Native reading direction modulates eye movements during aesthetic preference and brightness judgments.

2019 ◽  
Vol 13 (4) ◽  
pp. 482-488 ◽  
Author(s):  
Austen K. Smith ◽  
Lorin J. Elias
Keyword(s):  
Eye Movements ◽  
Aesthetic Preference ◽  
Reading Direction

Lateral biases and reading direction: A dissociation between aesthetic preference and line bisection

2011 ◽  
Vol 75 (3) ◽  
pp. 242-247 ◽  
Author(s):  
Yukiko Ishii ◽  
Matia Okubo ◽  
Michael E.R. Nicholls ◽  
Hisato Imai
Keyword(s):  
Line Bisection ◽  
Aesthetic Preference ◽  
Reading Direction

scholarly journals The influences of reading direction on inhibitory control of eye movements

2010 ◽  
Vol 2 (7) ◽  
pp. 571-571
Author(s):  
S.-N. Yang ◽  
G. W. McConkie
Keyword(s):  
Eye Movements ◽  
Inhibitory Control ◽  
Reading Direction

The effect of clause wrap-up on eye movements during reading

2000 ◽  
Vol 53 (4) ◽  
pp. 1061-1080 ◽  
Author(s):  
Keith Rayner ◽  
Gretchen Kambe ◽  
Susan A. Duffy
Keyword(s):  
Eye Movements ◽  
Eye Movements During Reading

Editorial: Human motion perception, eye movements, and orientation in visual space

2000 ◽  
Vol 59 (2) ◽  
pp. 85-88 ◽  
Author(s):  
Rudolf Groner ◽  
Marina T. Groner ◽  
Kazuo Koga
Keyword(s):  
Eye Movements ◽  
Motion Perception ◽  
Visual Space ◽  
Human Motion

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Age Differences in Eye Movements During Reading: Degenerative Problems or Compensatory Strategy?

2019 ◽  
Vol 24 (4) ◽  
pp. 297-311
Author(s):  
José David Moreno ◽  
José A. León ◽  
Lorena A. M. Arnal ◽  
Juan Botella
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Meta Analysis ◽  
Age Groups ◽  
Behavioral Changes ◽  
Aging Effects ◽  
Movement Data ◽  
Sentence Reading ◽  
The Difference ◽  
Eye Movements During Reading

Abstract. We report the results of a meta-analysis of 22 experiments comparing the eye movement data obtained from young ( Mage = 21 years) and old ( Mage = 73 years) readers. The data included six eye movement measures (mean gaze duration, mean fixation duration, total sentence reading time, mean number of fixations, mean number of regressions, and mean length of progressive saccade eye movements). Estimates were obtained of the typified mean difference, d, between the age groups in all six measures. The results showed positive combined effect size estimates in favor of the young adult group (between 0.54 and 3.66 in all measures), although the difference for the mean number of fixations was not significant. Young adults make in a systematic way, shorter gazes, fewer regressions, and shorter saccadic movements during reading than older adults, and they also read faster. The meta-analysis results confirm statistically the most common patterns observed in previous research; therefore, eye movements seem to be a useful tool to measure behavioral changes due to the aging process. Moreover, these results do not allow us to discard either of the two main hypotheses assessed for explaining the observed aging effects, namely neural degenerative problems and the adoption of compensatory strategies.

Cognitive Processing of Film Cuts Among 4- to 8-Year-Old Children

2012 ◽  
Vol 17 (4) ◽  
pp. 257-265 ◽  
Author(s):  
Carmen Munk ◽  
Günter Daniel Rey ◽  
Anna Katharina Diergarten ◽  
Gerhild Nieding ◽  
Wolfgang Schneider ◽  
...  
Keyword(s):  
Eye Movements ◽  
Cognitive Processing ◽  
Media Literacy ◽  
Age Groups ◽  
Reaction Times ◽  
Time Span ◽  
Short Film ◽  
Calculation Formula ◽  
Eye Tracker ◽  
Chronological Sequence

An eye tracker experiment investigated 4-, 6-, and 8-year old children’s cognitive processing of film cuts. Nine short film sequences with or without editing errors were presented to 79 children. Eye movements up to 400 ms after the targeted film cuts were measured and analyzed using a new calculation formula based on Manhattan Metrics. No age effects were found for jump cuts (i.e., small movement discontinuities in a film). However, disturbances resulting from reversed-angle shots (i.e., a switch of the left-right position of actors in successive shots) led to increased reaction times between 6- and 8-year old children, whereas children of all age groups had difficulties coping with narrative discontinuity (i.e., the canonical chronological sequence of film actions is disrupted). Furthermore, 4-year old children showed a greater number of overall eye movements than 6- and 8-year old children. This indicates that some viewing skills are developed between 4 and 6 years of age. The results of the study provide evidence of a crucial time span of knowledge acquisition for television-based media literacy between 4 and 8 years.

Is the Future the Right Time?

2010 ◽  
Vol 57 (4) ◽  
pp. 308-314 ◽  
Author(s):  
Marc Ouellet ◽  
Julio Santiago ◽  
Ziv Israeli ◽  
Shai Gabay
Keyword(s):  
Auditory Task ◽  
English Speakers ◽  
Visual Modality ◽  
Opposite Pattern ◽  
Time Line ◽  
Temporal Reference ◽  
Left Hand ◽  
Reading Direction ◽  
Mental Time Line ◽  
The Right

Spanish and English speakers tend to conceptualize time as running from left to right along a mental line. Previous research suggests that this representational strategy arises from the participants’ exposure to a left-to-right writing system. However, direct evidence supporting this assertion suffers from several limitations and relies only on the visual modality. This study subjected to a direct test the reading hypothesis using an auditory task. Participants from two groups (Spanish and Hebrew) differing in the directionality of their orthographic system had to discriminate temporal reference (past or future) of verbs and adverbs (referring to either past or future) auditorily presented to either the left or right ear by pressing a left or a right key. Spanish participants were faster responding to past words with the left hand and to future words with the right hand, whereas Hebrew participants showed the opposite pattern. Our results demonstrate that the left-right mapping of time is not restricted to the visual modality and that the direction of reading accounts for the preferred directionality of the mental time line. These results are discussed in the context of a possible mechanism underlying the effects of reading direction on highly abstract conceptual representations.

Animal Recognition and Eye Movements

2010 ◽  
Vol 57 (2) ◽  
pp. 117-125 ◽  
Author(s):  
Toby J. Lloyd-Jones ◽  
Juergen Gehrke ◽  
Jason Lauder
Keyword(s):  
Eye Movements ◽  
Response Times ◽  
Real Life ◽  
Object Orientation ◽  
Decision Task ◽  
Line Drawings ◽  
Object Decision ◽  
Individual Features ◽  
And Performance

We assessed the importance of outline contour and individual features in mediating the recognition of animals by examining response times and eye movements in an animal-object decision task (i.e., deciding whether or not an object was an animal that may be encountered in real life). There were shorter latencies for animals as compared with nonanimals and performance was similar for shaded line drawings and silhouettes, suggesting that important information for recognition lies in the outline contour. The most salient information in the outline contour was around the head, followed by the lower torso and leg regions. We also observed effects of object orientation and argue that the usefulness of the head and lower torso/leg regions is consistent with a role for the object axis in recognition.

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