The study of eye movements in reading.

Ma, Tinker

doi:10.1037/h0063378

Cited by 66 publications

(41 citation statements)

References 86 publications

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“…This research has parallels in the visual reading literature, which has shown a correlation between eye fixation patterns and reading ability (Nodine & Lang, 1971;Nodine & Simmons, 1974;Tillson, 1955). However, the most convincing interpretation of this correlation appears to be that poor eye movement control is a result, not a cause, of poor reading ability (Just & Carpenter, 1980;Stanley, 1978;Tinker, 1946Tinker, , 1958. Such a conclusion is based on evidence from oculomotor training studies that were effective in altering subjects' eye movements but not in .…”

Section: Braille Comprehension Abilitymentioning

confidence: 99%

“…Such a conclusion is based on evidence from oculomotor training studies that were effective in altering subjects' eye movements but not in . improving subjects' comprehension performance (Tinker, 1946(Tinker, , 1958 and from observations that poor readers' immature eye movements do not generalize to nonreading scanning tasks such as picture scanning (Stanley, 1978). A similar conclusion about the relationship between hand movements and braille comprehension may be forthcoming.…”

Section: Braille Comprehension Abilitymentioning

confidence: 99%

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How reading braille is both like and unlike reading print

Daneman

1988

Memory & Cognition

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The letter detection errors of blind readers of braille were compared with those of sighted readers of print in order to determine whether braille can be read in units larger than the individual braille character. Sighted readers missed a disproportionate number of hs in the word he whether the prose was intact or scrambled, supporting Healy's (1976)conclusion that high-frequency words are read in units larger than the individual letter. By contrast, blind readers missed only a disproportionate number of hs in he when reading prose, suggesting that their detection failures were based on redundancy rather than unitization. Although the unit of perception for braille appears to differ from that for print, the factors underlying braille comprehension ability do not. Braille comprehension was correlated with listening comprehension and working memory capacity, a finding consistent with the visual reading literature which has shown that it is the higher level linguistic processes that tax working memory capacity and not the lower level visual word encoding processes that chiefly underlie individual differences in comprehending print.This studyaddressed two questions regarding how blind adults read braille: Is there any evidence that braille can be read in units larger than the individual braille character? What accounts for individualdifferences in the comprehension abilities of braille readers? Braille Reading UnitsMuch of the research on braille reading has focused on the issue of whether or not braille can be read in units larger than the individual letter or braille character. The bulk of the literature takes the positionthat it cannot. This position is based on knowledge about the functioning of the tactual perceptual system on which braille depends, as well as on observations of braille reading behavior. Braille is a system of raised dots arranged in a small 2 x 3 matrix. A minimum of one raised dot and a maximum of six allows for 63 discrete patterns of dots or braille characters, each tactually distinguishablefrom the other. In Grade 1 braille, each of the 26 letters of the alphabet is represented by a unique braille character; thus, for example, the 13-letter word understanding is represented by the sequential arrangementof the braille characters for its 13 letters:

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Section: Braille Comprehension Abilitymentioning

confidence: 99%

Section: Braille Comprehension Abilitymentioning

confidence: 99%

How reading braille is both like and unlike reading print

Daneman

1988

Memory & Cognition

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“…If eye movements were a causative factor in reading disability, then the problem could easily be diagnosed with a simple eye movement test, and oculomotor training would result in improved reading. Although there have been some demonstrations that oculomotor training improves reading performance (see Solan, 1985), Tinker (1946Tinker ( , 1958 and Rayner (1985b) argued quite strongly that eye movements were generally not a cause of reading disability but were a reflection of other underlying problems.…”

Section: Eye Movements Poor Readers and Dyslexiamentioning

confidence: 99%

Eye movements in reading and information processing.

Rayner¹

1978

Psychological Bulletin

907

525

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Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control, and (e) individual differences (including dyslexia). Similar topics are discussed with respect to the other tasks examined. The basic theme of the review is that eye movement data reflect moment-to-moment cognitive processes in the various tasks examined. Theoretical and practical considerations concerning the use of eye movement data are also discussed.Many studies using eye movements to investigate cognitive processes have appeared over the past 20 years. In an earlier review, I (Rayner, 1978b) argued that since the mid-1970s we have been in a third era of eye movement research and that the success of research in the current era would depend on the ingenuity of researchers in designing interesting and informative studies. It would appear from the vast number of studies using eye movement data over the past 20 years that research in this third era is fulfilling the promise inherent in using eye movement behavior to infer cognitive processes. The first era of eye movement research extended from Javal's initial observations concerning the role of eye movements in reading in 1879 (see Huey, 1908) up until about 1920. During this era, many basic facts about eye movements were discovered. Issues such as saccadic suppression (the fact that we do not perceive information during an eye movement), saccade latency (the time that it takes to initiate an eye movement), and the size of the perceptual span (the region of effective vision) were of concern in this era. The second era, which coincided with the behaviorist movement in experimental psychology, tended to have a more applied focus, and little research was undertaken with eye movements to infer cognitive processes. Although classic work by Tinker (1946) on reading and by Buswell (1935) on scene perception was carried out during this era, in retrospect, most of the work seems to have focused on the eye movements per se (or on surface aspects of the task being investigated). Tinker's (1958) final review ended on the rather pessimistic note that almost every-

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“…Les travaux antérieurs (i.e. Tinker, 1946 ;Noton & Stark, 1971 ;Bahill & Stark, 1987 ;Massen, 2002 ;Delorme & Flückinger, 2003), étudiant les facteurs qui influencent la planification et l'exécution de saccades ainsi que les durées de fixations, ont su établir des liens entre le comportement cognitif et les indices oculaires. Le lien entre cognition et fixation est évidemment particulièrement saillant dans les paradigmes de lecture.…”

Section: Approche Psycho-physiologique : Enregistrements Oculairesunclassified

Bilinguisme tardif franco-allemand. Etude de l'attrition ditems lexicaux et sémantiques.

Eisenkolb

2008

Congrès Mondial De Linguistique Française 2008

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1 Partie Théorique L'étude de l'attrition est une approche récente pour aborder la question de l'organisation d'une (des) langue(s) en mémoire à long terme (MLT). Cette thématique a déjà été abordé chez les sujets aphasiques (dissociations comportementales : i.e. Shallice, 1979). Pourtant, contrairement aux études concernant l'aphasie, il s'agit dans le cas de l'attrition du déclin naturel des capacités et des compétences linguistiques. Dans cette étude nous appréhendons également la question de savoir dans quelle mesure l'environnement influence le maintien ou l'oubli de ces compétences afin de voir si l'adaptation à un nouvel environnement passe toujours par la réorganisation ou la transformation de représentations linguistiques. La majorité des théories (i.e. Yagmur, 1997 ;Hutz, 2004 ; Pavlenko, 2002 ;Dewaele, 2004) accordent à l'environnement linguistique un rôle sélectif. Ce rôle sélectif s'avère plus ou moins sévère (Seliger, 1991) selon les modalités psycholinguistiques et les niveaux linguistiques étudiés. Faute d'un emploi rare ou inexistant de L1 (première langue = langue native), son accès semble subir une érosion. Deux conceptions suggèrent des causes différentes qui mènent à l'attrition. L'hypothèse du seuil d'activation (Activation Threshold Hypothesis (ATH) : Paradis, 1985Paradis, , 1993, qui suggère que le dysfonctionnement temporel ou complet face au manque d'activation rendrait l'accès plus difficile. Cette approche peut être définie comme la conception faible de l'attrition. Face à celle-ci s'oppose la définition forte : la Théorie du système Dynamique (Dynamic System Theory (DST) : Pavlenko, 2000) présuppose une substitution d'anciens concepts d'une langue (L1) en faveur des concepts d'une nouvelle (L2, seconde langue = langue étrangère). Attrition : Un Oubli SélectifLe terme 'd'attrition' est utilisé pour désigner l'érosion progressive de la maîtrise d'une langue qui n'est plus suffisamment pratiquée (Köpke, 1999). Dans la présente étude, l'attrition est considérée dans un environnement (L2) français chez des individus bilingues tardifs allemands. Les recherches dans le domaine montrent que l'exposition à un environnement L2 joue un rôle certain dans l'attrition et cela à tous les niveaux linguistiques : lexical (Jaspaer & Kroon, 1992 et Ammerlaan, 1996 cités par Köpke, 1999), morphologique (Kaufmann & Aronoff, 1991), syntaxique (Grojean & Py, 1991 ;Altenberg, 1991 ;Seliger, 1991 ;Slabakova, 2000 ;Gürel, 2004) et pragmatique (Waas, 1996. Seliger (1991) souligne le caractère sélectif et ordonné de l'attrition. D'après l'auteur une sélection se fait selon les différentes modalités psycholinguistiques comme la production et la compréhension, l'oral et l'écrit. C'est en production orale que l'on observe le plus de problèmes tandis qu'en perception de matériel écrit, les études qui constatant un changement attribuable à l'influence de la L2 (i.e. Altenberg, 1991 ; Grojean & Py, 1991) sont rares. L'attrition est ordonnée dans le sens où elle n'affecte pas tous les niveaux linguistiques ; certain...

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The study of eye movements in reading.

Cited by 66 publications

References 86 publications

How reading braille is both like and unlike reading print

How reading braille is both like and unlike reading print

Eye movements in reading and information processing.

Bilinguisme tardif franco-allemand. Etude de l'attrition ditems lexicaux et sémantiques.

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The study of eye movements in reading.

Cited by 66 publications

References 86 publications

How reading braille is both like and unlike reading print

How reading braille is both like and unlike reading print

Eye movements in reading and information processing.

Bilinguisme tardif franco-allemand. Etude de l'attrition ditems lexicaux et sémantiques.

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Bilinguisme tardif franco-allemand. Etude de l'attrition ditems lexicaux et sémantiques.