Reading Easy Language texts written by public authorities: Evidence from eye tracking

Previous research has shown that word length, frequency and word repetition influence word reading times (Rayner 1998; 2009). Guidelines for Easy Language advise writers to use frequent and short words, and to repeat words instead of using synonyms. However, some of these guidelines are based on research that has been misinterpreted, simplified, or is outdated (Wengelin 2015), and studies focusing on effects of word length, frequency and word repetition among adult readers in the Easy Swedish target group are lacking. This eye-tracking study investigated the reading of Easy Language texts written by public authorities, as well as the effects of word length, frequency, and word repetition on readers in a day centre for people with intellectual disabilities. The results showed significant effects for word length and frequency in all readers. In addition, the effects were significantly greater in the target group than in the control group. The effects for word repetition were not as clear, affecting only one of the reading measures. Furthermore, the study revealed poor comprehension rates in the target group, i.e., when asked, they were not able to reproduce the main contents of the texts. The significantly greater effects of word length and frequency suggest that the related Easy Language guidelines are valid for this group of readers. The poor comprehension rates indicate that the texts were too difficult for these readers

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.Peer reviewe

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

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

Eye Movements during dynamic scene viewing are affected by visual attention skills and events of the scene: Evidence from first-person shooter gameplay videos

The role of individual differences during dynamic scene viewing was explored. Participants (N=38) watched a gameplay video of a first-person shooter (FPS) videogame while their eye movements were recorded. In addition, the participants’ skills in three visual attention tasks (attentional blink, visual search, and multiple object tracking) were assessed.  The results showed that individual differences in visual attention tasks were associated with eye movement patterns observed during viewing of the gameplay video. The differences were noted in four eye movement measures: number of fixations, fixation durations, saccade amplitudes and fixation distances from the center of the screen. The individual differences showed during specific events of the video as well as during the video as a whole. The results highlight that an unedited, fast-paced and cluttered dynamic scene can bring about individual differences in dynamic scene viewing

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

Oligocene moisture variations as evidenced by an aeolian dust sequence in Inner Mongolia, China

The aridification of Central Asia since the Eocene has widespread evidence, but climate-controlled environmental reorganizations during the Oligocene remain ambiguous. We employed environmental magnetic, mineralogical and geochemical methods on a latest Eocene to late Oligocene terrestrial sequence in Inner Mongolia, China, to examine how global climatic trends and regional factors influenced the evolution of moisture and weathering in the region. Highlighting the climatic influence, our weathering and rainfall proxy data document the drawdown of atmospheric CO2 and global cooling during the early Oligocene semi-arid phase, which culminated in the Early Oligocene Aridification Event at 31 Ma. Moreover, for the first time in the terrestrial eastern Central Asian setting, we provide geochemical and geophysical evidence for a second major Oligocene aridification event nearly synchronous to the mid-Oligocene Glacial Maximum at around 28 Ma. These aridification events were interrupted by periods of increased rainfall and weathering and can be associated with the terminations of glacial events seen in marine oxygen isotope records.Peer reviewe

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

The role of look-backs in the processing of written sarcasm

Previous eye-tracking studies suggest that when resolving the meaning of sarcastic utterances in a text, readers often initiate fixations that return to the sarcastic utterance from subsequent parts of the text. We used a modified trailing mask paradigm to examine both the role of these look-back fixations in sarcasm comprehension and whether there are individual differences in how readers resolve sarcasm. Sixty-two adult participants read short paragraphs containing either a literal or a sarcastic utterance while their eye movements were recorded. The texts were presented using a modified trailing mask paradigm: sentences were initially masked with a string of x’s and were revealed to the reader one at a time. In the normal reading condition, sentences remained visible on the screen when the reader moved on to the next sentence; in the masked condition, the sentences were replaced with a mask. Individual differences in working memory capacity (WMC) and the processing of emotional information were also measured. The results showed that readers adjusted their reading behavior when a mask prevented them from re-examining the text content. Interestingly, the readers’ compensatory strategies depended on spatial WMC. Moreover, the results showed that the ability to process emotional information was related to less processing effort invested in resolving sarcasm. The present study suggests that look-backs are driven by a need to re-examine the text contents but that they are not necessary for the successful comprehension of sarcasm. The strategies used to resolve sarcasm are mediated by individual differences.</p

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