The gaze-contingent moving window in reading: Development and review

The development of the gaze-contingent moving window paradigm (McConkie & Rayner, 1975, 1976) is discussed and the results of the earliest research are reviewed. The original work suggested that the region from which readers can obtain useful information during an eye fixation in reading, or the perceptual span, was asymmetric around the fixation point, and extended from 3–4 letter spaces to the left of fixation to about 14–15 letter spaces to the right of fixation. Subsequent research which substantiated these findings is discussed. Then more recent research using the moving window paradigm to investigate the following topics (1) effects of reading speed, (2) effects of reading skill, (3) effects of the writing system, (4) effects due to age, (5) effects related to deafness, and (5) effects related to schizophrenia is discussed. Finally, some extensions of gaze-contingent paradigms to areas other than reading are discussed.     

Software for the automatic correction of recorded eye fixation locations in reading experiments

Because the recorded location of an eyetracking fixation is not a perfect measure of the actual fixated location, the recorded fixation locations must be adjusted before analysis. Fixations are typically corrected manually. Making such changes, however, is time-consuming and necessarily involves a subjective component. The goal of this article is to introduce software to automate parts of the correction process. The initial focus is on the correction of vertical locations and the removal of outliers and ambiguous fixations in reading experiments. The basic idea behind the algorithm is to use linear regression to assign each fixation to a text line and to identify outliers. The freely available software is implemented as a function, , written in R.     

Letter detection: A window to unitization and other cognitive processes in reading text

Experiments are reviewed that use the letter-detection task, in which subjects read text and circle target letters. Evidence is provided that the letter-detection task reveals the processing units used in reading text and is influenced as well by visual, phonetic, and a combination of semantic and syntactic factors. Specifically, it is shown that circling a target letter in a word depends on the familiarity of the word’s visual configuration, the location of the word in the reader’s visual field, the phonetic representation of the letter in the word, and a combination of the word’s meaning and its grammatical function.     

A binocular moving window technique to study the roles of the two eyes in reading

Readers utilize parafoveal information about upcoming words and read less well when this information is denied. McConkie and Rayner (1975) enabled this issue to be explored by developing the moving window paradigm in which the experimenter varies the amount or the quality of the parafoveal information available around the current fixation point. We present a novel binocular version of the moving window technique to study the roles of the two eyes in reading, and we describe a basic experiment allowed by this technique. In the binocular moving window paradigm, each eye contributes its own window to a composite binocular window onto the text. We studied the reading of single lines of text in three conditions: no windows, a symmetrical 8-letters-left and 8-letters-right window for each eye, and a leftward-skewed 14-letters-left and 2-letters-right window for each eye. Note that both eyes saw the composite window onto the text. We tested the hypothesis that readers could be encouraged to generate a greater binocular disparity to augment their window onto the text and to provide a greater preview for one eye. The data offered limited support for this prediction. We observed considerable individual differences in both baseline fixation disparity and in readers' response to the critical asymmetric [14,2] window.     

Letter-detection patterns in German: A window to the early extraction of sentential structure during reading

Letters are more difficult to detect in function words than in content words, presumably because function words serve to cue sentential structure but recede to the background as meaning unfolds. This function disadvantage was found for the definite article in German for all three genders and all four cases, but it was more pronounced when the article appeared in a nominative noun phrase than in an object noun phrase. It was also more pronounced for the typical subject-predicate-object sentential format than for the object-predicate-subject sentential format and also when the definite article unequivocally specified the case of a phrase than when it was ambiguous. The results suggest that the structural frames established on line in reading are finely tuned to both phrase-level and sentence-level organization.     

Development of the letter identity span in reading: evidence from the eye movement moving window paradigm

By means of the moving window paradigm, we examined how many letters can be identified during a single eye fixation and whether this letter identity span changes as a function of reading skill. The results revealed that 8-year-old Finnish readers identify approximately 5 characters, 10-year-old readers identify approximately 7 characters, and 12-year-old and adult readers identify approximately 9 characters to the right of fixation. Comparison with earlier studies revealed that the letter identity span is smaller than the span for identifying letter features and that it is as wide in Finnish as in English. Furthermore, the letter identity span of faster readers of each age group was larger than that of slower readers, indicating that slower readers, unlike faster readers, allocate most of their processing resources to foveally fixated words. Finally, slower second graders were largely not disrupted by smaller windows, suggesting that their word decoding skill is not yet fully automatized.     

读书笔记

20 0 2年 ,春天的气息来得分外的早。坐落在北京白云观内后花园的中国道教学院 ,参天的古树绿色掩映 ,微风吹拂 ;喜鹊在高高的枝头上欢欣的跳着 ,叫着……教室里 ,随着“上课———起立———请坐”和一片凳子响声以后 ,接下来便是一片寂静。讲台上 ,一位精神矍铄 ,清髯飘逸的道长和蔼地讲道 :“同学们 ,大家好 ,今天是我们这学期的第一堂课 ,要讲的内容是‘功课经’解。”这位长者就是中国道教协会会长、中国道教学院院长、全国政协常委闵智亭道长。闵道长年轻时在陕西华山、西安八仙宫、湖北长春观、上海白云观、浙江天台山等许多大型道教…     

Hemispheric specialization for reading

Behavioral laterality tasks with linguistic stimuli were used to assess the differential processing efficiencies of the cerebral hemispheres in right- and left-handed adults. Findings from a lateralized lexical decision task with concrete nouns supported Zaidel's (1983) "direct access" model of hemispheric functioning. A dual task consisting of oral and silent reading indicated that the right hand was significantly more disrupted than the left during unimanual finger tapping; however, some bilateral interference was observed. Taken together the findings suggest that although the left hemisphere was relatively more efficient, the right hemisphere was dynamically involved in the reading process.     

A test-signal generator for low-frequency instrumentation

An instrument for generating simultaneous sinusoidal test signals m the range of 1–32 Hz for EEG equipment checkout procedures is described. A composite signal is produced by a method that separates the functions of waveform generation and control of output frequencies at which that waveform appears. The general technique may be applicable in a number of situations involving low-frequency instrumentation, as with other types of physiological monitoring. Possibilities and methods for elaboration or modification of the circuit are suggested.     

Memory for word locations in reading

Sentences were presented in various spatial formats, and readers localised one word of each sentence using a mouse cursor directly after reading. There was a localisation advantage for cumulative over single-word displays, for left-to-right presentation over presentation in a 3 x 3 grid, and for complete over incomplete sentences. Comparing performance for predictable and unpredictable word locations suggests that word location memory in reading decays within three seconds to a span of only 2-3 entries, and that readers can then reconstruct word locations from item memory. Implications for the role of spatial cognition in reading are discussed.     

Phonemic stage not necessary for reading

Subjects can classify, as not making sense, phrases which sound as though they make sense, e.g. “tie the not”, as quickly as other phrases which do not even sound right, although they make more errors on the former. When asked whether or not phrases sound sensible regardless of how the phrases look, they are faster and make fewer errors on the phrases that look sensible as well as sound sensible. It is concluded that meaning can be efficiently derived from a visual analysis of text without the use of an intermediate phonemic code, or “inner speech”, although such a code may be used some of the time.     

Software for generating psychological experiments

This review compares four software packages for generating and running psychological computer experiments. It aims to inform researchers' decisions about which software to choose for their lab. Four widely used general purpose commercial packages available for the Windows platform are considered: DirectRT, E-Prime, Inquisit, and SuperLab. An overview of each package is given, and the implementation of two test experiments is described. Packages are evaluated with regard to the amount of complexity reduction they provide for the task of programming an experiment and the variety of experimental designs they can accommodate.     

Programme for experiments on thinking

In remembering, items are used in the form in which they are alleged to have been perceived at some time in the past. In thinking, however, evidence is given and the essential character of the process is to move beyond this evidence, but in line with it, to something for which so far, no exact or complete perceptual basis is claimed.

From an experimental point of view the best approach is to consider thinking as a high level skill, and to design experiments in the light of what has been discovered during recent years about the learning, practice and achievements of skill on a psycho-motor level.

When this is done, it turns out that the thinking process can usefully be considered as one in which gaps are filled up in accord with specific evidence provided. The fundamental gap-filling processes are either of interpolation or of extrapolation.

In the present paper the methodology proposed is developed and illustrated in a preliminary manner.