This study provides evidence that eye movements reflect the positions of objects while participants listen to a spoken description, retell a previously heard spoken description, and describe a previously seen picture. This effect is equally strong in retelling from memory, irrespective of whether the original elicitation was spoken or visual. In addition, this effect occurs both while watching a blank white board and while sitting in complete darkness.This study includes 4 experiments. The first 2 experiments measured eye movements of participants looking at a blank white board. Experiment 1 monitors eye movements of participants on 2 occasions: first, when participants listened to a prerecorded spoken scene description; second, when participants were later retelling it from memory. Experiment 2 first monitored eye movements of participants as they studied a complex picture visually, and then later as they described it from memory. The second pair of experiments (Experiments 3 and 4) replicated Experiments 1 and 2 with the only difference being that they were executed in complete darkness. This method of analysis differentiated between eye movements that are categorically correct relative to the positions of the whole eye gaze pattern (global correspondence) and eye movements that are only locally correct (local correspondence). The discussion relates the findings to the current debate on mental imagery.

Current debate in mental imagery research revolves around the perceptual and cognitive role of eye movements to "nothing" (Ferreira, Apel, & Henderson, 2008; Richardson, Altmann, Spivey, & Hoover, 2009). While it is established that eye movements are comparable when inspecting a scene (or hearing a scene description) as when visualizing it from memory (Johansson, Holsanova, & Holmqvist, 2006), the exact purpose of these eye movements remains elusive. Are eye movements during recall purely epiphenomenal or do they have a functional purpose? Here we address this question in four experiments where eye movements were prohibited either during the encoding or recall phases. Experiments 1 and 2 showed that maintaining central fixation during visual or auditory encoding, respectively, had no effect on how eye movements were executed during recall (but it did hinder memory retrieval). Thus, oculomotor events during recall are not reinstatements of those produced during encoding. When fixation was restricted during recall, Experiments 3 and 4 revealed that scene recollection was altered and impaired, irrespective of the modality of encoding. The functional role of eye movements during mental visualization is therefore apparent in this perturbation of visuospatial capabilities.

In a naturalistic newspaper reading study, two pairs of information graphics have been designed to study the effects of (a) the spatial contiguity principle and (b) the dual scripting principle by means of eye tracking measurements. Our data clearly show that different spatial layouts have a significant effect on readers' eye movement behaviour. An integrated format with spatial contiguity between text and illustrations facilitates integration. Reading of information graphics is moreover significantly enhanced by a serial format, resulting from dual attentional guidance. The dual scripting principle is associated with a bottom-up guidance through the spatial layout of the presentation, suggesting a specific reading path, and with a top-down guidance through the conceptual pre-processing of the contents, facilitating information processing and semantic integration of the material. The integrated and serial formats not only attract readers' initial attention but also sustain the readers' interest, thereby promoting a longer and deeper processing of the complex material. The results are an important contribution to the study of the cognitive processes involved in text-picture integration and offer relevant insights about attentional guidance in printed media, computer-based instructional materials and textbook design.Although we frequently encounter complex documents in our everyday life, there is still very little empirical evidence about how these formats are processed. Newspaper layout, for instance, contains text articles, headlines, photos, captions, tickers, drop quotes, fact boxes, maps, diagrams, tables etc. The question is how readers interact with this format, combine information from the available information sources, and create coherence.In our naturalistic study with experimental conditions, we use eye movement measurements to investigate reading of information graphics, a complex genre used frequently in newspapers, brochures, textbooks and scientific articles. Eye movements provide 'an unobtrusive, sensitive, real-time behavioural index of ongoing visual and cognitive processing' (Henderson & Ferreira, 2004, p. 18), and give us insight in the allocation of attention. Eye-tracking methodology can be used to examine how readers choose entry points and reading paths, and how they integrate text and pictures. A study of authentic reading behaviour enables us to investigate in detail how the human mind works when making sense of complex informative and instructional materials. APPLIED COGNITIVE PSYCHOLOGY

The aim of this article is to compare general assumptions about newspaper reading with eye-tracking data from readers’ actual interaction with a newspaper. First, we extract assumptions about the way people read newspapers from socio-semiotic research. Second, we apply these assumptions by analysing a newspaper spread; this is done without any previous knowledge of actual reading behaviour. Finally, we use eye-tracking to empirically examine so-called entry points and reading paths. Eye movement data on reading newspaper spreads are analysed in three different ways: the time sequence in which different areas attract attention is calculated in order to determine reading priorities; the amount of time spent on different areas is calculated in order to determine which areas have been read most; the depth of attention is calculated in order to determine how carefully those areas have been read. General assumptions extracted from the socio-semiotic framework are compared to the results of the actual behaviour of subjects reading the newspaper spread. The results show that the empirical data confirm some of the extracted assumptions. The reading paths of the five subjects participating in the eye-tracking tests suggest that there are three main categories of readers: editorial readers, overview readers and focused readers.

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