrity in central and posterior channels, many studies have reported that interhemispheric transfer, a function attributed to these regions, is detrimentally affected by aging. In this study, we use a constrained event-related potential analysis in the theta and alpha frequency bands to determine whether interhemispheric transfer is affected in older adults. The crossed-uncrossed difference and lateralized visual evoked potentials were used to assess interhemispheric transfer in young (18–27) and older adults (63–80). We observed no differences in the crossed-uncrossed difference measure between young and older groups. Older adults appeared to have elongated transfer in the theta band potentials, but this effect was driven by shortened contralateral peak latencies, rather than delayed ipsilateral latencies. In the alpha band, there was a trend toward quicker transfer in older adults. We conclude that older adults do not experience elongated interhemispheric transfer in the visuomotor or visual domains and that these functions are likely attributed to posterior sections of the corpus callosum, which are unaffected by aging.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Seemiller2018,

title = {The gaze stability of 4- to 10-week-old human infants},

author = {Eric S. Seemiller and Nicholas L. Port and T. Rowan Candy},

doi = {10.1167/18.8.15},

year  = {2018},

date = {2018-01-01},

journal = {Journal of Vision},

volume = {18},

number = {8},

pages = {1–10},

abstract = {The relationship between gaze stability, retinal image quality, and visual perception is complex. Gaze instability related to pathology in adults can cause a reduction in visual acuity (e.g., Chung, LaFrance, & Bedell, 2011). Conversely, poor retinal image quality and spatial vision may be a contributing factor to gaze instability (e.g., Ukwade & Bedell, 1993). Though much is known about the immaturities in spatial vision of human infants, little is currently understood about their gaze stability. To characterize the gaze stability of young infants, adult participants and 4- to 10-week-old infants were shown a dynamic random-noise stimulus for 30-s intervals while their eye positions were recorded binocularly. After removing adultlike saccades, we used 5-s epochs of stable intersaccade gaze to estimate bivariate contour ellipse area and standard deviations of vergence. The geometric means (with standard deviations) for infants' bivariate contour ellipse area were left eye = -0.697 ± 0.534 log(°2), right eye = -0.471 ± 0.367 log(°2). For binocular vergence stability, the infant geometric means (with standard deviations) were horizontal = -1.057 ± 0.743 log(°)},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Slone2018,

title = {When learning goes beyond statistics: Infants represent visual sequences in terms of chunks},

author = {Lauren K. Slone and Scott P. Johnson},

doi = {10.1016/j.cognition.2018.05.016},

year  = {2018},

date = {2018-01-01},

journal = {Cognition},

volume = {178},

pages = {92–102},

publisher = {Elsevier},

abstract = {Much research has documented infants' sensitivity to statistical regularities in auditory and visual inputs, however the manner in which infants process and represent statistically defined information remains unclear. Two types of models have been proposed to account for this sensitivity: statistical models, which posit that learners represent statistical relations between elements in the input; and chunking models, which posit that learners represent statistically-coherent units of information from the input. Here, we evaluated the fit of these two types of models to behavioral data that we obtained from 8-month-old infants across four visual sequence-learning experiments. Experiments examined infants' representations of two types of structures about which statistical and chunking models make contrasting predictions: illusory sequences (Experiment 1) and embedded sequences (Experiments 2–4). In all four experiments, infants discriminated between high probability sequences and low probability part-sequences, providing strong evidence of learning. Critically, infants also discriminated between high probability sequences and statistically-matched sequences (illusory sequences in Experiment 1, embedded sequences in Experiments 2–3), suggesting that infants learned coherent chunks of elements. Experiment 4 examined the temporal nature of chunking, and demonstrated that the fate of embedded chunks depends on amount of exposure. These studies contribute important new data on infants' visual statistical learning ability, and suggest that the representations that result from infants' visual statistical learning are best captured by chunking models.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Speirs2018,

title = {Are there age differences in attention to emotional images following a sad mood induction? Evidence from a free-viewing eye-tracking paradigm},

author = {Calandra Speirs and Zorry Belchev and Amanda Fernandez and Stephanie Korol and Christopher Sears},

doi = {10.1080/13825585.2017.1391168},

year  = {2018},

date = {2018-01-01},

journal = {Aging, Neuropsychology, and Cognition},

volume = {25},

number = {6},

pages = {928–957},

publisher = {Routledge},

abstract = {Two experiments examined age differences in the effect of a sad mood induction (MI) on attention to emotional images. Younger and older adults viewed sets of four images while their eye gaze was tracked throughout an 8-s presentation. Images were viewed before and after a sad MI to assess the effect of a sad mood on attention to positive and negative scenes. Younger and older adults exhibited positively biased attention after the sad MI, significantly increasing their attention to positive images, with no evidence of an age difference in either experiment. A test of participants' recognition memory for the images indicated that the sad MI reduced memory accuracy for sad images for younger and older adults. The results suggest that heightened attention to positive images following a sad MI reflects an affect regulation strategy related to mood repair. The implications for theories of the positivity effect are discussed.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Sumner2018a,

title = {Oculomotor atypicalities in developmental coordination disorder},

author = {Emma Sumner and Samuel B. Hutton and Gustav Kuhn and Elisabeth L. Hill},

doi = {10.1111/desc.12501},

year  = {2018},

date = {2018-01-01},

journal = {Developmental Science},

volume = {21},

number = {1},

pages = {1–12},

abstract = {Children with Developmental Coordination Disorder (DCD) fail to acquire adequate motor skill, yet surprisingly little is known about the oculomotor system in DCD. Successful completion of motor tasks is supported by accurate visual feedback. The purpose of this study was to determine whether any oculomotor differences can distinguish between children with and without a motor impairment. Using eye tracking technology, visual fixation, smooth pursuit, and pro- and anti-saccade performance were assessed in 77 children that formed three groups: children with DCD (aged 7-10), chronologically age (CA) matched peers, and a motor-match (MM) group (aged 4-7). Pursuit gain and response preparation in the pro- and anti-saccade tasks were comparable across groups. Compared to age controls, children with DCD had deficits in maintaining engagement in the fixation and pursuit tasks, and made more anti-saccade errors. The two typically developing groups performed similarly, except on the fast speed smooth pursuit and antisaccade tasks, where the CA group outperformed the younger MM group. The findings suggest that children with DCD have problems with saccadic inhibition and maintaining attention on a visual target. Developmental patterns were evident in the typically developing groups, suggesting that the pursuit system and cognitive control develop with age. This study adds to the literature by being the first to systematically identify specific oculomotor differences between children with and without a motor impairment. Further examination of oculomotor control may help to identify underlying processes contributing to DCD.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Sumner2018,

title = {Comparing attention to socially-relevant stimuli in autism spectrum disorder and developmental coordination disorder},

author = {Emma Sumner and Hayley C. Leonard and Elisabeth L. Hill},

doi = {10.1007/s10802-017-0393-3},

year  = {2018},

date = {2018-01-01},

journal = {Journal of Abnormal Child Psychology},

volume = {46},

number = {8},

pages = {1717–1729},

publisher = {Journal of Abnormal Child Psychology},

abstract = {Difficulties with social interaction have been reported in both children with an autism spectrum disorder (ASD) and children with developmental coordination disorder (DCD), although these disorders have very different diagnostic characteristics. To date, assessment of social skills in a DCD population has been limited to paper-based assessment or parent report. The present study employed eye tracking methodology to examine how children attend to socially-relevant stimuli, comparing 28 children with DCD, 28 children with ASD and 26 typically-developing (TD) age-matched controls (aged 7-10). Eye movements were recorded while children viewed 30 images, half of which were classed as 'Individual' (one person in the scene, direct gaze) and the other half were 'Social' (more naturalistic scenes showing an interaction). Children with ASD spent significantly less time looking at the face/eye regions in the images than TD children, but children with DCD performed between the ASD and TD groups in this respect. Children with DCD demonstrated a reduced tendency to follow gaze, in comparison to the ASD group. Our findings confirm that social atypicalities are present in both ASD and to a lesser extent DCD, but follow a different pattern. Future research would benefit from considering the developmental nature of the observed findings and their implications for support.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{TiffinRichards2018,

title = {The development of wrap-up processes in text reading: A study of children's eye movements},

author = {Simon P. Tiffin-Richards and Sascha Schroeder},

doi = {10.1037/xlm0000506},

year  = {2018},

date = {2018-01-01},

journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition},

volume = {44},

number = {7},

pages = {1051–1063},

abstract = {Reading comprehension is the product of constructing a coherent mental model of a text. Although some of the processes that are necessary to construct such a mental model are executed incrementally, others are deferred to the end of the clause or sentence, where integration processing is wrapped up before the reader progresses further in the text. In this longitudinal study of 65 German-speaking children across Grades 2, 3, and 4, we investigated the development of wrap-up processes at clause and sentence boundaries by tracking the children's eye movements while they read age-appropriate texts. Our central finding was that children in Grade 2 showed strong wrap-up effects that then slowly decreased across school grades. Children in Grades 3 and 4 also increasingly used clause and sentence boundaries to initiate regressions and rereading. Finally, children in Grade 2 were shown to be significantly disrupted in their reading at line breaks, which are inherent in continuous text. This disruption decreased as the children progressed to Grades 3 and 4. Overall, our results show that children exhibit an adultlike pattern of wrap-up effects by the time they reach Grade 4. We discuss this developmental trajectory in relation to models of text processing and mechanisms of eye-movement control.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Tsang2018,

title = {Selective attention to the mouth is associated with expressive language skills in monolingual and bilingual infants},

author = {Tawny Tsang and Natsuki Atagi and Scott P. Johnson},

doi = {10.1016/j.jecp.2018.01.002},

year  = {2018},

date = {2018-01-01},

journal = {Journal of Experimental Child Psychology},

volume = {169},

pages = {93–109},

publisher = {Elsevier Inc.},

abstract = {Infants increasingly attend to the mouths of others during the latter half of the first postnatal year, and individual differences in selective attention to talking mouths during infancy predict verbal skills during toddlerhood. There is some evidence suggesting that trajectories in mouth-looking vary by early language environment, in particular monolingual or bilingual language exposure, which may have differential consequences in developing sensitivity to the communicative and social affordances of the face. Here, we evaluated whether 6- to 12-month-olds' mouth-looking is related to skills associated with concurrent social communicative development—including early language functioning and emotion discriminability. We found that attention to the mouth of a talking face increased with age but that mouth-looking was more strongly associated with concurrent expressive language skills than chronological age for both monolingual and bilingual infants. Mouth-looking was not related to emotion discrimination. These data suggest that selective attention to a talking mouth may be one important mechanism by which infants learn language regardless of home language environment.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Tsang2018a,

title = {Infant perception of sex differences in biological motion displays},

author = {Tawny Tsang and Marissa Ogren and Yujia Peng and Bryan Nguyen and Kerri L. Johnson and Scott P. Johnson},

doi = {10.1016/j.jecp.2018.04.006},

year  = {2018},

date = {2018-01-01},

journal = {Journal of Experimental Child Psychology},

volume = {173},

pages = {338–350},

publisher = {Elsevier Inc.},

abstract = {We examined mechanisms underlying infants' ability to categorize human biological motion stimuli from sex-typed walk motions, focusing on how visual attention to dynamic information in point-light displays (PLDs) contributes to infants' social category formation. We tested for categorization of PLDs produced by women and men by habituating infants to a series of female or male walk motions and then recording posthabituation preferences for new PLDs from the familiar or novel category (Experiment 1). We also tested for intrinsic preferences for female or male walk motions (Experiment 2). We found that infant boys were better able to categorize PLDs than were girls and that male PLDs were preferred overall. Neither of these effects was found to change with development across the observed age range (∼4–18 months). We conclude that infants' categorization of walk motions in PLDs is constrained by intrinsic preferences for higher motion speeds and higher spans of motion and, relatedly, by differences in walk motions produced by men and women.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Lith2018,

title = {Effects of methylphenidate during fear learning in antisocial adolescents: A randomized controlled fMRI trial},

author = {Koen Lith and Dick Johan Veltman and Moran Daniel Cohn and Louise Else Pape and Marieke Eleonora Akker-Nijdam and Amanda Wilhelmina Geertruida Loon and Pierre Bet and Guido Alexander Wingen and Wim Brink and Theo Doreleijers and Arne Popma},

doi = {10.1016/j.jaac.2018.06.026},

year  = {2018},

date = {2018-01-01},

journal = {Journal of the American Academy of Child and Adolescent Psychiatry},

volume = {57},

number = {12},

pages = {934–943},

publisher = {Elsevier Inc},

abstract = {Objective: Although the neural underpinnings of antisocial behavior have been studied extensively, research on pharmacologic interventions targeting specific neural mechanisms remains sparse. Hypoactivity of the amygdala and ventromedial prefrontal cortex (vmPFC) has been reported in antisocial adolescents, which could account for deficits in fear learning (amygdala) and impairments in decision making (vmPFC), respectively. Limited clinical research suggests positive effects of methylphenidate, a dopamine agonist, on antisocial behavior in adolescents. Dopamine is a key neurotransmitter involved in amygdala and vmPFC functioning. The objective of this study was to investigate whether methylphenidate targets dysfunctions in these brain areas in adolescents with antisocial behavior. Method: A group of 42 clinical referred male adolescents (14–17 years old) with a disruptive behavior disorder performed a fear learning/reversal paradigm in a randomized double-blinded placebo-controlled pharmacologic functional magnetic resonance imaging study. Participants with disruptive behavior disorder were randomized to receive a single dose of methylphenidate 0.3 to 0.4 mg/kg (n = 22) or placebo (n = 20) and were compared with 21 matched healthy controls not receiving medication. Results: In a region-of-interest analysis of functional magnetic resonance imaging data during fear learning, the placebo group showed hyporeactivity of the amygdala compared with healthy controls, whereas amygdala reactivity was normalized in the methylphenidate group. There were no group differences in vmPFC reactivity during fear reversal learning. Whole-brain analyses showed no group differences. Conclusion: These findings suggest that methylphenidate is a promising pharmacologic intervention for youth antisocial behavior that could restore amygdala functioning.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Renswoude2018,

title = {Gazepath: An eye-tracking analysis tool that accounts for individual differences and data quality},

author = {Daan R. Renswoude and Maartje E. J. Raijmakers and Arnout W. Koornneef and Scott P. Johnson and Sabine Hunnius and Ingmar Visser},

doi = {10.3758/s13428-017-0909-3},

year  = {2018},

date = {2018-01-01},

journal = {Behavior Research Methods},

volume = {50},

number = {2},

pages = {834–852},

publisher = {Behavior Research Methods},

abstract = {Eye-trackers are a popular tool for studying cognitive, emotional, and attentional processes in different populations (e.g., clinical and typically developing) and participants of all ages, ranging from infants to the elderly. This broad range of processes and populations implies that there are many inter- and intra-individual differences that need to be taken into account when analyzing eye-tracking data. Standard parsing algorithms supplied by the eye- tracker manufacturers are typically optimized for adults and do not account for these individual differences. This paper presents gazepath, an easy-to-use R-package that comes with a graphical user interface (GUI) implemented in Shiny (RStudio Inc, 2015). The gazepath R-package combines solutions from the adult and infant literature to provide an eye-tracking parsing method that accounts for individual differences and differences in data quality. We illustrate the usefulness of gazepath with three examples of different data sets. The first example shows how gazepath performs on free-viewing data of infants and adults, compared to standard EyeLink parsing. We show that gazepath con- trols for spurious correlations between fixation durations and data quality in infant data. The second example shows that gazepath performs well in high-quality reading data of adults. The third and last example shows that gazepath can also be used on noisy infant data collected with a Tobii eye-tracker and low (60 Hz) sampling rate.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Wang2018n,

title = {Adult age differences in eye movements during reading: The evidence from Chinese},

author = {Jingxin Wang and Lin Li and Sha Li and Fang Xie and Min Chang and Kevin B. Paterson and Sarah J. White and Victoria A. McGowan},

doi = {10.1093/geronb/gbw036},

year  = {2018},

date = {2018-01-01},

journal = {Journals of Gerontology - Series B Psychological Sciences and Social Sciences},

volume = {73},

number = {4},

pages = {584–593},

abstract = {Objectives: Substantial evidence indicates that older readers of alphabetic languages (e.g., English and German) compensate for age-related reading difficulty by employing a more risky reading strategy in which words are skipped more frequently. The effects of healthy aging on reading behavior for nonalphabetic languages, like Chinese, are largely unknown, although this would reveal the extent to which age-related changes in reading strategy are universal. Accordingly, the present research used measures of eye movements to investigate adult age differences in Chinese reading. Method: The eye movements of young (18–30 years) and older (60+ years) Chinese readers were recorded. Results: The older adults exhibited typical patterns of age-related reading difficulty. But rather than employing a more risky reading strategy compared with the younger readers, the older adults read more carefully by skipping words infre- quently, making shorter forward eye movements, and fixating closer to the beginnings of two-character target words in sentences. Discussion: In contrast with the findings for alphabetic languages, older Chinese readers appear to compensate for age- related reading difficulty by employing a more careful reading strategy. Age-related changes in reading strategy therefore appear to be language specific, rather than universal, and may reflect the specific visual and linguistic requirements of the writing system.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Natu2018,

title = {Development differentially sculpts receptive fields across early and high-level human visual cortex},

author = {Vaidehi S. Natu and Jesse Gomez and Kalanit Grill-Spector and Brianna Jeska and Michael Barnett},

doi = {10.1038/s41467-018-03166-3},

year  = {2018},

date = {2018-01-01},

journal = {Nature Communications},

volume = {9},

pages = {788},

publisher = {Springer US},

abstract = {Receptive fields (RFs) processing information in restricted parts of the visual field are a key property of visual system neurons. However, how RFs develop in humans is unknown. Using fMRI and population receptive field (pRF) modeling in children and adults, we determine where and how pRFs develop across the ventral visual stream. Here we report that pRF properties in visual field maps, from the first visual area, V1, through the first ventro-occipital area, VO1, are adult-like by age 5. However, pRF properties in face-selective and character- selective regions develop into adulthood, increasing the foveal coverage bias for faces in the right hemisphere and words in the left hemisphere. Eye-tracking indicates that pRF changes are related to changing fixation patterns on words and faces across development. These findings suggest a link between face and word viewing behavior and the differential development of pRFs across visual cortex, potentially due to competition on foveal coverage.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Ogren2018,

title = {Family expressiveness relates to happy emotion matching among 9-month-old infants},

author = {Marissa Ogren and Joseph M. Burling and Scott P. Johnson},

doi = {10.1016/j.jecp.2018.05.003},

year  = {2018},

date = {2018-01-01},

journal = {Journal of Experimental Child Psychology},

volume = {174},

pages = {29–40},

publisher = {Elsevier Inc.},

abstract = {Perceiving and understanding the emotions of those around us is an imperative skill to develop early in life. An infant's family environment provides most of their emotional exemplars in early development. However, the relation between the early development of emotion perception and family expressiveness remains understudied. To investigate this potential link to early emotion perception development, we examined 38 infants at 9 months of age. We assessed infants' ability to match emotions across facial and vocal modalities using an intermodal matching paradigm for angry–neutral, happy–neutral, and sad–neutral pairings. We also attained family expressiveness information via parent report. Our results indicate a significant positive relation between emotion matching and family expressiveness specific to the happy–neutral condition. However, we found no evidence for emotion matching for the infants as a group in any of the three conditions. These results suggest that family expressiveness does relate to emotion matching for the earliest developing emotional category among 9-month-old infants and that emotion matching with multiple emotions at this age is a challenging task.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{ORielly2018,

title = {Changes to online control and eye-hand coordination with healthy ageing},

author = {Jessica L. O'Rielly and Anna Ma-Wyatt},

doi = {10.1016/j.humov.2018.04.013},

year  = {2018},

date = {2018-01-01},

journal = {Human Movement Science},

volume = {59},

pages = {244–257},

publisher = {Elsevier},

abstract = {Goal directed movements are typically accompanied by a saccade to the target location. Online control plays an important part in correction of a reach, especially if the target or goal of the reach moves during the reach. While there are notable changes to visual processing and motor control with healthy ageing, there is limited evidence about how eye-hand coordination during online updating changes with healthy ageing. We sought to quantify differences between older and younger people for eye-hand coordination during online updating. Participants completed a double step reaching task implemented under time pressure. The target perturbation could occur 200, 400 and 600 ms into a reach. We measured eye position and hand position throughout the trials to investigate changes to saccade latency, movement latency, movement time, reach characteristics and eye-hand latency and accuracy. Both groups were able to update their reach in response to a target perturbation that occurred at 200 or 400 ms into the reach. All participants demonstrated incomplete online updating for the 600 ms perturbation time. Saccade latencies, measured from the first target presentation, were generally longer for older participants. Older participants had significantly increased movement times but there was no significant difference between groups for touch accuracy. We speculate that the longer movement times enable the use of new visual information about the target location for online updating towards the end of the movement. Interestingly, older participants also produced a greater proportion of secondary saccades within the target perturbation condition and had generally shorter eye-hand latencies. This is perhaps a compensatory mechanism as there was no significant group effect on final saccade accuracy. Overall, the pattern of results suggests that online control of movements may be qualitatively different in older participants.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Pickron2018,

title = {Learning to individuate: The specificity of labels differentially impacts infant visual attention},

author = {Charisse B. Pickron and Arjun Iyer and Eswen Fava and Lisa S. Scott},

doi = {10.1111/cdev.13004},

year  = {2018},

date = {2018-01-01},

journal = {Child Development},

volume = {89},

number = {3},

pages = {698–710},

abstract = {This study examined differences in visual attention as a function of label learning from 6 to 9 months of age. Before and after 3 months of parent-directed storybook training with computer-generated novel objects, event-related potentials and visual fixations were recorded while infants viewed trained and untrained images (n = 23). Relative to a pretraining, a no-training control group (n = 11), and to infants trained with category- level labels (e.g., all labeled “Hitchel”), infants trained with individual-level labels (e.g., “Boris,”“Jamar”) displayed increased visual attention and neural differentiation of objects after training.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{PoulinDubois2018,

title = {The eyes know it: Toddlers' visual scanning of sad faces is predicted by their theory of mind skills},

author = {Diane Poulin-Dubois and Paul D. Hastings and Sabrina S. Chiarella and Elena Geangu and Petra Hauf and Alexa Ruel and Aaron P. Johnson},

doi = {10.1371/journal.pone.0208524},

year  = {2018},

date = {2018-01-01},

journal = {PLoS ONE},

volume = {13},

number = {12},

pages = {e0208524},

abstract = {The current research explored toddlers' gaze fixation during a scene showing a person expressing sadness after a ball is stolen from her. The relation between the duration of gaze fixation on different parts of the person's sad face (e.g., eyes, mouth) and theory of mind skills was examined. Eye tracking data indicated that before the actor experienced the negative event, toddlers divided their fixation equally between the actor's happy face and other distracting objects, but looked longer at the face after the ball was stolen and she expressed sadness. The strongest predictor of increased focus on the sad face versus other elements of the scene was toddlers' ability to predict others' emotional reactions when outcomes fulfilled (happiness) or failed to fulfill (sadness) desires, whereas toddlers' visual perspective-taking skills predicted their more specific focusing on the actor's eyes and, for boys only, mouth. Furthermore, gender differences emerged in toddlers' fixation on parts of the scene. Taken together, these findings suggest that top-down processes are involved in the scanning of emotional facial expressions in toddlers.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Price2018,

title = {Reading in healthy aging: Selective use of information structuring cues},

author = {Jessica M. Price and Anthony J. Sanford},

doi = {10.1080/0163853X.2017.1330045},

year  = {2018},

date = {2018-01-01},

journal = {Discourse Processes},

volume = {55},

number = {2},

pages = {206–217},

abstract = {Previous research has shown that information referring to a named character or to information in the main clause of a sentence is more accessible and facilitates the processing of anaphoric references. We investigated whether the use of such cues are maintained in healthy aging. We present two experiments investigating whether information contained in the main clause of a sentence is more accessible compared with information contained in the subordinate clause. We present two further experiments that explored whether proper names act as controllers of discourse focus. Experiment 1 showed that information contained in the subordinate clause of a sentence decreased the processing efficiency of anaphoric references (more so for older adults), and Experiment 2 found that main clauses facilitated probe recognition. Experiments 3 and 4 showed that named characters increased the processing efficiency of anaphoric references and facilitated probe recognition (younger adults only), whereas older adults displayed a primacy effect.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Rider2018,

title = {Semantic content outweighs low-level saliency in determining children's and adults' fixation of movies},

author = {Andrew T. Rider and Antoine Coutrot and Elizabeth Pellicano and Steven C. Dakin and Isabelle Mareschal},

doi = {10.1016/j.jecp.2017.09.002},

year  = {2018},

date = {2018-01-01},

journal = {Journal of Experimental Child Psychology},

volume = {166},

pages = {293–309},

abstract = {To make sense of the visual world, we need to move our eyes to focus regions of interest on the high-resolution fovea. Eye movements, therefore, give us a way to infer mechanisms of visual processing and attention allocation. Here, we examined age-related differences in visual processing by recording eye movements from 37 children (aged 6–14 years) and 10 adults while viewing three 5-min dynamic video clips taken from child-friendly movies. The data were analyzed in two complementary ways: (a) gaze based and (b) content based. First, similarity of scanpaths within and across age groups was examined using three different measures of variance (dispersion, clusters, and distance from center). Second, content-based models of fixation were compared to determine which of these provided the best account of our dynamic data. We found that the variance in eye movements decreased as a function of age, suggesting common attentional orienting. Comparison of the different models revealed that a model that relies on faces generally performed better than the other models tested, even for the youngest age group (<10 years). However, the best predictor of a given participant's eye movements was the average of all other participants' eye movements both within the same age group and in different age groups. These findings have implications for understanding how children attend to visual information and highlight similarities in viewing strategies across development.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Rogers2018,

title = {A novel method to investigate how dimensions interact to inform perceptual salience in infancy},

author = {Marie Rogers and Anna Franklin and Kenneth Knoblauch},

doi = {10.1111/infa.12260},

year  = {2018},

date = {2018-01-01},

journal = {Infancy},

volume = {23},

number = {6},

pages = {833–856},

abstract = {How physical dimensions govern children's perception, language acquisition, and cognition is an important question in developmental science. Here, we use the psychophysical technique of maximum likelihood conjoint measurement (MLCM) as a novel approach to investigate how infants combine information distributed along two or more dimensions. MLCM is based on a signal detection model of decision that allows testing of several models of how observers integrate information to make choices. We tested 6‐month‐old infants' preferential looking to "green" stimuli that covaried in lightness and chroma and analyzed infant preferences using MLCM. The findings show that infant looking is driven primarily by lightness, with darker stimuli having a greater preference than lighter, plus a small but significant positive contribution of chroma. This study demonstrates that the technique of MLCM can be used in conjunction with preferential looking to investigate the salience of physical dimensions during development. The technique could now be applied to investigate the role of physical dimensions in key aspects of perceptual and cognitive development such as face recognition, language acquisition, and object recognition.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Rohr2018,

title = {Functional network integration and attention skills in young children},

author = {Christiane S. Rohr and Anish Arora and Ivy Y. K. Cho and Prayash Katlariwala and Dennis Dimond and Deborah Dewey and Signe Bray},

doi = {10.1016/j.dcn.2018.03.007},

year  = {2018},

date = {2018-01-01},

journal = {Developmental Cognitive Neuroscience},

volume = {30},

pages = {200–211},

publisher = {Elsevier},

abstract = {Children acquire attention skills rapidly during early childhood as their brains undergo vast neural development. Attention is well studied in the adult brain, yet due to the challenges associated with scanning young children, investigations in early childhood are sparse. Here, we examined the relationship between age, attention and functional connectivity (FC) during passive viewing in multiple intrinsic connectivity networks (ICNs) in 60 typically developing girls between 4 and 7 years whose sustained, selective and executive attention skills were assessed. Visual, auditory, sensorimotor, default mode (DMN), dorsal attention (DAN), ventral attention (VAN), salience, and frontoparietal ICNs were identified via Independent Component Analysis and subjected to a dual regression. Individual spatial maps were regressed against age and attention skills, controlling for age. All ICNs except the VAN showed regions of increasing FC with age. Attention skills were associated with FC in distinct networks after controlling for age: selective attention positively related to FC in the DAN; sustained attention positively related to FC in visual and auditory ICNs; and executive attention positively related to FC in the DMN and visual ICN. These findings suggest distributed network integration across this age range and highlight how multiple ICNs contribute to attention skills in early childhood.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}