Reading Words or Pictures: Eye Movement Patterns in Adults and Children Differ by Age Group and Receptive Language Ability

An, Licong; Wang, Yifang; Sun, Yadong

doi:10.3389/fpsyg.2017.00791

Cited by 8 publications

(9 citation statements)

References 28 publications

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“…For example, in the human-computer interaction and usability study, Poole et al (2004) indicated that increased gaze fixation counts on an interested visual area showed that it was more essential and more noticeable to the subject than other visual areas. An et al (2017) also reported that gaze fixation during a reading task reflects the level of word awareness. When the degree of attention given to the target increases, the related fixation counts also increase.…”

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confidence: 98%

“…Clearly, eye tracking provides information of where in the TEIL environment a student’s gaze is fixed as well as the frequency and the duration of that gaze. Coupled with gaze location, which reveals various levels of attraction of elements of the environment, these characteristics could be modeled as indicators of test engagement, which, in turn, might reflect the magnitude of cognitive load a student exhibits when solving test items (e.g., An, Wang, & Sun, 2017; Poole, Ball, & Phillips, 2004; Roy-Charland, Saint-Aubin, Klein, & Lawrence, 2006; Yi, Lu, & Ma, 2017).…”

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confidence: 99%

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Negative Binomial Models for Visual Fixation Counts on Test Items

Man

Harring

2019

Educational and Psychological Measurement

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With the development of technology-enhanced learning platforms, eye-tracking biometric indicators can be recorded simultaneously with students item responses. In the current study, visual fixation, an essential eye-tracking indicator, is modeled to reflect the degree of test engagement when a test taker solves a set of test questions. Three negative binomial regression models are proposed for modeling visual fixation counts of test takers solving a set of items. These models follow a similar structure to the lognormal response time model and the two-parameter logistic item response model. The proposed modeling structures include individualized latent person parameters reflecting the level of engagement of each test taker and two item parameters indicating the visual attention intensity and discriminating power of each test item. A Markov chain Monte Carlo estimation method is implemented for parameter estimation. Real data are fitted to the three proposed models, and the results are discussed.

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confidence: 98%

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confidence: 99%

Negative Binomial Models for Visual Fixation Counts on Test Items

Man

Harring

2019

Educational and Psychological Measurement

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“…Third, age is also a key factor affecting the effectiveness and comprehension of reading with picture books. In recent years, many studies have explored teaching effectiveness of picture books when used by adults to enhance language proficiency and to broaden their worldviews (Bang 2000;Murayama et al 2015;An, Wang, and Sun 2017;Wei and Ma, 2017).…”

Section: Discussionmentioning

confidence: 99%

Research on picture books: A comparative study of Asia and the World

2019

MJLIS

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A bibliometric analysis of scholarly articles on picture books between 1992 and 2017 portrays both the worldwide and Asian trends based on the development of picture book research for the past 26 years. The findings are based on an analysis of 21,450 references to 619 articles on picture books in 295 journals indexed by the Web of Science. Four composite themes consistently emerge from the analysis are: (a) Reading intervention for young children; (b) Toddlers' transference through picture book illustrations to the real world; (c) gender equity issues; and (d) Special education concerns. The first two themes centre on early childhood education, whereas the other two focus on human rights. The potential themes in 80 articles, taken from 65 journals, present the inherent characteristics/features found in picture book research among 12 Asian countries. Although results present four core themes that have formed worldwide on the topic over the past 26 years, there are five specific themes generated in the context of this topic in Asia, along with three common themes. Computer-assisted instruction and educational technology are seen to be a potential trend in future picture book research related to Asia.

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“…On average, the U.S. books had 21.17 pages (ranging between 10 and 57 pages) and the Japanese books had 16.83 pages (ranging between 11 and 26 pages). We focused on the visual contents of illustration rather than the wording of each image segment as similar to the previous study (Tsai et al, 2007) because young children spent most of the time on the illustration than the wording of the picture books (An et al, 2017). The target ages listed by the library were used for Japanese books.…”

Section: Sampling Booksmentioning

confidence: 99%

“…In the current study, we analyzed the visual contents of the U.S. and Japanese picture books for young children to see whether visual contents follow a similar trend found in previous studies that might encourage the attentional differences observed in young children and adults. We focused on the visual contents of illustration, rather than the wording of picture books because young children spent most of the time on the illustration than the wording of the picture books (An et al, 2017). Based on Miyamoto et al (2006), if the visual environment influences the differences in attention, the picture books from the U.S. would be less visually crowded than Japanese picture books.…”

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confidence: 99%

Cultural Differences in Visual Contents in Picture Books

2020

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Previous studies investigating cultural differences in attention and perception have shown that individuals from Western countries (e. g., the U.S.) perceive more analytically whereas individuals from East Asian countries (e.g., Japan) perceive more holistically (e.g., Nisbett and Miyamoto, 2005). These differences have been shown in children as young as 3 years old (Kuwabara and Smith, 2016). To reflect cultural influences on cognition, specifically on attention and perception, this study investigated potential differences in the visual environment. In this study, we focused on one of such visual environments that young children are exposed to regularly and influence other domains of development, picture books (Horst and Houston-Price, 2015). Thirty seven U.S. picture books and 37 Japanese picture books were coded for visual contents-how visually crowded-by computer software from the National Institute of Health (NIH) and human coders. Results show that the U.S. picture books are more visually crowded than the Japanese books by the software, but contained more objects than the Japanese books as expected, which reflect well with the cultural differences in attention observed in young children in previous studies. However, the results differed based on the target ages of the books. The implication of the current study is discussed as a reflection of the mutual constitution between culture and psyche.

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Reading Words or Pictures: Eye Movement Patterns in Adults and Children Differ by Age Group and Receptive Language Ability

Cited by 8 publications

References 28 publications

Negative Binomial Models for Visual Fixation Counts on Test Items

Negative Binomial Models for Visual Fixation Counts on Test Items

Research on picture books: A comparative study of Asia and the World

Cultural Differences in Visual Contents in Picture Books

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