Oculomotor and linguistic processing effects in reading dynamic horizontally scrolling text.

Harvey, Hannah; Godwin, H. J.; Fitzsimmons, Gemma; Liversedge, Simon Paul; Walker, Robin

doi:10.1037/xhp0000329

Cited by 9 publications

(25 citation statements)

References 84 publications

(246 reference statements)

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“…Scrolling text should therefore allow better preservation of reading comprehension than RSVP, when compared to static text. This is supported to some extent by reports comparing scrolling and static text directly, which have shown no difference in text comprehension between these two formats on a simple two-alternative forced-choice assessment of comprehension (Harvey et al, 2017;Valsecchi, Gegenfurtner, & Schütz, 2013). However, such questions can rely on recognition memory for the presence or absence of certain key words or may be answerable solely on the basis of the reader's existing knowledge (Rayner & Pollatsek, 1989), resulting in a ceiling effect that could obscure any true differences in understanding of the text.…”

Section: Introductionmentioning

confidence: 83%

Reading comprehension and its relationship with working memory capacity when reading horizontally scrolling text

Harvey

Walker

2018

Quarterly Journal of Experimental Psychology

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The horizontally scrolling format, where text is presented in a single line drifting right to left, is relatively commonly used to display text on digital screens. This format presents a potentially challenging reading situation as the text must be followed smoothly to the left (to track individual words) while rightward eye movements are made as usual to progress through the text. This conflict may reduce attention allocated to upcoming text. Returning to previously encountered text is also more difficult with this format. Here, a sustained reading comprehension task was used to compare performance with horizontally scrolling and multi-line static text formats. Results showed that literal comprehension can be reasonably well maintained with scrolling text, although small decrements are seen at faster scrolling rates. However, they indicated that this format makes it more difficult to answer questions requiring an inference to be made. The contribution of working memory capacity and the impact of display speed on these effects were considered. These findings have implications for the application of this format in digital media and also more widely for the conditions required for successful in-depth reading comprehension with any text format.

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Section: Introductionmentioning

confidence: 83%

Reading comprehension and its relationship with working memory capacity when reading horizontally scrolling text

Harvey

Walker

2018

Quarterly Journal of Experimental Psychology

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“…Regarding attention, all types of attention (sustained, divided and selective) can impact the reading and understanding of complex materials. The comprehension of inferences during text reading may be impaired by deficits in initial decoding processes, which are dependent on saccadic movements and eye tracking [ 42 ], as well as by failures in subsequent stages, such as the selection of the stimuli of interest and difficulty in inhibiting irrelevant information [ 43 ]. Olkoniemi et al [ 44 ] analyzed the eye movements of healthy adult individuals during the reading of figurative material (sarcasm and metaphor) and verified that, while the subjects were answering inferential questions, their eye movements became slower, which also evidences the intense relation between the comprehension processes for complex materials and working memory.…”

Section: Discussionmentioning

confidence: 99%

Inference comprehension in text reading: Performance of individuals with right- versus left-hemisphere lesions and the influence of cognitive functions

2018

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BackgroundRight-hemisphere lesions (RHL) may impair inference comprehension. However, comparative studies between left-hemisphere lesions (LHL) and RHL are rare, especially regarding reading comprehension. Moreover, further knowledge of the influence of cognition on inferential processing in this task is needed.ObjectivesTo compare the performance of patients with RHL and LHL on an inference reading comprehension task. We also aimed to analyze the effects of lesion site and to verify correlations between cognitive functions and performance on the task.MethodsSeventy-five subjects were equally divided into the groups RHL, LHL, and control group (CG). The Implicit Management Test was used to evaluate inference comprehension. In this test, subjects read short written passages and subsequently answer five types of questions (explicit, logical, distractor, pragmatic, and other), which require different types of inferential reasoning. The cognitive functional domains of attention, memory, executive functions, language, and visuospatial abilities were assessed using the Cognitive Linguistic Quick Test (CLQT).ResultsThe LHL and RHL groups presented difficulties in inferential comprehension in comparison with the CG. However, the RHL group presented lower scores than the LHL group on logical, pragmatic and other questions. A covariance analysis did not show any effect of lesion site within the hemispheres. Overall, all cognitive domains were correlated with all the types of questions from the inference test (especially logical, pragmatic, and other). Attention and visuospatial abilities affected the scores of both the RHL and LHL groups, and only memory influenced the performance of the RHL group.ConclusionsLesions in either hemisphere may cause difficulties in making inferences during reading. However, processing more complex inferences was more difficult for patients with RHL than for those with LHL, which suggests that the right hemisphere plays an important role in tasks with higher comprehension demands. Cognition influences inferential processing during reading in brain-injured subjects.

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“…17 However, due to the negative effects of visual crowding, [18][19][20] which are known to worsen as retinal eccentricity increases, 21 Furthermore, the effects of crowding in peripheral vision may be greater for dynamic text than static text. Reading scrolling text involves leftward pursuit tracking of words in place of periods of fixation typically seen in normal reading, [22][23][24] with rightward saccades made between words as usual. Studies of attentional deployment during periods of pursuit have shown that the effects of crowding may be increased for stimuli positioned behind the direction of pursuit.…”

Section: Introductionmentioning

confidence: 99%

Increased Word Spacing Improves Performance for Reading Scrolling Text with Central Vision Loss

Harvey¹,

Anderson

Walker

2019

Optom Vis Sci

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Significance: Scrolling text can be an effective reading aid for those with central vision loss. Our results suggest that increased inter-word spacing with scrolling text may further improve the reading experience of this population. This conclusion may be of particular interest to low vision aid developers and visual rehabilitation practitioners. Purpose: The dynamic, horizontally scrolling text format has been shown to improve reading performance in individuals with central visual loss. Here, we sought to determine whether reading performance with scrolling text can be further improved by modulating inter-word spacing to reduce the effects of visual crowding: a factor known to impact negatively on reading with peripheral vision. Methods: The effects of inter-word spacing on reading performance (accuracy, memory recall and speed) was assessed for eccentrically-viewed single sentences of scrolling text. Separate experiments were used to determine whether performance measures were affected by any confound between inter-word spacing and text presentation rate in words per minute (wpm). Normally-sighted participants were employed, with a central vision loss implemented using a gaze-contingent scotoma of 8 o diameter. In both experiments, participants read sentences that were presented with an inter-word spacing of one, two or three characters. Results: Reading accuracy and memory recall were significantly enhanced with triple-character inter-word word spacing (both measures P < 0.01). These basic findings were independent of the text presentation rate (in wpm). Conclusions: We attribute the improvements in reading performance with increased inter-word spacing to a reduction in the deleterious effects of visual crowding. We conclude that increased inter-word spacing may enhance reading experience and ability when using horizontally scrolling text with a central vision loss.

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Oculomotor and linguistic processing effects in reading dynamic horizontally scrolling text.

Cited by 9 publications

References 84 publications

Reading comprehension and its relationship with working memory capacity when reading horizontally scrolling text

Reading comprehension and its relationship with working memory capacity when reading horizontally scrolling text

Inference comprehension in text reading: Performance of individuals with right- versus left-hemisphere lesions and the influence of cognitive functions

Increased Word Spacing Improves Performance for Reading Scrolling Text with Central Vision Loss

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