Eye Movement Evidence for Simultaneous Cognitive Processing in Reading.
Measuring simultaneous processing, a reliable predictor of reading development and reading difficulties (RDs), has traditionally involved cognitive tasks that test reaction or response time, which only capture the efficiency at the output processing stage and neglect the internal stages of informati...
| Publicado en: | Children Vol. 10; no. 12; pp. 1855 - 1872 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
MDPI
Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=174400554&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 174400554 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 22279067 LW6K jtl: Children issn: 22279067 maglogo: N pubinfo: dt: Dec2023 vid: 10 iid: 12 pid: 97109 pub: MDPI artinfo: ui: 174400554 174400554 174400554 10.3390/children10121855 174400554 ppf: 1855 ppct: 17 formats: tig: atl: Eye Movement Evidence for Simultaneous Cognitive Processing in Reading. aug: au: Fella, Argyro Loizou, Maria Christoforou, Christoforos Papadopoulos, Timothy C. affil: School of Education, University of Nicosia, Nicosia 1700, Cyprus sug: subj: Reading Disorders Eye Movement Measurements Cognition Evaluation Processing Speed Evaluation Reading Evaluation Multitasking Behavior Evaluation Task Performance and Analysis Students, Elementary Human Funding Source Male Female Child Comparative Studies Mediterranean Islands Random Sample Greek Cypriots Multivariate Analysis of Variance Vocabulary Intelligence Tests Psychological Tests Descriptive Statistics Child: 6-12 years Male Female ab: Measuring simultaneous processing, a reliable predictor of reading development and reading difficulties (RDs), has traditionally involved cognitive tasks that test reaction or response time, which only capture the efficiency at the output processing stage and neglect the internal stages of information processing. However, with eye-tracking methodology, we can reveal the underlying temporal and spatial processes involved in simultaneous processing and investigate whether these processes are equivalent across chronological or reading age groups. This study used eye-tracking to investigate the simultaneous processing abilities of 15 Grade 6 and 15 Grade 3 children with RDs and their chronological-age controls (15 in each Grade). The Grade 3 typical readers were used as reading-level (RL) controls for the Grade 6 RD group. Participants were required to listen to a question and then point to a picture among four competing illustrations demonstrating the spatial relationship raised in the question. Two eye movements (fixations and saccades) were recorded using the EyeLink 1000 Plus eye-tracking system. The results showed that the Grade 3 RD group produced more and longer fixations than their CA controls, indicating that the pattern of eye movements of young children with RD is typically deficient compared to that of their typically developing counterparts when processing verbal and spatial stimuli simultaneously. However, no differences were observed between the Grade 6 groups in eye movement measures. Notably, the Grade 6 RD group outperformed the RL-matched Grade 3 group, yielding significantly fewer and shorter fixations. The discussion centers on the role of the eye-tracking method as a reliable means of deciphering the simultaneous cognitive processing involved in learning. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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