What Can Eye Movements Tell us about Visual Perception Processes in Classroom Contexts? Commentary on a Special Issue

In this commentary to the Special Issue of Educational Psychology Review on visual perceptual processes, I tie the empirical studies reported in the issue with previous research in other domains to offer some points to be considered in future studies. First, I will point out to issues related to theoperationalization of the theoretical constructs. The empirical papers in this Special Issue use eye tracking to study students' engagement, teachers' expertise, and student-teacher interaction. However, it is not always clear how the observed eye movement patterns reflect these theoretical concepts and the underlying psychological processes. Second, I will reflect on theanalyses of the eye movement datapresented in the papers. The main advantage of the methodology is that it can provide detailed information about the time-course of processing, and to fully engage its potential, it should be complemented with adequate statistical methods. In my view, the papers in this Special Issue provide valuable novel information about the complex processes underlying learning in variable contexts, and offer an excellent starting point for future research

Attention, memory and preference for direct and indirect print advertisements

We examined the effectiveness of direct and indirect advertising. Direct ads openly depict advertised products and brands. In indirect ads, the ad message requires elaboration. Eye movements were recorded while consumers viewed direct and indirect advertisements under fixed (5 s) or unlimited exposure time. Recognition of ads, brand logos and preference for brands were tested under two different delays (after 24 h or 45 min) from the ad exposure. The total viewing time was longer for the indirect ads when exposure time was unlimited. Overall, ad pictorials received more fixations and the brand preference was higher in the indirect condition. Recognition improved for brand logos of indirect ads when tested after the shorter delay. Consumers experienced indirect ads as more original, surprising, intellectually challenging and harder to interpret than direct ads. Current results indicate that indirect ads elicit cognitive elaboration that translates into higher preference and memorability for brands.Peer reviewe

Fluctuation in Pupil Size and Spontaneous Blinks Reflect Story Transportation

Thirty-nine participants listened to 28 neutral and horror excerpts of Stephen King short stories while constantly tracking their emotional arousal. Pupil size was measured with an Eyelink 1000+, and participants rated valence and transportation after each story. In addition to computing mean pupil size across 1-sec intervals, we extracted blink count and used detrended fluctuation analysis (DFA) to obtain the scaling exponents of long-range temporal correlations (LRTCs) in pupil size time-series. Pupil size was expected to be sensitive also to emotional arousal, whereas blink count and LRTC's were expected to reflect cognitive engagement. The results showed that self-reported arousal increased, pupil size was overall greater, and the decreasing slope of pupil size was flatter for horror than for neutral stories. Horror stories induced higher transportation than neutral stories. High transportation was associated with a steeper increase in self-reported arousal across time, stronger LRTCs in pupil size fluctuations, and lower blink count. These results indicate that pupil size reflects emotional arousal induced by the text content, while LRTCs and blink count are sensitive to cognitive engagement associated with transportation, irrespective of the text type. The study demonstrates the utility of pupillometric measures and blink count to study literature reception

Las instrucciones de relevancia en combinación con la interrogación elaborativa facilitan la lectura estratégica: evidencias desde los movimientos oculares

The aim of the present study was to examine effects of relevance instructions and elaborative interrogation on the processing of and memory for expository texts. Eye movements of 132 undergraduate students were tracked while they read expository texts. After reading each text, they produced an oral summary. Participants were divided into four experimental conditions that differed by the presence or absence of the why question and the specific or general relevance instruction they received. Results showed that readers who received the why question embedded in the texts and also received the specific instruction of answering the question demonstrated more strategic reading, as reflected in their first-pass and look-back reading times and also in their better recall of question-relevant information. These results can be readily applied to real-life learning contexts, as they suggest that employing specific relevance instructions in combination with elaborative interrogation may elicit more efficient and strategic reading.El objetivo del presente estudio fue examinar el efecto de las Instrucciones de relevancia y de Interrogación elaborativa en el procesamiento y el posterior recuerdo de textos expositivos. A tal fin se registraron los movimientos oculares de 132 estudiantes universitarios mientras leían textos expositivos. Después de leer cada texto, realizaron un resumen oral del mismo. Se asignó a los participantes a cuatro condiciones experimentales que se diferenciaban por la presencia o ausencia de una pregunta de tipo “por qué” y la instrucción específica o general de relevancia que recibieron. Los resultados mostraron que los lectores que recibieron la pregunta de tipo “por qué” insertada en los textos y que también recibieron la instrucción específica de contestar a la pregunta mostraron unos patrones de lectura más estratégicos, como quedó reflejado en sus tiempos de lectura inicial y de refijaciones y también en su mejor recuerdo de la información relacionada con la pregunta. Estos resultados pueden aplicarse fácilmente a contextos reales de aprendizaje, ya que sugieren que emplear instrucciones específicas de relevancia en combinación con interrogación elaborativa puede facilitar y potenciar estilos de lectura más eficientes y estratégicosThe work reported in this manuscript was supported by Grant PSI2013-47219-P from the Ministry of Economic and Competitiveness (MINECO) of Spai

Attention, memory and preference for direct and indirect print advertisements

We examined the effectiveness of direct and indirect advertising. Direct ads openly depict advertised products and brands. In indirect ads, the ad message requires elaboration. Eye movements were recorded while consumers viewed direct and indirect advertisements under fixed (5 s) or unlimited exposure time. Recognition of ads, brand logos and preference for brands were tested under two different delays (after 24 h or 45 min) from the ad exposure. The total viewing time was longer for the indirect ads when exposure time was unlimited. Overall, ad pictorials received more fixations and the brand preference was higher in the indirect condition. Recognition improved for brand logos of indirect ads when tested after the shorter delay. Consumers experienced indirect ads as more original, surprising, intellectually challenging and harder to interpret than direct ads. Current results indicate that indirect ads elicit cognitive elaboration that translates into higher preference and memorability for brands.</p

Introduction to the Special Issue on Emotions in Reading, Learning, and Communication

In our current era, learners are confronted with many and varying sources of information, such as news media, books, websites, social media, scientific articles, communicative interactions, and more. In addition, individuals must learn from such sources, making it important to critically examine the factors underlying learning from text and discourse. Importantly, the valence and activation of readers' emotions can influence the quality of readers' processing, which could help or hinder the learner's ability to understand and learn from text related to important issues. Although theoretical and empirical work documents the role of emotions in learning and motivation, reading- and discourse-specific models are needed. At present, the literature examining reading presents conflicting findings related to the influence of emotion on textual processing. However, asproposed in the Process, Emotion, Task (PET) framework, the discrepant findings related to reading processes may be explained by interactions between specific reader emotions and the type of task. Hence, examining both emotions and features of the text are critical when considering how to support readers' ability to comprehend, evaluate, and learn from text. This article introduces a special issue of Discourse Processes that brings together experts engaging in empirical studies on how emotion influences learning and processing for varying text types in different contexts. Our goal is to further work toward developing a more cohesive understanding of the influence of reader emotions in supporting learning, comprehension, processing, and conceptual change and to draw important connections to the broader fields of text and discourse, learning, and motivation. Such connections are critical for improving learning experiences across a variety of settings and enhancing the relevance of discourse-processing research

The ability to recognise emotions predicts the time-course of sarcasm processing: Evidence from eye movements

A core feature of sarcasm is that there is a discrepancy between the literal meaning of the utterance and the context in which it is presented. This means that a sarcastic statement embedded in a story introduces a break in local coherence. Previous studies have shown that sarcastic statements in written stories often elicit longer processing times than their literal counterparts, possibly reflecting the difficulty of integrating the statement into the story’s context. In the present study, we examined how sarcastic statements are processed when the location of the local coherence break is manipulated by presenting the sarcastic dialogues either before or after contextual information. In total, 60 participants read short text paragraphs containing sarcastic or literal target statements, while their eye movements were recorded. Individual differences in ability to recognise emotions and working memory capacity were measured. The results suggest that longer reading times with sarcastic statements not only reflect local inconsistency but also attempt to resolve the meaning of the sarcastic statement. The ability to recognise emotions was reflected in eye-movement patterns, suggesting that readers who are poor at recognising emotions are slower at categorising the statement as sarcastic. Thus, they need more processing effort to resolve the sarcastic meaning.</p

Knowledge is a river and education is like a stairway: An eye movement study on how L2 speakers process metaphors and similes

Very little is known about the processes underlying second language (L2) speakers’ understanding of written metaphors and similes. Moreover, most of the theories on figurative language comprehension do not consider reader-related factors. In the study, we used eye-tracking to examine how native Finnish speakers (N = 63) read written English nominal metaphors (“education is a stairway”) and similes (“education is like a stairway”). Identical topic–vehicle pairs were used in both conditions. After reading, participants evaluated familiarity of each pair. English proficiency was measured using the Bilingual-language Profile Questionnaire and the Lexical Test for Advanced Learners of English. The results showed that readers were more likely to regress within metaphors than within similes, indicating that processing metaphors requires more processing effort than processing similes. The familiarity of a metaphor and L2 English proficiency modulated this effect. The results are discussed in the light of current theories on figurative language processing.</p

Self-reported playing preferences resonate with emotion-related physiological reactions during playing and watching of first-person shooter videogames

The present aim was to investigate emotion-related physiological responses and subjective ratings of two groups of active gamers (N = 24) in response to both playing and watching a video of a first-person shooter game. Participants of one group had high preferences for game dynamics in first-person shooter games, whereas the other group disliked such dynamics. Electrodermal activity (EDA), heart rate (HR), and electromyographic (EMG) activity of the corrugator supercilii (i.e., brow furrowing) and the zygomaticus major (i.e., smiling) muscles were measured while playing and watching a gameplay video. After the playing and watching sessions, the participants rated their experienced level of valence and arousal. The results showed that those who liked the game dynamics showed comparable and stable levels of EDA and HR during both playing and watching. Those who disliked the game dynamics showed overall higher levels of EDA and HR during playing than watching a video, and a rising EDA tendency especially during watching a video. Playing evoked overall higher corrugator supercilii activity than watching in both groups. The group that liked the game dynamics showed a steep EMG increase in the activity of the corrugator supercilii, whereas the group that disliked the game dynamics showed less EMG increase. As for ratings of valence and arousal, both groups reported more positive valence and higher arousal after playing than after watching a video, and there were no differences between the groups. In sum, the results showed that player preferences were associated with players’ emotion-related physiological responses. The results also showed that playing as opposed to watching generated higher autonomic arousal, but only for players who disliked the dynamics of the game.</p

Would adults with autism be less likely to bury the survivors?: An eye movement study of anomalous text reading

In a single eye movement experiment, we investigated the effects of context on the time course of local and global anomaly processing during reading in adults with Autism Spectrum Disorder (ASD). In one condition, short paragraph texts contained anomalous target words. Detection of the anomaly was only possible through evaluation of word meaning in relation to the global context of the whole paragraph (Passage-Level Anomalies). In another condition, the anomaly could be detected via computation of a local thematic violation within a single sentence embedded in the paragraph (Sentence-Level Anomalies). For the sentence-level anomalies, the ASD group, in contrast with the typically developing (TD) group, showed early detection of the anomaly as indexed by regressive eye movements from the critical target word upon fixation. Conversely, for the passage-level anomalies, and in contrast with the ASD group, theTD group showed early detection of the anomaly with increased regressive eye movements once the critical word had been fixated. The reversal of the pattern of regression path data for the two groups, for the sentence- and passage-level anomalies, is discussed in relation to cognitive accounts of ASD.</p