Participants’ eye movements and electroencephalogram (EEG) signal were recorded as they read sentences displayed according to the gaze-contingent boundary paradigm. Two target words in each sentence were manipulated for lexical frequency (high vs. low frequency) and parafoveal preview of each target word (identical vs. string of random letters vs. string of Xs). Eye movement data revealed visual parafoveal-on-foveal (PoF) effects, as well as foveal visual and orthographic preview effects and word frequency effects. Fixation-related potentials (FRPs) showed visual and orthographic PoF effects as well as foveal visual and orthographic preview effects. Our results replicated the early preview positivity effect ( Dimigen, Kliegl, & Sommer, 2012 ) in the X-string preview condition, and revealed different neural correlates associated with a preview comprised of a string of random letters relative to a string of Xs. The former effects seem likely to reflect difficulty associated with the integration of parafoveal and foveal information, as well as feature overlap, while the latter reflect inhibition, and potentially disruption, to processing underlying reading. Interestingly, and consistent with Kretzschmar, Schlesewsky, and Staub (2015) , no frequency effect was reflected in the FRP measures. The findings provide insight into the neural correlates of parafoveal processing and written word recognition in reading and demonstrate the value of utilizing ecologically valid paradigms to study well established phenomena that occur as text is read naturally.

Participants’ eye movements (EMs) and EEG signal were simultaneously recorded to examine foveal and parafoveal processing during sentence reading. All the words in the sentence were manipulated for inter-word spacing (intact spaces vs. spaces replaced by a random letter) and parafoveal preview (identical preview vs. random letter string preview). We observed disruption for unspaced text and invalid preview conditions in both EMs and fixation-related potentials (FRPs). Unspaced and invalid preview conditions received longer reading times than spaced and valid preview conditions. In addition, the FRP data showed that unspaced previews disrupted reading in earlier time windows of analysis, compared to string preview conditions. Moreover, the effect of parafoveal preview was greater for spaced relative to unspaced conditions, in both EMs and FRPs. These findings replicate well-established preview effects, provide novel insight into the neural correlates of reading with and without inter-word spacing and suggest that spatial selection precedes lexical processing.

23Evaluating search engine results is a crucial skill for finding relevant information on the 24 Internet. In this study, we used eye-tracking technology to examine search result evaluation 25 strategies adopted by sixth-grade students (N = 36). Students completed 10 search tasks 26 where they were asked to select a search result among four options that would help them to 27 answer the given task. To identify which information students used to evaluate search results, 28 we manipulated the relevancy of the search result's title, URL, and snippet components. We 29 then analyzed the selection of search results as well as looking probabilities on the search 30 result components. The results revealed that during first-pass inspection, students read the 31 search engine page by first looking at the title of a search result. If the title was relevant, the 32 probability of looking at the snippet of the search result increased. During second-pass 33 inspection, there was a high probability of students focusing on the most promising search 34 result by inspecting all of its components before making their selection. A cluster analysis 35 revealed three viewing strategies: half of the students looked mainly at the titles and snippets; 36 one-third with high probability examined all components; and one-sixth mainly focused on 37 titles, leading to more frequent errors in search result selection. The results indicate that 38 students generally made a flexible use of both eliminative and confirmatory evaluation 39 strategies when reading Internet search results, while some seemed to not pay attention to 40 snippet and URL components of the search results.41

Influence of reading skill and word length on fixation-related brain activity in schoolaged children during natural reading

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