Comparing the E-Z Reader Model to Other Models of Eye Movement Control in Reading

The E-Z Reader model provides a theoretical framework for understanding how word identification, visual processing, attention, and oculomotor control jointly determine when and where the eyes move during reading. Thus, in contrast to other reading models reviewed in this article, E-Z Reader can simultaneously account for many of the known effects of linguistic, visual, and oculomotor factors on eye movement control during reading. Furthermore, the core principles of the model have been generalized to other task domains (e.g., equation solving, visual search), and are broadly consistent with what is known about the architecture of the neural systems that support reading

Controlled language and readability

Controlled Language (CL) rules specify constraints on lexicon, grammar and style with the objective of improving text translatability, comprehensibility, readability and usability. A significant body of research exists demonstrating the positive effects CL rules can have on machine translation quality (e.g. Mitamura and Nyberg 1995; Kamprath et al 1998; Bernth 1999; Nyberg et al 2003), acceptability (Roturier 2006), and post-editing effort (O’Brien 2006). Since CL rules aim to reduce complexity and ambiguity, claims have been made that they consequently improve the readability of text (e.g., Spaggiari, Beaujard and Cannesson 2003; Reuther 2003). Little work, however, has been done on the effects of CL on readability. This paper represents an attempt to investigate the relationship in an empirical manner using both qualitative and quantitative methods

The Role of Multiple Articulatory Channels of Sign-Supported Speech Revealed by Visual Processing

Purpose The use of sign-supported speech (SSS) in the education of deaf students has been recently discussed in relation to its usefulness with deaf children using cochlear implants. To clarify the benefits of SSS for comprehension, 2 eye-tracking experiments aimed to detect the extent to which signs are actively processed in this mode of communication. Method Participants were 36 deaf adolescents, including cochlear implant users and native deaf signers. Experiment 1 attempted to shift observers' foveal attention to the linguistic source in SSS from which most information is extracted, lip movements or signs, by magnifying the face area, thus modifying lip movements perceptual accessibility (magnified condition), and by constraining the visual field to either the face or the sign through a moving window paradigm (gaze contingent condition). Experiment 2 aimed to explore the reliance on signs in SSS by occasionally producing a mismatch between sign and speech. Participants were required to concentrate upon the orally transmitted message. Results In Experiment 1, analyses revealed a greater number of fixations toward the signs and a reduction in accuracy in the gaze contingent condition across all participants. Fixations toward signs were also increased in the magnified condition. In Experiment 2, results indicated less accuracy in the mismatching condition across all participants. Participants looked more at the sign when it was inconsistent with speech. Conclusions All participants, even those with residual hearing, rely on signs when attending SSS, either peripherally or through overt attention, depending on the perceptual conditions.Unión Europea, Grant Agreement 31674

How strongly do word reading times and lexical decision times correlate? Combining data from eye movement corpora and megastudies

We assess the amount of shared variance between three measures of visual word recognition latencies: eye movement latencies, lexical decision times and naming times. After partialling out the effects of word frequency and word length, two well-documented predictors of word recognition latencies, we see that 7-44% of the variance is uniquely shared between lexical decision times and naming times, depending on the frequency range of the words used. A similar analysis of eye movement latencies shows that the percentage of variance they uniquely share either with lexical decision times or with naming times is much lower. It is 5 – 17% for gaze durations and lexical decision times in studies with target words presented in neutral sentences, but drops to .2% for corpus studies in which eye movements to all words are analysed. Correlations between gaze durations and naming latencies are lower still. These findings suggest that processing times in isolated word processing and continuous text reading are affected by specific task demands and presentation format, and that lexical decision times and naming times are not very informative in predicting eye movement latencies in text reading once the effect of word frequency and word length are taken into account. The difference between controlled experiments and natural reading suggests that reading strategies and stimulus materials may determine the degree to which the immediacy-of-processing assumption and the eye-mind assumption apply. Fixation times are more likely to exclusively reflect the lexical processing of the currently fixated word in controlled studies with unpredictable target words rather than in natural reading of sentences or texts

Measuring Attention in Second Language Reading Using Eye-tracking: The Case of the Noticing Hypothesis

Taking Schmidt’s (1990) noticing hypothesis as point of departure this study aims to measure attention and learning gains during second language (L2) reading by making use of eye-tracking methodology. Relying on Robinson’s hierarchical memory model (1995, 2003), it is hypothesized that vocabulary learning and attention are closely associated. After a vocabulary pre-test, seventy-five learners of English read a standard text individually while their eye movements were being recorded followed by an immediate post-test. The results revealed that learners spent more time on unknown words than they did on familiar ones. Attention and learning gains also positively correlated; fixation values on an unknown word increased its further recognition probability in post-test. Finally, the findings revealed a cut-off point of approximately 450ms as an activation threshold for noticing. Eye-tracking as a technique to measure attention in second language acquisition (SLA) was also discussed

Eye Tracking Experiments on Process Model Comprehension: Lessons Learned

For documenting business processes, there exists a plethora of process modeling languages. In this context, graphical process models are used to enhance the process comprehensibility of the stakeholders involved. The large number of available modeling languages, however, aggravates process model comprehension and increases the knowledge gap between domain and modeling experts. Upon this, one major challenge is to identify factors fostering the comprehension of process models. This paper discusses the experiences we gathered with the use of eye tracking in experiments on process model comprehension and the lessons learned in this context. The objective of the experiments was to study the comprehension of process models expressed in terms of four different modeling languages (i.e., BPMN, eGantt, EPC, and Petri Net). This paper further provides recommendations along nine identified categories that can foster related experiments on process model comprehension