Eye movements in developing readers: A comparison of silent and oral sentence reading

We present sentence reading data from a large-scale study with children (N = 632), focusing on three key research questions. (1) What are the trajectories of reading development in oral as compared to silent reading? (2) How are word frequency effects developing and are changes differentially affected by reading mode? (3) Are there systematic differences between better and weaker comprehenders when reading silently vs. aloud? Results illuminate a number of differences between reading modes, including more and prolonged fixations in oral reading, along with less inter-word regressions and attenuated effects of word frequency. Weaker comprehenders were slower, especially in oral reading and showed less flexibility in the allocation of word processing time. Differences between reading modes can be explained by additional processing demands imposed by concurrent articulation and eye–voice coordination when reading aloud.     

Word frequency in fast priming: Evidence for immediate cognitive control of eye movements during reading

Numerous studies have demonstrated effects of word frequency on eye movements during reading, but the precise timing of this influence has remained unclear. The fast priming paradigm was previously used to study influences of related versus unrelated primes on the target word. Here, we use this procedure to investigate whether the frequency of the prime word has a direct influence on eye movements during reading when the prime–target relation is not manipulated. We found that with average prime intervals of 32 ms readers made longer single fixation durations on the target word in the low than in the high frequency prime condition. Distributional analyses demonstrated that the effect of prime frequency on single fixation durations occurred very early, supporting theories of immediate cognitive control of eye movements. Finding prime frequency effects only 207 ms after visibility of the prime and for prime durations of 32 ms yields new time constraints for cognitive processes controlling eye movements during reading. Our variant of the fast priming paradigm provides a new approach to test early influences of word processing on eye movement control during reading.     

Spatial distance effects on incremental semantic interpretation of abstract sentences: Evidence from eye tracking

A large body of evidence has shown that visual context information can rapidly modulate language comprehension for concrete sentences and when it is mediated by a referential or a lexical-semantic link. What has not yet been examined is whether visual context can also modulate comprehension of abstract sentences incrementally when it is neither referenced by, nor lexically associated with, the sentence. Three eye-tracking reading experiments examined the effects of spatial distance between words (Experiment 1) and objects (Experiment 2 and 3) on participants’ reading times for sentences that convey similarity or difference between two abstract nouns (e.g., ‘Peace and war are certainly different...’). Before reading the sentence, participants inspected a visual context with two playing cards that moved either far apart or close together. In Experiment 1, the cards turned and showed the first two nouns of the sentence (e.g., ‘peace’, ‘war’). In Experiments 2 and 3, they turned but remained blank. Participants’ reading times at the adjective (Experiment 1: first-pass reading time; Experiment 2: total times) and at the second noun phrase (Experiment 3: first-pass times) were faster for sentences that expressed similarity when the preceding words/objects were close together (vs. far apart) and for sentences that expressed dissimilarity when the preceding words/objects were far apart (vs. close together). Thus, spatial distance between words or entirely unrelated objects can rapidly and incrementally modulate the semantic interpretation of abstract sentences.     

When Is Perception Top‐Down and When Is It Not? Culture,Narrative, and Attention

Previous findings in cultural psychology indicated that East Asians are more likely than North Americans to be attentive to contextual information (e.g., Nisbett & Masuda, 2003 ). However, to what extent and in which conditions culture influences patterns of attention has not been fully examined. As a result, universal patterns of attention may be obscured, and culturally unique patterns may be wrongly assumed to be constant across situations. By carrying out two cross‐cultural studies, we demonstrated that (a) both European Canadians and Japanese attended to moving objects similarly when the task was to simply observe the visual information; however, (b) there were cultural variations in patterns of attention when participants actively engaged in the task by constructing narratives of their observation (narrative construction). These findings suggest that cultural effects are most pronounced in narrative construction conditions, where the need to act in accordance with a culturally shared meaning system is elicited.     

Interindividual differences among native right-to-left readers and native left-to-right readers during free viewing task

Human visual exploration is not homogeneous but displays spatial biases. Specifically, early after the onset of a visual stimulus, the majority of eye movements target the left visual space. This horizontal asymmetry of image exploration is rather robust with respect to multiple image manipulations, yet can be dynamically modulated by preceding text primes. This characteristic points to an involvement of reading habits in the deployment of visual attention. Here, we report data of native right-to-left (RTL) readers with a larger variation and stronger modulation of horizontal spatial bias in comparison to native left-to-right (LTR) readers after preceding text primes. To investigate the influences of biological and cultural factors, we measure the correlation of the modulation of the horizontal spatial bias for native RTL readers and native LTR readers with multiple factors: age, gender, second language proficiency, and age at which the second language was acquired. The results demonstrate only weak or no correlations between the magnitude of the horizontal bias and the previously mentioned factors. We conclude that the spatial bias of viewing behaviour for native RTL readers is more variable than for native LTR readers, and this variance could not be demonstrated to be associated with interindividual differences. We speculate the role of strength of habit and/or the interindividual differences in the structural and functional brain regions as a cause of the RTL spatial bias among RTL native readers.     

Familiarity breeds contempt for the road ahead: The real-world effects of route repetition on visual attention in an expert driver

The majority of journeys by car take place on familiar roads, with many routes being driven time and time again. This familiarity has been linked to mind wandering and reduced attention to specific elements of the visual scene (e.g. speed signs). The current study presents on-road eye tracking data from a driving instructor who drove the same route 28 times, incorporating two types of suburban roads, dual and multi-lane carriageways, and a country road. Data reveal a significant positive correlation between the number of times the same route is navigated and off-road dwell time across all five road sections. In addition, route familiarity was associated with decreasing dwell time on safety-relevant aspects of the road ahead in four out of the five sections. These data suggest that route familiarity can lead to undesirable changes in visual attention on real roads, even for expert drivers under observation.     

Delineation of a spatial working memory profile using a non-verbal eye-tracking paradigm in young children with autism and Williams syndrome

Working memory deficits profoundly inhibit children’s ability to learn. While deficits have been identified in disorders such as autism spectrum disorder (ASD) and Williams syndrome (WS), findings are equivocal, and very little is known about the nature of these deficits early in development. A major barrier to advances in this area is the availability of tasks suitable for young children with neurodevelopmental disorders who experience difficulties with following verbal instructions or who are distressed by formal testing demands. To address these issues, a novel eye-tracking paradigm was designed based on an adaptation of the classic A not B paradigm in order to examine the early foundations of spatial working memory capabilities in 26 developmentally delayed preschool children with ASD, 18 age- and IQ-matched children with WS, and 19 age-matched typically-developing (TD) children. The results revealed evidence that foundational spatial working memory performance in ASD and WS was comparable with that of TD children. Performance was associated with intellectual ability in the ASD and TD groups, but not in the WS group. Performance was not associated with adaptive behavior in any group. These findings are discussed in the context of previous research that has been largely limited to older and substantially less developmentally delayed children with these neurodevelopmental disorders.     

Soft constraints in interactive behavior: the case of ignoring perfect knowledge in-the-world for imperfect knowledge in-the-head

Constraints and dependencies among the elements of embodied cognition form patterns or microstrategies of interactive behavior. Hard constraints determine which microstrategies are possible. Soft constraints determine which of the possible microstrategies are most likely to be selected. When selection is non-deliberate or automatic the least effort microstrategy is chosen. In calculating the effort required to execute a microstrategy each of the three types of operations, memory retrieval, perception, and action, are given equal weight; that is, perceptual-motor activity does not have a privileged status with respect to memory. Soft constraints can work contrary to the designer’s intentions by making the access of perfect knowledge in-the-world more effortful than the access of imperfect knowledge in-the-head. These implications of soft constraints are tested in two experiments. In experiment 1 we varied the perceptual-motor effort of accessing knowledge in-the-world as well as the effort of retrieving items from memory. In experiment 2 we replicated one of the experiment 1 conditions to collect eye movement data. The results suggest that milliseconds matter. Soft constraints lead to a reliance on knowledge in-the-head even when the absolute difference in perceptual-motor versus memory retrieval effort is small, and even when relying on memory leads to a higher error rate and lower performance. We discuss the implications of soft constraints for routine interactive behavior, accounts of embodied cognition, and tool and interface design.     

Eye movements reduce vividness and emotionality of “flashforwards”

Earlier studies have shown that eye movements during retrieval of disturbing images about past events reduce their vividness and emotionality, which may be due to both tasks competing for working memory resources. This study examined whether eye movements reduce vividness and emotionality of visual distressing images about feared future events: “flashforwards”. A non-clinical sample was asked to select two images of feared future events, which were self-rated for vividness and emotionality. These images were retrieved while making eye movements or without a concurrent secondary task, and then vividness and emotionality were rated again. Relative to the no-dual task condition, eye movements while thinking of future-oriented images resulted in decreased ratings of image vividness and emotional intensity. Apparently, eye movements reduce vividness and emotionality of visual images about past and future feared events. This is in line with a working memory account of the beneficial effects of eye movements, which predicts that any task that taxes working memory during retrieval of disturbing mental images will be beneficial.     

The impact of eye contact on the sense of agency

Recent research suggests that eye contact can lead to enhanced self-awareness. A related phenomenon, the sense of agency deals with the notion of the self as the origin of our actions. Possible links between eye contact and agency have been so far neglected. Here, we investigated whether an implicit sense of agency could be modulated by eye gaze. We asked participants to respond (button press) to a face stimulus: looking or not at the participant (experiment 1); or displaying distinct eye gaze before or after a mask (experiment 2). After each trial, participants estimated the time between their key press and the ensuing effects. We found enhanced intentional binding for conditions that involved direct compared to averted gaze. This study supports the idea that eye contact is an important cue that affects complex cognitive processes and suggests that modulating self-processing can impact the sense of agency.