Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Cognitive > Reading and Eye Movements > Flashcards

Reading and Eye Movements Flashcards

1
Q

Why do we need reading?

A
  • Individual words – need to be able to identify
  • Sentences->paragraphs->books – putting the words together
  • Existing knowledge e.g. the alphabet
  • Navigation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Why eye movements?

A
  • Need to navigate the text
  • A lot of research in the area
  • Research has been going on for about 120 years
  • Huey, 1898 – tried to look at someone’s eyes whilst they were reading, struggled to find participants
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is the eye-mind assumption?

A
  • “the eye remains fixated on a word as long as the word is being processed. So the time it takes to process a newly fixated word is directly indicated by the gaze duration” Just & Carpenter 1980 p.330
  • Non-invasive, relatively low-cost, sensitive online measure of cognitive processing during reading, use of a camera takes sample every ms
  • Inform reading instruction, identify reading difficulty, inform design
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What has eye tracking found when looking a children being read to?

A
  • Using eye tracking
  • Only interested in image when they don’t know how to read
  • Look at the picture and some of the text when being read to if they know how to read
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

How do you perceive a word?

A
  • Need highly detailed (central) vision for accurate perception of word form
  • I.e. need to make a fixation on(almost) every word
  • Make short saccades between the words
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the Oculomotor patterns?

A
  • Fixations ~200ms
  • Most words receive at least one direct fixation
  • Skips ~20%
  • Saccades ~15-40ms, ~5-9 chars
  • Mostly progressive
  • ~10-15% regressions
  • = average reading speed ~250-350wpm
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is a Saccade?

A

one it is set off can’t stop it, directive one shot movement to change gaze position

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is refixation?

A

?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is fixation?

A

?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What is skip?

A

?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What is regression?

A

?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What is return sweep?

A

?

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What are the factors influencing EM behaviour?

A
  1. Characteristics of the visual system
  2. Attention
  3. Online cognitive processing of text
  4. Personal characteristics
  5. Task differences
  6. Text differences
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What does the Retina contain?

A
  • Rods
  • Lower acuity
  • Peripheral retina
  • Monochromatic
  • Work at lower light intensities
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What does the Fovea contain?

A
  • Cones
  • Better acuity
  • Central retina
  • Trichromatic (colour vision)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

When is something considered high detail?

A

Oyster 1999

  • Directly looking at something = high detail
  • If you’re not looking straight ahead
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What is text like with Online processing?

A
  • Clear effects of certain text characteristics on metrics such as fixation duration
  • Looking at effect of different manipulations on different measures can help us understand how text is processed during reading
  • Manipulate a target word itself or sentence context and compare oculomotor behaviour on target word
  • E.g. word length, word frequency, sentence predictability, sentence plausibility, syntactic ambiguity…
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Can Word length have an effect?

A
  • Short words are processed quicker
  • Perceptual effect:
  • Same pattern X-strings
  • Fixation on longer words due to the amount of visual information
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

What is early processing?

A

‘Early’ processing –single fixation duration, first fixation duration, skipping probability –the initial familiarity/identification stages

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

What is late processing?

A

-‘Late’ processing –total gaze duration, regression probability, go-past duration –the stuff that comes after, integration into wider representation of the text

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Where is your attention when reading?

A
  • Mostly deployed to upcoming text (ahead of point of fixation) to begin processing
  • Small allocation behind fixation
  • Single line
22
Q

What is Word identification span and how do you investigate it?

A
  • Word identification span –slightly asymmetric (~4L-7R)–close to average progressive saccade size (7 characters)
  • Investigate with boundary change paradigm –gaze contingent boundary, different preview to fixated word –see if you notice the difference
23
Q

What is the boundary change paradigm?

A
  • Use a eye tracker which uses an invisible boundary, and if the boundary is crossed the sentence will change, participant will be asked if they noticed the change
  • Underwood and McConkie 1985
24
Q

What is perceptual span?

A
  • Asymmetric –spans around 4 characters to left and 15 characters to right of fixation
  • Constrained under higher foveal load – if you’re looking at something directly which is difficult to read, less attention around the fixation
  • Information about word form, inter-word spacing
  • Gaze-contingent moving window paradigm (McConkie& Rayner 1975) – using a window where the eye tracker can surround words with x’s
25
Q

How do we know perception is to do with attention and not the visual span?

A
  • Reversed for orthographies that are read the other way (e.g. Hebrew)
  • Shrunk for more dense (/complicated orthographies; e.g. Chinese, 1L 3R)
  • Not affected by parafoveal magnification – argued that if the surrounding text is bigger, acuity should be improved
26
Q

What are the Two main competing models?

A
  1. E-Z Reader –serial

2. SWIFT –parallel

27
Q

What is the E-Z Reader Model?

A
  • Serial model
  • Attention deployed to one word at a time
  • Two stages of lexical processing
  • Saccade planned after first stage is complete
  • If 2nd stage is completed as well before this is executed, attention shifts to the next word – saccades are planned for following words in this way until both stages of lexical processing of word (n+x) can’t be completed before the saccade programme is implemented (intervening words are ‘skipped’)
  • If 2nd stage isn’t completed before the saccade is executed, a regression may be programmed to return and complete processing
28
Q

What is the SWIFT model?

A
  • Parallel model
  • Words around point of fixation activated to different extents, dependent on early low-level processing which occurs in parallel
  • Saccadic shifts are programmed at random intervals to the word receiving highest activation
  • Shift might be delayed up to a point by higher processing difficulty on foveated word n than planned saccade target –if delay isn’t sufficient to complete processing before a saccade, activation for this word will be increased and therefore increase likelihood of later regressive saccade
29
Q

Can word frequency effect how you perceive words?

A
  • Less frequently encountered words take longer to process
  • Measure of successful word identification
  • E.g. town = high frequency, cove = low frequency
30
Q

What did Fitzsimmons, Weal, & Drieghe 2014 find when using hyperlinks on websites?

A
  • Reading on websites
  • Compared normal reading with skim reading
  • Typical text or text with hyperlinks in it
  • Loss of word frequency effect for unlinked words demonstrates that when skimming text with hyperlinks, readers only tend to process the linked words properly
  • Real-world application: Don’t put important information in between hyperlinks!
31
Q

Can word predictability have an effect?

A
  • Words that are easier to predict from preceding context are processed quicker
  • High predictability: Russell had hurt his hand in the door of the car. He had trapped his finger while playing.
  • Neutral: Russell had to go to the hospital. He had trapped his finger while playing.
32
Q

Can font have an effect?

A
  • Cursive
  • Small inter-letter and inter-word spacing
  • Colour/contrast
33
Q

What Other text effects are there which can affect perception?

A
  • Language
  • Difficulty of content
  • Display format
34
Q

Can text difficulty have an effect?

A
  • Some texts are easier to read than others
  • Whether it is text heavy or not
  • Fixation on more difficult texts (increases)
  • Reading speed decreases the harder the text gets
  • Rayner & Pollatsek (1987)
35
Q

What did Liversedgeet al. 2016 find about how different languages are perceived?

A

-English, Chinese and Finnish
-Finnish has longer words
-Chinese takes longer to read, English and Finnish are fairly similar
-Higher saccade length for English and Finnish, lower for Chinese
-Average fixation length is longer for Chinese, similar time for English and Finnish

36
Q

What are the different ways text can be laid out?

A
  • Normal static text
  • RSVP – good for speed reading
  • Drifting/horizontally scrolling text – moves across the screen
  • Marquee text – moves up the screen, each word on each line
37
Q

What is Horizontally scrolling text ?

A
  • Need to swap out static fixations for smooth pursuit to track moving words
  • Doesn’t seem to have much impact on single word processing
  • Does reduce sentence-level integration of info (& therefore comprehension)
  • Long words take longer to process
38
Q

What is RSVP?

A
  • High speeds affects comprehension and memory
  • No preview of what’s coming up
  • No going back
39
Q

What purposes are there for reading?

A
  • Reading for comprehension
  • Reading for pleasure
  • Skim reading
  • Proofreading
40
Q

What happens when you read aloud?

A

Reading aloud = longer fixation durations (~50ms) and shorter saccades (~1-2 chars) –need to keep roughly in step with the voice (eye-voice span), accuracy more important

41
Q

What happens when you read fast/skim read?

A

Longer, fewer saccades, more skips, less idea of details

42
Q

What happens when you proofread?

A
  • More careful reading shorter saccades, longer fixations, more refixations
  • More focus on word-level processing
  • Gaze duration longer when proofreading
43
Q

Can individual differences have an effect?

A
  • Individuals are consistent in their own oculomotor behaviour when reading
  • Variation between people
44
Q

What is reading like for young readers?

A
  • More variable eye movement behaviour
  • More refixations, more regressions, shorter saccades, fewer skips, longer fixations (~300+ms)
  • Smaller perceptual span (~11 cf. 15 characters to right of fixation)
  • Similar pattern to adults by around age 11 – except perceptual span and regression rate
  • Perception span takes a while to develop, reaches adult development by 16
45
Q

What is reading like for older readers?

A
  • ‘Risky’ reading strategy –more skips, longer saccades
  • Longer fixations, more regressions –slower reading times
  • BUT not universal: Chinese vs. English, older Chinese have more cautious oculomotor pattern than younger Chinese (Rayner, Reichle & Stroud, 2006; Wang et al., 2016)
46
Q

What individual differences effect how we perceive text?

A
  • Special populations:
  • Poor comprehenders
  • Deafness
  • Visual impairments
  • MCI/AD
47
Q

How can Poor comprehenders effect text perception?

A
  • Less efficient oculomotor pattern -make more fixations, shorter saccades, have smaller perceptual span
  • Poor comprehendersare less able to integrate information across text passage
48
Q

How can deafness effect text perception?

A
  • Typically learn by associating phonology (sound) with orthography (written form)
  • Reportedly high levels of reading difficulty/illiteracy in deaf population
  • Less skilled deaf readers have the same perceptual span as more skilled hearing readers
  • Highly skilled deaf readers (approx 5%) have increased perceputal span cf. matched hearing readers
49
Q

What is Macular degeneration?

A
  • Most common cause of legal blindness
  • Loss of central vision
  • Visual distortion (metamorphopsia)
  • Fixation instability
  • Counterproductive attempts to foveate
50
Q

What is a Glaucoma?

A
  • Loss of peripheral vision
  • Effective shrinking of perceptual span
  • Increased density of eye movement
51
Q

How can Early Alzheimer’s disease effect text perception?

A
  • More fixations and saccades
  • Longer fixations
  • Shorter saccades
  • More regressions
  • More skipping
  • Breakdown of relationship between saccade length and fixation duration
  • Breakdown of relationship between word/sentence characteristics and oculomotor behaviour

Cognitive (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions