Johanna K. Kaakinen

Individual Differences in Reading To Summarize Expository Text: Evidence from Eye Fixation Patterns.

Eye fixation patterns were used to identify reading strategies of adults as they read multiple-topic expository texts. A clustering technique distinguished 4 strategies that differed with respect to the ways in which readers reprocessed text. The processing of fast linear readers was characterized by the absence of fixations returning to previous text. Slow linear readers made lots of forward fixations and reinspected each sentence before moving to the next. The reading of nonselective reviewers was characterized by look backs to previous sentences. The distinctive feature of topic structure processors was that they paid close attention to headings. They also had the largest working-memory capacity and wrote the most accurate text summaries. Thus, qualitatively distinct reading strategies are observable among competent, adult readers.

Task Effects on Eye Movements during Reading.

The present study examined how proofreading and reading-for-comprehension instructions influence eye movements during reading. Thirty-seven participants silently read sentences containing compound words as target words while their eye movements were being recorded. We manipulated word length and frequency to examine how task instructions influence orthographic versus lexical-semantic processing during reading. Task instructions influenced both temporal and spatial aspects of eye movements: The initial landing position in words was shifted leftward, the saccade length was shorter, first fixation and gaze duration were longer, and refixation probability was higher during proofreading than during reading for comprehension. Moreover, in comparison to instructions for reading for comprehension, proofreading instructions increased both orthographic and lexical-semantic processing. This became apparent in a greater word length and word frequency effect in gaze duration during proofreading than during reading for comprehension. The present study suggests that the allocation of attentional resources during reading is significantly modulated by task demands.

The Effect of Expertise on Eye Movement Behaviour in Medical Image Perception

The present eye-movement study assessed the effect of expertise on eye-movement behaviour during image perception in the medical domain. To this end, radiologists, computed-tomography radiographers and psychology students were exposed to nine volumes of multi-slice, stack-view, axial computed-tomography images from the upper to the lower part of the abdomen with or without abnormality. The images were presented in succession at low, medium or high speed, while the participants had to detect enlarged lymph nodes or other visually more salient abnormalities. The radiologists outperformed both other groups in the detection of enlarged lymph nodes and their eye-movement behaviour also differed from the other groups. Their general strategy was to use saccades of shorter amplitude than the two other participant groups. In the presence of enlarged lymph nodes, they increased the number of fixations on the relevant areas and reverted to even shorter saccades. In volumes containing enlarged lymph nodes, radiologists’ fixation durations were longer in comparison to their fixation durations in volumes without enlarged lymph nodes. More salient abnormalities were detected equally well by radiologists and radiographers, with both groups outperforming psychology students. However, to accomplish this, radiologists actually needed fewer fixations on the relevant areas than the radiographers. On the basis of these results, we argue that expert behaviour is manifested in distinct eye-movement patterns of proactivity, reactivity and suppression, depending on the nature of the task and the presence of abnormalities at any given moment.

Perspective effects in repeated reading: An eye movement study

The present study examined the influence of perspective instructions on online processing of expository text during repeated reading. Sixty-two participants read either a high or a low prior knowledge (HPK vs. LPK) text twice from a given perspective while their eye movements were recorded. They switched perspective before a third reading. Reading perspective affected the first-pass reading and also increased sentence wrap-up processing time in the perspective-relevant sentences. Prior knowledge facilitated the recognition of the (ir)relevance of text information and resulted in relatively earlier perspective effects in the HPK versus LPK text. Repeated reading facilitated processing, as indicated by all eye movement measures. After the perspective switch, a repetition benefit was observed for the previously relevant text information, whereas a repetition cost was found for the previously irrelevant text information. These results indicate that reading perspective and prior knowledge have a significant influence on how readers allocate visual attention during reading.

Strategy use in the reading span test: An analysis of eye movements and reported encoding strategies

Strategy use in the traditional reading span test was examined by recording participants’ eye movements during the task (Experiment 1) and by interviewing participants about their strategy use (Experiment 2). In Experiment 1, no differences between individuals with a low, medium, and high span were observed in how they distributed processing time between task elements. In all three groups, fixation times on words up to the to-be-remembered (TBR) word became shorter and the time spent on the TBR longer as memory load in the task increased. The results of Experiment 2, however, show that span groups differ in the use of memory encoding strategies: individuals with a low span use mainly rehearsal, whereas individuals with a high span use almost exclusively semantic elaboration. The results indicate that the use of elaborative strategies may enhance span performance but that not all individuals are necessarily able to use such strategies efficiently.

Processing of Written Irony in Autism Spectrum Disorder: An Eye-Movement Study.

Previous research has suggested that individuals with Autism Spectrum Disorders (ASD) have difficulties understanding others communicative intent and with using contextual information to correctly interpret irony. We recorded the eye movements of typically developing (TD) adults ASD adults when they read statements that could either be interpreted as ironic or non‐ironic depending on the context of the passage. Participants with ASD performed as well as TD controls in their comprehension accuracy for speakers statements in both ironic and non‐ironic conditions. Eye movement data showed that for both participant groups, total reading times were longer for the critical region containing the speakers statement and a subsequent sentence restating the context in the ironic condition compared to the non‐ironic condition. The results suggest that more effortful processing is required in both ASD and TD participants for ironic compared with literal non‐ironic statements, and that individuals with ASD were able to use contextual information to infer a non‐literal interpretation of ironic text. Individuals with ASD, however, spent more time overall than TD controls rereading the passages, to a similar degree across both ironic and non‐ironic conditions, suggesting that they either take longer to construct a coherent discourse representation of the text, or that they take longer to make the decision that their representation of the text is reasonable based on their knowledge of the world. Autism Res 2015, 8: 749–760.

Influence of a psychological perspective on scene viewing and memory for scenes.

In the study, 33 participants viewed photographs from either a potential homebuyers or a burglars perspective, or in preparation for a memory test, while their eye movements were recorded. A free recall and a picture recognition task were performed after viewing. The results showed that perspective had rapid effects, in that the second fixation after the scene onset was more likely to land on perspective-relevant than on perspective-irrelevant areas within the scene. Perspective-relevant areas also attracted longer total fixation time, more visits, and longer first-pass dwell times than did perspective-irrelevant areas. As for the effects of visual saliency, the first fixation was more likely to land on a salient than on a nonsalient area; salient areas also attracted more visits and longer total fixation time than did nonsalient areas. Recall and recognition performance reflected the eye fixation results: Both were overall higher for perspective-relevant than for perspective-irrelevant scene objects. The relatively low error rates in the recognition task suggest that participants had gained an accurate memory for scene objects. The findings suggest that the role of bottom-up versus top-down factors varies as a function of viewing task and the time-course of scene processing.

Individual differences in the processing of written sarcasm and metaphor: Evidence from eye movements.

The present study examined individual differences in the processing of different forms of figurative language. Sixty participants read sarcastic, metaphorical, and literal sentences embedded in story contexts while their eye movements were recorded, and responded to a text memory and an inference question after each story. Individual differences in working memory capacity (WMC), need for cognition (NFC), and cognitive-affective processing were measured. The results showed that the processing of metaphors was characterized by slow-down during first-pass reading of the utterances, whereas sarcasm produced mainly delayed effects in the eye movement records. Sarcastic utterances were also harder to comprehend than literal or metaphorical utterances as indicated by poorer performance in responses to inference questions. Individual differences in general cognitive factors (WMC and NFC) were related to the processing of metaphors, whereas individual differences in both general cognitive factors (WMC) as well as processing of emotional information were related to the processing of sarcasm. The results indicate that different forms of figurative language pose different cognitive demands to the reader, and show that reader characteristics play a prominent role in figurative language comprehension.

The influence of a reading task on children’s eye movements during reading

In the present study, second graders (n= 23), fourth graders (n= 16), sixth graders (n= 24) and adults (n= 21) read texts adopted from children’s science textbooks either with the task to answer a “why” question presented as the title of the text or for comprehension when their eye movements were recorded. Immediately after reading, readers answered a text memory and an integration question. Second graders showed an effect of questions as increased processing during first-pass reading, whereas older readers showed the effect in later look-backs. For adult readers, questions also facilitated first-pass reading. Text memory or integration question-answering was not influenced by the reading task. The results indicate that questions increase the standards of coherence for text information and that already young readers do modify their reading behaviour according to task demands.

An eye‐movement analysis of the refutation effect in reading science text

In this study, we used eye-tracking methodology for deeper understanding of the refutation text effect on online text comprehension. A refutation text acknowledges the readers alternative conceptions about a phenomenon, refutes them and presents the correct conceptions. We tested two hypotheses about its facilitation effect: the coherence hypothesis (refutation text is more coherent than standard text, thus facilitating comprehension) and the elaboration hypothesis (refutation text involves deeper processing, thus facilitating comprehension). Forty university students read one refutation text and one non-refutation text about two science topics. Offline data confirmed that refutation text readers recall more scientific facts than non-refutation text readers. Online eye-tracking measures revealed both an increase and a decrease in reading time in response to the refutation statements. Topic-medial text sentences with the correct science facts were fixated for a shorter time when first encountered in the refutation text. Refutation statements, however, increased integrative processing at the end of each text paragraph, as indexed by longer look-back fixation times on topic-final sentences with the science concepts, as well as longer look-back fixation times directed to the refutation statements. These findings support the elaboration hypothesis and are discussed in the light of current accounts of the refutation effect for theory development and educational practice.