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.

The power of feedback.

The measurement of meaning

The diffusion decision model allows detailed explanations of behavior in two-choice discrimination tasks. In this article, the model is reviewed to show how it translates behavioral data—accuracy, mean response times, and response time distributions—into components of cognitive processing. Three experiments are used to illustrate experimental manipulations of three components: stimulus difficulty affects the quality of information on which a decision is based; instructions emphasizing either speed or accuracy affect the criterial amounts of information that a subject requires before initiating a response; and the relative proportions of the two stimuli affect biases in drift rate and starting point. The experiments also illustrate the strong constraints that ensure the model is empirically testable and potentially falsifiable. The broad range of applications of the model is also reviewed, including research in the domains of aging and neurophysiology.

The Diffusion Decision Model: Theory and Data for Two-Choice Decision Tasks

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.

espanolLos modelos de reconocimiento de palabras inciden en que las palabras se identifican previa la activacion de un conjunto de palabras ortograficamente similares ("vecinas"). Coltheart et al. (1977) definieron como palabra vecina aquella que puede formarse variando una letra de la misma preservando el orden de las restantes (vg., Casa, coso y coma son vecinas de cosa, todas con la misma ponderacion). El objetivo de este trabajo fue analizar si las palabras vecinas necesitan una ponderacion segun la letra en que difieran respecto a la palabra- test (inicial vs. medial). Partiendo de una tecnica de identificacion senal-test-mascara utilizada en el ambito de la ceguera perceptual (Hochhaus y Marohn, 1991) se observo que los pares que diferian en la tercera letra (loco-lomo) mostraban mayor ceguera perceptual (eran "mas vecinas") que los que diferian en la primera (pico-rico). Por tanto, la definicion de palabra vecina y los modelos teoricos deben abordar el hecho de que las palabras iniciales proporcionan mas informacion que las mediales. EnglishModels of written word recognition usually assume that word identification involves a selection among a cohort of word units similar to the stimulus itself («word neighbors»). According to Coltheart et al. (1977), a word's neighbor is any word that can be generated by changing just one letter, preserving letter positions. The aim of this paper was to analyze whether «all neighbors are equal». Specifically, we used pairs differing in the initial letter (pico-rico) or in a medial letter (loco-lomo). In order to cause an inhibitory relatedness effect («perceptual blindness»), we used a prime-target- mask identification task (see Hochhaus & Marohn, 1991). The results showed that word pairs differing in a medial letter showed stronger perceptual blindness (i.e., they were «closer neighbors») than those differing in the initial letter. Consequently, the definition of a word's neighbor (Coltheart et al., 1977) should be modified to cope with the fact that initial letters provide more information than medial letters

Las palabras vecinas deben ponderarse: evidencia mediante la ceguera perceptual

Contextual diversity favors the learning of new words in children regardless of their comprehension skills.

Numerous experiments in the past decades recurrently showed that a transposed-letter pseudoword (e.g., JUGDE) is much more wordlike than a replacement-letter control (e.g., JUPTE). Critically, there is an ongoing debate as to whether this effect arises at a perceptual level (e.g., perceptual uncertainty at assigning letter position of an array of visual objects) or at an abstract language-specific level (e.g., via a level of “open bigrams” between the letter and word levels). Here, we designed an experiment to test the limits of perceptual accounts of letter position coding. The stimuli in a lexical decision task were presented either with a homogeneous letter intensity or with a graded gray intensity, which indicated an unambiguous letter order. The pseudowords were either transposed-letter pseudowords or replaced-letter pseudowords (e.g., jugde vs. jupte). The results showed much longer response times and substantially more errors in the transposed-letter pseudowords than in the replacement-letter pseudowords, regardless of visual format. These findings favor the idea that language-specific orthographic element factors play an essential role when encoding letter position during word recognition.

https://www.mdpi.com/2411-5150/5/1/12/pdf

Do Grading Gray Stimuli Help to Encode Letter Position

espanolSe efectuo un experimento con la tarea de decision lexica solo-si para examinar la influencia del estatus lexico y de la frecuencia de uso del item N-1 sobre el item N cuando los ensayos no se encuentran relacionados. En una tarea de decision lexica solo-si, se instruye a los participantes a efectuar la respuesta para las palabras, pero no para las palabras. Recientemente, hemos encontrado pequenos efectos de secuencia con la tarea de decision lexica estandar si/no (Perea y Carreiras, 2003). Sin embargo, la direccion de tales efectos discrepa de la obtenida por Gordon (1983) con la tarea de decision lexica solo-si. Para examinar la aparente diferencia entre ambos procedimientos, el presente experimento se diseno para replicar el experimento de decision lexica si/no de Perea y Carreiras (2003) con una tarea de decision lexica solo-si. Los resultados mostraron un efecto secuencial en los porcentajes de errores para las palabras, y en el inicio de la distribucion de los tiempos de reaccion para las palabras. Estos resultados son consistentes con la idea que los participantes varian sus criterios de respuesta en sucesivos ensayos. EnglishA go/no-go lexical decision experiment was conducted to examine the influence of the lexical status and item-frequency of trial N-1 on trial N when the trials are not related to each other. In the go/no-go task, participants are instructed to makes responses to words, but not to nonwords. Recent research has found small sequential effects with the yes/no task for low-frequency words (Perea & Carreiras, 2003). However, the direction of the effects was not consistent with the analyses provided by Gordon (1983) with the go/no-go task. To examine the potential discrepancy between the two task procedures, the present study was a go/no-go replication of the yes/no experiment of Perea and Carreiras (2003). The results showed a sequential item-frequency effect in the error rates for nonwords and in the leading edge of the response time distribution. These findings add support to the idea that participants shift their decision criteria on a trial-by-trial basis

Efectos secuenciales de primer orden en una tarea de decisión léxica sólo-sí

El objetivo de este trabajo consiste en estudiar si la posicion de las letras se codifica de una forma absoluta o relativa, y conocer el papel que la silaba juega en la codificacion de la informacion posicional dentro de las representaciones ortograficas. Para ello, empleamos dos experimentos con una tarea de solucion de anagramas. En dicha tarea, se presenta un anagrama (CSIAGTO) y el participante tiene que descubrir la palabra que se forma ordenando las letras internas del anagrama (CASTIGO). Los resultados del Experimento 1 muestran un efecto de la presencia de bigramas adyacentes: los anagramas que mantienen un bigrama en una posicion adyacente (CTG AS IO) son resueltos con mas frecuencia que aquellos con todas las letras internas desordenadas (CSIAGTO), lo que sugiere que para reconstruir una secuencia altamente distorsionada, es importante conocer la posicion relativa de una letra con respecto a otra. En el Experimento 2, manipulamos la naturaleza silabica o subsilabica del bigrama para estudiar si el efecto de bigrama puede reducirse a un efecto silabico o puede estar modulado por el estatus sublexico (silabico o subsilabico) del bigrama. Los resultados obtenidos muestran un efecto silabico. Finalmente, examinamos las implicaciones de estos resultados para los modelos actuales de reconocimiento visual de palabras.

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Manuel Perea

Papers

Las palabras vecinas deben ponderarse: evidencia mediante la ceguera perceptual

Contextual diversity favors the learning of new words in children regardless of their comprehension skills.

Do Grading Gray Stimuli Help to Encode Letter Position

Efectos secuenciales de primer orden en una tarea de decisión léxica sólo-sí

El papel de la sílaba en la codificación posicional de las representaciones ortográficas