Matthew J Abbott; Bernhard Angele; Danbi Y Ahn; Keith Rayner Skipping syntactically illegal the previews: The role of predictability Journal Article Journal of Experimental Psychology: Learning Memory and Cognition, 41 (6), pp. 1703–1714, 2015. Abstract | Links | BibTeX @article{Abbott2015,
title = {Skipping syntactically illegal the previews: The role of predictability},
author = {Matthew J Abbott and Bernhard Angele and Danbi Y Ahn and Keith Rayner},
doi = {10.1037/xlm0000142},
year = {2015},
date = {2015-01-01},
journal = {Journal of Experimental Psychology: Learning Memory and Cognition},
volume = {41},
number = {6},
pages = {1703--1714},
abstract = {Readers tend to skip words, particularly when they are short, frequent, or predictable. Angele and Rayner (2013) recently reported that readers are often unable to detect syntactic anomalies in parafoveal vision. In the present study, we manipulated target word predictability to assess whether contextual constraint modulates the-skipping behavior. The results provide further evidence that readers frequently skip the article the when infelicitous in context. Readers skipped predictable words more often than unpredictable words, even when the, which was syntactically illegal and unpredictable from the prior context, was presented as a parafoveal preview. The results of the experiment were simulated using E-Z Reader 10 by assuming that cloze probability can be dissociated from parafoveal visual input. It appears that when a short word is predictable in context, a decision to skip it can be made even if the information available parafoveally conflicts both visually and syntactically with those predictions.},
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Readers tend to skip words, particularly when they are short, frequent, or predictable. Angele and Rayner (2013) recently reported that readers are often unable to detect syntactic anomalies in parafoveal vision. In the present study, we manipulated target word predictability to assess whether contextual constraint modulates the-skipping behavior. The results provide further evidence that readers frequently skip the article the when infelicitous in context. Readers skipped predictable words more often than unpredictable words, even when the, which was syntactically illegal and unpredictable from the prior context, was presented as a parafoveal preview. The results of the experiment were simulated using E-Z Reader 10 by assuming that cloze probability can be dissociated from parafoveal visual input. It appears that when a short word is predictable in context, a decision to skip it can be made even if the information available parafoveally conflicts both visually and syntactically with those predictions. |
Matthew J Abbott; Adrian Staub The effect of plausibility on eye movements in reading: Testing E-Z Reader's null predictions Journal Article Journal of Memory and Language, 85 , pp. 76–87, 2015. Abstract | Links | BibTeX @article{Abbott2015a,
title = {The effect of plausibility on eye movements in reading: Testing E-Z Reader's null predictions},
author = {Matthew J Abbott and Adrian Staub},
url = {http://dx.doi.org/10.1016/j.jml.2015.07.002},
doi = {10.1016/j.jml.2015.07.002},
year = {2015},
date = {2015-01-01},
journal = {Journal of Memory and Language},
volume = {85},
pages = {76--87},
publisher = {Elsevier Inc.},
abstract = {The E-Z Reader 10 model of eye movements in reading (Reichle, Warren, & McConnell, 2009) posits that the process of word identification strictly precedes the process of integration of a word into its syntactic and semantic context. The present study reports a single large-scale (N=112) eyetracking experiment in which the frequency and plausibility of a target word in each sentence were factorially manipulated. The results were consistent with E-Z Reader's central predictions: frequency but not plausibility influenced the probability that the word was skipped over by the eyes rather than directly fixated, and the two variables had additive, not interactive, effects on all reading time measures. Evidence in favor of null effects and null interactions was obtained by computing Bayes factors, using the default priors and sampling methods for ANOVA models implemented by Rouder, Morey, Speckman, and Province (2012). The results suggest that though a word's plausibility may have a measurable influence as early as the first fixation duration on the target word, in fact plausibility may be influencing only a post-lexical processing stage, rather than lexical identification itself.},
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The E-Z Reader 10 model of eye movements in reading (Reichle, Warren, & McConnell, 2009) posits that the process of word identification strictly precedes the process of integration of a word into its syntactic and semantic context. The present study reports a single large-scale (N=112) eyetracking experiment in which the frequency and plausibility of a target word in each sentence were factorially manipulated. The results were consistent with E-Z Reader's central predictions: frequency but not plausibility influenced the probability that the word was skipped over by the eyes rather than directly fixated, and the two variables had additive, not interactive, effects on all reading time measures. Evidence in favor of null effects and null interactions was obtained by computing Bayes factors, using the default priors and sampling methods for ANOVA models implemented by Rouder, Morey, Speckman, and Province (2012). The results suggest that though a word's plausibility may have a measurable influence as early as the first fixation duration on the target word, in fact plausibility may be influencing only a post-lexical processing stage, rather than lexical identification itself. |
Irene Ablinger; Walter Huber; Kerstin I Schattka; Ralph Radach Recovery in a letter-by-letter reader: More efficiency at the expense of normal reading strategy Journal Article Neurocase, 19 (3), pp. 236–255, 2013. Abstract | Links | BibTeX @article{Ablinger2013,
title = {Recovery in a letter-by-letter reader: More efficiency at the expense of normal reading strategy},
author = {Irene Ablinger and Walter Huber and Kerstin I Schattka and Ralph Radach},
doi = {10.1080/13554794.2012.667119},
year = {2013},
date = {2013-01-01},
journal = {Neurocase},
volume = {19},
number = {3},
pages = {236--255},
abstract = {Although changes in reading performance of recovering letter-by-letter readers have been described in some detail, no prior research has provided an in-depth analysis of the underlying adaptive word processing strategies. Our work examined the reading performance of a letter-by-letter reader, FH, over a period of 15 months, using eye movement methodology to delineate the recovery process at two different time points (T1, T2). A central question is whether recovery is characterized either by moving back towards normal word processing or by refinement and possibly automatization of an existing pathological strategy that was developed in response to the impairment. More specifically, we hypothesized that letter-by-letter reading may be executed with at least four different strategies and our work sought to distinguish between these alternatives. During recovery significant improvements in reading performance were achieved. A shift of fixation positions from the far left to the extreme right of target words was combined with many small and very few longer regressive saccades. Apparently, ‘letter-by-letter reading' took the form of local clustering, most likely corresponding to the formation ofsublexical units ofanalysis. This pattern was more pronounced at T2, suggesting that improvements in reading efficiency may come at the expense of making it harder to eventually return to normal reading.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Although changes in reading performance of recovering letter-by-letter readers have been described in some detail, no prior research has provided an in-depth analysis of the underlying adaptive word processing strategies. Our work examined the reading performance of a letter-by-letter reader, FH, over a period of 15 months, using eye movement methodology to delineate the recovery process at two different time points (T1, T2). A central question is whether recovery is characterized either by moving back towards normal word processing or by refinement and possibly automatization of an existing pathological strategy that was developed in response to the impairment. More specifically, we hypothesized that letter-by-letter reading may be executed with at least four different strategies and our work sought to distinguish between these alternatives. During recovery significant improvements in reading performance were achieved. A shift of fixation positions from the far left to the extreme right of target words was combined with many small and very few longer regressive saccades. Apparently, ‘letter-by-letter reading' took the form of local clustering, most likely corresponding to the formation ofsublexical units ofanalysis. This pattern was more pronounced at T2, suggesting that improvements in reading efficiency may come at the expense of making it harder to eventually return to normal reading. |
Irene Ablinger; Walter Huber; Ralph Radach Eye movement analyses indicate the underlying reading strategy in the recovery of lexical readers Journal Article Aphasiology, 28 (6), pp. 640–657, 2014. Abstract | Links | BibTeX @article{Ablinger2014,
title = {Eye movement analyses indicate the underlying reading strategy in the recovery of lexical readers},
author = {Irene Ablinger and Walter Huber and Ralph Radach},
doi = {10.1080/02687038.2014.894960},
year = {2014},
date = {2014-01-01},
journal = {Aphasiology},
volume = {28},
number = {6},
pages = {640--657},
abstract = {Background: Psycholinguistic error analysis of dyslexic responses in various reading tasks provides the primary basis for clinically discriminating subtypes of pathological reading. Within this framework, phonology-related errors are indicative of a sequential word processing strategy, whereas lexical and semantic errors are associated with a lexical reading strategy. Despite the large number of published intervention studies, relatively little is known about changes in error distributions during recovery in dyslexic patients.Aims: The main purpose of the present work was to extend the scope of research on the time course of recovery in readers with acquired dyslexia, using eye tracking methodology to examine word processing in real time. The guiding hypothesis was that in lexical readers a reduction of lexical errors and an emerging predominant production of phonological errors should be associated with a change to a more segmental moment-to-moment reading behaviour.Methods & Procedures: Five patients participated in an eye movement supported reading intervention, where both lexical and segmental reading was facilitated. Reading performance was assessed before (T1) and after (T2) therapy intervention via recording of eye movements. Analyses included a novel way to examine the spatiotemporal dynamics of processing using distributions of fixation positions as different time intervals. These subdistributions reveal the gradual shifting of fixation positions during word processing, providing an adequate metric for objective classification of online reading strategies.Outcome & Results: Therapy intervention led to improved reading accuracy in all subjects. In three of five participants, analyses revealed a restructuring in the underlying reading mechanisms from predominantly lexical to more segmental word processing. In contrast, two subjects maintained their lexical reading procedures. Importantly, the fundamental assumption that a high number of phonologically based reading errors must be associated with segmental word processing routines, while the production of lexical errors is indicative of a holistic reading strategy could not be verified.Conclusions: Our results indicate that despite general improvements in reading performance, only some patients reorganised their word identification process. Contradictive data raise doubts on the validity of psycholinguistic error analysis as an exclusive indicator of changes in reading strategy. We suggest this traditional approach to combine with innovative eye tracking methodology in the interest of more comprehensive diagnostic strategies.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Background: Psycholinguistic error analysis of dyslexic responses in various reading tasks provides the primary basis for clinically discriminating subtypes of pathological reading. Within this framework, phonology-related errors are indicative of a sequential word processing strategy, whereas lexical and semantic errors are associated with a lexical reading strategy. Despite the large number of published intervention studies, relatively little is known about changes in error distributions during recovery in dyslexic patients.Aims: The main purpose of the present work was to extend the scope of research on the time course of recovery in readers with acquired dyslexia, using eye tracking methodology to examine word processing in real time. The guiding hypothesis was that in lexical readers a reduction of lexical errors and an emerging predominant production of phonological errors should be associated with a change to a more segmental moment-to-moment reading behaviour.Methods & Procedures: Five patients participated in an eye movement supported reading intervention, where both lexical and segmental reading was facilitated. Reading performance was assessed before (T1) and after (T2) therapy intervention via recording of eye movements. Analyses included a novel way to examine the spatiotemporal dynamics of processing using distributions of fixation positions as different time intervals. These subdistributions reveal the gradual shifting of fixation positions during word processing, providing an adequate metric for objective classification of online reading strategies.Outcome & Results: Therapy intervention led to improved reading accuracy in all subjects. In three of five participants, analyses revealed a restructuring in the underlying reading mechanisms from predominantly lexical to more segmental word processing. In contrast, two subjects maintained their lexical reading procedures. Importantly, the fundamental assumption that a high number of phonologically based reading errors must be associated with segmental word processing routines, while the production of lexical errors is indicative of a holistic reading strategy could not be verified.Conclusions: Our results indicate that despite general improvements in reading performance, only some patients reorganised their word identification process. Contradictive data raise doubts on the validity of psycholinguistic error analysis as an exclusive indicator of changes in reading strategy. We suggest this traditional approach to combine with innovative eye tracking methodology in the interest of more comprehensive diagnostic strategies. |
Irene Ablinger; Kerstin Von Heyden; Christian Vorstius; Katja Halm; Walter Huber; Ralph Radach An eye movement based reading intervention in lexical and segmental readers with acquired dyslexia Journal Article Neuropsychological Rehabilitation, 24 (6), pp. 833–867, 2014. Abstract | Links | BibTeX @article{Ablinger2014a,
title = {An eye movement based reading intervention in lexical and segmental readers with acquired dyslexia},
author = {Irene Ablinger and Kerstin {Von Heyden} and Christian Vorstius and Katja Halm and Walter Huber and Ralph Radach},
doi = {10.1080/09602011.2014.913530},
year = {2014},
date = {2014-01-01},
journal = {Neuropsychological Rehabilitation},
volume = {24},
number = {6},
pages = {833--867},
abstract = {Due to their brain damage, aphasic patients with acquired dyslexia often rely to a greater extent on lexical or segmental reading procedures. Thus, therapy intervention is mostly targeted on the more impaired reading strategy. In the present work we introduce a novel therapy approach based on real-time measurement of patients' eye movements as they attempt to read words. More specifically, an eye movement contingent technique of stepwise letter de-masking was used to support sequential reading, whereas fixation-dependent initial masking of non-central letters stimulated a lexical (parallel) reading strategy. Four lexical and four segmental readers with acquired central dyslexia received our intensive reading intervention. All participants showed remarkable improvements as evident in reduced total reading time, a reduced number of fixations per word and improved reading accuracy. Both types of intervention led to item-specific training effects in all subjects. A generalisation to untrained items was only found in segmental readers after the lexical training. Eye movement analyses were also used to compare word processing before and after therapy, indicating that all patients, with one exclusion, maintained their preferred reading strategy. However, in several cases the balance between sequential and lexical processing became less extreme, indicating a more effective individual interplay of both word processing routes.},
keywords = {},
pubstate = {published},
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}
Due to their brain damage, aphasic patients with acquired dyslexia often rely to a greater extent on lexical or segmental reading procedures. Thus, therapy intervention is mostly targeted on the more impaired reading strategy. In the present work we introduce a novel therapy approach based on real-time measurement of patients' eye movements as they attempt to read words. More specifically, an eye movement contingent technique of stepwise letter de-masking was used to support sequential reading, whereas fixation-dependent initial masking of non-central letters stimulated a lexical (parallel) reading strategy. Four lexical and four segmental readers with acquired central dyslexia received our intensive reading intervention. All participants showed remarkable improvements as evident in reduced total reading time, a reduced number of fixations per word and improved reading accuracy. Both types of intervention led to item-specific training effects in all subjects. A generalisation to untrained items was only found in segmental readers after the lexical training. Eye movement analyses were also used to compare word processing before and after therapy, indicating that all patients, with one exclusion, maintained their preferred reading strategy. However, in several cases the balance between sequential and lexical processing became less extreme, indicating a more effective individual interplay of both word processing routes. |
Irene Ablinger; Ralph Radach Diverging receptive and expressive word processing mechanisms in a deep dyslexic reader Journal Article Neuropsychologia, 81 , pp. 12–21, 2016. Abstract | Links | BibTeX @article{Ablinger2016,
title = {Diverging receptive and expressive word processing mechanisms in a deep dyslexic reader},
author = {Irene Ablinger and Ralph Radach},
url = {http://dx.doi.org/10.1016/j.neuropsychologia.2015.11.023},
doi = {10.1016/j.neuropsychologia.2015.11.023},
year = {2016},
date = {2016-01-01},
journal = {Neuropsychologia},
volume = {81},
pages = {12--21},
publisher = {Elsevier},
abstract = {We report on KJ, a patient with acquired dyslexia due to cerebral artery infarction. He represents an unusually clear case of an "output" deep dyslexic reader, with a distinct pattern of pure semantic reading. According to current neuropsychological models of reading, the severity of this condition is directly related to the degree of impairment in semantic and phonological representations and the resulting imbalance in the interaction between the two word processing pathways. The present work sought to examine whether an innovative eye movement supported intervention combining lexical and segmental therapy would strengthen phonological processing and lead to an attenuation of the extreme semantic over-involvement in KJ's word identification process. Reading performance was assessed before (T1) between (T2) and after (T3) therapy using both analyses of linguistic errors and word viewing patterns. Therapy resulted in improved reading aloud accuracy along with a change in error distribution that suggested a return to more sequential reading. Interestingly, this was in contrast to the dynamics of moment-to-moment word processing, as eye movement analyses still suggested a predominantly holistic strategy, even at T3. So, in addition to documenting the success of the therapeutic intervention, our results call for a theoretically important conclusion: Real-time letter and word recognition routines should be considered separately from properties of the verbal output. Combining both perspectives may provide a promising strategy for future assessment and therapy evaluation.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
We report on KJ, a patient with acquired dyslexia due to cerebral artery infarction. He represents an unusually clear case of an "output" deep dyslexic reader, with a distinct pattern of pure semantic reading. According to current neuropsychological models of reading, the severity of this condition is directly related to the degree of impairment in semantic and phonological representations and the resulting imbalance in the interaction between the two word processing pathways. The present work sought to examine whether an innovative eye movement supported intervention combining lexical and segmental therapy would strengthen phonological processing and lead to an attenuation of the extreme semantic over-involvement in KJ's word identification process. Reading performance was assessed before (T1) between (T2) and after (T3) therapy using both analyses of linguistic errors and word viewing patterns. Therapy resulted in improved reading aloud accuracy along with a change in error distribution that suggested a return to more sequential reading. Interestingly, this was in contrast to the dynamics of moment-to-moment word processing, as eye movement analyses still suggested a predominantly holistic strategy, even at T3. So, in addition to documenting the success of the therapeutic intervention, our results call for a theoretically important conclusion: Real-time letter and word recognition routines should be considered separately from properties of the verbal output. Combining both perspectives may provide a promising strategy for future assessment and therapy evaluation. |
Joana Acha; Manuel Perea The effect of neighborhood frequency in reading: Evidence with transposed-letter neighbors Journal Article Cognition, 108 , pp. 290–300, 2008. Abstract | BibTeX @article{Acha2008,
title = {The effect of neighborhood frequency in reading: Evidence with transposed-letter neighbors},
author = {Joana Acha and Manuel Perea},
year = {2008},
date = {2008-01-01},
journal = {Cognition},
volume = {108},
pages = {290--300},
abstract = {Transposed-letter effects (e.g., jugde activates judge) pose serious models for models of visual-word recognition that use position-specific coding schemes. However, even though the evidence of transposed-letter effects with nonword stimuli is strong, the evidence for word stimuli is scarce and inconclusive. The present experiment examined the effect of neighborhood frequency during normal silent reading using transposed-letter neighbors (e.g., silver, sliver). Two sets of low-frequency words were created (equated in the number of substitution neighbors, word frequency, and number of letters), which were embedded in sentences. In one set, the target word had a higher frequency transposed-letter neighbor, and in the other set, the target word had no transposed-letter neighbors. An inhibitory effect of neighborhood frequency was observed in measures that reflect late processing in words (number of regressions back to the target word, and total time). We examine the implications of these findings for models of visual-word recognition and reading.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Transposed-letter effects (e.g., jugde activates judge) pose serious models for models of visual-word recognition that use position-specific coding schemes. However, even though the evidence of transposed-letter effects with nonword stimuli is strong, the evidence for word stimuli is scarce and inconclusive. The present experiment examined the effect of neighborhood frequency during normal silent reading using transposed-letter neighbors (e.g., silver, sliver). Two sets of low-frequency words were created (equated in the number of substitution neighbors, word frequency, and number of letters), which were embedded in sentences. In one set, the target word had a higher frequency transposed-letter neighbor, and in the other set, the target word had no transposed-letter neighbors. An inhibitory effect of neighborhood frequency was observed in measures that reflect late processing in words (number of regressions back to the target word, and total time). We examine the implications of these findings for models of visual-word recognition and reading. |
Zaeinab Afsari; José P Ossandón; Peter Konig The dynamic effect of reading direction habit on spatial asymmetry of image perception Journal Article Journal of Vision, 16 (11), pp. 1–21, 2016. Abstract | Links | BibTeX @article{Afsari2016,
title = {The dynamic effect of reading direction habit on spatial asymmetry of image perception},
author = {Zaeinab Afsari and José P Ossandón and Peter Konig},
doi = {10.1167/16.11.8.doi},
year = {2016},
date = {2016-01-01},
journal = {Journal of Vision},
volume = {16},
number = {11},
pages = {1--21},
abstract = {Exploration of images after stimulus onset is initially biased to the left. Here, we studied the causes of such an asymmetry and investigated effects of reading habits, text primes, and priming by systematically biased eye movements on this spatial bias in visual exploration. Bilinguals first read text primes with right- to-left (RTL) or left-to-right (LTR) reading directions and subsequently explored natural images. In Experiment 1, native RTL speakers showed a leftward free-viewing shift after reading LTR primes but a weaker rightward bias after reading RTL primes. This demonstrates that reading direction dynamically influences the spatial bias. However, native LTR speakers wholearnedanRTL languagelateinlife showed a leftward bias after reading either LTR or RTL primes, which suggests the role of habit formation in the production of the spatial bias. In Experiment 2, LTR bilinguals showed a slightly enhanced leftward bias after reading LTR text primes in their second language. This might contribute to the differences of native RTL and LTR speakers observed in Experiment 1. In Experiment 3, LTR bilinguals read normal (LTR, habitual reading) and mirrored left-to-right (mLTR, nonhabitual reading) texts. We observed a strong leftward bias in both cases, indicating that the bias direction is influenced by habitual reading direction and is not secondary to the actual reading direction. This is confirmed in Experiment 4, in which LTR participants were asked to follow RTL and LTR moving dots in prior image presentation and showed no change in the normal spatial bias. In conclusion, the horizontal bias is a dynamic property and is modulated by habitual reading direction. Introduction},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Exploration of images after stimulus onset is initially biased to the left. Here, we studied the causes of such an asymmetry and investigated effects of reading habits, text primes, and priming by systematically biased eye movements on this spatial bias in visual exploration. Bilinguals first read text primes with right- to-left (RTL) or left-to-right (LTR) reading directions and subsequently explored natural images. In Experiment 1, native RTL speakers showed a leftward free-viewing shift after reading LTR primes but a weaker rightward bias after reading RTL primes. This demonstrates that reading direction dynamically influences the spatial bias. However, native LTR speakers wholearnedanRTL languagelateinlife showed a leftward bias after reading either LTR or RTL primes, which suggests the role of habit formation in the production of the spatial bias. In Experiment 2, LTR bilinguals showed a slightly enhanced leftward bias after reading LTR text primes in their second language. This might contribute to the differences of native RTL and LTR speakers observed in Experiment 1. In Experiment 3, LTR bilinguals read normal (LTR, habitual reading) and mirrored left-to-right (mLTR, nonhabitual reading) texts. We observed a strong leftward bias in both cases, indicating that the bias direction is influenced by habitual reading direction and is not secondary to the actual reading direction. This is confirmed in Experiment 4, in which LTR participants were asked to follow RTL and LTR moving dots in prior image presentation and showed no change in the normal spatial bias. In conclusion, the horizontal bias is a dynamic property and is modulated by habitual reading direction. Introduction |
Carlos Aguilar; Eric Castet Evaluation of a gaze-controlled vision enhancement system for reading in visually impaired people Journal Article PLoS ONE, 12 (4), pp. 1–24, 2017. Abstract | Links | BibTeX @article{Aguilar2017,
title = {Evaluation of a gaze-controlled vision enhancement system for reading in visually impaired people},
author = {Carlos Aguilar and Eric Castet},
doi = {10.1371/journal.pone.0174910},
year = {2017},
date = {2017-01-01},
journal = {PLoS ONE},
volume = {12},
number = {4},
pages = {1--24},
abstract = {People with low vision, especially those with Central Field Loss (CFL), need magnification to read. The flexibility of Electronic Vision Enhancement Systems (EVES) offers several ways of magnifying text. Due to the restricted field of view of EVES, the need for magnification is conflicting with the need to navigate through text (panning). We have developed and implemented a real-time gaze-controlled system whose goal is to optimize the possibility of magnifying a portion of text while maintaining global viewing of the other portions of the text (condition 1). Two other conditions were implemented that mimicked commercially available advanced systems known as CCTV (closed-circuit television systems)-conditions 2 and 3. In these two conditions, magnification was uniformly applied to the whole text without any possibility to specifically select a region of interest. The three conditions were implemented on the same computer to remove differences that might have been induced by dissimilar equipment. A gaze-contingent artificial 10° scotoma (a mask continuously displayed in real time on the screen at the gaze location) was used in the three conditions in order to simulate macular degeneration. Ten healthy subjects with a gaze-contingent scotoma read aloud sentences from a French newspaper in nine experimental one-hour sessions. Reading speed was measured and constituted the main dependent variable to compare the three conditions. All subjects were able to use condition 1 and they found it slightly more comfortable to use than condition 2 (and similar to condition 3). Importantly, reading speed results did not show any significant difference between the three systems. In addition, learning curves were similar in the three conditions. This proof of concept study suggests that the principles underlying the gaze-controlled enhanced system might be further developed and fruitfully incorporated in different kinds of EVES for low vision reading.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
People with low vision, especially those with Central Field Loss (CFL), need magnification to read. The flexibility of Electronic Vision Enhancement Systems (EVES) offers several ways of magnifying text. Due to the restricted field of view of EVES, the need for magnification is conflicting with the need to navigate through text (panning). We have developed and implemented a real-time gaze-controlled system whose goal is to optimize the possibility of magnifying a portion of text while maintaining global viewing of the other portions of the text (condition 1). Two other conditions were implemented that mimicked commercially available advanced systems known as CCTV (closed-circuit television systems)-conditions 2 and 3. In these two conditions, magnification was uniformly applied to the whole text without any possibility to specifically select a region of interest. The three conditions were implemented on the same computer to remove differences that might have been induced by dissimilar equipment. A gaze-contingent artificial 10° scotoma (a mask continuously displayed in real time on the screen at the gaze location) was used in the three conditions in order to simulate macular degeneration. Ten healthy subjects with a gaze-contingent scotoma read aloud sentences from a French newspaper in nine experimental one-hour sessions. Reading speed was measured and constituted the main dependent variable to compare the three conditions. All subjects were able to use condition 1 and they found it slightly more comfortable to use than condition 2 (and similar to condition 3). Importantly, reading speed results did not show any significant difference between the three systems. In addition, learning curves were similar in the three conditions. This proof of concept study suggests that the principles underlying the gaze-controlled enhanced system might be further developed and fruitfully incorporated in different kinds of EVES for low vision reading. |
Noor Al-Zanoon; Michael Dambacher; Victor Kuperman Evidence for a global oculomotor program in reading Journal Article Psychological Research, 81 (4), pp. 863–877, 2017. Abstract | Links | BibTeX @article{Al-Zanoon2017,
title = {Evidence for a global oculomotor program in reading},
author = {Noor Al-Zanoon and Michael Dambacher and Victor Kuperman},
doi = {10.1007/s00426-016-0786-x},
year = {2017},
date = {2017-01-01},
journal = {Psychological Research},
volume = {81},
number = {4},
pages = {863--877},
publisher = {Springer Berlin Heidelberg},
abstract = {Recent corpus studies of eye-movements in reading revealed a substantial increase in saccade amplitudes and fixation durations as the eyes move over the first words of a sentence. This start-up effect suggests a global oculomotor program, which operates on the level of an entire line, in addition to the well-established local programs operating within the visual span. The present study investigates the nature of this global program experimentally and examines whether the start-up effect is predicated on generic visual or specific linguistic characteristics and whether it is mainly reflected in saccade amplitudes, fixation durations or both measures. Eye movements were recorded while 38 participants read (a) normal sentences, (b) sequences of randomly shuffled words and (c) sequences of z-strings. The stimuli were, therefore, similar in their visual features, but varied in the amount of syntactic and lexical information. Further, the stimuli were composed of words or strings that either varied naturally in length (Nonequal condition) or were all restricted to a specific length within a sentence (Equal). The latter condition constrained the variability of saccades and served to dissociate effects of word position in line on saccade amplitudes and fixation durations. A robust start-up effect emerged in saccade amplitudes in all Nonequal stimuli, and-in an attenuated form-in Equal sentences. A start-up effect in single fixation durations was observed in Nonequal and Equal normal sentences, but not in z-strings. These findings support the notion of a global oculomotor program in reading particularly for the spatial characteristics of motor planning, which rely on visual rather than linguistic information.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Recent corpus studies of eye-movements in reading revealed a substantial increase in saccade amplitudes and fixation durations as the eyes move over the first words of a sentence. This start-up effect suggests a global oculomotor program, which operates on the level of an entire line, in addition to the well-established local programs operating within the visual span. The present study investigates the nature of this global program experimentally and examines whether the start-up effect is predicated on generic visual or specific linguistic characteristics and whether it is mainly reflected in saccade amplitudes, fixation durations or both measures. Eye movements were recorded while 38 participants read (a) normal sentences, (b) sequences of randomly shuffled words and (c) sequences of z-strings. The stimuli were, therefore, similar in their visual features, but varied in the amount of syntactic and lexical information. Further, the stimuli were composed of words or strings that either varied naturally in length (Nonequal condition) or were all restricted to a specific length within a sentence (Equal). The latter condition constrained the variability of saccades and served to dissociate effects of word position in line on saccade amplitudes and fixation durations. A robust start-up effect emerged in saccade amplitudes in all Nonequal stimuli, and-in an attenuated form-in Equal sentences. A start-up effect in single fixation durations was observed in Nonequal and Equal normal sentences, but not in z-strings. These findings support the notion of a global oculomotor program in reading particularly for the spatial characteristics of motor planning, which rely on visual rather than linguistic information. |
Denis Alamargot; Sylvie Plane; Eric Lambert; David Chesnet Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer Journal Article Reading and Writing, 23 (7), pp. 853–888, 2010. Abstract | Links | BibTeX @article{Alamargot2010,
title = {Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer},
author = {Denis Alamargot and Sylvie Plane and Eric Lambert and David Chesnet},
doi = {10.1007/s11145-009-9191-9},
year = {2010},
date = {2010-01-01},
journal = {Reading and Writing},
volume = {23},
number = {7},
pages = {853--888},
abstract = {This study was designed to enhance our understanding of the changing relationship between low- and high-level writing processes in the course of development. A dual description of writing processes was undertaken, based on (a) the respective time courses of these processes, as assessed by an analysis of eye and pen movements, and (b) the semantic characteristics of the writers' scripts. To conduct a more fine-grained description of processing strategies, a ‘‘case study'' approach was adopted, whereby a comprehensive range of measures was used to assess processes within five writers with different levels of expertise. The task was to continue writing a story based on excerpt from a source document (incipit). The main results showed two developmental patterns linked to expertise: (a) a gradual acceleration in low- and high-level processing (pauses, flow), associated with (b) changes in the way the previous text was (re)read.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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This study was designed to enhance our understanding of the changing relationship between low- and high-level writing processes in the course of development. A dual description of writing processes was undertaken, based on (a) the respective time courses of these processes, as assessed by an analysis of eye and pen movements, and (b) the semantic characteristics of the writers' scripts. To conduct a more fine-grained description of processing strategies, a ‘‘case study'' approach was adopted, whereby a comprehensive range of measures was used to assess processes within five writers with different levels of expertise. The task was to continue writing a story based on excerpt from a source document (incipit). The main results showed two developmental patterns linked to expertise: (a) a gradual acceleration in low- and high-level processing (pauses, flow), associated with (b) changes in the way the previous text was (re)read. |
Denis Alamargot; Lisa Flouret; Denis Larocque; Gilles Caporossi; Virginie Pontart; Carmen Paduraru; Pauline Morisset; Michel Fayol Successful written subject–verb agreement: An online analysis of the procedure used by students in Grades 3, 5 and 12 Journal Article Reading and Writing, 28 (3), pp. 291–312, 2015. Abstract | Links | BibTeX @article{Alamargot2015,
title = {Successful written subject–verb agreement: An online analysis of the procedure used by students in Grades 3, 5 and 12},
author = {Denis Alamargot and Lisa Flouret and Denis Larocque and Gilles Caporossi and Virginie Pontart and Carmen Paduraru and Pauline Morisset and Michel Fayol},
doi = {10.1007/s11145-014-9525-0},
year = {2015},
date = {2015-01-01},
journal = {Reading and Writing},
volume = {28},
number = {3},
pages = {291--312},
abstract = {This study was designed to (1) investigate the procedure responsible for successful written subject–verb agreement, and (2) describe how it develops across grades. Students in Grades 3, 5 and 12 were asked to read noun–noun–verb sen- tences aloud (e.g., Le chien des voisins mange [The dog of the neighbors eats]) and write out the verb inflections. Some of the nouns differed in number, thus inducing attraction errors. Results showed that third graders were successful because they implemented a declarative procedure requiring regressive fixations on the subject noun while writing out the inflection. A dual-step procedure (Hupet, Schelstraete, Demaeght, & Fayol, 1996) emerged in Grade 5, and was fully efficient by Grade 12. This procedure, which couples an automatized agreement rule with a monitoring process operated within working memory (without the need for regressive fixa- tions), was found to trigger a mismatch asymmetry (singular–plural textgreater plural–sin- gular) in Grade 5. The time course of written subject–verb agreement, the origin of agreement errors and differences between the spoken and written modalities are discussed.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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This study was designed to (1) investigate the procedure responsible for successful written subject–verb agreement, and (2) describe how it develops across grades. Students in Grades 3, 5 and 12 were asked to read noun–noun–verb sen- tences aloud (e.g., Le chien des voisins mange [The dog of the neighbors eats]) and write out the verb inflections. Some of the nouns differed in number, thus inducing attraction errors. Results showed that third graders were successful because they implemented a declarative procedure requiring regressive fixations on the subject noun while writing out the inflection. A dual-step procedure (Hupet, Schelstraete, Demaeght, & Fayol, 1996) emerged in Grade 5, and was fully efficient by Grade 12. This procedure, which couples an automatized agreement rule with a monitoring process operated within working memory (without the need for regressive fixa- tions), was found to trigger a mismatch asymmetry (singular–plural textgreater plural–sin- gular) in Grade 5. The time course of written subject–verb agreement, the origin of agreement errors and differences between the spoken and written modalities are discussed. |
Noor Z Al Dahhan; George K Georgiou; Rickie Hung; Douglas Munoz; Rauno Parrila; John R Kirby Eye movements of university students with and without reading difficulties during naming speed tasks Journal Article Annals of Dyslexia, 64 (2), pp. 137–150, 2014. Abstract | Links | BibTeX @article{AlDahhan2014,
title = {Eye movements of university students with and without reading difficulties during naming speed tasks},
author = {Noor Z {Al Dahhan} and George K Georgiou and Rickie Hung and Douglas Munoz and Rauno Parrila and John R Kirby},
doi = {10.1007/s11881-013-0090-z},
year = {2014},
date = {2014-01-01},
journal = {Annals of Dyslexia},
volume = {64},
number = {2},
pages = {137--150},
abstract = {Although naming speed (NS) has been shown to predict reading into adulthood and differentiate between adult dyslexics and controls, the question remains why NS is related to reading. To address this question, eye movement methodology was combined with three letter NS tasks (the original letter NS task by Denckla & Rudel, Cortex 10:186-202, 1974, and two more developed by Compton, The Journal of Special Education 37:81-94, 2003, with increased phonological or visual similarity of the letters). Twenty undergraduate students with reading difficulties (RD) and 27 without (NRD) were tested on letter NS tasks (eye movements were recorded during the NS tasks), phonological processing, and reading fluency. The results indicated first that the RD group was slower than the NRD group on all NS tasks with no differences between the NS tasks. In addition, the NRD group had shorter fixation durations, longer saccades, and fewer saccades and fixations than the RD group. Fixation duration and fixation count were significant predictors of reading fluency even after controlling for phonological processing measures. Taken together, these findings suggest that the NS-reading relationship is due to two factors: less able readers require more time to acquire stimulus information during fixation and they make more saccades.},
keywords = {},
pubstate = {published},
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Although naming speed (NS) has been shown to predict reading into adulthood and differentiate between adult dyslexics and controls, the question remains why NS is related to reading. To address this question, eye movement methodology was combined with three letter NS tasks (the original letter NS task by Denckla & Rudel, Cortex 10:186-202, 1974, and two more developed by Compton, The Journal of Special Education 37:81-94, 2003, with increased phonological or visual similarity of the letters). Twenty undergraduate students with reading difficulties (RD) and 27 without (NRD) were tested on letter NS tasks (eye movements were recorded during the NS tasks), phonological processing, and reading fluency. The results indicated first that the RD group was slower than the NRD group on all NS tasks with no differences between the NS tasks. In addition, the NRD group had shorter fixation durations, longer saccades, and fewer saccades and fixations than the RD group. Fixation duration and fixation count were significant predictors of reading fluency even after controlling for phonological processing measures. Taken together, these findings suggest that the NS-reading relationship is due to two factors: less able readers require more time to acquire stimulus information during fixation and they make more saccades. |
Noor Z Al Dahhan; John R Kirby; Donald C Brien; Douglas P Munoz Eye movements and articulations during a letter naming speed task: Children with and without Dyslexia Journal Article Journal of Learning Disabilities, 50 (3), pp. 275–285, 2017. Abstract | Links | BibTeX @article{AlDahhan2017,
title = {Eye movements and articulations during a letter naming speed task: Children with and without Dyslexia},
author = {Noor Z {Al Dahhan} and John R Kirby and Donald C Brien and Douglas P Munoz},
doi = {10.1177/0022219415618502},
year = {2017},
date = {2017-01-01},
journal = {Journal of Learning Disabilities},
volume = {50},
number = {3},
pages = {275--285},
abstract = {Abstract Naming speed (NS) refers to how quickly and accurately participants name a set of familiar stimuli (e.g., letters). NS is an established predictor of reading ability, but controversy remains over why it is related to reading. We used three techniques (stimulus manipulations to emphasize phonological and/or visual aspects, decomposition of NS times into pause and articulation components, and analysis of eye movements during task performance) with three groups of participants (children with dyslexia, ages 9–10; chronological-age [CA] controls, ages 9–10; reading-level [RL] controls, ages 6–7) to examine NS and the NS–reading relationship. Results indicated (a) for all groups, increasing visual similarity of the letters decreased letter naming efficiency and increased naming errors, saccades, regressions (rapid eye movements back to letters already fixated), pause times, and fixation durations; (b) children with dyslexia performed like RL controls and were less efficient, had longer articulation times, pause times, fixation durations, and made more errors and regressions than CA controls; and (c) pause time and fixation duration were the most powerful predictors of reading. We conclude that NS is related to reading via fixation durations and pause times: Longer fixation durations and pause times reflect the greater amount of time needed to acquire visual/orthographic information from stimuli and prepare the correct response.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Abstract Naming speed (NS) refers to how quickly and accurately participants name a set of familiar stimuli (e.g., letters). NS is an established predictor of reading ability, but controversy remains over why it is related to reading. We used three techniques (stimulus manipulations to emphasize phonological and/or visual aspects, decomposition of NS times into pause and articulation components, and analysis of eye movements during task performance) with three groups of participants (children with dyslexia, ages 9–10; chronological-age [CA] controls, ages 9–10; reading-level [RL] controls, ages 6–7) to examine NS and the NS–reading relationship. Results indicated (a) for all groups, increasing visual similarity of the letters decreased letter naming efficiency and increased naming errors, saccades, regressions (rapid eye movements back to letters already fixated), pause times, and fixation durations; (b) children with dyslexia performed like RL controls and were less efficient, had longer articulation times, pause times, fixation durations, and made more errors and regressions than CA controls; and (c) pause time and fixation duration were the most powerful predictors of reading. We conclude that NS is related to reading via fixation durations and pause times: Longer fixation durations and pause times reflect the greater amount of time needed to acquire visual/orthographic information from stimuli and prepare the correct response. |
Agnès Alsius; Rachel V Wayne; Martin Paré; Kevin G Munhall High visual resolution matters in audiovisual speech perception, but only for some Journal Article Attention, Perception, and Psychophysics, 78 (5), pp. 1472–1487, 2016. Abstract | Links | BibTeX @article{Alsius2016,
title = {High visual resolution matters in audiovisual speech perception, but only for some},
author = {Agn{è}s Alsius and Rachel V Wayne and Martin Paré and Kevin G Munhall},
url = {http://dx.doi.org/10.3758/s13414-016-1109-4},
doi = {10.3758/s13414-016-1109-4},
year = {2016},
date = {2016-01-01},
journal = {Attention, Perception, and Psychophysics},
volume = {78},
number = {5},
pages = {1472--1487},
publisher = {Attention, Perception, & Psychophysics},
abstract = {The basis for individual differences in the degree to which visual speech input enhances comprehension of acoustically degraded speech is largely unknown. Previous research indicates that fine facial detail is not critical for visual enhancement when auditory information is available; however, these studies did not examine individual differences in ability to make use of fine facial detail in relation to audiovisual speech perception ability. Here, we compare participants based on their ability to benefit from visual speech information in the presence of an auditory signal degraded with noise, modulating the resolution of the visual signal through low-pass spatial frequency filtering and monitoring gaze behavior. Participants who benefited most from the addition of visual information (high visual gain) were more adversely affected by the removal of high spatial frequency information, compared to participants with low visual gain, for materials with both poor and rich contextual cues (i.e., words and sentences, respectively). Differences as a function of gaze behavior between participants with the highest and lowest visual gains were observed only for words, with participants with the highest visual gain fixating longer on the mouth region. Our results indicate that the individual variance in audiovisual speech in noise performance can be accounted for, in part, by better use of fine facial detail information extracted from the visual signal and increased fixation on mouth regions for short stimuli. Thus, for some, audiovisual speech perception may suffer when the visual input (in addition to the auditory signal) is less than perfect.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The basis for individual differences in the degree to which visual speech input enhances comprehension of acoustically degraded speech is largely unknown. Previous research indicates that fine facial detail is not critical for visual enhancement when auditory information is available; however, these studies did not examine individual differences in ability to make use of fine facial detail in relation to audiovisual speech perception ability. Here, we compare participants based on their ability to benefit from visual speech information in the presence of an auditory signal degraded with noise, modulating the resolution of the visual signal through low-pass spatial frequency filtering and monitoring gaze behavior. Participants who benefited most from the addition of visual information (high visual gain) were more adversely affected by the removal of high spatial frequency information, compared to participants with low visual gain, for materials with both poor and rich contextual cues (i.e., words and sentences, respectively). Differences as a function of gaze behavior between participants with the highest and lowest visual gains were observed only for words, with participants with the highest visual gain fixating longer on the mouth region. Our results indicate that the individual variance in audiovisual speech in noise performance can be accounted for, in part, by better use of fine facial detail information extracted from the visual signal and increased fixation on mouth regions for short stimuli. Thus, for some, audiovisual speech perception may suffer when the visual input (in addition to the auditory signal) is less than perfect. |
Gerry T M Altmann; Yuki Kamide Incremental interpretation at verbs: Restricting the domain of subsequent reference Journal Article Cognition, 73 (3), pp. 247–264, 1999. Abstract | Links | BibTeX @article{Altmann1999,
title = {Incremental interpretation at verbs: Restricting the domain of subsequent reference},
author = {Gerry T M Altmann and Yuki Kamide},
doi = {10.1016/S0010-0277(99)00059-1},
year = {1999},
date = {1999-01-01},
journal = {Cognition},
volume = {73},
number = {3},
pages = {247--264},
abstract = {Participants' eye movements were recorded as they inspected a semi-realistic visual scene showing a boy, a cake, and various distractor objects. Whilst viewing this scene, they heard sentences such as 'the boy will move the cake' or 'the boy will eat the cake'. The cake was the only edible object portrayed in the scene. In each of two experiments, the onset of saccadic eye movements to the target object (the cake) was significantly later in the move condition than in the eat condition; saccades to the target were launched after the onset of the spoken word cake in the move condition, but before its onset in the eat condition. The results suggest that information at the verb can be used to restrict the domain within the context to which subsequent reference will be made by the (as yet unencountered) post-verbal grammatical object. The data support a hypothesis in which sentence processing is driven by the predictive relationships between verbs, their syntactic arguments, and the real-world contexts in which they occur.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Participants' eye movements were recorded as they inspected a semi-realistic visual scene showing a boy, a cake, and various distractor objects. Whilst viewing this scene, they heard sentences such as 'the boy will move the cake' or 'the boy will eat the cake'. The cake was the only edible object portrayed in the scene. In each of two experiments, the onset of saccadic eye movements to the target object (the cake) was significantly later in the move condition than in the eat condition; saccades to the target were launched after the onset of the spoken word cake in the move condition, but before its onset in the eat condition. The results suggest that information at the verb can be used to restrict the domain within the context to which subsequent reference will be made by the (as yet unencountered) post-verbal grammatical object. The data support a hypothesis in which sentence processing is driven by the predictive relationships between verbs, their syntactic arguments, and the real-world contexts in which they occur. |
Gerry T M Altmann Language-mediated eye movements in the absence of a visual world: The 'blank screen paradigm' Journal Article Cognition, 93 (2), pp. B79–87, 2004. Abstract | Links | BibTeX @article{Altmann2004a,
title = {Language-mediated eye movements in the absence of a visual world: The 'blank screen paradigm'},
author = {Gerry T M Altmann},
url = {papers://ef353d13-e46b-4df9-914d-cc3e660289b3/Paper/p1569},
doi = {10.1016/j.cognition.2004.02.005},
year = {2004},
date = {2004-01-01},
journal = {Cognition},
volume = {93},
number = {2},
pages = {B79--87},
abstract = {The 'visual world paradigm' typically involves presenting participants with a visual scene and recording eye movements as they either hear an instruction to manipulate objects in the scene or as they listen to a description of what may happen to those objects. In this study, participants heard each target sentence only after the corresponding visual scene had been displayed and then removed. For a scene depicting a man, a woman, a cake, and a newspaper, the eyes were subsequently directed, during 'eat' in 'the man will eat the cake', towards where the cake had previously been located even though the screen had been blank for over 2 s. The rapidity of these movements mirrored the anticipatory eye movements observed in previous studies [Cognition 73 (1999) 247; J. Mem. Lang. 49 (2003) 133]. Thus, anticipatory eye movements are not dependent on a concurrent visual scene, but are dependent on a mental record of the scene that is independent of whether the visual scene is still present.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The 'visual world paradigm' typically involves presenting participants with a visual scene and recording eye movements as they either hear an instruction to manipulate objects in the scene or as they listen to a description of what may happen to those objects. In this study, participants heard each target sentence only after the corresponding visual scene had been displayed and then removed. For a scene depicting a man, a woman, a cake, and a newspaper, the eyes were subsequently directed, during 'eat' in 'the man will eat the cake', towards where the cake had previously been located even though the screen had been blank for over 2 s. The rapidity of these movements mirrored the anticipatory eye movements observed in previous studies [Cognition 73 (1999) 247; J. Mem. Lang. 49 (2003) 133]. Thus, anticipatory eye movements are not dependent on a concurrent visual scene, but are dependent on a mental record of the scene that is independent of whether the visual scene is still present. |
Gerry T M Altmann; Yuki Kamide The real-time mediation of visual attention by language and world knowledge: Linking anticipatory (and other) eye movements to linguistic processing Journal Article Journal of Memory and Language, 57 (4), pp. 502–518, 2007. Abstract | Links | BibTeX @article{Altmann2007,
title = {The real-time mediation of visual attention by language and world knowledge: Linking anticipatory (and other) eye movements to linguistic processing},
author = {Gerry T M Altmann and Yuki Kamide},
doi = {10.1016/j.jml.2006.12.004},
year = {2007},
date = {2007-01-01},
journal = {Journal of Memory and Language},
volume = {57},
number = {4},
pages = {502--518},
abstract = {Two experiments explored the representational basis for anticipatory eye movements. Participants heard 'the man will drink ...' or 'the man has drunk ...' (Experiment 1) or 'the man will drink all of ...' or 'the man has drunk all of ...' (Experiment 2). They viewed a concurrent scene depicting a full glass of beer and an empty wine glass (amongst other things). There were more saccades towards the empty wine glass in the past tensed conditions than in the future tense conditions; the converse pattern obtained for looks towards the full glass of beer. We argue that these anticipatory eye movements reflect sensitivity to objects' affordances, and develop an account of the linkage between language processing and visual attention that can account not only for looks towards named objects, but also for those cases (including anticipatory eye movements) where attention is directed towards objects that are not being named.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Two experiments explored the representational basis for anticipatory eye movements. Participants heard 'the man will drink ...' or 'the man has drunk ...' (Experiment 1) or 'the man will drink all of ...' or 'the man has drunk all of ...' (Experiment 2). They viewed a concurrent scene depicting a full glass of beer and an empty wine glass (amongst other things). There were more saccades towards the empty wine glass in the past tensed conditions than in the future tense conditions; the converse pattern obtained for looks towards the full glass of beer. We argue that these anticipatory eye movements reflect sensitivity to objects' affordances, and develop an account of the linkage between language processing and visual attention that can account not only for looks towards named objects, but also for those cases (including anticipatory eye movements) where attention is directed towards objects that are not being named. |
Gerry T M Altmann; Yuki Kamide Discourse-mediation of the mapping between language and the visual world: Eye movements and mental representation Journal Article Cognition, 111 (1), pp. 55–71, 2009. Abstract | Links | BibTeX @article{Altmann2009,
title = {Discourse-mediation of the mapping between language and the visual world: Eye movements and mental representation},
author = {Gerry T M Altmann and Yuki Kamide},
url = {http://dx.doi.org/10.1016/j.cognition.2008.12.005},
doi = {10.1016/j.cognition.2008.12.005},
year = {2009},
date = {2009-01-01},
journal = {Cognition},
volume = {111},
number = {1},
pages = {55--71},
publisher = {Elsevier B.V.},
abstract = {Two experiments explored the mapping between language and mental representations of visual scenes. In both experiments, participants viewed, for example, a scene depicting a woman, a wine glass and bottle on the floor, an empty table, and various other objects. In Experiment 1, participants concurrently heard either 'The woman will put the glass on the table' or 'The woman is too lazy to put the glass on the table'. Subsequently, with the scene unchanged, participants heard that the woman 'will pick up the bottle, and pour the wine carefully into the glass.' Experiment 2 was identical except that the scene was removed before the onset of the spoken language. In both cases, eye movements after 'pour' (anticipating the glass) and at 'glass' reflected the language-determined position of the glass, as either on the floor, or moved onto the table, even though the concurrent (Experiment 1) or prior (Experiment 2) scene showed the glass in its unmoved position on the floor. Language-mediated eye movements thus reflect the real-time mapping of language onto dynamically updateable event-based representations of concurrently or previously seen objects (and their locations).},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Two experiments explored the mapping between language and mental representations of visual scenes. In both experiments, participants viewed, for example, a scene depicting a woman, a wine glass and bottle on the floor, an empty table, and various other objects. In Experiment 1, participants concurrently heard either 'The woman will put the glass on the table' or 'The woman is too lazy to put the glass on the table'. Subsequently, with the scene unchanged, participants heard that the woman 'will pick up the bottle, and pour the wine carefully into the glass.' Experiment 2 was identical except that the scene was removed before the onset of the spoken language. In both cases, eye movements after 'pour' (anticipating the glass) and at 'glass' reflected the language-determined position of the glass, as either on the floor, or moved onto the table, even though the concurrent (Experiment 1) or prior (Experiment 2) scene showed the glass in its unmoved position on the floor. Language-mediated eye movements thus reflect the real-time mapping of language onto dynamically updateable event-based representations of concurrently or previously seen objects (and their locations). |
Gerry T M Altmann Language can mediate eye movement control within 100milliseconds, regardless of whether there is anything to move the eyes to Journal Article Acta Psychologica, 137 (2), pp. 190–200, 2011. Abstract | Links | BibTeX @article{Altmann2011,
title = {Language can mediate eye movement control within 100milliseconds, regardless of whether there is anything to move the eyes to},
author = {Gerry T M Altmann},
url = {http://dx.doi.org/10.1016/j.actpsy.2010.09.009},
doi = {10.1016/j.actpsy.2010.09.009},
year = {2011},
date = {2011-01-01},
journal = {Acta Psychologica},
volume = {137},
number = {2},
pages = {190--200},
publisher = {Elsevier B.V.},
abstract = {The delay between the signal to move the eyes, and the execution of the corresponding eye movement, is variable, and skewed; with an early peak followed by a considerable tail. This skewed distribution renders the answer to the question "What is the delay between language input and saccade execution?" problematic; for a given task, there is no single number, only a distribution of numbers. Here, two previously published studies are reanalysed, whose designs enable us to answer, instead, the question: How long does it take, as the language unfolds, for the oculomotor system to demonstrate sensitivity to the distinction between "signal" (eye movements due to the unfolding language) and "noise" (eye movements due to extraneous factors)? In two studies, participants heard either 'the man. .' or 'the girl. .', and the distribution of launch times towards the concurrently, or previously, depicted man in response to these two inputs was calculated. In both cases, the earliest discrimination between signal and noise occurred at around 100. ms. This rapid interplay between language and oculomotor control is most likely due to cancellation of about-to-be executed saccades towards objects (or their episodic trace) that mismatch the earliest phonological moments of the unfolding word.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The delay between the signal to move the eyes, and the execution of the corresponding eye movement, is variable, and skewed; with an early peak followed by a considerable tail. This skewed distribution renders the answer to the question "What is the delay between language input and saccade execution?" problematic; for a given task, there is no single number, only a distribution of numbers. Here, two previously published studies are reanalysed, whose designs enable us to answer, instead, the question: How long does it take, as the language unfolds, for the oculomotor system to demonstrate sensitivity to the distinction between "signal" (eye movements due to the unfolding language) and "noise" (eye movements due to extraneous factors)? In two studies, participants heard either 'the man. .' or 'the girl. .', and the distribution of launch times towards the concurrently, or previously, depicted man in response to these two inputs was calculated. In both cases, the earliest discrimination between signal and noise occurred at around 100. ms. This rapid interplay between language and oculomotor control is most likely due to cancellation of about-to-be executed saccades towards objects (or their episodic trace) that mismatch the earliest phonological moments of the unfolding word. |
Simona Amenta; Marco Marelli; Davide Crepaldi The fruitless effort of growing a fruitless tree: Early morpho-orthographic and morpho-semantic effects in sentence reading Journal Article Journal of Experimental Psychology: Learning Memory and Cognition, 41 (5), pp. 1587–1596, 2015. Abstract | Links | BibTeX @article{Amenta2015,
title = {The fruitless effort of growing a fruitless tree: Early morpho-orthographic and morpho-semantic effects in sentence reading},
author = {Simona Amenta and Marco Marelli and Davide Crepaldi},
doi = {10.1037/xlm0000104},
year = {2015},
date = {2015-01-01},
journal = {Journal of Experimental Psychology: Learning Memory and Cognition},
volume = {41},
number = {5},
pages = {1587--1596},
abstract = {In this eye-tracking study, we investigated how semantics inform morphological analysis at the early stages of visual word identification in sentence reading. We exploited a feature of several derived Italian words, that is, that they can be read in a "morphologically transparent" way or in a "morphologically opaque" way according to the sentence context to which they belong. This way, each target word was embedded in a sentence eliciting either its transparent or opaque interpretation. We analyzed whether the effect of stem frequency changes according to whether the (very same) word is read as a genuine derivation (transparent context) versus as a pseudoderived word (opaque context). Analysis of the first fixation durations revealed a stem-word frequency effect in both opaque and transparent contexts, thus showing that stems were accessed whether or not they contributed to word meaning, that is, word decomposition is indeed blind to semantics. However, while the stem-word frequency effect was facilitatory in the transparent context, it was inhibitory in the opaque context, thus showing an early involvement of semantic representations. This pattern of data is revealed by words with short suffixes. These results indicate that derived and pseudoderived words are segmented into their constituent morphemes also in natural reading; however, this blind-to-semantics process activates morpheme representations that are semantically connoted.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In this eye-tracking study, we investigated how semantics inform morphological analysis at the early stages of visual word identification in sentence reading. We exploited a feature of several derived Italian words, that is, that they can be read in a "morphologically transparent" way or in a "morphologically opaque" way according to the sentence context to which they belong. This way, each target word was embedded in a sentence eliciting either its transparent or opaque interpretation. We analyzed whether the effect of stem frequency changes according to whether the (very same) word is read as a genuine derivation (transparent context) versus as a pseudoderived word (opaque context). Analysis of the first fixation durations revealed a stem-word frequency effect in both opaque and transparent contexts, thus showing that stems were accessed whether or not they contributed to word meaning, that is, word decomposition is indeed blind to semantics. However, while the stem-word frequency effect was facilitatory in the transparent context, it was inhibitory in the opaque context, thus showing an early involvement of semantic representations. This pattern of data is revealed by words with short suffixes. These results indicate that derived and pseudoderived words are segmented into their constituent morphemes also in natural reading; however, this blind-to-semantics process activates morpheme representations that are semantically connoted. |
Richard Andersson; Fernanda Ferreira; John M Henderson I see what you're saying: The integration of complex speech and scenes during language comprehension Journal Article Acta Psychologica, 137 (2), pp. 208–216, 2011. Abstract | Links | BibTeX @article{Andersson2011,
title = {I see what you're saying: The integration of complex speech and scenes during language comprehension},
author = {Richard Andersson and Fernanda Ferreira and John M Henderson},
url = {http://dx.doi.org/10.1016/j.actpsy.2011.01.007},
doi = {10.1016/j.actpsy.2011.01.007},
year = {2011},
date = {2011-01-01},
journal = {Acta Psychologica},
volume = {137},
number = {2},
pages = {208--216},
publisher = {Elsevier B.V.},
abstract = {The effect of language-driven eye movements in a visual scene with concurrent speech was examined using complex linguistic stimuli and complex scenes. The processing demands were manipulated using speech rate and the temporal distance between mentioned objects. This experiment differs from previous research by using complex photographic scenes, three-sentence utterances and mentioning four target objects. The main finding was that objects that are more slowly mentioned, more evenly placed and isolated in the speech stream are more likely to be fixated after having been mentioned and are fixated faster. Surprisingly, even objects mentioned in the most demanding conditions still show an effect of language-driven eye-movements. This supports research using concurrent speech and visual scenes, and shows that the behavior of matching visual and linguistic information is likely to generalize to language situations of high information load.},
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pubstate = {published},
tppubtype = {article}
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The effect of language-driven eye movements in a visual scene with concurrent speech was examined using complex linguistic stimuli and complex scenes. The processing demands were manipulated using speech rate and the temporal distance between mentioned objects. This experiment differs from previous research by using complex photographic scenes, three-sentence utterances and mentioning four target objects. The main finding was that objects that are more slowly mentioned, more evenly placed and isolated in the speech stream are more likely to be fixated after having been mentioned and are fixated faster. Surprisingly, even objects mentioned in the most demanding conditions still show an effect of language-driven eye-movements. This supports research using concurrent speech and visual scenes, and shows that the behavior of matching visual and linguistic information is likely to generalize to language situations of high information load. |
Sally Andrews; Brett Miller; Keith Rayner Eye movements and morphological segmentation of compound words: There is a mouse in mousetrap Journal Article European Journal of Cognitive Psychology, 16 (1-2), pp. 285–311, 2004. Abstract | Links | BibTeX @article{Andrews2004,
title = {Eye movements and morphological segmentation of compound words: There is a mouse in mousetrap},
author = {Sally Andrews and Brett Miller and Keith Rayner},
doi = {10.1080/09541440340000123},
year = {2004},
date = {2004-01-01},
journal = {European Journal of Cognitive Psychology},
volume = {16},
number = {1-2},
pages = {285--311},
abstract = {In two experiments, readers' eye movements were monitored as they read sentences containing compound words. In Experiment 1, the frequency of the first and second morpheme was manipulated in compound words of low whole word frequency. Experiment 2 compared pairs of low frequency compounds with high and low frequency first morphemes but identical second morphemes that were embedded in the same sentence frames. The results showed significant effects of the frequency of both morphemes on gaze duration and total fixation time on the compound words. Regression analyses revealed an influence of whole word frequency on the same measures. The results suggest that morphemic constituents of compound words are activated in the course of retrieving the representation of the whole compound word. The fact that the frequency effects were not confined to fixations on the morphemic constituents themselves implies that saccadic eye movements are implemented before morphemic retrieval has been completed. The results highlight the importance of developing more precise models of the perceptual processes underlying reading and how they interact with the processes involved in lexical retrieval and comprehension.},
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pubstate = {published},
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In two experiments, readers' eye movements were monitored as they read sentences containing compound words. In Experiment 1, the frequency of the first and second morpheme was manipulated in compound words of low whole word frequency. Experiment 2 compared pairs of low frequency compounds with high and low frequency first morphemes but identical second morphemes that were embedded in the same sentence frames. The results showed significant effects of the frequency of both morphemes on gaze duration and total fixation time on the compound words. Regression analyses revealed an influence of whole word frequency on the same measures. The results suggest that morphemic constituents of compound words are activated in the course of retrieving the representation of the whole compound word. The fact that the frequency effects were not confined to fixations on the morphemic constituents themselves implies that saccadic eye movements are implemented before morphemic retrieval has been completed. The results highlight the importance of developing more precise models of the perceptual processes underlying reading and how they interact with the processes involved in lexical retrieval and comprehension. |
Bernhard Angele; Timothy J Slattery; Jinmian Yang; Reinhold Kliegl; Keith Rayner Parafoveal processing in reading: Manipulating n+1 and n+2 previews simultaneously Journal Article Visual Cognition, 16 (6), pp. 697–707, 2008. Abstract | Links | BibTeX @article{Angele2008,
title = {Parafoveal processing in reading: Manipulating n+1 and n+2 previews simultaneously},
author = {Bernhard Angele and Timothy J Slattery and Jinmian Yang and Reinhold Kliegl and Keith Rayner},
doi = {10.1080/13506280802009704},
year = {2008},
date = {2008-01-01},
journal = {Visual Cognition},
volume = {16},
number = {6},
pages = {697--707},
abstract = {The boundary paradigm (Rayner, 1975) with a novel preview manipulation was used to examine the extent of parafoveal processing of words to the right of fixation. Words n + 1 and n + 2 had either correct or incorrect previews prior to fixation (prior to crossing the boundary location). In addition, the manipulation utilized either a high or low frequency word in word n + 1 location on the assumption that it would be more likely that n + 2 preview effects could be obtained when word n + 1 was high frequency. The primary findings were that there was no evidence for a preview benefit for word n + 2 and no evidence for parafoveal-on-foveal effects when word n + 1 is at least four letters long. We discuss implications for models of eye-movement control in reading.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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The boundary paradigm (Rayner, 1975) with a novel preview manipulation was used to examine the extent of parafoveal processing of words to the right of fixation. Words n + 1 and n + 2 had either correct or incorrect previews prior to fixation (prior to crossing the boundary location). In addition, the manipulation utilized either a high or low frequency word in word n + 1 location on the assumption that it would be more likely that n + 2 preview effects could be obtained when word n + 1 was high frequency. The primary findings were that there was no evidence for a preview benefit for word n + 2 and no evidence for parafoveal-on-foveal effects when word n + 1 is at least four letters long. We discuss implications for models of eye-movement control in reading. |
Bernhard Angele; Keith Rayner Parafoveal processing of word n + 2 during reading: Do the preceding words matter? Journal Article Journal of Experimental Psychology: Human Perception and Performance, 37 (4), pp. 1210–1220, 2011. Abstract | Links | BibTeX @article{Angele2011,
title = {Parafoveal processing of word n + 2 during reading: Do the preceding words matter?},
author = {Bernhard Angele and Keith Rayner},
doi = {10.1037/a0023096},
year = {2011},
date = {2011-01-01},
journal = {Journal of Experimental Psychology: Human Perception and Performance},
volume = {37},
number = {4},
pages = {1210--1220},
abstract = {We used the boundary paradigm (Rayner, 1975) to test two hypotheses that might explain why no conclusive evidence has been found for the existence of n + 2 preprocessing effects. In Experiment 1, we tested whether parafoveal processing of the second word to the right of fixation (n + 2) takes place only when the preceding word (n + 1) is very short (Angele, Slattery, Yang, Kliegl, & Rayner, 2008); word n + 1 was always a three-letter word. Before crossing the boundary, preview for both words n + 1 and n + 2 was either incorrect or correct. In a third condition, only the preview for word n + 1 was incorrect. In Experiment 2, we tested whether word frequency of the preboundary word (n) had an influence on the presence of preview benefit and parafoveal-on-foveal effects. Additionally, Experiment 2 contained a condition in which only preview of n + 2 was incorrect. Our findings suggest that effects of parafoveal n + 2 preprocessing are not modulated by either n + 1 word length or n frequency. Furthermore, we did not observe any evidence of parafoveal lexical preprocessing of word n + 2 in either experiment.},
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We used the boundary paradigm (Rayner, 1975) to test two hypotheses that might explain why no conclusive evidence has been found for the existence of n + 2 preprocessing effects. In Experiment 1, we tested whether parafoveal processing of the second word to the right of fixation (n + 2) takes place only when the preceding word (n + 1) is very short (Angele, Slattery, Yang, Kliegl, & Rayner, 2008); word n + 1 was always a three-letter word. Before crossing the boundary, preview for both words n + 1 and n + 2 was either incorrect or correct. In a third condition, only the preview for word n + 1 was incorrect. In Experiment 2, we tested whether word frequency of the preboundary word (n) had an influence on the presence of preview benefit and parafoveal-on-foveal effects. Additionally, Experiment 2 contained a condition in which only preview of n + 2 was incorrect. Our findings suggest that effects of parafoveal n + 2 preprocessing are not modulated by either n + 1 word length or n frequency. Furthermore, we did not observe any evidence of parafoveal lexical preprocessing of word n + 2 in either experiment. |
Bernhard Angele; Keith Rayner Eye movements and parafoveal preview of compound words: Does morpheme order matter? Journal Article The Quarterly Journal of Experimental Psychology, 66 (3), pp. 505–526, 2013. Abstract | Links | BibTeX @article{Angele2013,
title = {Eye movements and parafoveal preview of compound words: Does morpheme order matter?},
author = {Bernhard Angele and Keith Rayner},
doi = {10.1080/17470218.2011.644572},
year = {2013},
date = {2013-01-01},
journal = {The Quarterly Journal of Experimental Psychology},
volume = {66},
number = {3},
pages = {505--526},
abstract = {Recently, there has been considerable debate about whether readers can identify multiple words in parallel or whether they are limited to a serial mode of word identification, processing one word at a time (see, e.g., Reichle, Liversedge, Pollatsek, & Rayner, 2009). Similar questions can be applied to bimorphemic compound words: Do readers identify all the constituents of a compound word in parallel, and does it matter which of the morphemes is identified first? We asked subjects to read compound words embedded in sentences while monitoring their eye movements. Using the boundary paradigm (Rayner, 1975), we manipulated the preview that subjects received of the compound word before they fixated it. In particular, the morpheme order of the preview was either normal (cowboy) or reversed (boycow). Additionally, we manipulated the preview availability for each of the morphemes separately. Preview was thus available for the first morpheme only (cowtxg), for the second morpheme only (enzboy), or for neither of the morphemes (enztxg). We report three major findings: First, there was an effect of morpheme order on gaze durations measured on the compound word, indicating that, as expected, readers obtained a greater preview benefit when the preview presented the morphemes in the correct order than when their order was reversed. Second, gaze durations on the compound word were influenced not only by preview availability for the first, but also by that for the second morpheme. Finally, and most importantly, the results show that readers are able to extract some morpheme information even from a reverse order preview. In summary, readers obtain preview benefit from both constituents of a short compound word, even when the preview does not reflect the correct morpheme order.},
keywords = {},
pubstate = {published},
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Recently, there has been considerable debate about whether readers can identify multiple words in parallel or whether they are limited to a serial mode of word identification, processing one word at a time (see, e.g., Reichle, Liversedge, Pollatsek, & Rayner, 2009). Similar questions can be applied to bimorphemic compound words: Do readers identify all the constituents of a compound word in parallel, and does it matter which of the morphemes is identified first? We asked subjects to read compound words embedded in sentences while monitoring their eye movements. Using the boundary paradigm (Rayner, 1975), we manipulated the preview that subjects received of the compound word before they fixated it. In particular, the morpheme order of the preview was either normal (cowboy) or reversed (boycow). Additionally, we manipulated the preview availability for each of the morphemes separately. Preview was thus available for the first morpheme only (cowtxg), for the second morpheme only (enzboy), or for neither of the morphemes (enztxg). We report three major findings: First, there was an effect of morpheme order on gaze durations measured on the compound word, indicating that, as expected, readers obtained a greater preview benefit when the preview presented the morphemes in the correct order than when their order was reversed. Second, gaze durations on the compound word were influenced not only by preview availability for the first, but also by that for the second morpheme. Finally, and most importantly, the results show that readers are able to extract some morpheme information even from a reverse order preview. In summary, readers obtain preview benefit from both constituents of a short compound word, even when the preview does not reflect the correct morpheme order. |
Bernhard Angele; Keith Rayner Processing the in the parafovea: Are articles skipped automatically? Journal Article Journal of Experimental Psychology: Learning, Memory, & Cognition, 39 (2), pp. 649–662, 2013. Abstract | Links | BibTeX @article{Angele2013a,
title = {Processing the in the parafovea: Are articles skipped automatically?},
author = {Bernhard Angele and Keith Rayner},
doi = {10.1037/a0029294},
year = {2013},
date = {2013-01-01},
journal = {Journal of Experimental Psychology: Learning, Memory, & Cognition},
volume = {39},
number = {2},
pages = {649--662},
abstract = {One of the words that readers of English skip most often is the definite article the. Most accounts of reading assume that in order for a reader to skip a word, it must have received some lexical processing. The definite article is skipped so regularly, however, that the oculomotor system might have learned to skip the letter string t-h-e automatically. We tested whether skipping of articles in English is sensitive to context information or whether it is truly automatic in the sense that any occurrence of the letter string the will trigger a skip. This was done using the gaze-contingent boundary paradigm (Rayner, 1975) to provide readers with false parafoveal previews of the article the. All experimental sentences contained a short target verb, the preview of which could be correct (i.e., identical to the actual subsequent word in the sentence; e.g., ace), a nonword (tda), or an infelicitous article preview (the). Our results indicated that readers tended to skip the infelicitous the previews frequently, suggesting that, in many cases, they seemed to be unable to detect the syntactic anomaly in the preview and based their skipping decision solely on the orthographic properties of the article. However, there was some evidence that readers sometimes detected the anomaly, as they also showed increased skipping of the pretarget word in the the preview condition.},
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One of the words that readers of English skip most often is the definite article the. Most accounts of reading assume that in order for a reader to skip a word, it must have received some lexical processing. The definite article is skipped so regularly, however, that the oculomotor system might have learned to skip the letter string t-h-e automatically. We tested whether skipping of articles in English is sensitive to context information or whether it is truly automatic in the sense that any occurrence of the letter string the will trigger a skip. This was done using the gaze-contingent boundary paradigm (Rayner, 1975) to provide readers with false parafoveal previews of the article the. All experimental sentences contained a short target verb, the preview of which could be correct (i.e., identical to the actual subsequent word in the sentence; e.g., ace), a nonword (tda), or an infelicitous article preview (the). Our results indicated that readers tended to skip the infelicitous the previews frequently, suggesting that, in many cases, they seemed to be unable to detect the syntactic anomaly in the preview and based their skipping decision solely on the orthographic properties of the article. However, there was some evidence that readers sometimes detected the anomaly, as they also showed increased skipping of the pretarget word in the the preview condition. |
Bernhard Angele; Abby E Laishley; Keith Rayner; Simon P Liversedge The effect of high- and low-frequency previews and sentential fit on word skipping during reading Journal Article Journal of Experimental Psychology: Learning, Memory, and Cognition, 40 (4), pp. 1181–1203, 2014. Abstract | Links | BibTeX @article{Angele2014,
title = {The effect of high- and low-frequency previews and sentential fit on word skipping during reading},
author = {Bernhard Angele and Abby E Laishley and Keith Rayner and Simon P Liversedge},
doi = {10.1037/a0036396},
year = {2014},
date = {2014-01-01},
journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition},
volume = {40},
number = {4},
pages = {1181--1203},
abstract = {In a previous gaze-contingent boundary experiment, Angele and Rayner (2013) found that readers are likely to skip a word that appears to be the definite article the even when syntactic constraints do not allow for articles to occur in that position. In the present study, we investigated whether the word frequency of the preview of a 3-letter target word influences a reader's decision to fixate or skip that word. We found that the word frequency rather than the felicitousness (syntactic fit) of the preview affected how often the upcoming word was skipped. These results indicate that visual information about the upcoming word trumps information from the sentence context when it comes to making a skipping decision. Skipping parafoveal instances of the therefore may simply be an extreme case of skipping high-frequency words.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In a previous gaze-contingent boundary experiment, Angele and Rayner (2013) found that readers are likely to skip a word that appears to be the definite article the even when syntactic constraints do not allow for articles to occur in that position. In the present study, we investigated whether the word frequency of the preview of a 3-letter target word influences a reader's decision to fixate or skip that word. We found that the word frequency rather than the felicitousness (syntactic fit) of the preview affected how often the upcoming word was skipped. These results indicate that visual information about the upcoming word trumps information from the sentence context when it comes to making a skipping decision. Skipping parafoveal instances of the therefore may simply be an extreme case of skipping high-frequency words. |
Bernhard Angele; Elizabeth R Schotter; Timothy J Slattery; Tara L Tenenbaum; Klinton Bicknell; Keith Rayner Do successor effects in reading reflect lexical parafoveal processing? Evidence from corpus-based and experimental eye movement data Journal Article Journal of Memory and Language, 79-80 , pp. 76–96, 2015. Abstract | Links | BibTeX @article{Angele2015,
title = {Do successor effects in reading reflect lexical parafoveal processing? Evidence from corpus-based and experimental eye movement data},
author = {Bernhard Angele and Elizabeth R Schotter and Timothy J Slattery and Tara L Tenenbaum and Klinton Bicknell and Keith Rayner},
url = {http://dx.doi.org/10.1016/j.jml.2014.11.003},
doi = {10.1016/j.jml.2014.11.003},
year = {2015},
date = {2015-01-01},
journal = {Journal of Memory and Language},
volume = {79-80},
pages = {76--96},
publisher = {Elsevier Inc.},
abstract = {In the past, most research on eye movements during reading involved a limited number of subjects reading sentences with specific experimental manipulations on target words. Such experiments usually only analyzed eye-movements measures on and around the target word. Recently, some researchers have started collecting larger data sets involving large and diverse groups of subjects reading large numbers of sentences, enabling them to consider a larger number of influences and study larger and more representative subject groups. In such corpus studies, most of the words in a sentence are analyzed. The complexity of the design of corpus studies and the many potentially uncontrolled influences in such studies pose new issues concerning the analysis methods and interpretability of the data. In particular, several corpus studies of reading have found an effect of successor word (n+. 1) frequency on current word (n) fixation times, while studies employing experimental manipulations tend not to. The general interpretation of corpus studies suggests that readers obtain parafoveal lexical information from the upcoming word before they have finished identifying the current word, while the experimental manipulations shed doubt on this claim. In the present study, we combined a corpus analysis approach with an experimental manipulation (i.e., a parafoveal modification of the moving mask technique, Rayner & Bertera, 1979), so that, either (a) word n+. 1, (b) word n+. 2, (c) both words, or (d) neither word was masked. We found that denying preview for either or both parafoveal words increased average fixation times. Furthermore, we found successor effects similar to those reported in the corpus studies. Importantly, these successor effects were found even when the parafoveal word was masked, suggesting that apparent successor frequency effects may be due to causes that are unrelated to lexical parafoveal preprocessing. We discuss the implications of this finding both for parallel and serial accounts of word identification and for the interpretability of large correlational studies of word identification in reading in general.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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In the past, most research on eye movements during reading involved a limited number of subjects reading sentences with specific experimental manipulations on target words. Such experiments usually only analyzed eye-movements measures on and around the target word. Recently, some researchers have started collecting larger data sets involving large and diverse groups of subjects reading large numbers of sentences, enabling them to consider a larger number of influences and study larger and more representative subject groups. In such corpus studies, most of the words in a sentence are analyzed. The complexity of the design of corpus studies and the many potentially uncontrolled influences in such studies pose new issues concerning the analysis methods and interpretability of the data. In particular, several corpus studies of reading have found an effect of successor word (n+. 1) frequency on current word (n) fixation times, while studies employing experimental manipulations tend not to. The general interpretation of corpus studies suggests that readers obtain parafoveal lexical information from the upcoming word before they have finished identifying the current word, while the experimental manipulations shed doubt on this claim. In the present study, we combined a corpus analysis approach with an experimental manipulation (i.e., a parafoveal modification of the moving mask technique, Rayner & Bertera, 1979), so that, either (a) word n+. 1, (b) word n+. 2, (c) both words, or (d) neither word was masked. We found that denying preview for either or both parafoveal words increased average fixation times. Furthermore, we found successor effects similar to those reported in the corpus studies. Importantly, these successor effects were found even when the parafoveal word was masked, suggesting that apparent successor frequency effects may be due to causes that are unrelated to lexical parafoveal preprocessing. We discuss the implications of this finding both for parallel and serial accounts of word identification and for the interpretability of large correlational studies of word identification in reading in general. |
Bernhard Angele; Timothy J Slattery; Keith Rayner Two stages of parafoveal processing during reading: Evidence from a display change detection task Journal Article Psychonomic Bulletin and Review, 23 (4), pp. 1241–1249, 2016. Abstract | Links | BibTeX @article{Angele2016,
title = {Two stages of parafoveal processing during reading: Evidence from a display change detection task},
author = {Bernhard Angele and Timothy J Slattery and Keith Rayner},
url = {http://dx.doi.org/10.3758/s13423-015-0995-0},
doi = {10.3758/s13423-015-0995-0},
year = {2016},
date = {2016-01-01},
journal = {Psychonomic Bulletin and Review},
volume = {23},
number = {4},
pages = {1241--1249},
publisher = {Psychonomic Bulletin & Review},
abstract = {We used a display change detection paradigm (Slattery, Angele, & Rayner Human Perception and Performance, 37, 1924–1938 2011) to investigate whether display change detection uses orthographic regularity and whether detection is affected by the processing difficulty of the word preceding the boundary that triggers the display change. Subjects were significantly more sensitive to display changes when the change was from a nonwordlike preview than when the change was from a wordlike preview, but the preview benefit effect on the target word was not affected by whether the preview was wordlike or nonwordlike. Additionally, we did not find any influence of preboundary word frequency on display change detection performance. Our results suggest that display change detection and lexical processing do not use the same cognitive mechanisms. We propose that parafoveal processing takes place in two stages: an early, orthography-based, preattentional stage, and a late, attention-dependent lexical access stage.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
We used a display change detection paradigm (Slattery, Angele, & Rayner Human Perception and Performance, 37, 1924–1938 2011) to investigate whether display change detection uses orthographic regularity and whether detection is affected by the processing difficulty of the word preceding the boundary that triggers the display change. Subjects were significantly more sensitive to display changes when the change was from a nonwordlike preview than when the change was from a wordlike preview, but the preview benefit effect on the target word was not affected by whether the preview was wordlike or nonwordlike. Additionally, we did not find any influence of preboundary word frequency on display change detection performance. Our results suggest that display change detection and lexical processing do not use the same cognitive mechanisms. We propose that parafoveal processing takes place in two stages: an early, orthography-based, preattentional stage, and a late, attention-dependent lexical access stage. |
Benjamin Anible; Paul Twitchell; Gabriel S Waters; Paola E Dussias; Pilar Piñar; Jill P Morford Sensitivity to verb bias in American Sign Language-English bilinguals Journal Article Journal of Deaf Studies and Deaf Education, 20 (3), pp. 215–228, 2015. Abstract | Links | BibTeX @article{Anible2015,
title = {Sensitivity to verb bias in American Sign Language-English bilinguals},
author = {Benjamin Anible and Paul Twitchell and Gabriel S Waters and Paola E Dussias and Pilar Pi{ñ}ar and Jill P Morford},
doi = {10.1093/deafed/env007},
year = {2015},
date = {2015-01-01},
journal = {Journal of Deaf Studies and Deaf Education},
volume = {20},
number = {3},
pages = {215--228},
abstract = {Native speakers of English are sensitive to the likelihood that a verb will appear in a specific subcategorization frame, known as verb bias. Readers rely on verb bias to help them resolve temporary ambiguity in sentence comprehension. We investigate whether deaf sign–print bilinguals who have acquired English syntactic knowledge primarily through print exposure show sensitivity to English verb biases in both production and comprehension. We first elicited sentence continuations for 100 English verbs as an offline production measure of sensitivity to verb bias. We then collected eye movement records to examine whether deaf bilinguals' online parsing decisions are influenced by English verb bias. The results indicate that exposure to a second language primarily via print is sufficient to influence use of implicit frequency-based characteristics of a language in production and also to inform parsing decisions in comprehension for some, but not all, verbs.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Native speakers of English are sensitive to the likelihood that a verb will appear in a specific subcategorization frame, known as verb bias. Readers rely on verb bias to help them resolve temporary ambiguity in sentence comprehension. We investigate whether deaf sign–print bilinguals who have acquired English syntactic knowledge primarily through print exposure show sensitivity to English verb biases in both production and comprehension. We first elicited sentence continuations for 100 English verbs as an offline production measure of sensitivity to verb bias. We then collected eye movement records to examine whether deaf bilinguals' online parsing decisions are influenced by English verb bias. The results indicate that exposure to a second language primarily via print is sufficient to influence use of implicit frequency-based characteristics of a language in production and also to inform parsing decisions in comprehension for some, but not all, verbs. |
Jens K Apel; John M Henderson; Fernanda Ferreira Targeting regressions: Do readers pay attention to the left? Journal Article Psychonomic Bulletin and Review, 19 (6), pp. 1108–1113, 2012. Abstract | Links | BibTeX @article{Apel2012a,
title = {Targeting regressions: Do readers pay attention to the left?},
author = {Jens K Apel and John M Henderson and Fernanda Ferreira},
doi = {10.3758/s13423-012-0291-1},
year = {2012},
date = {2012-01-01},
journal = {Psychonomic Bulletin and Review},
volume = {19},
number = {6},
pages = {1108--1113},
abstract = {The perceptual span during normal reading extends approximately 14 to 15 characters to the right and three to four characters to the left of a current fixation. In the present study, we investigated whether the perceptual span extends farther than three to four characters to the left immediately before readers execute a regression. We used a display-change paradigm in which we masked words beyond the three-to-four-character range to the left of a fixation. We hypothesized that if reading behavior was affected by this manipulation before regressions but not before progressions, we would have evidence that the perceptual span extends farther left before leftward eye movements. We observed significantly shorter regressive saccades and longer fixation and gaze durations in the masked condition when a regression was executed. Forward saccades were entirely unaffected by the manipulations. We concluded that the perceptual span during reading changes, depending on the direction of a following saccade.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The perceptual span during normal reading extends approximately 14 to 15 characters to the right and three to four characters to the left of a current fixation. In the present study, we investigated whether the perceptual span extends farther than three to four characters to the left immediately before readers execute a regression. We used a display-change paradigm in which we masked words beyond the three-to-four-character range to the left of a fixation. We hypothesized that if reading behavior was affected by this manipulation before regressions but not before progressions, we would have evidence that the perceptual span extends farther left before leftward eye movements. We observed significantly shorter regressive saccades and longer fixation and gaze durations in the masked condition when a regression was executed. Forward saccades were entirely unaffected by the manipulations. We concluded that the perceptual span during reading changes, depending on the direction of a following saccade. |
Keith S Apfelbaum; Sheila E Blumstein; Bob Mcmurray Semantic priming is affected by real-time phonological competition: Evidence for continuous cascading systems Journal Article Psychonomic Bulletin and Review, 18 (1), pp. 141–149, 2011. Abstract | Links | BibTeX @article{Apfelbaum2011,
title = {Semantic priming is affected by real-time phonological competition: Evidence for continuous cascading systems},
author = {Keith S Apfelbaum and Sheila E Blumstein and Bob Mcmurray},
doi = {10.3758/s13423-010-0039-8},
year = {2011},
date = {2011-01-01},
journal = {Psychonomic Bulletin and Review},
volume = {18},
number = {1},
pages = {141--149},
abstract = {Lexical-semantic access is affected by the phonological structure of the lexicon. What is less clear is whether such effects are the result of continuous activation between lexical form and semantic processing or whether they arise from a more modular system in which the timing of accessing lexical form determines the timing of semantic activation. This study examined this issue using the visual world paradigm by investigating the time course of semantic priming as a function of the number of phonological competitors. Critical trials consisted of high or low density auditory targets (e.g., horse) and a visual display containing a target, a semantically related object (e.g., saddle), and two phonologically and semantically unrelated objects (e.g., chimney, bikini). Results showed greater magnitude of priming for semantically related objects of low than of high density words, and no differences for high and low density word targets in the time course of looks to the word semantically related to the target. This pattern of results is consistent with models of cascading activation, which predict that lexical activation has continuous effects on the level of semantic activation, with no delays in the onset of semantic activation for phonologically competing words.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Lexical-semantic access is affected by the phonological structure of the lexicon. What is less clear is whether such effects are the result of continuous activation between lexical form and semantic processing or whether they arise from a more modular system in which the timing of accessing lexical form determines the timing of semantic activation. This study examined this issue using the visual world paradigm by investigating the time course of semantic priming as a function of the number of phonological competitors. Critical trials consisted of high or low density auditory targets (e.g., horse) and a visual display containing a target, a semantically related object (e.g., saddle), and two phonologically and semantically unrelated objects (e.g., chimney, bikini). Results showed greater magnitude of priming for semantically related objects of low than of high density words, and no differences for high and low density word targets in the time course of looks to the word semantically related to the target. This pattern of results is consistent with models of cascading activation, which predict that lexical activation has continuous effects on the level of semantic activation, with no delays in the onset of semantic activation for phonologically competing words. |
Manabu Arai; Roger P G van Gompel; Christoph Scheepers Priming ditransitive structures in comprehension Journal Article Cognitive Psychology, 54 (3), pp. 218–250, 2007. Abstract | Links | BibTeX @article{Arai2007,
title = {Priming ditransitive structures in comprehension},
author = {Manabu Arai and Roger P G van Gompel and Christoph Scheepers},
doi = {10.1016/j.cogpsych.2006.07.001},
year = {2007},
date = {2007-01-01},
journal = {Cognitive Psychology},
volume = {54},
number = {3},
pages = {218--250},
abstract = {Many studies have shown evidence for syntactic priming during language production (e.g., Bock, 1986). It is often assumed that comprehension and production share similar mechanisms and that priming also occurs during comprehension (e.g., Pickering & Garrod, 2004). Research investigating priming during comprehension (e.g., Branigan, Pickering, & McLean, 2005; Scheepers & Crocker, 2004) has mainly focused on syntactic ambiguities that are very different from the meaning-equivalent structures used in production research. In two experiments, we investigated whether priming during comprehension occurs in ditransitive sentences similar to those used in production research. When the verb was repeated between prime and target, we observed a priming effect similar to that in production. However, we observed no evidence for priming when the verbs were different. Thus, priming during comprehension occurs for very similar structures as priming during production, but in contrast to production, the priming effect is completely lexically dependent.},
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Many studies have shown evidence for syntactic priming during language production (e.g., Bock, 1986). It is often assumed that comprehension and production share similar mechanisms and that priming also occurs during comprehension (e.g., Pickering & Garrod, 2004). Research investigating priming during comprehension (e.g., Branigan, Pickering, & McLean, 2005; Scheepers & Crocker, 2004) has mainly focused on syntactic ambiguities that are very different from the meaning-equivalent structures used in production research. In two experiments, we investigated whether priming during comprehension occurs in ditransitive sentences similar to those used in production research. When the verb was repeated between prime and target, we observed a priming effect similar to that in production. However, we observed no evidence for priming when the verbs were different. Thus, priming during comprehension occurs for very similar structures as priming during production, but in contrast to production, the priming effect is completely lexically dependent. |
Manabu Arai; Frank Keller The use of verb-specific information for prediction in sentence processing Journal Article Language and Cognitive Processes, 28 (4), pp. 525–560, 2013. Abstract | Links | BibTeX @article{Arai2013,
title = {The use of verb-specific information for prediction in sentence processing},
author = {Manabu Arai and Frank Keller},
doi = {10.1080/01690965.2012.658072},
year = {2013},
date = {2013-01-01},
journal = {Language and Cognitive Processes},
volume = {28},
number = {4},
pages = {525--560},
abstract = {Recent research has shown that language comprehenders make predictions about upcoming linguistic information. These studies demonstrate that the processor not only analyses the input that it received but also predicts upcoming unseen elements. Two visual world experiments were conducted to examine the type of syntactic information this prediction process has access to. Experiment 1 examined whether the verb's subcategorization information is used for predicting a direct object, by comparing transitive verbs (e.g., punish) to intransitive verbs (e.g., disagree). Experiment 2 examined whether verb frequency information is used for predicting a reduced relative clause by contrasting verbs that are infrequent in the past participle form (e.g., watch) with ones that are frequent in that form (e.g., record). Both experiments showed that comprehenders used lexically specific syntactic information to predict upcoming syntactic structure; this information can be used to avoid garden paths in certain cases, as Experiment 2 demonstrated.},
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Recent research has shown that language comprehenders make predictions about upcoming linguistic information. These studies demonstrate that the processor not only analyses the input that it received but also predicts upcoming unseen elements. Two visual world experiments were conducted to examine the type of syntactic information this prediction process has access to. Experiment 1 examined whether the verb's subcategorization information is used for predicting a direct object, by comparing transitive verbs (e.g., punish) to intransitive verbs (e.g., disagree). Experiment 2 examined whether verb frequency information is used for predicting a reduced relative clause by contrasting verbs that are infrequent in the past participle form (e.g., watch) with ones that are frequent in that form (e.g., record). Both experiments showed that comprehenders used lexically specific syntactic information to predict upcoming syntactic structure; this information can be used to avoid garden paths in certain cases, as Experiment 2 demonstrated. |
Manabu Arai; Reiko Mazuka The development of Japanese passive syntax as indexed by structural priming in comprehension Journal Article Quarterly Journal of Experimental Psychology, 67 (1), pp. 60–78, 2014. Abstract | Links | BibTeX @article{Arai2014,
title = {The development of Japanese passive syntax as indexed by structural priming in comprehension},
author = {Manabu Arai and Reiko Mazuka},
url = {http://bibsys-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do;jsessionid=AA7303A9C6B655261AEB6A94300ED271?frbrVersion=9&tabs=detailsTab&ct=display&fn=search&doc=TN_tayfranc10.1080%2F17470218.2013.790454&indx=1&recIds=TN_tayfranc10.10},
doi = {10.1080/17470218.2013.790454},
year = {2014},
date = {2014-01-01},
journal = {Quarterly Journal of Experimental Psychology},
volume = {67},
number = {1},
pages = {60--78},
abstract = {A number of previous studies reported a phenomenon of syntactic priming with young children as evidence for cognitive representations required for processing syntactic structures. However, it remains unclear how syntactic priming reflects children's grammatical competence. The current study investigated structural priming of the Japanese passive structure with 5- and 6-year-old children in a visual-world setting. Our results showed a priming effect as anticipatory eye movements to an upcoming referent in these children but the effect was significantly stronger in magnitude in 6-year-olds than in 5-year-olds. Consistently, the responses to comprehension questions revealed that 6-year-olds produced a greater number of correct answers and more answers using the passive structure than 5-year-olds. We also tested adult participants who showed even stronger priming than the children. The results together revealed that language users with the greater linguistic competence with the passives exhibited stronger priming, demonstrating a tight relationship between the effect of priming and the development of grammatical competence. Furthermore, we found that the magnitude of the priming effect decreased over time. We interpret these results in the light of an error-based learning account. Our results also provided evidence for prehead as well as head-independent priming.},
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A number of previous studies reported a phenomenon of syntactic priming with young children as evidence for cognitive representations required for processing syntactic structures. However, it remains unclear how syntactic priming reflects children's grammatical competence. The current study investigated structural priming of the Japanese passive structure with 5- and 6-year-old children in a visual-world setting. Our results showed a priming effect as anticipatory eye movements to an upcoming referent in these children but the effect was significantly stronger in magnitude in 6-year-olds than in 5-year-olds. Consistently, the responses to comprehension questions revealed that 6-year-olds produced a greater number of correct answers and more answers using the passive structure than 5-year-olds. We also tested adult participants who showed even stronger priming than the children. The results together revealed that language users with the greater linguistic competence with the passives exhibited stronger priming, demonstrating a tight relationship between the effect of priming and the development of grammatical competence. Furthermore, we found that the magnitude of the priming effect decreased over time. We interpret these results in the light of an error-based learning account. Our results also provided evidence for prehead as well as head-independent priming. |
Manabu Arai; Chie Nakamura; Reiko Mazuka Predicting the unbeaten path through syntactic priming Journal Article Journal of Experimental Psychology: Learning, Memory, and Cognition, 41 (2), pp. 482–500, 2015. Abstract | Links | BibTeX @article{Arai2015,
title = {Predicting the unbeaten path through syntactic priming},
author = {Manabu Arai and Chie Nakamura and Reiko Mazuka},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/a0038389},
doi = {10.1037/a0038389},
year = {2015},
date = {2015-01-01},
journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition},
volume = {41},
number = {2},
pages = {482--500},
abstract = {A number of previous studies showed that comprehenders make use of lexically based constraints such as subcategorization frequency in processing structurally ambiguous sentences. One piece of such evidence is lexically specific syntactic priming in comprehension; following the costly processing of a temporarily ambiguous sentence, comprehenders experience less processing difficulty with the same structure with the same verb in subsequent processing. In previous studies using a reading paradigm, however, the effect was observed at or following disambiguating information and it is not known whether a priming effect affects only the process ofresolving structural ambiguity following disambiguating input or it also affects the process before ambiguity is resolved. Using a visual world paradigm, the current study addressed this issue with Japanese relative clause sentences. Our results demonstrated that after experiencing the relative clause structure, comprehenders were more likely to predict the usually dispreferred structure immediately upon hearing the same verb. No compatible effect, in contrast, was observed on hearing a different verb. Our results are consistent with the constraint-based lexicalist view, which assumes the parallel activation of possible structural analyses at the verb. Our study demonstrated that an experience of a dispreferred structure activates the structural information in a lexically specific manner, leading comprehenders to predict another instance of the same structure on encountering the same verb.},
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A number of previous studies showed that comprehenders make use of lexically based constraints such as subcategorization frequency in processing structurally ambiguous sentences. One piece of such evidence is lexically specific syntactic priming in comprehension; following the costly processing of a temporarily ambiguous sentence, comprehenders experience less processing difficulty with the same structure with the same verb in subsequent processing. In previous studies using a reading paradigm, however, the effect was observed at or following disambiguating information and it is not known whether a priming effect affects only the process ofresolving structural ambiguity following disambiguating input or it also affects the process before ambiguity is resolved. Using a visual world paradigm, the current study addressed this issue with Japanese relative clause sentences. Our results demonstrated that after experiencing the relative clause structure, comprehenders were more likely to predict the usually dispreferred structure immediately upon hearing the same verb. No compatible effect, in contrast, was observed on hearing a different verb. Our results are consistent with the constraint-based lexicalist view, which assumes the parallel activation of possible structural analyses at the verb. Our study demonstrated that an experience of a dispreferred structure activates the structural information in a lexically specific manner, leading comprehenders to predict another instance of the same structure on encountering the same verb. |
Manabu Arai; Chie Nakamura It's harder to break a relationship when you commit long Journal Article PLoS ONE, 11 (6), pp. 1–13, 2016. Abstract | Links | BibTeX @article{Arai2016,
title = {It's harder to break a relationship when you commit long},
author = {Manabu Arai and Chie Nakamura},
doi = {10.1371/journal.pone.0156482},
year = {2016},
date = {2016-01-01},
journal = {PLoS ONE},
volume = {11},
number = {6},
pages = {1--13},
abstract = {Past research has produced evidence that parsing commitments strengthen over the processing of additional linguistic elements that are consistent with the commitments and undoing strong commitments takes more time than undoing weak commitments. It remains unclear, however, whether this so-called digging-in effect is exclusively due to the length of an ambiguous region or at least partly to the extra cost of processing these additional phrases. The current study addressed this issue by testing Japanese relative clause structure, where lexical content and sentence meaning were controlled for. The results showed evidence for a digging-in effect reflecting the strengthened commitment to an incorrect analysis caused by the processing of additional adjuncts. Our study provides strong support for the dynamical, self-organizing models of sentence processing but poses a problem for other models including serial two-stage models as well as frequency-based probabilistic models such as the surprisal theory.},
keywords = {},
pubstate = {published},
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Past research has produced evidence that parsing commitments strengthen over the processing of additional linguistic elements that are consistent with the commitments and undoing strong commitments takes more time than undoing weak commitments. It remains unclear, however, whether this so-called digging-in effect is exclusively due to the length of an ambiguous region or at least partly to the extra cost of processing these additional phrases. The current study addressed this issue by testing Japanese relative clause structure, where lexical content and sentence meaning were controlled for. The results showed evidence for a digging-in effect reflecting the strengthened commitment to an incorrect analysis caused by the processing of additional adjuncts. Our study provides strong support for the dynamical, self-organizing models of sentence processing but poses a problem for other models including serial two-stage models as well as frequency-based probabilistic models such as the surprisal theory. |
John Archibald Second language phonology as redeployment of L1 phonological knowledge Journal Article The Canadian Journal of Linguistics / La revue canadienne de linguistique, 50 (1), pp. 285–314, 2005. Abstract | Links | BibTeX @article{Archibald2005,
title = {Second language phonology as redeployment of L1 phonological knowledge},
author = {John Archibald},
url = {http://muse.jhu.edu/content/crossref/journals/canadian_journal_of_linguistics/v050/50.1archibald.pdf},
doi = {10.1353/cjl.2007.0000},
year = {2005},
date = {2005-01-01},
journal = {The Canadian Journal of Linguistics / La revue canadienne de linguistique},
volume = {50},
number = {1},
pages = {285--314},
abstract = {This article presents research showing that second language (L2) learners do not have deficient representations and they are capable of acquiring structures that are absent from their first language (L1). The Redeployment Hypothesis—which claims that L2 phonologies include novel representations created via redeployment of L1 phonological components—is consistent with data from several domains, including acquisition of phonological features, syllable structure, moraic structure, and metrical structure. Moreover, it is shown that input prominence plays a role in L2 acquisition, and that language learners are sensitive to robust phonetic cues. Finally, studies done on interlingual homographs and homophones argue for non-selective access to the bilingual lexicon, suggesting that the language processing capacity is always engaged.},
keywords = {},
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This article presents research showing that second language (L2) learners do not have deficient representations and they are capable of acquiring structures that are absent from their first language (L1). The Redeployment Hypothesis—which claims that L2 phonologies include novel representations created via redeployment of L1 phonological components—is consistent with data from several domains, including acquisition of phonological features, syllable structure, moraic structure, and metrical structure. Moreover, it is shown that input prominence plays a role in L2 acquisition, and that language learners are sensitive to robust phonetic cues. Finally, studies done on interlingual homographs and homophones argue for non-selective access to the bilingual lexicon, suggesting that the language processing capacity is always engaged. |
Scott P Ardoin; Katherine S Binder; Andrea M Zawoyski; Tori E Foster; Leslie A Blevins; Amanda M VanDerHeyden Using eye-tracking procedures to evaluate generalization effects: Practicing target words during repeated readings within versus across texts Journal Article School Psychology Review, 42 (4), pp. 477–495, 2013. Abstract | Links | BibTeX @article{Ardoin2013,
title = {Using eye-tracking procedures to evaluate generalization effects: Practicing target words during repeated readings within versus across texts},
author = {Scott P Ardoin and Katherine S Binder and Andrea M Zawoyski and Tori E Foster and Leslie A Blevins and Amanda M VanDerHeyden},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=93369195&site=ehost-live&scope=site},
year = {2013},
date = {2013-01-01},
journal = {School Psychology Review},
volume = {42},
number = {4},
pages = {477--495},
abstract = {Repeated readings is a frequently studied and recommended intervention for improving reading fluency. Typically, researchers investigate generalization of repeated readings interventions by assessing students' accuracy and rate on researcher-developed high word overlap passages. Unfortunately, this methodology may mask intervention effects given that the dependent measure is reflective of time spent by students reading both practiced and unpracticed words. Eye-tracking procedures have the potential to overcome this limitation. The current study examined the eye movements of participants who were (a) not provided with any intervention (n = 28), (b) provided with repeated readings on a single passage containing a set of target words (n = 28), or (c) provided the opportunity to read four different passages each containing the same set of target words (n = 28). Students' reading of a novel passage containing the target words provides evidence to support recommendations that schools use repeated readings.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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Repeated readings is a frequently studied and recommended intervention for improving reading fluency. Typically, researchers investigate generalization of repeated readings interventions by assessing students' accuracy and rate on researcher-developed high word overlap passages. Unfortunately, this methodology may mask intervention effects given that the dependent measure is reflective of time spent by students reading both practiced and unpracticed words. Eye-tracking procedures have the potential to overcome this limitation. The current study examined the eye movements of participants who were (a) not provided with any intervention (n = 28), (b) provided with repeated readings on a single passage containing a set of target words (n = 28), or (c) provided the opportunity to read four different passages each containing the same set of target words (n = 28). Students' reading of a novel passage containing the target words provides evidence to support recommendations that schools use repeated readings. |
Scott P Ardoin; Katherine S Binder; Tori E Foster; Andrea M Zawoyski Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior Journal Article Journal of School Psychology, 59 , pp. 13–38, 2016. Abstract | Links | BibTeX @article{Ardoin2016,
title = {Repeated versus wide reading: A randomized control design study examining the impact of fluency interventions on underlying reading behavior},
author = {Scott P Ardoin and Katherine S Binder and Tori E Foster and Andrea M Zawoyski},
url = {http://dx.doi.org/10.1016/j.jsp.2016.09.002},
doi = {10.1016/j.jsp.2016.09.002},
year = {2016},
date = {2016-01-01},
journal = {Journal of School Psychology},
volume = {59},
pages = {13--38},
publisher = {Society for the Study of School Psychology},
abstract = {Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research comparing its effectiveness to other potential interventions. The current study presents the findings from a randomized control trial study involving the assignment of 168 second grade students to a RR, wide reading (WR), or business as usual condition. Intervention students were provided with 9–10 weeks of intervention with sessions occurring four times per week. Pre- and post-testing were conducted using Woodcock-Johnson III reading achievement measures (Woodcock, McGrew, & Mather, 2001, curriculum-based measurement (CBM) probes, measures of prosody, and measures of students' eye movements when reading. Changes in fluency were also monitored using weekly CBM progress monitoring procedures. Data were collected on the amount of time students spent reading and the number of words read by students during each intervention session. Results indicate substantial gains made by students across conditions, with some measures indicating greater gains by students in the two intervention conditions. Analyses do not indicate that RR was superior to WR. In addition to expanding the RR literature, this study greatly expands research evaluating changes in reading behaviors that occur with improvements in reading fluency. Implications regarding whether schools should provide more opportunities to repeatedly practice the same text (i.e., RR) or practice a wide range of text (i.e., WR) are provided.},
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Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research comparing its effectiveness to other potential interventions. The current study presents the findings from a randomized control trial study involving the assignment of 168 second grade students to a RR, wide reading (WR), or business as usual condition. Intervention students were provided with 9–10 weeks of intervention with sessions occurring four times per week. Pre- and post-testing were conducted using Woodcock-Johnson III reading achievement measures (Woodcock, McGrew, & Mather, 2001, curriculum-based measurement (CBM) probes, measures of prosody, and measures of students' eye movements when reading. Changes in fluency were also monitored using weekly CBM progress monitoring procedures. Data were collected on the amount of time students spent reading and the number of words read by students during each intervention session. Results indicate substantial gains made by students across conditions, with some measures indicating greater gains by students in the two intervention conditions. Analyses do not indicate that RR was superior to WR. In addition to expanding the RR literature, this study greatly expands research evaluating changes in reading behaviors that occur with improvements in reading fluency. Implications regarding whether schools should provide more opportunities to repeatedly practice the same text (i.e., RR) or practice a wide range of text (i.e., WR) are provided. |
Nathan Arnett; Matthew Wagers Subject encodings and retrieval interference Journal Article Journal of Memory and Language, 93 , pp. 22–54, 2017. Abstract | Links | BibTeX @article{Arnett2017,
title = {Subject encodings and retrieval interference},
author = {Nathan Arnett and Matthew Wagers},
url = {http://dx.doi.org/10.1016/j.jml.2016.07.005},
doi = {10.1016/j.jml.2016.07.005},
year = {2017},
date = {2017-01-01},
journal = {Journal of Memory and Language},
volume = {93},
pages = {22--54},
abstract = {Interference has been identified as a cause of processing difficulty in linguistic dependencies, such as the subject-verb relation (Van Dyke and Lewis, 2003). However, while mounting evidence implicates retrieval interference in sentence processing, the nature of the retrieval cues involved - and thus the source of difficulty - remains largely unexplored. Three experiments used self-paced reading and eyetracking to examine the ways in which the retrieval cues provided at a verb characterize subjects. Syntactic theory has identified a number of properties correlated with subjecthood, both phrase-structural and thematic. Findings replicate and extend previous findings of interference at a verb from additional subjects, but indicate that retrieval outcomes are relativized to the syntactic domain in which the retrieval occurs. One, the cues distinguish between thematic subjects in verbal and nominal domains. Two, within the verbal domain, retrieval is sensitive to abstract syntactic properties associated with subjects and their clauses. We argue that the processing at a verb requires cue-driven retrieval, and that the retrieval cues utilize abstract grammatical properties which may reflect parser expectations.},
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}
Interference has been identified as a cause of processing difficulty in linguistic dependencies, such as the subject-verb relation (Van Dyke and Lewis, 2003). However, while mounting evidence implicates retrieval interference in sentence processing, the nature of the retrieval cues involved - and thus the source of difficulty - remains largely unexplored. Three experiments used self-paced reading and eyetracking to examine the ways in which the retrieval cues provided at a verb characterize subjects. Syntactic theory has identified a number of properties correlated with subjecthood, both phrase-structural and thematic. Findings replicate and extend previous findings of interference at a verb from additional subjects, but indicate that retrieval outcomes are relativized to the syntactic domain in which the retrieval occurs. One, the cues distinguish between thematic subjects in verbal and nominal domains. Two, within the verbal domain, retrieval is sensitive to abstract syntactic properties associated with subjects and their clauses. We argue that the processing at a verb requires cue-driven retrieval, and that the retrieval cues utilize abstract grammatical properties which may reflect parser expectations. |
Jennifer E Arnold; Carla L.Hudson Kam; Michael K Tanenhaus If You Say Thee uh You Are Describing Something Hard: The On-Line Attribution of Disfluency During Reference Comprehension Journal Article Journal of Experimental Psychology: Learning Memory and Cognition, 33 (5), pp. 914–930, 2007. Abstract | Links | BibTeX @article{Arnold2007,
title = {If You Say Thee uh You Are Describing Something Hard: The On-Line Attribution of Disfluency During Reference Comprehension},
author = {Jennifer E Arnold and Carla L.Hudson Kam and Michael K Tanenhaus},
doi = {10.1037/0278-7393.33.5.914},
year = {2007},
date = {2007-01-01},
journal = {Journal of Experimental Psychology: Learning Memory and Cognition},
volume = {33},
number = {5},
pages = {914--930},
abstract = {Eye-tracking and gating experiments examined reference comprehension with fluent (Click on the red. . .) and disfluent (Click on [pause] thee uh red . . .) instructions while listeners viewed displays with 2 familiar (e.g., ice cream cones) and 2 unfamiliar objects (e.g., squiggly shapes). Disfluent instructions made unfamiliar objects more expected, which influenced listeners' on-line hypotheses from the onset of the color word. The unfamiliarity bias was sharply reduced by instructions that the speaker had object agnosia, and thus difficulty naming familiar objects (Experiment 2), but was not affected by intermittent sources of speaker distraction (beeps and construction noises; Experiments 3). The authors conclude that listeners can make situation-specific inferences about likely sources of disfluency, but there are some limitations to these attributions.},
keywords = {},
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tppubtype = {article}
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Eye-tracking and gating experiments examined reference comprehension with fluent (Click on the red. . .) and disfluent (Click on [pause] thee uh red . . .) instructions while listeners viewed displays with 2 familiar (e.g., ice cream cones) and 2 unfamiliar objects (e.g., squiggly shapes). Disfluent instructions made unfamiliar objects more expected, which influenced listeners' on-line hypotheses from the onset of the color word. The unfamiliarity bias was sharply reduced by instructions that the speaker had object agnosia, and thus difficulty naming familiar objects (Experiment 2), but was not affected by intermittent sources of speaker distraction (beeps and construction noises; Experiments 3). The authors conclude that listeners can make situation-specific inferences about likely sources of disfluency, but there are some limitations to these attributions. |
Jennifer E Arnold THE BACON not the bacon: How children and adults understand accented and unaccented noun phrases Journal Article Cognition, 108 (1), pp. 69–99, 2008. Abstract | Links | BibTeX @article{Arnold2008,
title = {THE BACON not the bacon: How children and adults understand accented and unaccented noun phrases},
author = {Jennifer E Arnold},
doi = {10.1016/j.cognition.2008.01.001},
year = {2008},
date = {2008-01-01},
journal = {Cognition},
volume = {108},
number = {1},
pages = {69--99},
abstract = {Two eye-tracking experiments examine whether adults and 4- and 5-year-old children use the presence or absence of accenting to guide their interpretation of noun phrases (e.g., the bacon) with respect to the discourse context. Unaccented nouns tend to refer to contextually accessible referents, while accented variants tend to be used for less accessible entities. Experiment 1 confirms that accenting is informative for adults, who show a bias toward previously-mentioned objects beginning 300 ms after the onset of unaccented nouns and pronouns. But contrary to findings in the literature, accented words produced no observable bias. In Experiment 2, 4 and 5 year olds were also biased toward previously-mentioned objects with unaccented nouns and pronouns. This builds on findings of limits on children's on-line reference comprehension [Arnold, J. E., Brown-Schmidt, S., & Trueswell, J. C. (2007). Children's use of gender and order-of-mention during pronoun comprehension. Language and Cognitive Processes], showing that children's interpretation of unaccented nouns and pronouns is constrained in contexts with one single highly accessible object.},
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pubstate = {published},
tppubtype = {article}
}
Two eye-tracking experiments examine whether adults and 4- and 5-year-old children use the presence or absence of accenting to guide their interpretation of noun phrases (e.g., the bacon) with respect to the discourse context. Unaccented nouns tend to refer to contextually accessible referents, while accented variants tend to be used for less accessible entities. Experiment 1 confirms that accenting is informative for adults, who show a bias toward previously-mentioned objects beginning 300 ms after the onset of unaccented nouns and pronouns. But contrary to findings in the literature, accented words produced no observable bias. In Experiment 2, 4 and 5 year olds were also biased toward previously-mentioned objects with unaccented nouns and pronouns. This builds on findings of limits on children's on-line reference comprehension [Arnold, J. E., Brown-Schmidt, S., & Trueswell, J. C. (2007). Children's use of gender and order-of-mention during pronoun comprehension. Language and Cognitive Processes], showing that children's interpretation of unaccented nouns and pronouns is constrained in contexts with one single highly accessible object. |
Jennifer E Arnold; Shin Yi C Lao Put in last position something previously unmentioned: Word order effects on referential expectancy and reference comprehension Journal Article Language and Cognitive Processes, 23 (2), pp. 282–295, 2008. Abstract | Links | BibTeX @article{Arnold2008a,
title = {Put in last position something previously unmentioned: Word order effects on referential expectancy and reference comprehension},
author = {Jennifer E Arnold and Shin Yi C Lao},
doi = {10.1080/01690960701536805},
year = {2008},
date = {2008-01-01},
journal = {Language and Cognitive Processes},
volume = {23},
number = {2},
pages = {282--295},
abstract = {Research has shown that the comprehension of definite referring expressions (e.g., "the triangle") tends to be faster for "given" (previously mentioned) referents, compared with new referents. This has been attributed to the presence of given information in the consciousness of discourse participants (e.g., Chafe, 1994) suggesting that given is always more accessible. By contrast, we find a bias toward new referents during the on-line comprehension of the direct object in heavy-NP-shifted word orders, e.g., "Put on the star the...." This order tends to be used for new direct objects; canonical unshifted orders are more common with given direct objects. Thus, word order provides probabilistic information about the givenness or newness of the direct object. Results from eyetracking and gating experiments show that the traditional given bias only occurs with unshifted orders; with heavy-NP-shifted orders, comprehenders expect the object to be new, and comprehension for new referents is facilitated. (Contains 2 figures and 3 tables.)},
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tppubtype = {article}
}
Research has shown that the comprehension of definite referring expressions (e.g., "the triangle") tends to be faster for "given" (previously mentioned) referents, compared with new referents. This has been attributed to the presence of given information in the consciousness of discourse participants (e.g., Chafe, 1994) suggesting that given is always more accessible. By contrast, we find a bias toward new referents during the on-line comprehension of the direct object in heavy-NP-shifted word orders, e.g., "Put on the star the...." This order tends to be used for new direct objects; canonical unshifted orders are more common with given direct objects. Thus, word order provides probabilistic information about the givenness or newness of the direct object. Results from eyetracking and gating experiments show that the traditional given bias only occurs with unshifted orders; with heavy-NP-shifted orders, comprehenders expect the object to be new, and comprehension for new referents is facilitated. (Contains 2 figures and 3 tables.) |
Jennifer E Arnold Women and Men Have Different Discourse Biases for Pronoun Interpretation Journal Article Discourse Processes, 52 (2), pp. 77–110, 2015. Abstract | Links | BibTeX @article{Arnold2015,
title = {Women and Men Have Different Discourse Biases for Pronoun Interpretation},
author = {Jennifer E Arnold},
doi = {10.1080/0163853X.2014.946847},
year = {2015},
date = {2015-01-01},
journal = {Discourse Processes},
volume = {52},
number = {2},
pages = {77--110},
publisher = {Taylor & Francis},
abstract = {Two experiments examine how men and women interpret pronouns in discourse. Adults are known to show a strong “first-mention bias”: When two characters are mentioned (Michael played with William . . . ), comprehenders tend to interpret subsequent pronouns as coreferential with the first of the two characters and to find pronouns more natural than names for reference to the first character. However, this bias is not absolute. Experiment 1 demonstrates a stronger first-mention bias for women than men in their naturalness ratings for short stories. Experiment 2 monitors eye movements during story comprehension and finds that women are more likely than men to consider the first-mentioned character as the pronoun referent. These findings reveal the first known gender difference in reference processing and reinforce the view that reference processing is driven by more than the discourse context alone.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Two experiments examine how men and women interpret pronouns in discourse. Adults are known to show a strong “first-mention bias”: When two characters are mentioned (Michael played with William . . . ), comprehenders tend to interpret subsequent pronouns as coreferential with the first of the two characters and to find pronouns more natural than names for reference to the first character. However, this bias is not absolute. Experiment 1 demonstrates a stronger first-mention bias for women than men in their naturalness ratings for short stories. Experiment 2 monitors eye movements during story comprehension and finds that women are more likely than men to consider the first-mentioned character as the pronoun referent. These findings reveal the first known gender difference in reference processing and reinforce the view that reference processing is driven by more than the discourse context alone. |
Jane Ashby; Jinmian Yang; Kris H C Evans; Keith Rayner Eye movements and the perceptual span in silent and oral reading Journal Article Attention, Perception, & Psychophysics, 74 (4), pp. 634–640, 2012. Abstract | Links | BibTeX @article{Ashby2012,
title = {Eye movements and the perceptual span in silent and oral reading},
author = {Jane Ashby and Jinmian Yang and Kris H C Evans and Keith Rayner},
doi = {10.3758/s13414-012-0277-0},
year = {2012},
date = {2012-01-01},
journal = {Attention, Perception, & Psychophysics},
volume = {74},
number = {4},
pages = {634--640},
abstract = {Previous research has examined parafoveal processing during silent reading, but little is known about the role of these processes in oral reading. Given that masking parafoveal information slows down silent reading, we asked whether a similar effect also occurs in oral reading. To investigate the role of parafoveal processing in silent and oral reading, we manipulated the parafoveal information available to readers by changing the size of a gaze-contingent moving window. Participants read silently and orally in a one-word window and a three-word window condition as we monitored their eye movements. The lack of parafoveal information slowed reading speed in both oral and silent reading. However, the effects of parafoveal information were larger in silent reading than in oral reading, because of different effects of preview information on both when the eyes move and how often. Parafoveal information benefitted silent reading for faster readers more than for slower readers.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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Previous research has examined parafoveal processing during silent reading, but little is known about the role of these processes in oral reading. Given that masking parafoveal information slows down silent reading, we asked whether a similar effect also occurs in oral reading. To investigate the role of parafoveal processing in silent and oral reading, we manipulated the parafoveal information available to readers by changing the size of a gaze-contingent moving window. Participants read silently and orally in a one-word window and a three-word window condition as we monitored their eye movements. The lack of parafoveal information slowed reading speed in both oral and silent reading. However, the effects of parafoveal information were larger in silent reading than in oral reading, because of different effects of preview information on both when the eyes move and how often. Parafoveal information benefitted silent reading for faster readers more than for slower readers. |
Jane Ashby; Heather Dix; Morgan Bontrager Phonemic awareness contributes to text reading fluency: Evidence from eye movements. Journal Article School Psychology Review, 42 (2), pp. 157–170, 2013. Abstract | Links | BibTeX @article{Ashby2013,
title = {Phonemic awareness contributes to text reading fluency: Evidence from eye movements.},
author = {Jane Ashby and Heather Dix and Morgan Bontrager},
url = {http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=02796015&AN=88362324&h=uLb2jeBuf/igVuc9OcnssJqijHNpvYeAMx/Bb2Lxkx3wrRA2108KdhUUsvL0I4ThHTzqSqhThMXWXWyNQVGOHg==&crl=c},
doi = {10.1017/CBO9781107415324.004},
year = {2013},
date = {2013-01-01},
journal = {School Psychology Review},
volume = {42},
number = {2},
pages = {157--170},
abstract = {Although phonemic awareness is a known predictor of early decoding and word recognition, less is known about relationships between phonemic awareness and text reading fluency. This longitudinal study is the first to inves-tigate this relationship by measuring eye movements during picture matching tasks and during silent sentence reading. Time spent looking at the correct target during phonemic awareness and receptive spelling tasks gauged the efficiency of phonological and orthographic processes. Children's eye movements during sen-tence reading provided a direct measure of silent reading fluency for compre-hended text. Results indicate that children who processed the phonemic awareness targets more slowly in Grade 2 tended to be slower readers in Grade 3. Processing difficulty during a receptive spelling task was related to reading fluency within Grade 2. Findings suggest that inefficient phonemic processing contributes to poor silent reading fluency after second grade.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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Although phonemic awareness is a known predictor of early decoding and word recognition, less is known about relationships between phonemic awareness and text reading fluency. This longitudinal study is the first to inves-tigate this relationship by measuring eye movements during picture matching tasks and during silent sentence reading. Time spent looking at the correct target during phonemic awareness and receptive spelling tasks gauged the efficiency of phonological and orthographic processes. Children's eye movements during sen-tence reading provided a direct measure of silent reading fluency for compre-hended text. Results indicate that children who processed the phonemic awareness targets more slowly in Grade 2 tended to be slower readers in Grade 3. Processing difficulty during a receptive spelling task was related to reading fluency within Grade 2. Findings suggest that inefficient phonemic processing contributes to poor silent reading fluency after second grade. |
Sheena K Au-Yeung; Johanna K Kaakinen; Simon P Liversedge; Valerie Benson Processing of written irony in autism spectrum disorder: An eye-movement study Journal Article Autism Research, 8 (6), pp. 749–760, 2015. Abstract | Links | BibTeX @article{Au-Yeung2015,
title = {Processing of written irony in autism spectrum disorder: An eye-movement study},
author = {Sheena K Au-Yeung and Johanna K Kaakinen and Simon P Liversedge and Valerie Benson},
doi = {10.1002/aur.1490},
year = {2015},
date = {2015-01-01},
journal = {Autism Research},
volume = {8},
number = {6},
pages = {749--760},
abstract = {Previous research has suggested that individuals with Autism Spectrum Disorders (ASD) have difficulties understanding others communicative intent and with using contextual information to correctly interpret irony. We recorded the eye movements of typically developing (TD) adults ASD adults when they read statements that could either be interpreted as ironic or non-ironic depending on the context of the passage. Participants with ASD performed as well as TD controls in their comprehension accuracy for speaker's statements in both ironic and non-ironic conditions. Eye movement data showed that for both participant groups, total reading times were longer for the critical region containing the speaker's statement and a subsequent sentence restating the context in the ironic condition compared to the non-ironic condition. The results suggest that more effortful processing is required in both ASD and TD participants for ironic compared with literal non-ironic statements, and that individuals with ASD were able to use contextual information to infer a non-literal interpretation of ironic text. Individuals with ASD, however, spent more time overall than TD controls rereading the passages, to a similar degree across both ironic and non-ironic conditions, suggesting that they either take longer to construct a coherent discourse representation of the text, or that they take longer to make the decision that their representation of the text is reasonable based on their knowledge of the world.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Previous research has suggested that individuals with Autism Spectrum Disorders (ASD) have difficulties understanding others communicative intent and with using contextual information to correctly interpret irony. We recorded the eye movements of typically developing (TD) adults ASD adults when they read statements that could either be interpreted as ironic or non-ironic depending on the context of the passage. Participants with ASD performed as well as TD controls in their comprehension accuracy for speaker's statements in both ironic and non-ironic conditions. Eye movement data showed that for both participant groups, total reading times were longer for the critical region containing the speaker's statement and a subsequent sentence restating the context in the ironic condition compared to the non-ironic condition. The results suggest that more effortful processing is required in both ASD and TD participants for ironic compared with literal non-ironic statements, and that individuals with ASD were able to use contextual information to infer a non-literal interpretation of ironic text. Individuals with ASD, however, spent more time overall than TD controls rereading the passages, to a similar degree across both ironic and non-ironic conditions, suggesting that they either take longer to construct a coherent discourse representation of the text, or that they take longer to make the decision that their representation of the text is reasonable based on their knowledge of the world. |
Julia Bahnmueller; Stefan Huber; Hans-Christoph Nuerk; Silke M Göbel; Korbinian Moeller Processing multi-digit numbers: a translingual eye-tracking study Journal Article Psychological Research, 80 (3), pp. 422–433, 2016. Abstract | Links | BibTeX @article{Bahnmueller2016,
title = {Processing multi-digit numbers: a translingual eye-tracking study},
author = {Julia Bahnmueller and Stefan Huber and Hans-Christoph Nuerk and Silke M Göbel and Korbinian Moeller},
doi = {10.1007/s00426-015-0729-y},
year = {2016},
date = {2016-01-01},
journal = {Psychological Research},
volume = {80},
number = {3},
pages = {422--433},
abstract = {The present study aimed at investigating the underlying cognitive processes and language specificities of three-digit number processing. More specifically, it was intended to clarify whether the single digits of three-digit numbers are processed in parallel and/or sequentially and whether processing strategies are influenced by the inversion of number words with respect to the Arabic digits [e.g., 43: dreiundvierzig (“three and forty”)] and/or by differences in reading behavior of the respective first language. Therefore, English- and German-speaking adults had to complete a three-digit number comparison task while their eye-fixation behavior was recorded. Replicating previous results, reliable hundred-decade-compatibility effects (e.g., 742_896: hundred-decade compatible because 7 textless 8 and 4 textless 9; 362_517: hundred-decade incompatible because 3 textless 5 but 6 textgreater 1) for English- as well as hundred-unit-compatibility effects for English- and German-speaking participants were observed, indicating parallel processing strategies. While no indices of partial sequential processing were found for the English-speaking group, about half of the German-speaking participants showed an inverse hundred-decade-compatibility effect accompanied by longer inspection time on the hundred digit indicating additional sequential processes. Thereby, the present data revealed that in transition from two- to higher multi-digit numbers, the homogeneity of underlying processing strategies varies between language groups. The regular German orthography (allowing for letter-by-letter reading) and its associated more sequential reading behavior may have promoted sequential processing strategies in multi-digit number processing. Furthermore, these results indicated that the inversion of number words alone is not sufficient to explain all observed language differences in three-digit number processing.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The present study aimed at investigating the underlying cognitive processes and language specificities of three-digit number processing. More specifically, it was intended to clarify whether the single digits of three-digit numbers are processed in parallel and/or sequentially and whether processing strategies are influenced by the inversion of number words with respect to the Arabic digits [e.g., 43: dreiundvierzig (“three and forty”)] and/or by differences in reading behavior of the respective first language. Therefore, English- and German-speaking adults had to complete a three-digit number comparison task while their eye-fixation behavior was recorded. Replicating previous results, reliable hundred-decade-compatibility effects (e.g., 742_896: hundred-decade compatible because 7 textless 8 and 4 textless 9; 362_517: hundred-decade incompatible because 3 textless 5 but 6 textgreater 1) for English- as well as hundred-unit-compatibility effects for English- and German-speaking participants were observed, indicating parallel processing strategies. While no indices of partial sequential processing were found for the English-speaking group, about half of the German-speaking participants showed an inverse hundred-decade-compatibility effect accompanied by longer inspection time on the hundred digit indicating additional sequential processes. Thereby, the present data revealed that in transition from two- to higher multi-digit numbers, the homogeneity of underlying processing strategies varies between language groups. The regular German orthography (allowing for letter-by-letter reading) and its associated more sequential reading behavior may have promoted sequential processing strategies in multi-digit number processing. Furthermore, these results indicated that the inversion of number words alone is not sufficient to explain all observed language differences in three-digit number processing. |
Xuejun Bai; Guoli Yan; Simon P Liversedge; Chuanli Zang; Keith Rayner Reading spaced and unspaced Chinese text: Evidence from eye movements Journal Article Journal of Experimental Psychology: Human Perception and Performance, 34 (5), pp. 1277–1287, 2008. Abstract | Links | BibTeX @article{Bai2008,
title = {Reading spaced and unspaced Chinese text: Evidence from eye movements},
author = {Xuejun Bai and Guoli Yan and Simon P Liversedge and Chuanli Zang and Keith Rayner},
doi = {10.1037/0096-1523.34.5.1277},
year = {2008},
date = {2008-01-01},
journal = {Journal of Experimental Psychology: Human Perception and Performance},
volume = {34},
number = {5},
pages = {1277--1287},
abstract = {Native Chinese readers' eye movements were monitored as they read text that did or did not demark word boundary information. In Experiment 1, sentences had 4 types of spacing: normal unspaced text, text with spaces between words, text with spaces between characters that yielded nonwords, and finally text with spaces between every character. The authors investigated whether the introduction of spaces into unspaced Chinese text facilitates reading and whether the word or, alternatively, the character is a unit of information that is of primary importance in Chinese reading. Global and local measures indicated that sentences with unfamiliar word spaced format were as easy to read as visually familiar unspaced text. Nonword spacing and a space between every character produced longer reading times. In Experiment 2, highlighting was used to create analogous conditions: normal Chinese text, highlighting that marked words, highlighting that yielded nonwords, and highlighting that marked each character. The data from both experiments clearly indicated that words, and not individual characters, are the unit of primary importance in Chinese reading.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Native Chinese readers' eye movements were monitored as they read text that did or did not demark word boundary information. In Experiment 1, sentences had 4 types of spacing: normal unspaced text, text with spaces between words, text with spaces between characters that yielded nonwords, and finally text with spaces between every character. The authors investigated whether the introduction of spaces into unspaced Chinese text facilitates reading and whether the word or, alternatively, the character is a unit of information that is of primary importance in Chinese reading. Global and local measures indicated that sentences with unfamiliar word spaced format were as easy to read as visually familiar unspaced text. Nonword spacing and a space between every character produced longer reading times. In Experiment 2, highlighting was used to create analogous conditions: normal Chinese text, highlighting that marked words, highlighting that yielded nonwords, and highlighting that marked each character. The data from both experiments clearly indicated that words, and not individual characters, are the unit of primary importance in Chinese reading. |
Xuejun Bai; Feifei Liang; Hazel I Blythe; Chuanli Zang; Guoli Yan; Simon P Liversedge Interword spacing effects on the acquisition of new vocabulary for readers of Chinese as a second language Journal Article Journal of Research in Reading, 36 , pp. S4–S17, 2013. Abstract | Links | BibTeX @article{Bai2013,
title = {Interword spacing effects on the acquisition of new vocabulary for readers of Chinese as a second language},
author = {Xuejun Bai and Feifei Liang and Hazel I Blythe and Chuanli Zang and Guoli Yan and Simon P Liversedge},
url = {https://search.proquest.com/docview/1509087564?accountid=13042 http://oxfordsfx.hosted.exlibrisgroup.com/oxford?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&genre=article&sid=ProQ:ProQ%3Aeric&atitle=Interword+Spacing+Effects+on+the+Acquisi},
doi = {10.1111/j.1467-9817.2013.01554.x},
year = {2013},
date = {2013-01-01},
journal = {Journal of Research in Reading},
volume = {36},
pages = {S4--S17},
abstract = {We examined whether interword spacing would facilitate acquisition of new vocabulary for second language learners of Chinese. Participants' eye movements were measured as they read new vocabulary embedded in sentences during a learning session and a test session. In the learning session, participants read sentences in traditional unspaced format and half-read sentences with interword spacing. In the test session, all participants read unspaced sentences. Participants in the spaced learning group read the target words more quickly than those in the unspaced learning group. This benefit was maintained at test, indicating that the manipulation enhanced learning of the novel words and was not a transient effect limited to occasions when interword spacing was present in the printed text. The insertion of interword spaces may allow readers to form a more fully specified representation of the novel word, or to strengthen connections between representations of the constituent characters and the multi-character word.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
We examined whether interword spacing would facilitate acquisition of new vocabulary for second language learners of Chinese. Participants' eye movements were measured as they read new vocabulary embedded in sentences during a learning session and a test session. In the learning session, participants read sentences in traditional unspaced format and half-read sentences with interword spacing. In the test session, all participants read unspaced sentences. Participants in the spaced learning group read the target words more quickly than those in the unspaced learning group. This benefit was maintained at test, indicating that the manipulation enhanced learning of the novel words and was not a transient effect limited to occasions when interword spacing was present in the printed text. The insertion of interword spaces may allow readers to form a more fully specified representation of the novel word, or to strengthen connections between representations of the constituent characters and the multi-character word. |
Laura Winther Balling; Johannes Kizach Effects of surprisal and locality on Danish sentence processing: An eye-tracking investigation Journal Article Journal of Psycholinguistic Research, 46 (5), pp. 1119–1136, 2017. Abstract | Links | BibTeX @article{Balling2017,
title = {Effects of surprisal and locality on Danish sentence processing: An eye-tracking investigation},
author = {Laura Winther Balling and Johannes Kizach},
doi = {10.1007/s10936-017-9482-2},
year = {2017},
date = {2017-01-01},
journal = {Journal of Psycholinguistic Research},
volume = {46},
number = {5},
pages = {1119--1136},
publisher = {Springer US},
abstract = {An eye-tracking experiment in Danish investigates two dominant accounts of sentence processing: locality-based theories that predict a processing advantage for sentences where the distance between the major syntactic heads is minimized, and the surprisal theory which predicts that processing time increases with big changes in the relative entropy of possible parses, sometimes leading to anti-locality effects. We consider both lexicalised surprisal, expressed in conditional trigram probabilities, and syntactic surprisal expressed in the manipulation of the expectedness of the second NP in Danish constructions with two postverbal NP-objects. An eye-tracking experiment showed a clear advantage for local syntactic relations, with only a marginal effect of lexicalised surprisal and no effect of syntactic surprisal. We conclude that surprisal has a relatively marginal effect, which may be clearest for verbs in verb-final languages, while locality is a robust predictor of sentence processing.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
An eye-tracking experiment in Danish investigates two dominant accounts of sentence processing: locality-based theories that predict a processing advantage for sentences where the distance between the major syntactic heads is minimized, and the surprisal theory which predicts that processing time increases with big changes in the relative entropy of possible parses, sometimes leading to anti-locality effects. We consider both lexicalised surprisal, expressed in conditional trigram probabilities, and syntactic surprisal expressed in the manipulation of the expectedness of the second NP in Danish constructions with two postverbal NP-objects. An eye-tracking experiment showed a clear advantage for local syntactic relations, with only a marginal effect of lexicalised surprisal and no effect of syntactic surprisal. We conclude that surprisal has a relatively marginal effect, which may be clearest for verbs in verb-final languages, while locality is a robust predictor of sentence processing. |
Chiara Banfi; Ferenc Kemény; Melanie Gangl; Gerd Schulte-Körne; Kristina Moll; Karin Landerl Visuo-spatial cueing in children with differential reading and spelling profiles Journal Article PLoS ONE, 12 (7), pp. 1–20, 2017. Abstract | Links | BibTeX @article{Banfi2017,
title = {Visuo-spatial cueing in children with differential reading and spelling profiles},
author = {Chiara Banfi and Ferenc Kemény and Melanie Gangl and Gerd Schulte-Körne and Kristina Moll and Karin Landerl},
doi = {10.1371/journal.pone.0180358},
year = {2017},
date = {2017-01-01},
journal = {PLoS ONE},
volume = {12},
number = {7},
pages = {1--20},
abstract = {Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous cueing paradigm in a large sample (N = 191) of third and fourth graders with different reading and spelling profiles (controls, isolated reading deficit, isolated spelling deficit, combined deficit in reading and spelling). Once individual variability in reaction times was taken into account by means of z-transformation, a cueing deficit (i.e. no significant difference between valid and invalid trials) was found for children with combined deficits in reading and spelling. However, poor readers without spelling problems showed a cueing effect comparable to controls, but exhibited a particularly strong right-over-left advantage (position effect). Isolated poor spellers showed a significant cueing effect, but no position effect. While we replicated earlier findings of a reduced cueing effect among poor nonword readers (indicating deficits in sublexical processing), we also found a reduced cueing effect among children with particularly poor orthographic spelling (indicating deficits in lexical processing). Thus, earlier claims of a specific association with nonword reading could not be confirmed. Controlling for ADHD-symptoms reported in a parental questionnaire did not impact on the statistical analysis, indicating that cueing deficits are not caused by more general attentional limitations. Between 31 and 48% of participants in the three reading and/or spelling deficit groups as well as 32% of the control group showed reduced spatial cueing. These findings indicate a significant, but moderate association between certain aspects of visuo-spatial attention and subcomponents of written language processing, the causal status of which is yet unclear.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Dyslexia has been claimed to be causally related to deficits in visuo-spatial attention. In particular, inefficient shifting of visual attention during spatial cueing paradigms is assumed to be associated with problems in graphemic parsing during sublexical reading. The current study investigated visuo-spatial attention performance in an exogenous cueing paradigm in a large sample (N = 191) of third and fourth graders with different reading and spelling profiles (controls, isolated reading deficit, isolated spelling deficit, combined deficit in reading and spelling). Once individual variability in reaction times was taken into account by means of z-transformation, a cueing deficit (i.e. no significant difference between valid and invalid trials) was found for children with combined deficits in reading and spelling. However, poor readers without spelling problems showed a cueing effect comparable to controls, but exhibited a particularly strong right-over-left advantage (position effect). Isolated poor spellers showed a significant cueing effect, but no position effect. While we replicated earlier findings of a reduced cueing effect among poor nonword readers (indicating deficits in sublexical processing), we also found a reduced cueing effect among children with particularly poor orthographic spelling (indicating deficits in lexical processing). Thus, earlier claims of a specific association with nonword reading could not be confirmed. Controlling for ADHD-symptoms reported in a parental questionnaire did not impact on the statistical analysis, indicating that cueing deficits are not caused by more general attentional limitations. Between 31 and 48% of participants in the three reading and/or spelling deficit groups as well as 32% of the control group showed reduced spatial cueing. These findings indicate a significant, but moderate association between certain aspects of visuo-spatial attention and subcomponents of written language processing, the causal status of which is yet unclear. |
Briony Banks; Emma Gowen; Kevin J Munro; Patti Adank Audiovisual cues benefit recognition of accented speech in noise but not perceptual adaptation Journal Article Frontiers in Human Neuroscience, 9 , pp. 1–13, 2015. Abstract | Links | BibTeX @article{Banks2015,
title = {Audiovisual cues benefit recognition of accented speech in noise but not perceptual adaptation},
author = {Briony Banks and Emma Gowen and Kevin J Munro and Patti Adank},
url = {http://journal.frontiersin.org/Article/10.3389/fnhum.2015.00422/abstract},
doi = {10.3389/fnhum.2015.00422},
year = {2015},
date = {2015-01-01},
journal = {Frontiers in Human Neuroscience},
volume = {9},
pages = {1--13},
abstract = {Perceptual adaptation allows humans to recognize different varieties of accented speech. We investigated whether perceptual adaptation to accented speech is facilitated if listeners can see a speaker's facial and mouth movements. In Study 1, participants listened to sentences in a novel accent and underwent a period of training with audiovisual or audio-only speech cues, presented in quiet or in background noise. A control group also underwent training with visual-only (speech-reading) cues. We observed no significant difference in perceptual adaptation between any of the groups. To address a number of remaining questions, we carried out a second study using a different accent, speaker and experimental design, in which participants listened to sentences in a non-native (Japanese) accent with audiovisual or audio-only cues, without separate training. Participants' eye gaze was recorded to verify that they looked at the speaker's face during audiovisual trials. Recognition accuracy was significantly better for audiovisual than for audio-only stimuli; however, no statistical difference in perceptual adaptation was observed between the two modalities. Furthermore, Bayesian analysis suggested that the data supported the null hypothesis. Our results suggest that although the availability of visual speech cues may be immediately beneficial for recognition of unfamiliar accented speech in noise, it does not improve perceptual adaptation.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Perceptual adaptation allows humans to recognize different varieties of accented speech. We investigated whether perceptual adaptation to accented speech is facilitated if listeners can see a speaker's facial and mouth movements. In Study 1, participants listened to sentences in a novel accent and underwent a period of training with audiovisual or audio-only speech cues, presented in quiet or in background noise. A control group also underwent training with visual-only (speech-reading) cues. We observed no significant difference in perceptual adaptation between any of the groups. To address a number of remaining questions, we carried out a second study using a different accent, speaker and experimental design, in which participants listened to sentences in a non-native (Japanese) accent with audiovisual or audio-only cues, without separate training. Participants' eye gaze was recorded to verify that they looked at the speaker's face during audiovisual trials. Recognition accuracy was significantly better for audiovisual than for audio-only stimuli; however, no statistical difference in perceptual adaptation was observed between the two modalities. Furthermore, Bayesian analysis suggested that the data supported the null hypothesis. Our results suggest that although the availability of visual speech cues may be immediately beneficial for recognition of unfamiliar accented speech in noise, it does not improve perceptual adaptation. |
Carol J Y Bao; Cristina Rubino; Alisdair Taylor; Jason J S Barton The effects of homonymous hemianopia in experimental studies of alexia Journal Article Neuropsychologia, 70 , pp. 156–164, 2015. Abstract | Links | BibTeX @article{Bao2015,
title = {The effects of homonymous hemianopia in experimental studies of alexia},
author = {Carol J Y Bao and Cristina Rubino and Alisdair Taylor and Jason J S Barton},
url = {http://dx.doi.org/10.1016/j.neuropsychologia.2015.02.026},
doi = {10.1016/j.neuropsychologia.2015.02.026},
year = {2015},
date = {2015-01-01},
journal = {Neuropsychologia},
volume = {70},
pages = {156--164},
publisher = {Elsevier},
abstract = {Pure alexia is characterized by an increased word-length effect in reading. However, this disorder is usually accompanied by right homonymous hemianopia, which itself can cause a mildly increased word-length effect. Some alexic studies have used hemianopic patients with modest word-length effects: it is not clear (a) whether they had pure alexia and (b) if not, whether their results could be explained by the field defect. Our goal was to determine if impairments in visual processing claimed to be related to alexia could be replicated in homonymous hemianopia alone. Twelve healthy subjects performed five experiments used in two prior studies of alexia, under both normal and simulated hemianopic conditions, using a gaze-contingent display generated by an eye-tracker. We replicated the increased word-length effect for reading time with right homonymous hemianopia, and showed a similar effect for a lexical decision task. Simulated hemianopia impaired scanning accuracy for letter or number strings, and slowed object part processing, though the effect of configuration was not greater under hemianopic viewing. Hemianopia impaired the identification of words whose letters appeared and disappeared sequentially on the screen, with better performance on a cumulative presentation in which the letters remained on the screen. The reporting of trigrams was less accurate with hemianopia, though syllabic structure did not influence the results. We conclude that some impairments that have been attributed to the processing defects underlying alexia may actually be due to right homonymous hemianopia. Our results underline the importance of considering the contribution of accompanying low-level visual impairments when studying high-level processes.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Pure alexia is characterized by an increased word-length effect in reading. However, this disorder is usually accompanied by right homonymous hemianopia, which itself can cause a mildly increased word-length effect. Some alexic studies have used hemianopic patients with modest word-length effects: it is not clear (a) whether they had pure alexia and (b) if not, whether their results could be explained by the field defect. Our goal was to determine if impairments in visual processing claimed to be related to alexia could be replicated in homonymous hemianopia alone. Twelve healthy subjects performed five experiments used in two prior studies of alexia, under both normal and simulated hemianopic conditions, using a gaze-contingent display generated by an eye-tracker. We replicated the increased word-length effect for reading time with right homonymous hemianopia, and showed a similar effect for a lexical decision task. Simulated hemianopia impaired scanning accuracy for letter or number strings, and slowed object part processing, though the effect of configuration was not greater under hemianopic viewing. Hemianopia impaired the identification of words whose letters appeared and disappeared sequentially on the screen, with better performance on a cumulative presentation in which the letters remained on the screen. The reporting of trigrams was less accurate with hemianopia, though syllabic structure did not influence the results. We conclude that some impairments that have been attributed to the processing defects underlying alexia may actually be due to right homonymous hemianopia. Our results underline the importance of considering the contribution of accompanying low-level visual impairments when studying high-level processes. |
M S Baptista; C Bohn; R Kliegl; R Engbert; J Kurths Reconstruction of eye movements during blinks Journal Article Chaos, 18 (1), pp. 1–15, 2008. Abstract | Links | BibTeX @article{Baptista2008,
title = {Reconstruction of eye movements during blinks},
author = {M S Baptista and C Bohn and R Kliegl and R Engbert and J Kurths},
doi = {10.1063/1.2890843},
year = {2008},
date = {2008-01-01},
journal = {Chaos},
volume = {18},
number = {1},
pages = {1--15},
abstract = {In eye movement research in reading, the amount of data plays a crucial role for the validation of results. A methodological problem for the analysis of the eye movement in reading are blinks, when readers close their eyes. Blinking rate increases with increasing reading time, resulting in high data losses, especially for older adults or reading impaired subjects. We present a method, based on the symbolic sequence dynamics of the eye movements, that reconstructs the horizontal position of the eyes while the reader blinks. The method makes use of an observed fact that the movements of the eyes before closing or after opening contain information about the eyes movements during blinks. Test results indicate that our reconstruction method is superior to methods that use simpler interpolation approaches. In addition, analyses of the reconstructed data show no significant deviation from the usual behavior observed in readers.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In eye movement research in reading, the amount of data plays a crucial role for the validation of results. A methodological problem for the analysis of the eye movement in reading are blinks, when readers close their eyes. Blinking rate increases with increasing reading time, resulting in high data losses, especially for older adults or reading impaired subjects. We present a method, based on the symbolic sequence dynamics of the eye movements, that reconstructs the horizontal position of the eyes while the reader blinks. The method makes use of an observed fact that the movements of the eyes before closing or after opening contain information about the eyes movements during blinks. Test results indicate that our reconstruction method is superior to methods that use simpler interpolation approaches. In addition, analyses of the reconstructed data show no significant deviation from the usual behavior observed in readers. |
Ellen Gurman Bard; Robin L Hill; Mary Ellen Foster; Manabu Arai Tuning accessibility of referring expressions in situated dialogue Journal Article Language, Cognition and Neuroscience, 29 (8), pp. 928–949, 2014. Abstract | Links | BibTeX @article{Bard2014,
title = {Tuning accessibility of referring expressions in situated dialogue},
author = {Ellen Gurman Bard and Robin L Hill and Mary Ellen Foster and Manabu Arai},
doi = {10.1080/23273798.2014.895845},
year = {2014},
date = {2014-01-01},
journal = {Language, Cognition and Neuroscience},
volume = {29},
number = {8},
pages = {928--949},
abstract = {Accessibility theory associates more complex referring expressions with less accessible referents. Felicitous referring expressions should reflect accessibility from the addressee's perspective, which may be difficult for speakers to assess incrementally. If mechanisms shared by perception and production help interlocutors align internal representations, then dyads with different roles and different things to say should profit less from alignment. We examined introductory mentions of on-screen shapes within a joint task for effects of access to the addressee's attention, of players' actions and of speakers' roles. Only speakers' actions affected the form of referring expression and only different role dyads made egocentric use of actions hidden from listeners. Analysis of players' gaze around referring expressions confirmed this pattern; only same role dyads coordinated attention as the accessibility theory predicts. The results are discussed within a model distributing collaborative effort under the cons...},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Accessibility theory associates more complex referring expressions with less accessible referents. Felicitous referring expressions should reflect accessibility from the addressee's perspective, which may be difficult for speakers to assess incrementally. If mechanisms shared by perception and production help interlocutors align internal representations, then dyads with different roles and different things to say should profit less from alignment. We examined introductory mentions of on-screen shapes within a joint task for effects of access to the addressee's attention, of players' actions and of speakers' roles. Only speakers' actions affected the form of referring expression and only different role dyads made egocentric use of actions hidden from listeners. Analysis of players' gaze around referring expressions confirmed this pattern; only same role dyads coordinated attention as the accessibility theory predicts. The results are discussed within a model distributing collaborative effort under the cons... |
Adrienne E Barnes; Young Suk Kim Low-skilled adult readers look like typically developing child readers: A comparison of reading skills and eye movement behavior Journal Article Reading and Writing, 29 (9), pp. 1889–1914, 2016. Abstract | Links | BibTeX @article{Barnes2016,
title = {Low-skilled adult readers look like typically developing child readers: A comparison of reading skills and eye movement behavior},
author = {Adrienne E Barnes and Young Suk Kim},
doi = {10.1007/s11145-016-9657-5},
year = {2016},
date = {2016-01-01},
journal = {Reading and Writing},
volume = {29},
number = {9},
pages = {1889--1914},
publisher = {Springer Netherlands},
abstract = {The paper documents 41 European case histories that describe the seismogenic response of crystalline and sedimentary rocks to fluid injection. It is part of an on-going study to identify factors that have a bearing on the seismic hazard associated with fluid injection. The data generally support the view that injection in sedimentary rocks tends to be less seismogenic than in crystalline rocks. In both cases, the presence of faults near the wells that allow pressures to penetrate significant distances vertically and laterally can be expected to increase the risk of producing felt events. All cases of injection into crystalline rocks produce seismic events, albeit usually of non-damaging magnitudes, and all crystalline rock masses were found to be critically stressed, regardless of the strength of their seismogenic responses to injection. Thus, these data suggest that criticality of stress, whilst a necessary condition for producing earthquakes that would disturb (or be felt by) the local population, is not a sufficient condition. The data considered here are not fully consistent with the concept that injection into deeper crystalline formations tends to produce larger magnitude events. The data are too few to evaluate the combined effect of depth and injected fluid volume on the size of the largest events. Injection at sites with low natural seismicity, defined by the expectation that the local peak ground acceleration has less than a 10% chance of exceeding 0.07 g in 50 years, has not produced felt events. Although the database is limited, this suggests that low natural seismicity, corresponding to hazard levels at or below 0.07 g, may be a useful indicator of a low propensity for fluid injection to produce felt or damaging events. However, higher values do not necessarily imply a high propensity.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The paper documents 41 European case histories that describe the seismogenic response of crystalline and sedimentary rocks to fluid injection. It is part of an on-going study to identify factors that have a bearing on the seismic hazard associated with fluid injection. The data generally support the view that injection in sedimentary rocks tends to be less seismogenic than in crystalline rocks. In both cases, the presence of faults near the wells that allow pressures to penetrate significant distances vertically and laterally can be expected to increase the risk of producing felt events. All cases of injection into crystalline rocks produce seismic events, albeit usually of non-damaging magnitudes, and all crystalline rock masses were found to be critically stressed, regardless of the strength of their seismogenic responses to injection. Thus, these data suggest that criticality of stress, whilst a necessary condition for producing earthquakes that would disturb (or be felt by) the local population, is not a sufficient condition. The data considered here are not fully consistent with the concept that injection into deeper crystalline formations tends to produce larger magnitude events. The data are too few to evaluate the combined effect of depth and injected fluid volume on the size of the largest events. Injection at sites with low natural seismicity, defined by the expectation that the local peak ground acceleration has less than a 10% chance of exceeding 0.07 g in 50 years, has not produced felt events. Although the database is limited, this suggests that low natural seismicity, corresponding to hazard levels at or below 0.07 g, may be a useful indicator of a low propensity for fluid injection to produce felt or damaging events. However, higher values do not necessarily imply a high propensity. |
Adrienne E Barnes; Young Suk Kim; Elizabeth L Tighe; Christian Vorstius Readers in adult basic education: Component skills, eye movements, and fluency Journal Article Journal of Learning Disabilities, 50 (2), pp. 180–194, 2017. Abstract | Links | BibTeX @article{Barnes2017,
title = {Readers in adult basic education: Component skills, eye movements, and fluency},
author = {Adrienne E Barnes and Young Suk Kim and Elizabeth L Tighe and Christian Vorstius},
doi = {10.1177/0022219415609187},
year = {2017},
date = {2017-01-01},
journal = {Journal of Learning Disabilities},
volume = {50},
number = {2},
pages = {180--194},
abstract = {The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education (Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education (Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension. |
Dale J Barr; Boaz Keysar Anchoring comprehension in linguistic precedents Journal Article Journal of Memory and Language, 46 (2), pp. 391–418, 2002. Abstract | Links | BibTeX @article{Barr2002,
title = {Anchoring comprehension in linguistic precedents},
author = {Dale J Barr and Boaz Keysar},
url = {http://linkinghub.elsevier.com/retrieve/pii/S0749596X01928153},
doi = {10.1006/jmla.2001.2815},
year = {2002},
date = {2002-01-01},
journal = {Journal of Memory and Language},
volume = {46},
number = {2},
pages = {391--418},
abstract = {Past research has shown that when speakers refer to the same referent multiple times, they tend to standardize their descriptions by establishing linguistic precedents. In three experiments, we show that listeners reduce uncertainty in comprehension by taking advantage of these precedents. We tracked listeners' eye movements in a referential communication task and found that listeners identified referents more quickly when specific precedents existed than when there were none. Furthermore, we found that listeners expected speakers to adhere to precedents even in contexts where it would lead to referential overspecification. Finally, we provide evidence that the benefits of linguistic precedents are independent of mutual knowledge - listeners were not more likely to benefit from precedents when they were mutually known than when they were not. We conclude that listeners use precedents simply because they are available, not because they are mutually known.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Past research has shown that when speakers refer to the same referent multiple times, they tend to standardize their descriptions by establishing linguistic precedents. In three experiments, we show that listeners reduce uncertainty in comprehension by taking advantage of these precedents. We tracked listeners' eye movements in a referential communication task and found that listeners identified referents more quickly when specific precedents existed than when there were none. Furthermore, we found that listeners expected speakers to adhere to precedents even in contexts where it would lead to referential overspecification. Finally, we provide evidence that the benefits of linguistic precedents are independent of mutual knowledge - listeners were not more likely to benefit from precedents when they were mutually known than when they were not. We conclude that listeners use precedents simply because they are available, not because they are mutually known. |
Dale J Barr Pragmatic expectations and linguistic evidence: Listeners anticipate but do not integrate common ground Journal Article Cognition, 109 (1), pp. 18–40, 2008. Abstract | Links | BibTeX @article{Barr2008,
title = {Pragmatic expectations and linguistic evidence: Listeners anticipate but do not integrate common ground},
author = {Dale J Barr},
url = {http://dx.doi.org/10.1016/j.cognition.2008.07.005},
doi = {10.1016/j.cognition.2008.07.005},
year = {2008},
date = {2008-01-01},
journal = {Cognition},
volume = {109},
number = {1},
pages = {18--40},
publisher = {Elsevier B.V.},
abstract = {When listeners search for the referent of a speaker's expression, they experience interference from privileged knowledge, knowledge outside of their 'common ground' with the speaker. Evidence is presented that this interference reflects limitations in lexical processing. In three experiments, listeners' eye movements were monitored as they searched for the target of a speaker's referring expression in a display that also contained a phonological competitor (e.g., bucket/buckle). Listeners anticipated that the speaker would refer to something in common ground, but they did not experience less interference from a competitor in privileged ground than from a matched competitor in common ground. In contrast, interference from the competitor was eliminated when it was ruled out by a semantic constraint. These findings support a view of comprehension as relying on multiple systems with distinct access to information and present a challenge for constraint-based views of common ground.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
When listeners search for the referent of a speaker's expression, they experience interference from privileged knowledge, knowledge outside of their 'common ground' with the speaker. Evidence is presented that this interference reflects limitations in lexical processing. In three experiments, listeners' eye movements were monitored as they searched for the target of a speaker's referring expression in a display that also contained a phonological competitor (e.g., bucket/buckle). Listeners anticipated that the speaker would refer to something in common ground, but they did not experience less interference from a competitor in privileged ground than from a matched competitor in common ground. In contrast, interference from the competitor was eliminated when it was ruled out by a semantic constraint. These findings support a view of comprehension as relying on multiple systems with distinct access to information and present a challenge for constraint-based views of common ground. |
Dale J Barr; Laura Jackson; Isobel Phillips Using a voice to put a name to a face: The psycholinguistics of proper name comprehension Journal Article Journal of Experimental Psychology: General, 143 (1), pp. 404–413, 2014. Abstract | Links | BibTeX @article{Barr2014,
title = {Using a voice to put a name to a face: The psycholinguistics of proper name comprehension},
author = {Dale J Barr and Laura Jackson and Isobel Phillips},
doi = {10.1037/a0031813},
year = {2014},
date = {2014-01-01},
journal = {Journal of Experimental Psychology: General},
volume = {143},
number = {1},
pages = {404--413},
abstract = {We propose that hearing a proper name (e.g., Kevin) in a particular voice serves as a compound memory cue that directly activates representations of a mutually known target person, often permitting reference resolution without any complex computation of shared knowledge. In a referential communication study, pairs of friends played a communication game, in which we monitored the eyes of one friend (the addressee) while he or she sought to identify the target person, in a set of four photos, on the basis of a name spoken aloud. When the name was spoken by a friend, addressees rapidly identified the target person, and this facilitation was independent of whether the friend was articulating a message he or she had designed versus one from a third party with whom the target person was not shared. Our findings suggest that the comprehension system takes advantage of regularities in the environment to minimize effortful computation about who knows what.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
We propose that hearing a proper name (e.g., Kevin) in a particular voice serves as a compound memory cue that directly activates representations of a mutually known target person, often permitting reference resolution without any complex computation of shared knowledge. In a referential communication study, pairs of friends played a communication game, in which we monitored the eyes of one friend (the addressee) while he or she sought to identify the target person, in a set of four photos, on the basis of a name spoken aloud. When the name was spoken by a friend, addressees rapidly identified the target person, and this facilitation was independent of whether the friend was articulating a message he or she had designed versus one from a third party with whom the target person was not shared. Our findings suggest that the comprehension system takes advantage of regularities in the environment to minimize effortful computation about who knows what. |
Brian Bartek; Richard L Lewis; Shravan Vasishth; Mason R Smith In search of on-line locality effects in sentence comprehension Journal Article Journal of Experimental Psychology: Learning Memory and Cognition, 37 (5), pp. 1178–1198, 2011. Abstract | Links | BibTeX @article{Bartek2011,
title = {In search of on-line locality effects in sentence comprehension},
author = {Brian Bartek and Richard L Lewis and Shravan Vasishth and Mason R Smith},
doi = {10.1037/a0024194},
year = {2011},
date = {2011-01-01},
journal = {Journal of Experimental Psychology: Learning Memory and Cognition},
volume = {37},
number = {5},
pages = {1178--1198},
abstract = {Many comprehension theories assert that increasing the distance between elements participating in a linguistic relation (e.g., a verb and a noun phrase argument) increases the difficulty of establishing that relation during on-line comprehension. Such locality effects are expected to increase reading times and are thought to reveal properties and limitations of the short-term memory system that supports comprehension. Despite their theoretical importance and putative ubiquity, however, evidence for on-line locality effects is quite narrow linguistically and methodologically: It is restricted almost exclusively to self-paced reading of complex structures involving a particular class of syntactic relation. We present 4 experiments (2 self-paced reading and 2 eyetracking experiments) that demonstrate locality effects in the course of establishing subject-verb dependencies; locality effects are seen even in materials that can be read quickly and easily. These locality effects are observable in the earliest possible eye-movement measures and are of much shorter duration than previously reported effects. To account for the observed empirical patterns, we outline a processing model of the adaptive control of button pressing and eye movements. This model makes progress toward the goal of eliminating linking assumptions between memory constructs and empirical measures in favor of explicit theories of the coordinated control of motor responses and parsing.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Many comprehension theories assert that increasing the distance between elements participating in a linguistic relation (e.g., a verb and a noun phrase argument) increases the difficulty of establishing that relation during on-line comprehension. Such locality effects are expected to increase reading times and are thought to reveal properties and limitations of the short-term memory system that supports comprehension. Despite their theoretical importance and putative ubiquity, however, evidence for on-line locality effects is quite narrow linguistically and methodologically: It is restricted almost exclusively to self-paced reading of complex structures involving a particular class of syntactic relation. We present 4 experiments (2 self-paced reading and 2 eyetracking experiments) that demonstrate locality effects in the course of establishing subject-verb dependencies; locality effects are seen even in materials that can be read quickly and easily. These locality effects are observable in the earliest possible eye-movement measures and are of much shorter duration than previously reported effects. To account for the observed empirical patterns, we outline a processing model of the adaptive control of button pressing and eye movements. This model makes progress toward the goal of eliminating linking assumptions between memory constructs and empirical measures in favor of explicit theories of the coordinated control of motor responses and parsing. |
Vanessa Baudiffier; David Caplan; Daniel Gaonac'h; David Chesnet The effect of noun animacy on the processing of unambiguous sentences: Evidence from French relative clauses Journal Article Quarterly Journal of Experimental Psychology, 64 (10), pp. 1896–1905, 2011. Abstract | Links | BibTeX @article{Baudiffier2011,
title = {The effect of noun animacy on the processing of unambiguous sentences: Evidence from French relative clauses},
author = {Vanessa Baudiffier and David Caplan and Daniel Gaonac'h and David Chesnet},
doi = {10.1080/17470218.2011.608851},
year = {2011},
date = {2011-01-01},
journal = {Quarterly Journal of Experimental Psychology},
volume = {64},
number = {10},
pages = {1896--1905},
abstract = {Two experiments, one using self-paced reading and one using eye tracking, investigated the influence of noun animacy on the processing of subject relative (SR) clauses, object relative (OR) clauses, and object relative clauses with stylistic inversion (OR-SI) in French. Each sentence type was presented in two versions: either with an animate relative clause (RC) subject and an inanimate object (AS/IO), or with an inanimate RC subject and an animate object (IS/AO). There was an interaction between the RC structure and noun animacy. The advantage of SR sentences over OR and OR-SI sentences disappeared in AS/IO sentences. The interaction between animacy and structure occurred in self-paced reading times and in total fixation times on the RCs, but not in first-pass reading times. The results are consistent with a late interaction between animacy and structural processing during parsing and provide data relevant to several models of parsing.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Two experiments, one using self-paced reading and one using eye tracking, investigated the influence of noun animacy on the processing of subject relative (SR) clauses, object relative (OR) clauses, and object relative clauses with stylistic inversion (OR-SI) in French. Each sentence type was presented in two versions: either with an animate relative clause (RC) subject and an inanimate object (AS/IO), or with an inanimate RC subject and an animate object (IS/AO). There was an interaction between the RC structure and noun animacy. The advantage of SR sentences over OR and OR-SI sentences disappeared in AS/IO sentences. The interaction between animacy and structure occurred in self-paced reading times and in total fixation times on the RCs, but not in first-pass reading times. The results are consistent with a late interaction between animacy and structural processing during parsing and provide data relevant to several models of parsing. |
Mareike Bayer; Katja Ruthmann; Annekathrin Schacht The impact of personal relevance on emotion processing: Evidence from event-related potentials and pupillary responses Journal Article Social Cognitive and Affective Neuroscience, 12 (9), pp. 1470–1479, 2017. Abstract | Links | BibTeX @article{Bayer2017a,
title = {The impact of personal relevance on emotion processing: Evidence from event-related potentials and pupillary responses},
author = {Mareike Bayer and Katja Ruthmann and Annekathrin Schacht},
doi = {10.1093/scan/nsx075},
year = {2017},
date = {2017-01-01},
journal = {Social Cognitive and Affective Neuroscience},
volume = {12},
number = {9},
pages = {1470--1479},
abstract = {Emotional stimuli attract attention and lead to increased activity in the visual cortex. The present study investigated the impact of personal relevance on emotion processing by presenting emotional words within sentences that referred to participants' significant others or to unknown agents. In event-related potentials, personal relevance increased visual cortex activity within 100 ms after stimulus onset and the amplitudes of the Late Positive Complex (LPC). Moreover, personally relevant contexts gave rise to augmented pupillary responses and higher arousal ratings, suggesting a general boost of attention and arousal. Finally, personal relevance increased emotion-related ERP effects starting around 200 ms after word onset; effects for negative words compared to neutral words were prolonged in duration. Source localizations of these interactions revealed activations in prefrontal regions, in the visual cortex and in the fusiform gyrus. Taken together, these results demonstrate the high impact of personal relevance on reading in general and on emotion processing in particular.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Emotional stimuli attract attention and lead to increased activity in the visual cortex. The present study investigated the impact of personal relevance on emotion processing by presenting emotional words within sentences that referred to participants' significant others or to unknown agents. In event-related potentials, personal relevance increased visual cortex activity within 100 ms after stimulus onset and the amplitudes of the Late Positive Complex (LPC). Moreover, personally relevant contexts gave rise to augmented pupillary responses and higher arousal ratings, suggesting a general boost of attention and arousal. Finally, personal relevance increased emotion-related ERP effects starting around 200 ms after word onset; effects for negative words compared to neutral words were prolonged in duration. Source localizations of these interactions revealed activations in prefrontal regions, in the visual cortex and in the fusiform gyrus. Taken together, these results demonstrate the high impact of personal relevance on reading in general and on emotion processing in particular. |
Patrice Speeter Beddor; Kevin B McGowan; Julie E Boland; Andries W Coetzee; Anthony Brasher The time course of perception of coarticulation Journal Article The Journal of the Acoustical Society of America, 133 (4), pp. 2350–2366, 2013. Abstract | Links | BibTeX @article{Beddor2013,
title = {The time course of perception of coarticulation},
author = {Patrice Speeter Beddor and Kevin B McGowan and Julie E Boland and Andries W Coetzee and Anthony Brasher},
url = {http://asa.scitation.org/doi/10.1121/1.4794366},
doi = {10.1121/1.4794366},
year = {2013},
date = {2013-01-01},
journal = {The Journal of the Acoustical Society of America},
volume = {133},
number = {4},
pages = {2350--2366},
abstract = {The perception of coarticulated speech as it unfolds over time was investigated by monitoring eye movements of participants as they listened to words with oral vowels or with late or early onset of anticipatory vowel nasalization. When listeners heard [CVNC] and had visual choices of images of CVNC (e.g., send) and CVC (said) words, they fixated more quickly and more often on the CVNC image when onset of nasalization began early in the vowel compared to when the coarticulatory information occurred later. Moreover, when a standard eye movement programming delay is factored in, fixations on the CVNC image began to occur before listeners heard the nasal consonant. Listeners' attention to coarticulatory cues for velum lowering was selective in two respects: (a) listeners assigned greater perceptual weight to coarticulatory information in phonetic contexts in which [V] but not N is an especially robust property, and (b) individual listeners differed in their perceptual weights. Overall, the time course of perception of velum lowering in American English indicates that the dynamics of perception parallel the dynamics of the gestural information encoded in the acoustic signal. In real-time processing, listeners closely track unfolding coarticulatory information in ways that speed lexical activation.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The perception of coarticulated speech as it unfolds over time was investigated by monitoring eye movements of participants as they listened to words with oral vowels or with late or early onset of anticipatory vowel nasalization. When listeners heard [CVNC] and had visual choices of images of CVNC (e.g., send) and CVC (said) words, they fixated more quickly and more often on the CVNC image when onset of nasalization began early in the vowel compared to when the coarticulatory information occurred later. Moreover, when a standard eye movement programming delay is factored in, fixations on the CVNC image began to occur before listeners heard the nasal consonant. Listeners' attention to coarticulatory cues for velum lowering was selective in two respects: (a) listeners assigned greater perceptual weight to coarticulatory information in phonetic contexts in which [V] but not N is an especially robust property, and (b) individual listeners differed in their perceptual weights. Overall, the time course of perception of velum lowering in American English indicates that the dynamics of perception parallel the dynamics of the gestural information encoded in the acoustic signal. In real-time processing, listeners closely track unfolding coarticulatory information in ways that speed lexical activation. |
Nathalie N Bélanger; Timothy J Slattery; Rachel I Mayberry; Keith Rayner Skilled deaf readers have an enhanced perceptual span in reading Journal Article Psychological Science, 23 (7), pp. 816–823, 2012. Abstract | Links | BibTeX @article{Belanger2012,
title = {Skilled deaf readers have an enhanced perceptual span in reading},
author = {Nathalie N Bélanger and Timothy J Slattery and Rachel I Mayberry and Keith Rayner},
doi = {10.1177/0956797611435130},
year = {2012},
date = {2012-01-01},
journal = {Psychological Science},
volume = {23},
number = {7},
pages = {816--823},
abstract = {Recent evidence suggests that deaf people have enhanced visual attention to simple stimuli in the parafovea in comparison to hearing people. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to pre-process upcoming words and decide where to look next. We investigated whether auditory deprivation affects low-level visual processing during reading, and compared the perceptual span of deaf signers who were skilled and less skilled readers to that of skilled hearing readers. Compared to hearing readers, deaf readers had a larger perceptual span than would be expected by their reading ability. These results provide the first evidence that deaf readers' enhanced attentional allocation to the parafovea is used during a complex cognitive task such as reading},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Recent evidence suggests that deaf people have enhanced visual attention to simple stimuli in the parafovea in comparison to hearing people. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to pre-process upcoming words and decide where to look next. We investigated whether auditory deprivation affects low-level visual processing during reading, and compared the perceptual span of deaf signers who were skilled and less skilled readers to that of skilled hearing readers. Compared to hearing readers, deaf readers had a larger perceptual span than would be expected by their reading ability. These results provide the first evidence that deaf readers' enhanced attentional allocation to the parafovea is used during a complex cognitive task such as reading |
Nathalie N Bélanger; Rachel I Mayberry; Keith Rayner Orthographic and phonological preview benefits: Parafoveal processing in skilled and less-skilled deaf readers Journal Article The Quarterly Journal of Experimental Psychology, 66 (11), pp. 2237–2252, 2013. Abstract | Links | BibTeX @article{Belanger2013,
title = {Orthographic and phonological preview benefits: Parafoveal processing in skilled and less-skilled deaf readers},
author = {Nathalie N Bélanger and Rachel I Mayberry and Keith Rayner},
doi = {10.1080/17470218.2013.780085},
year = {2013},
date = {2013-01-01},
journal = {The Quarterly Journal of Experimental Psychology},
volume = {66},
number = {11},
pages = {2237--2252},
abstract = {Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Many deaf individuals do not develop the high-level reading skills that will allow them to fully take part into society. To attempt to explain this widespread difficulty in the deaf population, much research has honed in on the use of phonological codes during reading. The hypothesis that the use of phonological codes is associated with good reading skills in deaf readers, though not well supported, still lingers in the literature. We investigated skilled and less-skilled adult deaf readers' processing of orthographic and phonological codes in parafoveal vision during reading by monitoring their eye movements and using the boundary paradigm. Orthographic preview benefits were found in early measures of reading for skilled hearing, skilled deaf, and less-skilled deaf readers, but only skilled hearing readers processed phonological codes in parafoveal vision. Crucially, skilled and less-skilled deaf readers showed a very similar pattern of preview benefits during reading. These results support the notion that reading difficulties in deaf adults are not linked to their failure to activate phonological codes during reading. |
Nathalie N Bélanger; Keith Rayner Frequency and predictability effects in eye fixations for skilled and less-skilled deaf readers Journal Article Visual Cognition, 21 (4), pp. 477–497, 2013. Abstract | Links | BibTeX @article{Belanger2013a,
title = {Frequency and predictability effects in eye fixations for skilled and less-skilled deaf readers},
author = {Nathalie N Bélanger and Keith Rayner},
doi = {10.1080/13506285.2013.804016},
year = {2013},
date = {2013-01-01},
journal = {Visual Cognition},
volume = {21},
number = {4},
pages = {477--497},
abstract = {The illiteracy rate in the deaf population has been alarmingly high for several decades, despite the fact that deaf children go through the standard stages of schooling. Much research addressing this issue has focused on word-level processes, but in the recent years, little research has focused on sentence-levels processes. Previous research (Fischler, 1985) investigated word integration within context in college-level deaf and hearing readers in a lexical decision task following incomplete sentences with targets that were congruous or incongruous relative to the preceding context; it was found that deaf readers, as a group, were more dependent on contextual information than their hearing counterparts. The present experiment extended Fischler's results and investigated the relationship between frequency, predictability, and reading skill in skilled hearing, skilled deaf, and less-skilled deaf readers. Results suggest that only less-skilled deaf readers, and not all deaf readers, rely more on contextual cues to boost word processing. Additionally, early effects of frequency and predictability were found for all three groups of readers, without any evidence for an interaction between frequency and predictability.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The illiteracy rate in the deaf population has been alarmingly high for several decades, despite the fact that deaf children go through the standard stages of schooling. Much research addressing this issue has focused on word-level processes, but in the recent years, little research has focused on sentence-levels processes. Previous research (Fischler, 1985) investigated word integration within context in college-level deaf and hearing readers in a lexical decision task following incomplete sentences with targets that were congruous or incongruous relative to the preceding context; it was found that deaf readers, as a group, were more dependent on contextual information than their hearing counterparts. The present experiment extended Fischler's results and investigated the relationship between frequency, predictability, and reading skill in skilled hearing, skilled deaf, and less-skilled deaf readers. Results suggest that only less-skilled deaf readers, and not all deaf readers, rely more on contextual cues to boost word processing. Additionally, early effects of frequency and predictability were found for all three groups of readers, without any evidence for an interaction between frequency and predictability. |
Nathalie N Bélanger; Michelle Lee; Elizabeth R Schotter Young skilled deaf readers have an enhanced perceptual span in reading Journal Article Quarterly Journal of Experimental Psychology, 71 (1), pp. 291–301, 2018. Abstract | Links | BibTeX @article{Belanger2018,
title = {Young skilled deaf readers have an enhanced perceptual span in reading},
author = {Nathalie N Bélanger and Michelle Lee and Elizabeth R Schotter},
doi = {10.1080/17470218.2017.1324498},
year = {2018},
date = {2018-01-01},
journal = {Quarterly Journal of Experimental Psychology},
volume = {71},
number = {1},
pages = {291--301},
abstract = {Recent evidence suggests that deaf people have enhanced visual attention to simple stimuli in the parafovea in comparison to hearing people. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to pre-process upcoming words and decide where to look next. We investigated whether auditory deprivation affects low-level visual processing during reading, and compared the perceptual span of deaf signers who were skilled and less skilled readers to that of skilled hearing readers. Compared to hearing readers, deaf readers had a larger perceptual span than would be expected by their reading ability. These results provide the first evidence that deaf readers' enhanced attentional allocation to the parafovea is used during a complex cognitive task such as reading.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Recent evidence suggests that deaf people have enhanced visual attention to simple stimuli in the parafovea in comparison to hearing people. Although a large part of reading involves processing the fixated words in foveal vision, readers also utilize information in parafoveal vision to pre-process upcoming words and decide where to look next. We investigated whether auditory deprivation affects low-level visual processing during reading, and compared the perceptual span of deaf signers who were skilled and less skilled readers to that of skilled hearing readers. Compared to hearing readers, deaf readers had a larger perceptual span than would be expected by their reading ability. These results provide the first evidence that deaf readers' enhanced attentional allocation to the parafovea is used during a complex cognitive task such as reading. |
Eva Belke; Antje S Meyer; Markus F Damian Refractory effects in picture naming as assessed in a semantic blocking paradigm Journal Article Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology, 58 (4), pp. 667–692, 2005. Abstract | Links | BibTeX @article{Belke2005,
title = {Refractory effects in picture naming as assessed in a semantic blocking paradigm},
author = {Eva Belke and Antje S Meyer and Markus F Damian},
doi = {10.1080/02724980443000142},
year = {2005},
date = {2005-01-01},
journal = {Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology},
volume = {58},
number = {4},
pages = {667--692},
abstract = {In the cyclic semantic blocking paradigm participants repeatedly name sets of objects with semantically related names (homogeneous sets) or unrelated names (heterogeneous sets). The naming latencies are typically longer in related than in unrelated sets. In Experiment 1 we replicated this semantic blocking effect and demonstrated that the effect only arose after all objects of a set had been shown and named once. In Experiment 2, the objects of a set were presented simultaneously (instead of on successive trials). Evidence for semantic blocking was found in the naming latencies and in the gaze durations for the objects, which were longer in homogeneous than in heterogeneous sets. For the gaze-to-speech lag between the offset of gaze on an object and the onset of the articulation of its name, a repetition priming effect was obtained but no blocking effect. Experiment 3 showed that the blocking effect for speech onset latencies generalized to new, previously unnamed lexical items. We propose that the blocking effect is due to refractory behaviour in the semantic system.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In the cyclic semantic blocking paradigm participants repeatedly name sets of objects with semantically related names (homogeneous sets) or unrelated names (heterogeneous sets). The naming latencies are typically longer in related than in unrelated sets. In Experiment 1 we replicated this semantic blocking effect and demonstrated that the effect only arose after all objects of a set had been shown and named once. In Experiment 2, the objects of a set were presented simultaneously (instead of on successive trials). Evidence for semantic blocking was found in the naming latencies and in the gaze durations for the objects, which were longer in homogeneous than in heterogeneous sets. For the gaze-to-speech lag between the offset of gaze on an object and the onset of the articulation of its name, a repetition priming effect was obtained but no blocking effect. Experiment 3 showed that the blocking effect for speech onset latencies generalized to new, previously unnamed lexical items. We propose that the blocking effect is due to refractory behaviour in the semantic system. |
Eva Belke Visual determinants of preferred adjective order Journal Article Visual Cognition, 14 (3), pp. 261–294, 2006. Abstract | Links | BibTeX @article{Belke2006,
title = {Visual determinants of preferred adjective order},
author = {Eva Belke},
doi = {10.1080/13506280500260484},
year = {2006},
date = {2006-01-01},
journal = {Visual Cognition},
volume = {14},
number = {3},
pages = {261--294},
abstract = {In referential communication, speakers refer to a target object among a set of context objects. The NPs they produce are characterized by a canonical order of prenominal adjectives: The dimensions that are easiest to detect (e.g., absolute dimensions) are commonly placed closer to the noun than other dimensions (e.g., relative dimensions). This stands in stark contrast to the assumption that language production is an incremental process. According to this incremental-procedural view, the dimensions that are easiest to detect should be named first. In the present paper, an alternative account of the canonical order effect is presented, suggesting that the prenominal adjective ordering rules are a result of the perceptual analysis processes underlying the evaluation of distinctive target features. Analyses of speakers' eye movements during referential communication (Experiment 1) and analyses of utterance formats produced under time pressure (Experiment 2) provide evidence for the suggested perceptual classification account.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In referential communication, speakers refer to a target object among a set of context objects. The NPs they produce are characterized by a canonical order of prenominal adjectives: The dimensions that are easiest to detect (e.g., absolute dimensions) are commonly placed closer to the noun than other dimensions (e.g., relative dimensions). This stands in stark contrast to the assumption that language production is an incremental process. According to this incremental-procedural view, the dimensions that are easiest to detect should be named first. In the present paper, an alternative account of the canonical order effect is presented, suggesting that the prenominal adjective ordering rules are a result of the perceptual analysis processes underlying the evaluation of distinctive target features. Analyses of speakers' eye movements during referential communication (Experiment 1) and analyses of utterance formats produced under time pressure (Experiment 2) provide evidence for the suggested perceptual classification account. |
Boaz M Ben-David; Craig G Chambers; Meredyth Daneman; Kathleen M Pichora-Fuller; Eyal M Reingold; Bruce A Schneider Effects of aging and noise on real-time spoken word recognition: Evidence from eye movements Journal Article Journal of Speech Language and Hearing Research, 54 , pp. 243–262, 2011. Abstract | Links | BibTeX @article{Ben-David2011,
title = {Effects of aging and noise on real-time spoken word recognition: Evidence from eye movements},
author = {Boaz M Ben-David and Craig G Chambers and Meredyth Daneman and Kathleen M Pichora-Fuller and Eyal M Reingold and Bruce A Schneider},
url = {http://jslhr.pubs.asha.org/article.aspx?doi=10.1044/1092-4388(2010/09-0233)},
doi = {10.1044/1092-4388(2010/09-0233)},
year = {2011},
date = {2011-01-01},
journal = {Journal of Speech Language and Hearing Research},
volume = {54},
pages = {243--262},
abstract = {PURPOSE: To use eye tracking to investigate age differences in real-time lexical processing in quiet and in noise in light of the fact that older adults find it more difficult than younger adults to understand conversations in noisy situations. METHOD: Twenty-four younger and 24 older adults followed spoken instructions referring to depicted objects, for example, "Look at the candle." Eye movements captured listeners' ability to differentiate the target noun (candle) from a similar-sounding phonological competitor (e.g., candy or sandal). Manipulations included the presence/absence of noise, the type of phonological overlap in target-competitor pairs, and the number of syllables. RESULTS: Having controlled for age-related differences in word recognition accuracy (by tailoring noise levels), similar online processing profiles were found for younger and older adults when targets were discriminated from competitors that shared onset sounds. Age-related differences were found when target words were differentiated from rhyming competitors and were more extensive in noise. CONCLUSIONS: Real-time spoken word recognition processes appear similar for younger and older adults in most conditions; however, age-related differences may be found in the discrimination of rhyming words (especially in noise), even when there are no age differences in word recognition accuracy. These results highlight the utility of eye movement methodologies for studying speech processing across the life span.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
PURPOSE: To use eye tracking to investigate age differences in real-time lexical processing in quiet and in noise in light of the fact that older adults find it more difficult than younger adults to understand conversations in noisy situations. METHOD: Twenty-four younger and 24 older adults followed spoken instructions referring to depicted objects, for example, "Look at the candle." Eye movements captured listeners' ability to differentiate the target noun (candle) from a similar-sounding phonological competitor (e.g., candy or sandal). Manipulations included the presence/absence of noise, the type of phonological overlap in target-competitor pairs, and the number of syllables. RESULTS: Having controlled for age-related differences in word recognition accuracy (by tailoring noise levels), similar online processing profiles were found for younger and older adults when targets were discriminated from competitors that shared onset sounds. Age-related differences were found when target words were differentiated from rhyming competitors and were more extensive in noise. CONCLUSIONS: Real-time spoken word recognition processes appear similar for younger and older adults in most conditions; however, age-related differences may be found in the discrimination of rhyming words (especially in noise), even when there are no age differences in word recognition accuracy. These results highlight the utility of eye movement methodologies for studying speech processing across the life span. |
Ashley Benatar; Charles Clifton Newness, givenness and discourse updating: Evidence from eye movements Journal Article Journal of Memory and Language, 71 (1), pp. 1–16, 2014. Abstract | Links | BibTeX @article{Benatar2014,
title = {Newness, givenness and discourse updating: Evidence from eye movements},
author = {Ashley Benatar and Charles Clifton},
doi = {10.1016/j.jml.2013.10.003},
year = {2014},
date = {2014-01-01},
journal = {Journal of Memory and Language},
volume = {71},
number = {1},
pages = {1--16},
abstract = {Three experiments examined the effect of contextual givenness on eye movements in reading, following Schwarzschild's (1999) analysis of givenness and focus-marking in which relations among entities as well as the entities themselves can be given. In each study, a context question was followed by an answer in which a critical word was either given, new, or contrastively (correctively) focused. Target words were read faster when the critical word provided given information than when it provided new information, and faster when it provided new information than when it corrected prior information. Repetition of target words was controlled in two ways: by mentioning a non-given target word in the context in a relation other than that in which it occurred as a target, and by using a synonym or subordinate of a given target to refer to it in the context question. Verbatim repetition was not responsible for the observed effects of givenness and contrastiveness. Besides clarifying previous inconsistent results of the effects of focus and givenness on reading speed, these results indicate that reading speed can be influenced essentially immediately by a reader's discourse representation, and that the extent of the influence is graded, with corrections to a representation having a larger effect than simple additions.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Three experiments examined the effect of contextual givenness on eye movements in reading, following Schwarzschild's (1999) analysis of givenness and focus-marking in which relations among entities as well as the entities themselves can be given. In each study, a context question was followed by an answer in which a critical word was either given, new, or contrastively (correctively) focused. Target words were read faster when the critical word provided given information than when it provided new information, and faster when it provided new information than when it corrected prior information. Repetition of target words was controlled in two ways: by mentioning a non-given target word in the context in a relation other than that in which it occurred as a target, and by using a synonym or subordinate of a given target to refer to it in the context question. Verbatim repetition was not responsible for the observed effects of givenness and contrastiveness. Besides clarifying previous inconsistent results of the effects of focus and givenness on reading speed, these results indicate that reading speed can be influenced essentially immediately by a reader's discourse representation, and that the extent of the influence is graded, with corrections to a representation having a larger effect than simple additions. |
Valerie Benson; Magdalena Ietswaart; David Milner Eye movements and verbal report in a single case of visual neglect Journal Article PLoS ONE, 7 (8), pp. 1–11, 2012. Abstract | Links | BibTeX @article{Benson2012b,
title = {Eye movements and verbal report in a single case of visual neglect},
author = {Valerie Benson and Magdalena Ietswaart and David Milner},
doi = {10.1371/journal.pone.0043743},
year = {2012},
date = {2012-01-01},
journal = {PLoS ONE},
volume = {7},
number = {8},
pages = {1--11},
abstract = {In this single case study, visuospatial neglect patient P1 demonstrated a dissociation between an intact ability to make appropriate reflexive eye movements to targets in the neglected field with latencies of textless400 ms, while failing to report targets presented at such durations in a separate verbal detection task. In contrast, there was a failure to evoke the usually robust Remote Distractor Effect in P1, even though distractors in the neglected field were presented at above threshold durations. Together those data indicate that the tight coupling that is normally shown between attention and eye movements appears to be disrupted for low-level orienting in P1. A comparable disruption was also found for high-level cognitive processing tasks, namely reading and scene scanning. The findings are discussed in relation to sampling, attention and awareness in neglect.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In this single case study, visuospatial neglect patient P1 demonstrated a dissociation between an intact ability to make appropriate reflexive eye movements to targets in the neglected field with latencies of textless400 ms, while failing to report targets presented at such durations in a separate verbal detection task. In contrast, there was a failure to evoke the usually robust Remote Distractor Effect in P1, even though distractors in the neglected field were presented at above threshold durations. Together those data indicate that the tight coupling that is normally shown between attention and eye movements appears to be disrupted for low-level orienting in P1. A comparable disruption was also found for high-level cognitive processing tasks, namely reading and scene scanning. The findings are discussed in relation to sampling, attention and awareness in neglect. |
Elika Bergelson; Richard N Aslin Nature and origins of the lexicon in 6-mo-olds Journal Article Proceedings of the National Academy of Sciences, 114 (49), pp. 201712966, 2017. Abstract | Links | BibTeX @article{Bergelson2017,
title = {Nature and origins of the lexicon in 6-mo-olds},
author = {Elika Bergelson and Richard N Aslin},
url = {http://www.pnas.org/lookup/doi/10.1073/pnas.1712966114},
doi = {10.1073/pnas.1712966114},
year = {2017},
date = {2017-01-01},
journal = {Proceedings of the National Academy of Sciences},
volume = {114},
number = {49},
pages = {201712966},
abstract = {Recent research reported the surprising finding that even 6-mo-olds understand common nouns [Bergelson E, Swingley D (2012) Proc Natl Acad Sci USA 109:3253-3258]. However, is their early lexicon structured and acquired like older learners? We test 6-mo-olds for a hallmark of the mature lexicon: cross-word relations. We also examine whether properties of the home environment that have been linked with lexical knowledge in older children are detectable in the initial stage of comprehension. We use a new dataset, which includes in-lab comprehension and home measures from the same infants. We find evidence for cross-word structure: On seeing two images of common nouns, infants looked significantly more at named target images when the competitor images were semantically unrelated (e.g., milk and foot) than when they were related (e.g., milk and juice), just as older learners do. We further find initial evidence for home-lab links: common noun "copresence" (i.e., whether words' referents were present and attended to in home recordings) correlated with in-lab comprehension. These findings suggest that, even in neophyte word learners, cross-word relations are formed early and the home learning environment measurably helps shape the lexicon from the outset.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Recent research reported the surprising finding that even 6-mo-olds understand common nouns [Bergelson E, Swingley D (2012) Proc Natl Acad Sci USA 109:3253-3258]. However, is their early lexicon structured and acquired like older learners? We test 6-mo-olds for a hallmark of the mature lexicon: cross-word relations. We also examine whether properties of the home environment that have been linked with lexical knowledge in older children are detectable in the initial stage of comprehension. We use a new dataset, which includes in-lab comprehension and home measures from the same infants. We find evidence for cross-word structure: On seeing two images of common nouns, infants looked significantly more at named target images when the competitor images were semantically unrelated (e.g., milk and foot) than when they were related (e.g., milk and juice), just as older learners do. We further find initial evidence for home-lab links: common noun "copresence" (i.e., whether words' referents were present and attended to in home recordings) correlated with in-lab comprehension. These findings suggest that, even in neophyte word learners, cross-word relations are formed early and the home learning environment measurably helps shape the lexicon from the outset. |
Jean-Baptiste Bernard; Anne-Catherine Scherlen; Eric Castet Page mode reading with simulated scotomas: A modest effect of interline spacing on reading speed Journal Article Vision Research, 47 (28), pp. 3447–3459, 2007. Abstract | Links | BibTeX @article{Bernard2007,
title = {Page mode reading with simulated scotomas: A modest effect of interline spacing on reading speed},
author = {Jean-Baptiste Bernard and Anne-Catherine Scherlen and Eric Castet},
doi = {10.1016/j.visres.2007.10.005},
year = {2007},
date = {2007-01-01},
journal = {Vision Research},
volume = {47},
number = {28},
pages = {3447--3459},
abstract = {Crowding is thought to be one potent limiting factor of reading in peripheral vision. While several studies investigated how crowding between horizontally adjacent letters or words can influence eccentric reading, little attention has been paid to the influence of vertically adjacent lines of text. The goal of this study was to examine the dependence of page mode reading performance (speed and accuracy) on interline spacing. A gaze-contingent visual display was used to simulate a visual central scotoma while normally sighted observers read meaningful French sentences following MNREAD principles. The sensitivity of this new material to low-level factors was confirmed by showing strong effects of perceptual learning, print size and scotoma size on reading performance. In contrast, reading speed was only slightly modulated by interline spacing even for the largest range tested: a 26% gain for a 178% increase in spacing. This modest effect sharply contrasts with the dramatic influence of vertical word spacing found in a recent RSVP study. This discrepancy suggests either that vertical crowding is minimized when reading meaningful sentences, or that the interaction between crowding and other factors such as attention and/or visuo-motor control is dependent on the paradigm used to assess reading speed (page vs. RSVP mode).},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Crowding is thought to be one potent limiting factor of reading in peripheral vision. While several studies investigated how crowding between horizontally adjacent letters or words can influence eccentric reading, little attention has been paid to the influence of vertically adjacent lines of text. The goal of this study was to examine the dependence of page mode reading performance (speed and accuracy) on interline spacing. A gaze-contingent visual display was used to simulate a visual central scotoma while normally sighted observers read meaningful French sentences following MNREAD principles. The sensitivity of this new material to low-level factors was confirmed by showing strong effects of perceptual learning, print size and scotoma size on reading performance. In contrast, reading speed was only slightly modulated by interline spacing even for the largest range tested: a 26% gain for a 178% increase in spacing. This modest effect sharply contrasts with the dramatic influence of vertical word spacing found in a recent RSVP study. This discrepancy suggests either that vertical crowding is minimized when reading meaningful sentences, or that the interaction between crowding and other factors such as attention and/or visuo-motor control is dependent on the paradigm used to assess reading speed (page vs. RSVP mode). |
Jean-Baptiste Bernard; Girish Kumar; Jasmine Junge; Susana T L Chung The effect of letter-stroke boldness on reading speed in central and peripheral vision Journal Article Vision Research, 84 , pp. 33–42, 2013. Abstract | Links | BibTeX @article{Bernard2013,
title = {The effect of letter-stroke boldness on reading speed in central and peripheral vision},
author = {Jean-Baptiste Bernard and Girish Kumar and Jasmine Junge and Susana T L Chung},
doi = {10.1016/j.visres.2013.03.005},
year = {2013},
date = {2013-01-01},
journal = {Vision Research},
volume = {84},
pages = {33--42},
abstract = {People with central vision loss often prefer boldface print over normal print for reading. However, little is known about how reading speed is influenced by the letter-stroke boldness of font. In this study, we examined the reliance of reading speed on stroke boldness, and determined whether this reliance differs between the normal central and peripheral vision. Reading speed was measured using the rapid serial visual presentation paradigm, where observers with normal vision read aloud short single sentences presented on a computer monitor, one word at a time. Text was rendered in Courier at six levels of boldness, defined as the stroke-width normalized to that of the standard Courier font: 0.27, 0.72, 1, 1.48, 1.89 and 3.04× the standard. Testings were conducted at the fovea and 10° in the inferior visual field. Print sizes used were 0.8× and 1.4× the critical print size (smallest print size that can be read at the maximum reading speed). At the fovea, reading speed was invariant for the middle four levels of boldness, but dropped by 23.3% for the least and the most bold text. At 10° eccentricity, reading speed was virtually the same for all boldness textless1, but showed a poorer tolerance to bolder text, dropping by 21.5% for 1.89× boldness and 51% for the most bold (3.04×) text. These results could not be accounted for by the changes in print size or the RMS contrast of text associated with changes in stroke boldness. Our results suggest that contrary to the popular belief, reading speed does not benefit from bold text in the normal fovea and periphery. Excessive increase in stroke boldness may even impair reading speed, especially in the periphery.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
People with central vision loss often prefer boldface print over normal print for reading. However, little is known about how reading speed is influenced by the letter-stroke boldness of font. In this study, we examined the reliance of reading speed on stroke boldness, and determined whether this reliance differs between the normal central and peripheral vision. Reading speed was measured using the rapid serial visual presentation paradigm, where observers with normal vision read aloud short single sentences presented on a computer monitor, one word at a time. Text was rendered in Courier at six levels of boldness, defined as the stroke-width normalized to that of the standard Courier font: 0.27, 0.72, 1, 1.48, 1.89 and 3.04× the standard. Testings were conducted at the fovea and 10° in the inferior visual field. Print sizes used were 0.8× and 1.4× the critical print size (smallest print size that can be read at the maximum reading speed). At the fovea, reading speed was invariant for the middle four levels of boldness, but dropped by 23.3% for the least and the most bold text. At 10° eccentricity, reading speed was virtually the same for all boldness textless1, but showed a poorer tolerance to bolder text, dropping by 21.5% for 1.89× boldness and 51% for the most bold (3.04×) text. These results could not be accounted for by the changes in print size or the RMS contrast of text associated with changes in stroke boldness. Our results suggest that contrary to the popular belief, reading speed does not benefit from bold text in the normal fovea and periphery. Excessive increase in stroke boldness may even impair reading speed, especially in the periphery. |
Jean-Baptiste Bernard; Aurélie Calabrèse; Eric Castet Role of syllable segmentation processes in peripheral word recognition Journal Article Vision Research, 105 , pp. 226–232, 2014. Abstract | Links | BibTeX @article{Bernard2014,
title = {Role of syllable segmentation processes in peripheral word recognition},
author = {Jean-Baptiste Bernard and Aurélie Calabr{è}se and Eric Castet},
url = {http://dx.doi.org/10.1016/j.visres.2014.10.018},
doi = {10.1016/j.visres.2014.10.018},
year = {2014},
date = {2014-01-01},
journal = {Vision Research},
volume = {105},
pages = {226--232},
publisher = {Elsevier Ltd},
abstract = {Previous studies of foveal visual word recognition provide evidence for a low-level syllable decomposition mechanism occurring during the recognition of a word. We investigated if such a decomposition mechanism also exists in peripheral word recognition. Single words were visually presented to subjects in the peripheral field using a 6° square gaze-contingent simulated central scotoma. In the first experiment, words were either unicolor or had their adjacent syllables segmented with two different colors (color/syllable congruent condition). Reaction times for correct word identification were measured for the two different conditions and for two different print sizes. Results show a significant decrease in reaction time for the color/syllable congruent condition compared with the unicolor condition. A second experiment suggests that this effect is specific to syllable decomposition and results from strategic, presumably involving attentional factors, rather than stimulus-driven control.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Previous studies of foveal visual word recognition provide evidence for a low-level syllable decomposition mechanism occurring during the recognition of a word. We investigated if such a decomposition mechanism also exists in peripheral word recognition. Single words were visually presented to subjects in the peripheral field using a 6° square gaze-contingent simulated central scotoma. In the first experiment, words were either unicolor or had their adjacent syllables segmented with two different colors (color/syllable congruent condition). Reaction times for correct word identification were measured for the two different conditions and for two different print sizes. Results show a significant decrease in reaction time for the color/syllable congruent condition compared with the unicolor condition. A second experiment suggests that this effect is specific to syllable decomposition and results from strategic, presumably involving attentional factors, rather than stimulus-driven control. |
Jean-Baptiste Bernard; Carlos Aguilar; Eric Castet A new font, specifically designed for peripheral vision, improves peripheral letter and word recognition, but not eye-mediated reading performance Journal Article PLoS ONE, 11 (4), pp. 1–25, 2016. Abstract | Links | BibTeX @article{Bernard2016,
title = {A new font, specifically designed for peripheral vision, improves peripheral letter and word recognition, but not eye-mediated reading performance},
author = {Jean-Baptiste Bernard and Carlos Aguilar and Eric Castet},
editor = {Kevin Paterson},
url = {https://dx.plos.org/10.1371/journal.pone.0152506},
doi = {10.1371/journal.pone.0152506},
year = {2016},
date = {2016-04-01},
journal = {PLoS ONE},
volume = {11},
number = {4},
pages = {1--25},
publisher = {Public Library of Science},
abstract = {Reading speed is dramatically reduced when readers cannot use their central vision. This is because low visual acuity and crowding negatively impact letter recognition in the periphery. In this study, we designed a new font (referred to as the Eido font) in order to reduce inter-letter similarity and consequently to increase peripheral letter recognition performance. We tested this font by running five experiments that compared the Eido font with the standard Courier font. Letter spacing and x-height were identical for the two monospaced fonts. Six normally-sighted subjects used exclusively their peripheral vision to run two aloud reading tasks (with eye movements), a letter recognition task (without eye movements), a word recognition task (without eye movements) and a lexical decision task. Results show that reading speed was not significantly different between the Eido and the Courier font when subjects had to read single sentences with a round simulated gaze-contingent central scotoma (10° diameter). In contrast, Eido significantly decreased perceptual errors in peripheral crowded letter recognition (-30% errors on average for letters briefly presented at 6° eccentricity) and in peripheral word recognition (-32% errors on average for words briefly presented at 6° eccentricity).},
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Reading speed is dramatically reduced when readers cannot use their central vision. This is because low visual acuity and crowding negatively impact letter recognition in the periphery. In this study, we designed a new font (referred to as the Eido font) in order to reduce inter-letter similarity and consequently to increase peripheral letter recognition performance. We tested this font by running five experiments that compared the Eido font with the standard Courier font. Letter spacing and x-height were identical for the two monospaced fonts. Six normally-sighted subjects used exclusively their peripheral vision to run two aloud reading tasks (with eye movements), a letter recognition task (without eye movements), a word recognition task (without eye movements) and a lexical decision task. Results show that reading speed was not significantly different between the Eido and the Courier font when subjects had to read single sentences with a round simulated gaze-contingent central scotoma (10° diameter). In contrast, Eido significantly decreased perceptual errors in peripheral crowded letter recognition (-30% errors on average for letters briefly presented at 6° eccentricity) and in peripheral word recognition (-32% errors on average for words briefly presented at 6° eccentricity). |
Raymond Bertram; Jukka Hyönä; Matti Laine The role of context in morphological processing: Evidence from Finnish Journal Article Language and Cognitive Processes, 15 (4/5), pp. 367–388, 2000. Abstract | BibTeX @article{Bertram2000,
title = {The role of context in morphological processing: Evidence from Finnish},
author = {Raymond Bertram and Jukka Hyönä and Matti Laine},
year = {2000},
date = {2000-01-01},
journal = {Language and Cognitive Processes},
volume = {15},
number = {4/5},
pages = {367--388},
abstract = {This paper is concernedwith the role of context on the processing of in?ected nouns inFinnish. Identi?cation of partitive plurals with the homonymic suf?x -jA was studied by presenting the target nouns in a sentence context and by recording durations of readers' eye ?xations and self-paced reading times for these targets. A recent visual lexical decision study indicated that the same in?ected words with -jA were sensitive to surface frequency manipulations, but not to base frequency manipulations. The authors interpreted these results to suggest that these in?ectional forms are stored and processed by means of their whole-word representations. In contrast, the present context study shows both a surface frequency effect and a lagged base frequency effect. We argue that syntactic cues prior to the target word prime the in?ectional reading of the -jA suf?x, and as a consequence the base is reinstated as an effective unit in processing these nouns with a homonymic suf?x. INTRODUCTION},
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This paper is concernedwith the role of context on the processing of in?ected nouns inFinnish. Identi?cation of partitive plurals with the homonymic suf?x -jA was studied by presenting the target nouns in a sentence context and by recording durations of readers' eye ?xations and self-paced reading times for these targets. A recent visual lexical decision study indicated that the same in?ected words with -jA were sensitive to surface frequency manipulations, but not to base frequency manipulations. The authors interpreted these results to suggest that these in?ectional forms are stored and processed by means of their whole-word representations. In contrast, the present context study shows both a surface frequency effect and a lagged base frequency effect. We argue that syntactic cues prior to the target word prime the in?ectional reading of the -jA suf?x, and as a consequence the base is reinstated as an effective unit in processing these nouns with a homonymic suf?x. INTRODUCTION |
Raymond Bertram; Jukka Hyönä The length of a complex word modifies the role of morphological structure: Evidence from eye movements when reading short and long Finnish compounds Journal Article Journal of Memory and Language, 48 , pp. 615–634, 2003. Abstract | Links | BibTeX @article{Bertram2003,
title = {The length of a complex word modifies the role of morphological structure: Evidence from eye movements when reading short and long Finnish compounds},
author = {Raymond Bertram and Jukka Hyönä},
url = {http://linkinghub.elsevier.com/retrieve/pii/S0749596X02005399},
year = {2003},
date = {2003-01-01},
journal = {Journal of Memory and Language},
volume = {48},
pages = {615--634},
abstract = {This study explored whether the length of a complex word modifies the role of morphological structure in lexical processing: Does morphological structure play a similar role in short complex words that typically elicit one eye fixation (e.g., eyelid) as it does in long complex words that typically elicit two or more eye fixations (e.g., watercourse)? Two eye movement experiments with short vs. long Finnish compound words in context were conducted to find an answer to this question. In Experiment 1, a first-constituent frequency manipulation revealed solid effects for long compounds in early and late processing measures, but no effects for short compounds. In contrast, in Experiment 2, a whole-word frequency manipulation elicited solid effects for short compounds in early and late processing measures, but mainly late effects for long compounds. A race model, incorporating a headstart for the decomposition route, in case whole-word information of complex words cannot be extracted in a single fixation can explain the pattern of results.},
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This study explored whether the length of a complex word modifies the role of morphological structure in lexical processing: Does morphological structure play a similar role in short complex words that typically elicit one eye fixation (e.g., eyelid) as it does in long complex words that typically elicit two or more eye fixations (e.g., watercourse)? Two eye movement experiments with short vs. long Finnish compound words in context were conducted to find an answer to this question. In Experiment 1, a first-constituent frequency manipulation revealed solid effects for long compounds in early and late processing measures, but no effects for short compounds. In contrast, in Experiment 2, a whole-word frequency manipulation elicited solid effects for short compounds in early and late processing measures, but mainly late effects for long compounds. A race model, incorporating a headstart for the decomposition route, in case whole-word information of complex words cannot be extracted in a single fixation can explain the pattern of results. |
Raymond Bertram; Alexander Pollatsek; Jukka Hyönä Morphological parsing and the use of segmentation cues in reading Finnish compounds Journal Article Journal of Memory and Language, 51 (3), pp. 325–345, 2004. Abstract | Links | BibTeX @article{Bertram2004,
title = {Morphological parsing and the use of segmentation cues in reading Finnish compounds},
author = {Raymond Bertram and Alexander Pollatsek and Jukka Hyönä},
doi = {10.1016/j.jml.2004.06.005},
year = {2004},
date = {2004-01-01},
journal = {Journal of Memory and Language},
volume = {51},
number = {3},
pages = {325--345},
abstract = {This eye movement study investigated the use of two types of segmentation cues in processing long Finnish compounds. The cues were related to the vowel quality properties of the constituents and properties of the consonant starting the second constituent. In Finnish, front vowels never appear with back vowels in a lexeme, but different quality vowels can appear in different constituents in compounds. Experiments 1 and 2 showed that compounds with different vowel quality constituents are processed faster than those with same vowel quality constituents, but only if the first constituent is long. This indicates that the use of segmentation cues in processing long compounds depends on the ease of encoding the first constituent. Experiment 3 established that (a) the effect does not depend on the crucial vowels being adjacent and (b) processing is affected by the type of consonant beginning the second constituent (i.e., whether or not it could end a first constituent).},
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This eye movement study investigated the use of two types of segmentation cues in processing long Finnish compounds. The cues were related to the vowel quality properties of the constituents and properties of the consonant starting the second constituent. In Finnish, front vowels never appear with back vowels in a lexeme, but different quality vowels can appear in different constituents in compounds. Experiments 1 and 2 showed that compounds with different vowel quality constituents are processed faster than those with same vowel quality constituents, but only if the first constituent is long. This indicates that the use of segmentation cues in processing long compounds depends on the ease of encoding the first constituent. Experiment 3 established that (a) the effect does not depend on the crucial vowels being adjacent and (b) processing is affected by the type of consonant beginning the second constituent (i.e., whether or not it could end a first constituent). |
Raymond Bertram; Victor Kuperman; Harald R Baayen; Jukka Hyönä The hyphen as a segmentation cue in triconstituent compound processing: It's getting better all the time Journal Article Scandinavian Journal of Psychology, 52 (6), pp. 530–544, 2011. Abstract | Links | BibTeX @article{Bertram2011,
title = {The hyphen as a segmentation cue in triconstituent compound processing: It's getting better all the time},
author = {Raymond Bertram and Victor Kuperman and Harald R Baayen and Jukka Hyönä},
doi = {10.1111/j.1467-9450.2011.00914.x},
year = {2011},
date = {2011-01-01},
journal = {Scandinavian Journal of Psychology},
volume = {52},
number = {6},
pages = {530--544},
abstract = {Inserting a hyphen in Dutch and Finnish compounds is most often illegal given spelling conventions. However, the current two eye movement experiments on triconstituent Dutch compounds like voetbalbond "footballassociation" (Experiment 1) and triconstituent Finnish compounds like lentokenttätaksi "airporttaxi" (Experiment 2) show that inserting a hyphen at constituent boundaries does not have to be detrimental to compound processing. In fact, when hyphens were inserted at the major constituent boundary (voetbal-bond "football-association"; lentokenttä-taksi "airport-taxi"), processing of the first part (voetbal "football"; lentokenttä "airport") turns out to be faster when it is followed by a hyphen than when it is legally concatenated. Inserting a hyphen caused a delay in later eye movement measures, which is probably due to the illegality of inserting hyphens in normally concatenated compounds. However, in both Dutch and Finnish we found a learning effect in the course of the experiment, such that by the end of the experiments hyphenated compounds are read faster than in the beginning of the experiment. By the end of the experiment, compounds with a hyphen at the major constituent boundary were actually processed equally fast as (Dutch) or even faster than (Finnish) their concatenated counterparts. In contrast, hyphenation at the minor constituent boundary (voet-balbond "foot-ballassociation"; lento-kenttätaksi "air-porttaxi") was detrimental to compound processing speed throughout the experiment. The results imply that the hyphen may be an efficient segmentation cue and that spelling illegalities can be overcome easily, as long as they make sense.},
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Inserting a hyphen in Dutch and Finnish compounds is most often illegal given spelling conventions. However, the current two eye movement experiments on triconstituent Dutch compounds like voetbalbond "footballassociation" (Experiment 1) and triconstituent Finnish compounds like lentokenttätaksi "airporttaxi" (Experiment 2) show that inserting a hyphen at constituent boundaries does not have to be detrimental to compound processing. In fact, when hyphens were inserted at the major constituent boundary (voetbal-bond "football-association"; lentokenttä-taksi "airport-taxi"), processing of the first part (voetbal "football"; lentokenttä "airport") turns out to be faster when it is followed by a hyphen than when it is legally concatenated. Inserting a hyphen caused a delay in later eye movement measures, which is probably due to the illegality of inserting hyphens in normally concatenated compounds. However, in both Dutch and Finnish we found a learning effect in the course of the experiment, such that by the end of the experiments hyphenated compounds are read faster than in the beginning of the experiment. By the end of the experiment, compounds with a hyphen at the major constituent boundary were actually processed equally fast as (Dutch) or even faster than (Finnish) their concatenated counterparts. In contrast, hyphenation at the minor constituent boundary (voet-balbond "foot-ballassociation"; lento-kenttätaksi "air-porttaxi") was detrimental to compound processing speed throughout the experiment. The results imply that the hyphen may be an efficient segmentation cue and that spelling illegalities can be overcome easily, as long as they make sense. |
Raymond Bertram; Jukka Hyönä The role of hyphens at the constituent boundary in compound word identification: Facilitative for long, detrimental for short compound words Journal Article Experimental Psychology, 60 (3), pp. 157–163, 2013. Abstract | Links | BibTeX @article{Bertram2013a,
title = {The role of hyphens at the constituent boundary in compound word identification: Facilitative for long, detrimental for short compound words},
author = {Raymond Bertram and Jukka Hyönä},
url = {http://www.ncbi.nlm.nih.gov/pubmed/23128582},
doi = {10.1027/1618-3169/a000183},
year = {2013},
date = {2013-01-01},
journal = {Experimental Psychology},
volume = {60},
number = {3},
pages = {157--163},
abstract = {The current eye-movement study investigated whether a salient segmentation cue like the hyphen facilitates the identification of long and short compound words. The study was conducted in Finnish, where compound words exist in great abundance. The results showed that long hyphenated compounds (musiikki-ilta) are identified faster than concatenated ones (yllätystulos), but short hyphenated compounds (ilta-asu) are identified slower than their concatenated counterparts (kesäsää). This pattern of results is explained by the visual acuity principle (textlesscitationReference id="cr1-1" rid="c1"textgreaterBertram & Hyönä, 2003textless/citationReferencetextgreater): A long compound word does not fully fit in the foveal area, where visual acuity is at its best. Therefore, its identification begins with the access of the initial constituent and this sequential processing is facilitated by the hyphen. However, a short compound word fits in the foveal area, and consequently the hyphen slows down processing by encouraging sequential processing in cases where it is possible to extract and use information of the second constituent as well.},
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The current eye-movement study investigated whether a salient segmentation cue like the hyphen facilitates the identification of long and short compound words. The study was conducted in Finnish, where compound words exist in great abundance. The results showed that long hyphenated compounds (musiikki-ilta) are identified faster than concatenated ones (yllätystulos), but short hyphenated compounds (ilta-asu) are identified slower than their concatenated counterparts (kesäsää). This pattern of results is explained by the visual acuity principle (textlesscitationReference id="cr1-1" rid="c1"textgreaterBertram & Hyönä, 2003textless/citationReferencetextgreater): A long compound word does not fully fit in the foveal area, where visual acuity is at its best. Therefore, its identification begins with the access of the initial constituent and this sequential processing is facilitated by the hyphen. However, a short compound word fits in the foveal area, and consequently the hyphen slows down processing by encouraging sequential processing in cases where it is possible to extract and use information of the second constituent as well. |
Marie-Josée Bisson; Walter J B van Heuven; Kathy Conklin; Richard J Tunney The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary Journal Article Quarterly Journal of Experimental Psychology, 68 (7), pp. 1306–1326, 2015. Abstract | Links | BibTeX @article{Bisson2015,
title = {The role of verbal and pictorial information in multimodal incidental acquisition of foreign language vocabulary},
author = {Marie-Josée Bisson and Walter J B van Heuven and Kathy Conklin and Richard J Tunney},
url = {http://dx.doi.org/10.1080/17470218.2014.979211},
doi = {10.1080/17470218.2014.979211},
year = {2015},
date = {2015-01-01},
journal = {Quarterly Journal of Experimental Psychology},
volume = {68},
number = {7},
pages = {1306--1326},
publisher = {Taylor & Francis},
abstract = {This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition.},
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This study used eye tracking to investigate the allocation of attention to multimodal stimuli during an incidental learning situation, as well as its impact on subsequent explicit learning. Participants were exposed to foreign language (FL) auditory words on their own, in conjunction with written native language (NL) translations, or with both written NL translations and pictures. Incidental acquisition of FL words was assessed the following day through an explicit learning task where participants learned to recognize translation equivalents, as well as one week later through recall and translation recognition tests. Results showed higher accuracy scores in the explicit learning task for FL words presented with meaning during incidental learning, whether written meaning or both written meaning and picture, than for FL words presented auditorily only. However, participants recalled significantly more FL words after a week delay if they had been presented with a picture during incidental learning. In addition, the time spent looking at the pictures during incidental learning significantly predicted recognition and recall scores one week later. Overall, results demonstrated the impact of exposure to multimodal stimuli on subsequent explicit learning, as well as the important role that pictorial information can play in incidental vocabulary acquisition. |
Hazel I Blythe; Tuomo Häikiö; Raymond Bertam; Simon P Liversedge; Jukka Hyönä Reading disappearing text: Why do children refixate words? Journal Article Vision Research, 51 (1), pp. 84–92, 2011. Abstract | Links | BibTeX @article{Blythe2011,
title = {Reading disappearing text: Why do children refixate words?},
author = {Hazel I Blythe and Tuomo Häikiö and Raymond Bertam and Simon P Liversedge and Jukka Hyönä},
doi = {10.1016/j.visres.2010.10.003},
year = {2011},
date = {2011-01-01},
journal = {Vision Research},
volume = {51},
number = {1},
pages = {84--92},
abstract = {We compared Finnish adults' and children's eye movements on long (8-letter) and short (4-letter) target words embedded in sentences, presented either normally or as disappearing text. When reading disappearing text, where refixations did not provide new information, the 8- to 9-year-old children made fewer refixations but more regressions back to long words compared to when reading normal text. This difference was not observed in the adults or 10- to 11-year-old children. We conclude that the younger children required a second visual sample on the long words, and they adapted their eye movement behaviour when reading disappearing text accordingly.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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We compared Finnish adults' and children's eye movements on long (8-letter) and short (4-letter) target words embedded in sentences, presented either normally or as disappearing text. When reading disappearing text, where refixations did not provide new information, the 8- to 9-year-old children made fewer refixations but more regressions back to long words compared to when reading normal text. This difference was not observed in the adults or 10- to 11-year-old children. We conclude that the younger children required a second visual sample on the long words, and they adapted their eye movement behaviour when reading disappearing text accordingly. |
Hazel I Blythe; Feifei Liang; Chuanli Zang; Jingxin Wang; Guoli Yan; Xuejun Bai; Simon P Liversedge Inserting spaces into Chinese text helps readers to learn new words: An eye movement study Journal Article Journal of Memory and Language, 67 (2), pp. 241–254, 2012. Abstract | Links | BibTeX @article{Blythe2012,
title = {Inserting spaces into Chinese text helps readers to learn new words: An eye movement study},
author = {Hazel I Blythe and Feifei Liang and Chuanli Zang and Jingxin Wang and Guoli Yan and Xuejun Bai and Simon P Liversedge},
doi = {10.1016/j.jml.2012.05.004},
year = {2012},
date = {2012-01-01},
journal = {Journal of Memory and Language},
volume = {67},
number = {2},
pages = {241--254},
abstract = {We examined whether inserting spaces between words in Chinese text would help children learn to read new vocabulary. We recorded adults' and 7- to 10-year-old children's eye movements as they read new 2-character words, each embedded in four explanatory sentences (the learning session). Participants were divided into learning subgroups - half read word spaced sentences, and half read unspaced sentences. In the test session participants read the new words again, each in one new sentence; here, all participants read unspaced text. In the learning session, participants in the spaced group read the new words more quickly than participants in the unspaced group. Further, children in the spaced group maintained this benefit in the test session (unspaced text). In relation to three different models of Chinese lexical identification, we argue that the spacing manipulation allowed the children to form either stronger connections between the two characters' representations and the corresponding, novel word representation, or to form a more fully specified representation of the word itself.},
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pubstate = {published},
tppubtype = {article}
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We examined whether inserting spaces between words in Chinese text would help children learn to read new vocabulary. We recorded adults' and 7- to 10-year-old children's eye movements as they read new 2-character words, each embedded in four explanatory sentences (the learning session). Participants were divided into learning subgroups - half read word spaced sentences, and half read unspaced sentences. In the test session participants read the new words again, each in one new sentence; here, all participants read unspaced text. In the learning session, participants in the spaced group read the new words more quickly than participants in the unspaced group. Further, children in the spaced group maintained this benefit in the test session (unspaced text). In relation to three different models of Chinese lexical identification, we argue that the spacing manipulation allowed the children to form either stronger connections between the two characters' representations and the corresponding, novel word representation, or to form a more fully specified representation of the word itself. |
Hazel I Blythe; Rebecca L Johnson; Simon P Liversedge; Keith Rayner Reading transposed text: effects of transposed letter distance and consonant-vowel status on eye movements Journal Article Attention, Perception, and Psychophysics, 76 (8), pp. 2424–2440, 2014. Abstract | Links | BibTeX @article{Blythe2014,
title = {Reading transposed text: effects of transposed letter distance and consonant-vowel status on eye movements},
author = {Hazel I Blythe and Rebecca L Johnson and Simon P Liversedge and Keith Rayner},
doi = {10.3758/s13414-014-0707-2},
year = {2014},
date = {2014-01-01},
journal = {Attention, Perception, and Psychophysics},
volume = {76},
number = {8},
pages = {2424--2440},
abstract = {Two experiments were conducted to investigate the flexibility of letter-position encoding in word identification during reading. In both experiments, two tasks were used. First, participants' eye movements were measured as they read sentences containing transposed letter (TL) strings. Second, participants were presented with the TL strings in isolation and were asked to discriminate them from nonwords. In Experiment 1, we manipulated the distance between transposed letters (ligament vs. liagment vs. limagent vs. lieamgnt). Reading/response times increased with the distance between TLs. In Experiment 2, we manipulated whether the TLs were consonants, vowels, or one of each (ssytem vs. faeture vs. fromat). Reading/response times showed that CV transpositions were the most disruptive. In both experiments, response accuracy was particularly poor for words presented in isolation when there was an intervening letter between TLs. These data show that processing across multiple fixations, and the presence of a meaningful sentence context, are important for flexible letter position encoding in lexical identification.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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Two experiments were conducted to investigate the flexibility of letter-position encoding in word identification during reading. In both experiments, two tasks were used. First, participants' eye movements were measured as they read sentences containing transposed letter (TL) strings. Second, participants were presented with the TL strings in isolation and were asked to discriminate them from nonwords. In Experiment 1, we manipulated the distance between transposed letters (ligament vs. liagment vs. limagent vs. lieamgnt). Reading/response times increased with the distance between TLs. In Experiment 2, we manipulated whether the TLs were consonants, vowels, or one of each (ssytem vs. faeture vs. fromat). Reading/response times showed that CV transpositions were the most disruptive. In both experiments, response accuracy was particularly poor for words presented in isolation when there was an intervening letter between TLs. These data show that processing across multiple fixations, and the presence of a meaningful sentence context, are important for flexible letter position encoding in lexical identification. |
Hazel I Blythe; Ascensión Pagán; Megan Dodd Beyond decoding: Phonological processing during silent reading in beginning readers Journal Article Journal of Experimental Psychology: Learning Memory and Cognition, 41 (4), pp. 1244–1252, 2015. Abstract | Links | BibTeX @article{Blythe2015,
title = {Beyond decoding: Phonological processing during silent reading in beginning readers},
author = {Hazel I Blythe and Ascensión Pagán and Megan Dodd},
doi = {10.1037/xlm0000080},
year = {2015},
date = {2015-01-01},
journal = {Journal of Experimental Psychology: Learning Memory and Cognition},
volume = {41},
number = {4},
pages = {1244--1252},
abstract = {In this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl), or a spelling control (e.g., garl). Both children and adults showed a benefit from the valid phonology of the pseudohomophone, compared to the spelling control during reading. This indicates that children as young as seven years old exhibit relatively skilled phonological processing during reading, despite having moved past the use of overt phonological decoding strategies. In addition, in comparison to adults, children's lexical processing was more disrupted by the presence of spelling errors, suggesting a developmental change in the relative dependence upon phonological and orthographic processing in lexical identification during silent sentence reading.},
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pubstate = {published},
tppubtype = {article}
}
In this experiment, the extent to which beginning readers process phonology during lexical identification in silent sentence reading was investigated. The eye movements of children aged seven to nine years and adults were recorded as they read sentences containing either a correctly spelled target word (e.g., girl), a pseudohomophone (e.g., gerl), or a spelling control (e.g., garl). Both children and adults showed a benefit from the valid phonology of the pseudohomophone, compared to the spelling control during reading. This indicates that children as young as seven years old exhibit relatively skilled phonological processing during reading, despite having moved past the use of overt phonological decoding strategies. In addition, in comparison to adults, children's lexical processing was more disrupted by the presence of spelling errors, suggesting a developmental change in the relative dependence upon phonological and orthographic processing in lexical identification during silent sentence reading. |
Jens Bölte; Andrea Böhl; Christian Dobel; Pienie Zwitserlood Effects of referential ambiguity, time constraints and addressee orientation on the production of morphologically complex words Journal Article European Journal of Cognitive Psychology, 21 (8), pp. 1166–1199, 2009. Abstract | Links | BibTeX @article{Boelte2009,
title = {Effects of referential ambiguity, time constraints and addressee orientation on the production of morphologically complex words},
author = {Jens Bölte and Andrea Böhl and Christian Dobel and Pienie Zwitserlood},
url = {http://www.tandfonline.com/doi/abs/10.1080/09541440902719025},
doi = {10.1080/09541440902719025},
year = {2009},
date = {2009-01-01},
journal = {European Journal of Cognitive Psychology},
volume = {21},
number = {8},
pages = {1166--1199},
abstract = {In five experiments, participants were asked to describe unambiguously a target picture in a picture-picture paradigm. In the same-category condition, target (e. g., water bucket) and distractor picture (e. g., ice bucket) had identical names when their preferred, morphologically simple, name was used (e. g., bucket). The ensuing lexical ambiguity could be resolved by compound use (e. g., water bucket). Simple names sufficed as means of specification in other conditions, with distractors identical to the target, completely unrelated, or geometric figures. With standard timing parameters, participants produced mainly ambiguous answers in Experiment 1. An increase in available processing time hardly improved unambiguous responding (Experiment 2). A referential communication instruction (Experiment 3) increased the number of compound responses considerably, but morphologically simple answers still prevailed. Unambiguous responses outweighed ambiguous ones in Experiment 4, when timing parameters were further relaxed. Finally, the requirement to name both objects resulted in a nearly perfect ambiguity resolution (Experiment 5). Together, the results showed that speakers overcome lexical ambiguity only when time permits, when an addressee perspective is given and, most importantly, when their own speech overtly signals the ambiguity.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
In five experiments, participants were asked to describe unambiguously a target picture in a picture-picture paradigm. In the same-category condition, target (e. g., water bucket) and distractor picture (e. g., ice bucket) had identical names when their preferred, morphologically simple, name was used (e. g., bucket). The ensuing lexical ambiguity could be resolved by compound use (e. g., water bucket). Simple names sufficed as means of specification in other conditions, with distractors identical to the target, completely unrelated, or geometric figures. With standard timing parameters, participants produced mainly ambiguous answers in Experiment 1. An increase in available processing time hardly improved unambiguous responding (Experiment 2). A referential communication instruction (Experiment 3) increased the number of compound responses considerably, but morphologically simple answers still prevailed. Unambiguous responses outweighed ambiguous ones in Experiment 4, when timing parameters were further relaxed. Finally, the requirement to name both objects resulted in a nearly perfect ambiguity resolution (Experiment 5). Together, the results showed that speakers overcome lexical ambiguity only when time permits, when an addressee perspective is given and, most importantly, when their own speech overtly signals the ambiguity. |
Jens Bölte; Andrea Böhl; Christian Dobel; Pienie Zwitserlood Investigating the flow of information during speaking: The impact of morpho-phonological, associative, and categorical picture distractors on picture naming Journal Article Frontiers in Psychology, 6 , pp. 1–16, 2015. Abstract | Links | BibTeX @article{Boelte2015,
title = {Investigating the flow of information during speaking: The impact of morpho-phonological, associative, and categorical picture distractors on picture naming},
author = {Jens Bölte and Andrea Böhl and Christian Dobel and Pienie Zwitserlood},
doi = {10.3389/fpsyg.2015.01540},
year = {2015},
date = {2015-01-01},
journal = {Frontiers in Psychology},
volume = {6},
pages = {1--16},
abstract = {In three experiments, participants named target pictures by means of German compound words (e.g., Gartenstuhl-garden chair), each accompanied by two different distractor pictures (e.g., lawn mower and swimming pool). Targets and distractor pictures were semantically related either associatively (garden chair and lawn mower) or by a shared semantic category (garden chair and wardrobe). Within each type of semantic relation, target and distractor pictures either shared morpho-phonological (word-form) information (Gartenstuhl with Gartenzwerg, garden gnome, and Gartenschlauch, garden hose) or not. A condition with two completely unrelated pictures served as baseline. Target naming was facilitated when distractor and target pictures were morpho-phonologically related. This is clear evidence for the activation of word-form information of distractor pictures. Effects were larger for associatively than for categorically related distractors and targets, which constitute evidence for lexical competition. Mere categorical relatedness, in the absence of morpho-phonological overlap, resulted in null effects (Experiments 1 and 2), and only speeded target naming when effects reflect only conceptual, but not lexical processing (Experiment 3). Given that distractor pictures activate their word forms, the data cannot be easily reconciled with discrete serial models. The re sults fit well with models that allow information to cascade forward from conceptual to word-form levels.},
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In three experiments, participants named target pictures by means of German compound words (e.g., Gartenstuhl-garden chair), each accompanied by two different distractor pictures (e.g., lawn mower and swimming pool). Targets and distractor pictures were semantically related either associatively (garden chair and lawn mower) or by a shared semantic category (garden chair and wardrobe). Within each type of semantic relation, target and distractor pictures either shared morpho-phonological (word-form) information (Gartenstuhl with Gartenzwerg, garden gnome, and Gartenschlauch, garden hose) or not. A condition with two completely unrelated pictures served as baseline. Target naming was facilitated when distractor and target pictures were morpho-phonologically related. This is clear evidence for the activation of word-form information of distractor pictures. Effects were larger for associatively than for categorically related distractors and targets, which constitute evidence for lexical competition. Mere categorical relatedness, in the absence of morpho-phonological overlap, resulted in null effects (Experiments 1 and 2), and only speeded target naming when effects reflect only conceptual, but not lexical processing (Experiment 3). Given that distractor pictures activate their word forms, the data cannot be easily reconciled with discrete serial models. The re sults fit well with models that allow information to cascade forward from conceptual to word-form levels. |
Frank Boers; Paul Warren; Gina Grimshaw; Anna Siyanova-Chanturia On the benefits of multimodal annotations for vocabulary uptake from reading Journal Article Computer Assisted Language Learning, 30 (7), pp. 709–725, 2017. Abstract | Links | BibTeX @article{Boers2017,
title = {On the benefits of multimodal annotations for vocabulary uptake from reading},
author = {Frank Boers and Paul Warren and Gina Grimshaw and Anna Siyanova-Chanturia},
doi = {10.1080/09588221.2017.1356335},
year = {2017},
date = {2017-01-01},
journal = {Computer Assisted Language Learning},
volume = {30},
number = {7},
pages = {709--725},
publisher = {Taylor & Francis},
abstract = {Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e. the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference to Paivio's Dual Coding Theory, suggesting it is the visual illustration of word meaning that enhances the quality of processing and hence makes new words more memorable. In this discussion article, we explore the possibility that it is not necessarily the multimodality per se that accounts for the reported benefits. Instead, we argue that the provision of multimodal annotations is one of several possible means of inviting more and/or longer attention to the annotations – with amounts of attention given to words being a significant predictor of their retention in memory. After reviewing the available research on the subject and questioning whether invoking Paivio's Dual Coding Theory is an optimal account for reported findings, we report an eye-tracking study the results of which are consistent with the alternative thesis that the advantage of multimodal glosses for word learning lies with the greater quantity of attention these glosses attract in comparison with single-mode glosses. We conclude with a call for further research on combinations and sequences of annotation types, regardless of multimodality, as ways of promoting vocabulary uptake from reading.},
keywords = {},
pubstate = {published},
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Several research articles published in the realm of Computer Assisted Language Learning (CALL) have reported evidence of the benefits of multimodal annotations, i.e. the provision of pictorial as well as verbal clarifications, for vocabulary uptake from reading. Almost invariably, these publications account for the observed benefits with reference to Paivio's Dual Coding Theory, suggesting it is the visual illustration of word meaning that enhances the quality of processing and hence makes new words more memorable. In this discussion article, we explore the possibility that it is not necessarily the multimodality per se that accounts for the reported benefits. Instead, we argue that the provision of multimodal annotations is one of several possible means of inviting more and/or longer attention to the annotations – with amounts of attention given to words being a significant predictor of their retention in memory. After reviewing the available research on the subject and questioning whether invoking Paivio's Dual Coding Theory is an optimal account for reported findings, we report an eye-tracking study the results of which are consistent with the alternative thesis that the advantage of multimodal glosses for word learning lies with the greater quantity of attention these glosses attract in comparison with single-mode glosses. We conclude with a call for further research on combinations and sequences of annotation types, regardless of multimodality, as ways of promoting vocabulary uptake from reading. |
Robert W Booth; Ulrich W Weger The function of regressions in reading: Backward eye movements allow rereading Journal Article Memory and Cognition, 41 (1), pp. 82–97, 2013. Abstract | Links | BibTeX @article{Booth2013,
title = {The function of regressions in reading: Backward eye movements allow rereading},
author = {Robert W Booth and Ulrich W Weger},
doi = {10.3758/s13421-012-0244-y},
year = {2013},
date = {2013-01-01},
journal = {Memory and Cognition},
volume = {41},
number = {1},
pages = {82--97},
abstract = {Standard text reading involves frequent eye movements that go against normal reading order. The function of these "regressions" is still largely unknown. The most obvious explanation is that regressions allow for the rereading of previously fixated words. Alternatively, physically returning the eyes to a word's location could cue the reader's memory for that word, effectively aiding the comprehension process via location priming (the "deictic pointer hypothesis"). In Experiment 1, regression frequency was reduced when readers knew that information was no longer available for rereading. In Experiment 2, readers listened to auditorily presented text while moving their eyes across visual placeholders on the screen. Here, rereading was impossible, but deictic pointers remained available, yet the readers did not make targeted regressions in this experiment. In Experiment 3, target words in normal sentences were changed after reading. Where the eyes later regressed to these words, participants generally remained unaware of the change, and their answers to comprehension questions indicated that the new meaning of the changed word was what determined their sentence representations. These results suggest that readers use regressions to reread words and not to cue their memory for previously read words.},
keywords = {},
pubstate = {published},
tppubtype = {article}
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Standard text reading involves frequent eye movements that go against normal reading order. The function of these "regressions" is still largely unknown. The most obvious explanation is that regressions allow for the rereading of previously fixated words. Alternatively, physically returning the eyes to a word's location could cue the reader's memory for that word, effectively aiding the comprehension process via location priming (the "deictic pointer hypothesis"). In Experiment 1, regression frequency was reduced when readers knew that information was no longer available for rereading. In Experiment 2, readers listened to auditorily presented text while moving their eyes across visual placeholders on the screen. Here, rereading was impossible, but deictic pointers remained available, yet the readers did not make targeted regressions in this experiment. In Experiment 3, target words in normal sentences were changed after reading. Where the eyes later regressed to these words, participants generally remained unaware of the change, and their answers to comprehension questions indicated that the new meaning of the changed word was what determined their sentence representations. These results suggest that readers use regressions to reread words and not to cue their memory for previously read words. |
Tobias Bormann; Sascha Wolfer; Wibke Hachmann; Claudia Neubauer; Lars Konieczny Fast word reading in pure alexia: “fast, yet serial” Journal Article Neurocase, 21 (2), pp. 251–267, 2015. Abstract | Links | BibTeX @article{Bormann2015,
title = {Fast word reading in pure alexia: “fast, yet serial”},
author = {Tobias Bormann and Sascha Wolfer and Wibke Hachmann and Claudia Neubauer and Lars Konieczny},
url = {http://dx.doi.org/10.1080/13554794.2014.890732},
doi = {10.1080/13554794.2014.890732},
year = {2015},
date = {2015-01-01},
journal = {Neurocase},
volume = {21},
number = {2},
pages = {251--267},
publisher = {Psychology Press},
abstract = {Pure alexia is a severe impairment of word reading in which individuals process letters serially with a pronounced length effect. Yet, there is considerable variation in the performance of alexic readers with generally very slow, but also occasionally fast responses, an observation addressed rarely in previous reports. It has been suggested that "fast" responses in pure alexia reflect residual parallel letter processing or that they may even be subserved by an independent reading system. Four experiments assessed fast and slow reading in a participant (DN) with pure alexia. Two behavioral experiments investigated frequency, neighborhood, and length effects in forced fast reading. Two further experiments measured eye movements when DN was forced to read quickly, or could respond faster because words were easier to process. Taken together, there was little support for the proposal that "qualitatively different" mechanisms or reading strategies underlie both types of responses in DN. Instead, fast responses are argued to be generated by the same serial-reading strategy.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Pure alexia is a severe impairment of word reading in which individuals process letters serially with a pronounced length effect. Yet, there is considerable variation in the performance of alexic readers with generally very slow, but also occasionally fast responses, an observation addressed rarely in previous reports. It has been suggested that "fast" responses in pure alexia reflect residual parallel letter processing or that they may even be subserved by an independent reading system. Four experiments assessed fast and slow reading in a participant (DN) with pure alexia. Two behavioral experiments investigated frequency, neighborhood, and length effects in forced fast reading. Two further experiments measured eye movements when DN was forced to read quickly, or could respond faster because words were easier to process. Taken together, there was little support for the proposal that "qualitatively different" mechanisms or reading strategies underlie both types of responses in DN. Instead, fast responses are argued to be generated by the same serial-reading strategy. |
Arielle Borovsky; Jeffrey L Elman; Anne Fernald Knowing a lot for one's age: Vocabulary skill and not age is associated with anticipatory incremental sentence interpretation in children and adults Journal Article Journal of Experimental Child Psychology, 112 (4), pp. 417–436, 2012. Abstract | Links | BibTeX @article{Borovsky2012,
title = {Knowing a lot for one's age: Vocabulary skill and not age is associated with anticipatory incremental sentence interpretation in children and adults},
author = {Arielle Borovsky and Jeffrey L Elman and Anne Fernald},
url = {http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=emed14&NEWS=N&AN=52026114},
doi = {http://dx.doi.org/10.1016/j.jecp.2012.01.005},
year = {2012},
date = {2012-01-01},
journal = {Journal of Experimental Child Psychology},
volume = {112},
number = {4},
pages = {417--436},
abstract = {Adults can incrementally combine information from speech with astonishing speed to anticipate future words. Concurrently, a growing body of work suggests that vocabulary ability is crucially related to lexical processing skills in children. However, little is known about this relationship with predictive sentence processing in children or adults. We explore this question by comparing the degree to which an upcoming sentential theme is anticipated by combining information from a prior agent and action. 48 children, aged of 3 to 10, and 48 college-aged adults' eye-movements were recorded as they heard a sentence (e.g., The pirate hides the treasure) in which the object referred to one of four images that included an agent-related, action-related and unrelated distractor image. Pictures were rotated so that, across all versions of the study, each picture appeared in all conditions, yielding a completely balanced within-subjects design. Adults and children quickly made use of combinatory information available at the action to generate anticipatory looks to the target object. Speed of anticipatory fixations did not vary with age. When controlling for age, individuals with higher vocabularies were faster to look to the target than those with lower vocabulary scores. Together, these results support and extend current views of incremental processing in which adults and children make use of linguistic information to continuously update their mental representation of ongoing language.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Adults can incrementally combine information from speech with astonishing speed to anticipate future words. Concurrently, a growing body of work suggests that vocabulary ability is crucially related to lexical processing skills in children. However, little is known about this relationship with predictive sentence processing in children or adults. We explore this question by comparing the degree to which an upcoming sentential theme is anticipated by combining information from a prior agent and action. 48 children, aged of 3 to 10, and 48 college-aged adults' eye-movements were recorded as they heard a sentence (e.g., The pirate hides the treasure) in which the object referred to one of four images that included an agent-related, action-related and unrelated distractor image. Pictures were rotated so that, across all versions of the study, each picture appeared in all conditions, yielding a completely balanced within-subjects design. Adults and children quickly made use of combinatory information available at the action to generate anticipatory looks to the target object. Speed of anticipatory fixations did not vary with age. When controlling for age, individuals with higher vocabularies were faster to look to the target than those with lower vocabulary scores. Together, these results support and extend current views of incremental processing in which adults and children make use of linguistic information to continuously update their mental representation of ongoing language. |
Arielle Borovsky; Erin Burns; Jeffrey L Elman; Julia L Evans Lexical activation during sentence comprehension in adolescents with history of specific language impairment Journal Article Journal of Communication Disorders, 46 (5-6), pp. 413–427, 2013. Abstract | Links | BibTeX @article{Borovsky2013,
title = {Lexical activation during sentence comprehension in adolescents with history of specific language impairment},
author = {Arielle Borovsky and Erin Burns and Jeffrey L Elman and Julia L Evans},
url = {http://dx.doi.org/10.1016/j.jcomdis.2013.09.001},
doi = {10.1016/j.jcomdis.2013.09.001},
year = {2013},
date = {2013-01-01},
journal = {Journal of Communication Disorders},
volume = {46},
number = {5-6},
pages = {413--427},
publisher = {Elsevier Inc.},
abstract = {One remarkable characteristic of speech comprehension in typically developing (TD) children and adults is the speed with which the listener can integrate information across multiple lexical items to anticipate upcoming referents. Although children with Specific Language Impairment (SLI) show lexical deficits (Sheng & McGregor, 2010) and slower speed of processing (Leonard et al., 2007), relatively little is known about how these deficits manifest in real-time sentence comprehension. In this study, we examine lexical activation in the comprehension of simple transitive sentences in adolescents with a history of SLI and age-matched, TD peers. Participants listened to sentences that consisted of the form, Article-Agent-Action-Article-Theme, (e.g., The pirate chases the ship) while viewing pictures of four objects that varied in their relationship to the Agent and Action of the sentence (e.g., Target, Agent-Related, Action-Related, and Unrelated). Adolescents with SLI were as fast as their TD peers to fixate on the sentence's final item (the Target) but differed in their post-action onset visual fixations to the Action-Related item. Additional exploratory analyses of the spatial distribution of their visual fixations revealed that the SLI group had a qualitatively different pattern of fixations to object images than did the control group. The findings indicate that adolescents with SLI integrate lexical information across words to anticipate likely or expected meanings with the same relative fluency and speed as do their TD peers. However, the failure of the SLI group to show increased fixations to Action-Related items after the onset of the action suggests lexical integration deficits that result in failure to consider alternate sentence interpretations.Learning outcomes: As a result of this paper, the reader will be able to describe several benefits of using eye-tracking methods to study populations with language disorders. They should also recognize several potential explanations for lexical deficits in SLI, including possible reduced speed of processing, and degraded lexical representations. Finally, they should recall the main outcomes of this study, including that adolescents with SLI show different timing and location of eye-fixations while interpreting sentences than their age-matched peers. textcopyright 2013.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
One remarkable characteristic of speech comprehension in typically developing (TD) children and adults is the speed with which the listener can integrate information across multiple lexical items to anticipate upcoming referents. Although children with Specific Language Impairment (SLI) show lexical deficits (Sheng & McGregor, 2010) and slower speed of processing (Leonard et al., 2007), relatively little is known about how these deficits manifest in real-time sentence comprehension. In this study, we examine lexical activation in the comprehension of simple transitive sentences in adolescents with a history of SLI and age-matched, TD peers. Participants listened to sentences that consisted of the form, Article-Agent-Action-Article-Theme, (e.g., The pirate chases the ship) while viewing pictures of four objects that varied in their relationship to the Agent and Action of the sentence (e.g., Target, Agent-Related, Action-Related, and Unrelated). Adolescents with SLI were as fast as their TD peers to fixate on the sentence's final item (the Target) but differed in their post-action onset visual fixations to the Action-Related item. Additional exploratory analyses of the spatial distribution of their visual fixations revealed that the SLI group had a qualitatively different pattern of fixations to object images than did the control group. The findings indicate that adolescents with SLI integrate lexical information across words to anticipate likely or expected meanings with the same relative fluency and speed as do their TD peers. However, the failure of the SLI group to show increased fixations to Action-Related items after the onset of the action suggests lexical integration deficits that result in failure to consider alternate sentence interpretations.Learning outcomes: As a result of this paper, the reader will be able to describe several benefits of using eye-tracking methods to study populations with language disorders. They should also recognize several potential explanations for lexical deficits in SLI, including possible reduced speed of processing, and degraded lexical representations. Finally, they should recall the main outcomes of this study, including that adolescents with SLI show different timing and location of eye-fixations while interpreting sentences than their age-matched peers. textcopyright 2013. |
Arielle Borovsky; Erica M Ellis; Julia L Evans; Jeffrey L Elman Semantic structure in vocabulary knowledge interacts with lexical and sentence processing in infancy Journal Article Child Development, 87 (6), pp. 1893–1908, 2016. Abstract | Links | BibTeX @article{Borovsky2016,
title = {Semantic structure in vocabulary knowledge interacts with lexical and sentence processing in infancy},
author = {Arielle Borovsky and Erica M Ellis and Julia L Evans and Jeffrey L Elman},
doi = {10.1111/cdev.12554},
year = {2016},
date = {2016-01-01},
journal = {Child Development},
volume = {87},
number = {6},
pages = {1893--1908},
abstract = {Although the size of a child's vocabulary associates with language-processing skills, little is understoodregarding how this relation emerges. This investigation asks whether and how the structure of vocabularyknowledge affects language processing in English-learning 24-month-old children (N = 32; 18 F, 14 M). Paren-tal vocabulary report was used to calculate semantic density in several early-acquired semantic categories.Performance on two language-processing tasks (lexical recognition and sentence processing) was compared asa function of semantic density. In both tasks, real-time comprehension was facilitated for higher density items,whereas lower density items experienced more interference. The findings indicate that language-processingskills develop heterogeneously and are influenced by the semantic network surrounding a known word.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Although the size of a child's vocabulary associates with language-processing skills, little is understoodregarding how this relation emerges. This investigation asks whether and how the structure of vocabularyknowledge affects language processing in English-learning 24-month-old children (N = 32; 18 F, 14 M). Paren-tal vocabulary report was used to calculate semantic density in several early-acquired semantic categories.Performance on two language-processing tasks (lexical recognition and sentence processing) was compared asa function of semantic density. In both tasks, real-time comprehension was facilitated for higher density items,whereas lower density items experienced more interference. The findings indicate that language-processingskills develop heterogeneously and are influenced by the semantic network surrounding a known word. |
Arielle Borovsky The amount and structure of prior event experience affects anticipatory sentence interpretation Journal Article Language, Cognition and Neuroscience, 32 (2), pp. 190–204, 2017. Abstract | Links | BibTeX @article{Borovsky2017,
title = {The amount and structure of prior event experience affects anticipatory sentence interpretation},
author = {Arielle Borovsky},
url = {http://dx.doi.org/10.1080/23273798.2016.1238494},
doi = {10.1080/23273798.2016.1238494},
year = {2017},
date = {2017-01-01},
journal = {Language, Cognition and Neuroscience},
volume = {32},
number = {2},
pages = {190--204},
publisher = {Taylor & Francis},
abstract = {Listeners easily interpret speech about novel events in everyday conversation; however, much of research on mechanisms of spoken language comprehension, by design, capitalises on event knowledge that is familiar to most listeners. This paper explores how listeners generalise from previous experience during incremental processing of novel spoken sentences. In two studies, participants initially heard stories that conveyed novel event mappings between agents, actions and objects, and their ability to interpret a novel, related event in real-time was measured via eye-tracking. A single exposure to a novel event was not sufficient to support generalisation in real-time sentence processing. When each story event was repeated with either the same agent or a different, related agent, listeners generalised in the repetition condition, but not in the multiple agent condition. These findings shed light on the conditions under which listeners leverage prior event experience while interpreting novel linguistic signals in everyday speech.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Listeners easily interpret speech about novel events in everyday conversation; however, much of research on mechanisms of spoken language comprehension, by design, capitalises on event knowledge that is familiar to most listeners. This paper explores how listeners generalise from previous experience during incremental processing of novel spoken sentences. In two studies, participants initially heard stories that conveyed novel event mappings between agents, actions and objects, and their ability to interpret a novel, related event in real-time was measured via eye-tracking. A single exposure to a novel event was not sufficient to support generalisation in real-time sentence processing. When each story event was repeated with either the same agent or a different, related agent, listeners generalised in the repetition condition, but not in the multiple agent condition. These findings shed light on the conditions under which listeners leverage prior event experience while interpreting novel linguistic signals in everyday speech. |
