scholarly journals The effect of contextual plausibility on word skipping during reading

Cognition ◽  
2020 ◽  
Vol 197 ◽  
pp. 104184 ◽  
Author(s):  
Aaron Veldre ◽  
Erik D. Reichle ◽  
Roslyn Wong ◽  
Sally Andrews
Keyword(s):  
Word Skipping

Erratum to: The influence of number of syllables on word skipping during reading

2011 ◽  
Vol 18 (5) ◽  
pp. 1032-1032
Author(s):  
Gemma Fitzsimmons ◽  
Denis Drieghe
Keyword(s):  
Word Skipping

Why subtitle speed matters: Evidence from word skipping and rereading

2021 ◽  
pp. 1-26
Author(s):  
Jan-Louis Kruger ◽  
Natalia Wisniewska ◽  
Sixin Liao
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Eye Movement ◽  
Lexical Processing ◽  
Situation Model ◽  
Linguistic Processing ◽  
Reading Behavior ◽  
New Findings ◽  
Word Skipping

Abstract High subtitle speed undoubtedly impacts the viewer experience. However, little is known about how fast subtitles might impact the reading of individual words. This article presents new findings on the effect of subtitle speed on viewers’ reading behavior using word-based eye-tracking measures with specific attention to word skipping and rereading. In multimodal reading situations such as reading subtitles in video, rereading allows people to correct for oculomotor error or comprehension failure during linguistic processing or integrate words with elements of the image to build a situation model of the video. However, the opportunity to reread words, to read the majority of the words in the subtitle and to read subtitles to completion, is likely to be compromised when subtitles are too fast. Participants watched videos with subtitles at 12, 20, and 28 characters per second (cps) while their eye movements were recorded. It was found that comprehension declined as speed increased. Eye movement records also showed that faster subtitles resulted in more incomplete reading of subtitles. Furthermore, increased speed also caused fewer words to be reread following both horizontal eye movements (likely resulting in reduced lexical processing) and vertical eye movements (which would likely reduce higher-level comprehension and integration).

scholarly journals Eye movements and word skipping during reading: Effects of word length and predictability

2010 ◽  
Author(s):  
Denis Drieghe ◽  
Timothy J. Slattery ◽  
Simon P. Liversedge ◽  
Keith Rayner
Keyword(s):  
Eye Movements ◽  
Word Length ◽  
Word Skipping

scholarly journals Eye movements and word skipping during reading: Effects of word length and predictability.

2011 ◽  
Vol 37 (2) ◽  
pp. 514-528 ◽  
Author(s):  
Keith Rayner ◽  
Timothy J. Slattery ◽  
Denis Drieghe ◽  
Simon P. Liversedge
Keyword(s):  
Eye Movements ◽  
Word Length ◽  
Word Skipping

scholarly journals Effects of word predictability on eye movements during Arabic reading

2021 ◽  
Author(s):  
Maryam A. AlJassmi ◽  
Kayleigh L. Warrington ◽  
Victoria A. McGowan ◽  
Sarah J. White ◽  
Kevin B. Paterson
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Morphological Characteristics ◽  
Movement Control ◽  
Writing Systems ◽  
Eye Fixations ◽  
Varying Length ◽  
Word Predictability ◽  
Word Skipping ◽  
Alphabetic Writing

AbstractContextual predictability influences both the probability and duration of eye fixations on words when reading Latinate alphabetic scripts like English and German. However, it is unknown whether word predictability influences eye movements in reading similarly for Semitic languages like Arabic, which are alphabetic languages with very different visual and linguistic characteristics. Such knowledge is nevertheless important for establishing the generality of mechanisms of eye-movement control across different alphabetic writing systems. Accordingly, we investigated word predictability effects in Arabic in two eye-movement experiments. Both produced shorter fixation times for words with high compared to low predictability, consistent with previous findings. Predictability did not influence skipping probabilities for (four- to eight-letter) words of varying length and morphological complexity (Experiment 1). However, it did for short (three- to four-letter) words with simpler structures (Experiment 2). We suggest that word-skipping is reduced, and affected less by contextual predictability, in Arabic compared to Latinate alphabetic reading, because of specific orthographic and morphological characteristics of the Arabic script.

scholarly journals What reading aloud reveals about speaking: Regressive saccades implicate a failure to monitor, not inattention, in the prevalence of intrusion errors on function words

2019 ◽  
Vol 72 (8) ◽  
pp. 2032-2045 ◽  
Author(s):  
Elizabeth R Schotter ◽  
Chuchu Li ◽  
Tamar H Gollan
Keyword(s):  
Word Length ◽  
Reading Aloud ◽  
Content Word ◽  
Function Word ◽  
Function Words ◽  
Versus Content ◽  
Part Of Speech ◽  
Automatic Retrieval ◽  
Intrusion Errors ◽  
Word Skipping

Bilinguals occasionally produce language intrusion errors (inadvertent translations of the intended word), especially when attempting to produce function word targets, and often when reading aloud mixed-language paragraphs. We investigate whether these errors are due to a failure of attention during speech planning, or failure of monitoring speech output by classifying errors based on whether and when they were corrected, and investigating eye movement behaviour surrounding them. Prior research on this topic has primarily tested alphabetic languages (e.g., Spanish–English bilinguals) in which part of speech is confounded with word length, which is related to word skipping (i.e., decreased attention). Therefore, we tested 29 Chinese–English bilinguals whose languages differ in orthography, visually cueing language membership, and for whom part of speech (in Chinese) is less confounded with word length. Despite the strong orthographic cue, Chinese–English bilinguals produced intrusion errors with similar effects as previously reported (e.g., especially with function word targets written in the dominant language). Gaze durations did differ by whether errors were made and corrected or not, but these patterns were similar for function and content words and therefore cannot explain part of speech effects. However, bilinguals regressed to words produced as errors more often than to correctly produced words, but regressions facilitated correction of errors only for content, not for function words. These data suggest that the vulnerability of function words to language intrusion errors primarily reflects automatic retrieval and failures of speech monitoring mechanisms from stopping function versus content word errors after they are planned for production.

scholarly journals Word skipping in reading: On the interplay of linguistic and visual factors

2004 ◽  
Vol 16 (1-2) ◽  
pp. 79-103 ◽  
Author(s):  
Denis Drieghe ◽  
Marc Brysbaert ◽  
Timothy Desmet ◽  
Constantijn De Baecke
Keyword(s):  
Word Skipping

scholarly journals Promoting L2 acquisition of multiword units through textually enhanced audiovisual input: An eye-tracking study

2021 ◽  
pp. 026765832110497
Author(s):  
Eva Puimège ◽  
Maribel Montero Perez ◽  
Elke Peters
Keyword(s):  
Visual Attention ◽  
Eye Tracking ◽  
Item Difficulty ◽  
Empirical Support ◽  
L2 Acquisition ◽  
Online Processing ◽  
Multiword Units ◽  
Textual Enhancement ◽  
Word Skipping ◽  
Positive Effect

This study examines the effect of textual enhancement on learners’ attention to and learning of multiword units from captioned audiovisual input. We adopted a within-participants design in which 28 learners of English as a foreign language (EFL) watched a captioned video containing enhanced (underlined) and unenhanced multiword units. Using eye-tracking, we measured learners’ online processing of the multiword units as they appeared in the captions. Form recall pre- and posttests measured learners’ acquisition of the target items. The results of mixed effects models indicate that enhanced items received greater visual attention, with longer reading times, less single word skipping and more rereading. Further, a positive relationship was found between amount of visual attention and learning odds: items fixated longer, particularly during the first pass, were more likely to be recalled in an immediate posttest. Our findings provide empirical support for the positive effect of visual attention on form recall of multiword units encountered in captioned television. The results also suggest that item difficulty and amount of attention were more important than textual enhancement in predicting learning gains.

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