Eye Position and Word Identification during Reading. Technical Report No. 333.

Autor/inn/en	McConkie, George W.; Hogaboam, Thomas W.
Institution	Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Titel	Eye Position and Word Identification during Reading. Technical Report No. 333.
Quelle	(1985), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Processes; College Students; Eye Fixations; Eye Movements; Higher Education; Perceptual Development; Reading Processes; Reading Research; Visual Perception; Word Recognition + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Collegestudent; Augenbewegung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wahrnehmungsentwicklung; Leseprozess; Leseforschung; Visuelle Wahrnehmung; Worterkennung
Abstract	To investigate the relationship between the location of the words being read and the location of the eyes in the text, three experiments were conducted using the Disappearing Text Technique with college students. This was done by occasionally removing the text during reading and having the reader report the last word that had been read. Distributions of the locations of the last word read, in relation to the location of the last word on which the eyes were centered prior to the text's disappearance, served as data and were compared for different conditions. The first study compared these distributions when the text disappeared during rather than following a fixation and when the text was simply blanked out rather than being replaced by a masking pattern. The second study manipulated the time during the fixation at which the text disappeared, and the third study replicated results from the earlier studies. Results showed that, on the one hand, the last word reported as having been read was most commonly the word fixated during the last fixation, or the word to the right of it. On the other hand, the responses were not restricted to these two word locations. Thus, the data did not support an anticipation model of reading nor the acquisition of peripheral cues concerning upcoming words. (HOD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC