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.

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Eye movements in reading and information processing: 20 years of research.

How do people know as much as they do with as little information as they get? The problem takes many forms; learning vocabulary from text is an especially dramatic and convenient case for research. A new general theory of acquired similarity and knowledge representation, latent semantic analysis (LSA), is presented and used to successfully simulate such learning and several other psycholinguistic phenomena. By inducing global knowledge indirectly from local co-occurrence data in a large body of representative text, LSA acquired knowledge about the full vocabulary of English at a comparable rate to schoolchildren. LSA uses no prior linguistic or perceptual similarity knowledge; it is based solely on a general mathematical learning method that achieves powerful inductive effects by extracting the right number of dimensions (e.g., 300) to represent objects and contexts. Relations to other theories, phenomena, and problems are sketched.

/pdf/a-solution-to-plato-s-problem-the-latent-semantic-analysis-4jfk7ozfms.pdf

A Solution to Plato's Problem: The Latent Semantic Analysis Theory of Acquisition, Induction, and Representation of Knowledge.

1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

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Preventing reading difficulties in young children

Part I. Experimental Studies: 2. Experiment in psychology 3. Experiments on perceiving III Experiments on imaging 4-8. Experiments on remembering: (a) The method of description (b) The method of repeated reproduction (c) The method of picture writing (d) The method of serial reproduction (e) The method of serial reproduction picture material 9. Perceiving, recognizing, remembering 10. A theory of remembering 11. Images and their functions 12. Meaning Part II. Remembering as a Study in Social Psychology: 13. Social psychology 14. Social psychology and the matter of recall 15. Social psychology and the manner of recall 16. Conventionalism 17. The notion of a collective unconscious 18. The basis of social recall 19. A summary and some conclusions.

Remembering. A Study in Experimental and Social Psychology, Cambridge (University Press) 1964.

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Eye movements are now widely used to investigate cognitive processes during reading, scene perception, and visual search. In this article, research on the following topics is reviewed with respect to reading: (a) the perceptual span (or span of effective vision), (b) preview benefit, (c) eye movement control, and (d) models of eye movements. Related issues with respect to eye movements during scene perception and visual search are also reviewed. It is argued that research on eye movements during reading has been somewhat advanced over research on eye movements in scene perception and visual search and that some of the paradigms developed to study reading should be more widely adopted in the study of scene perception and visual search. Research dealing with "real-world" tasks and research utilizing the visual-world paradigm are also briefly discussed.

https://www.cogsci.ucsd.edu/~bkbergen/cogs200/Rayner-Bartlett.pdf

Eye movements and attention in reading, scene perception, and visual search.

Making and Correcting Errors during Sentence Comprehension: Eye Movements in the Analysis of Structurally Ambiguous Sentences

A computer-based eye-movement controlled, display system was developed for the study of perceptual processes in reading. A study was conducted to identify the region from which skilled readers pick up various types of visual information during a fixation while reading. This study involved making display changes, based on eye position, in the text pattern as the subject was in the act of reading from it, and then examining the effects these changes produced on eye behavior. The results indicated that the subjects acquired word-length pattern information at least 12 to 15 character positions to the right of the fixation point, and that this information primarily influenced saccade lengths. Specific letter- and word-shape information were acquired no further than 10 character positions to the right of the fixation point.

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The span of the effective stimulus during a fixation in reading.

Two experiments investigated whether lexical complexity increases a word’s processing time. Subjects read sentences, each containing a target word, while their eye movements were monitored. In experiment 1, mean fixation time on infrequent words was longer than on their more frequent controls, as was the first fixation after the Infrequent Target. Fixation Times on Causative, factive, and negative verbs and ambiguous nouns were no longer than on their controls. Further analyses on the ambiguous nouns, however, suggested that the likelihood of their various meanings affected fixation time. This factor was investigated in experiment 2. subjects spent a longer time fixating ambiguous words with two equally likely meanings than fixating ambiguous words with one highly likely meaning. The results suggest that verb complexity does not affect lexical access time, and that word frequency And the presence of two highly likely meanings may affect lexical access and/or postaccess integration.

/pdf/lexical-complexity-and-fixation-times-in-reading-effects-of-17bhjgfajg.pdf

Keith Rayner

Papers

Eye movements in reading and information processing: 20 years of research.

Eye movements and attention in reading, scene perception, and visual search.

Making and Correcting Errors during Sentence Comprehension: Eye Movements in the Analysis of Structurally Ambiguous Sentences

The span of the effective stimulus during a fixation in reading.

Lexical complexity and fixation times in reading: effects of word frequency, verb complexity, and lexical ambiguity.