Reading Conditions Research Articles

Can monitoring in language comprehension in Autism Spectrum Disorder be modulated? Evidence from event-related potentials

The present study examined language comprehension in Autism Spectrum Disorder (ASD) in light of monitoring. It was studied whether individuals with ASD monitor their language perception, and whether monitoring during language perception could be modulated with instructions. We presented higher-level (semantic) linguistic violations and lower-level (orthographic) linguistic violations in a free reading condition and in an instructed condition, recording event-related potentials. For control participants, a monitoring response as tapped by the P600 effect was found to semantically and orthographically incorrect input in both conditions. For participants with ASD, however, a monitoring response to semantically implausible input, tapped by the P600, was found only in the instructed condition. For orthographic errors monitoring was observed both in the free reading and in the instructed condition. This suggests that people with ASD are less inclined than typical individuals to monitor their perception of higher-level linguistic input, but that this can be enhanced with instructions.

Reading Speed in Peripheral Vision Improves with Practice: Investigation of the Involved Cortical Sites

Reading speed in peripheral vision improves with practice, but the cortical site of this improvement is not understood. Using psychophysics and fMRI, we investigated the potential training-related functional changes in retinotopic and non-retinotopic cortical areas. Ten young normally sighted subjects were trained (1hour/day over 4days) to read sentences displayed in the lower visual field (10º eccentricity) using the Rapid Serial Visual Presentation (RSVP) paradigm. Pre- and post-training psychophysical tests included RSVP reading speed, visual span and orientation discrimination (Gabor patch) measurements in both the trained (lower) and untrained (upper) visual fields. Functional MRI measurements (BOLD) were recorded before and after training for eccentric RSVP reading (at four presentation rates) and grating orientation discrimination. The fMRI measurements used a rapid event-related design, with analysis focusing on three cortical regions: the primary visual cortex, Broca’s area and the visual word form area (VWFA). Training resulted in a significant gain (60% ±25%) in RSVP reading speed in the trained visual field, and partial transfer of this improvement to the untrained upper visual field. The fMRI results showed that the activity level in VWFA was dependent on the presentation rate and in turn was positively correlated with the percentage of words accurately recognized. More specifically, before training, BOLD activity in VWFA was significantly weaker (p<0.01) for the fastest (hardest) reading condition than for the slowest (easiest) one, but this difference was significantly reduced after training. A weaker but similar trend was observed in retinotopic cortex as well. Our results show that VWFA response during reading in peripheral vision is affected by a training protocol that enhances reading speed. The more uniform VWFA responses at the four RSVP rates following training may be associated with higher word recognition accuracy for the faster rates which in turn yield shallower behavioral psychometric functions. Meeting abstract presented at VSS 2013

A small-scale comparison of the relative impact of dialogic and shared book reading with an adult male on boys’ literacy skills

Dialogic Reading (DR) is a form of interactive shared book reading which promotes children’s active participation in reading. Previous studies have demonstrated that DR positively affects young children’s literacy development. This small-scale study extends existing DR research to all-male dyads to examine whether DR has a greater impact on boys’ literacy development than traditional styles of shared book reading. The sample comprised 18 boys between the ages of five and eight years and their adult male reading partners. Participants were randomly allocated to either the DR condition or regular shared reading (SR) condition. Adults were trained in the two approaches using a self-instruction training DVD. Children were pre- and post-tested on measures of receptive vocabulary, reading attainment and reading fluency. Intervention effects were assessed after six weeks by comparing the extent of pre- to post-test change in the DR and SR groups’ standardised language scores. No statistically significant differences between the DR and SR groups were found. However, effect sizes indicated that experience of DR accounted for 15% of the variance in receptive vocabulary growth. Exposure to SR accounted for 13% growth in reading attainment and 12% change in reading fluency over the course of the intervention. The practical and theoretical implications of these findings are discussed in relation to further research evaluating the use of SR methods with all male dyads.

An Eye-Tracking Study of Learning From Science Text With Concrete and Abstract Illustrations

This study investigated the online process of reading and the offline learning from an illustrated science text. The authors examined the effects of using a concrete or abstract picture to illustrate a text and adopted eye-tracking methodology to trace text and picture processing. They randomly assigned 59 eleventh-grade students to 3 reading conditions: (a) text only; (b) text with a concrete illustration; and (c) text with an abstract illustration in a pretest, immediate, and delayed posttest design. Results showed that the text illustrated by either the concrete or the abstract picture led to better learning than did the text alone. Eye-fixation data revealed that the abstract illustration promoted more efficient processing of the text. Analyses of the gaze shifts between the 2 types of external representation indicated that the readers of the text with the abstract illustration made a greater effort to integrate verbal and pictorial information. Furthermore, relations between online and offline measures emerged.

Manual disfluency in drawing while producing and listening to disfluent speech

This study investigated the extent to which manual fluency was associated with speech fluency in fluent speakers engaged in dual motor tasks. Thirteen right-handed adult females repeatedly drew circles with a pen on a digitizer tablet under five conditions: (1) a baseline (without reading or listening to speech), (2) reading fluently, (3) reading disfluently, (4) listening to fluent speech, and (5) listening to disfluent speech. The primary measure of disfluency was normalized mean squared jerk (NJ) in the pen strokes. Pen stroke time (ST) and pressure (PP) were also measured. NJ of the circle movements was significantly increased in both the disfluent reading and the disfluent listening conditions (p<0.05), compared to the baseline condition. In the fluent listening and reading conditions, NJ in circle drawing was unaltered compared to the baseline condition. Relative to baseline, ST increased significantly (p<0.05), but to a similar extent in all experimental conditions. Significantly (p<.05) greater pen pressure were also found in the disfluent versus fluent conditions. Positive correlations (r=0.33–0.63) were found between NJ and ST across conditions. These findings demonstrate that in dual-tasks, speech fluency can influence manual fluency. This is consistent with the corpus of data showing neural connectivity between manual and speech tasks, as well between perception and production. The mirror neuron system is implicated as a mechanism involved in forging these links.

Thinking one thing, saying another: The behavioral correlates of mind-wandering while reading aloud

Although mind-wandering during silent reading is well documented, to date no research has investigated whether similar processes occur during reading aloud. In the present study, participants read a passage either silently or aloud while periodically being probed about mind-wandering. Although their comprehension accuracies were similar for both reading conditions, participants reported more mind-wandering while they were reading aloud. These episodes of mindless reading were associated with nearly normal prosody, but were nevertheless distinguished by subtle fluctuations in volume that were predictive of both overall comprehension accuracy and individual sentence comprehension. Together, these findings reveal that previously hidden within the common activity of reading aloud lies: (1) a demonstration of the remarkable automaticity of speech, (2) a situation that is surprisingly conducive to mind-wandering, (3) subtle vocal signatures of mind-wandering and comprehension accuracy, and (4) the promise of developing useful interventions to improve reading.

Cooking with Luce: Parler-Femme through Textual Montage

Cooking with Luce: Parler-Femme through Textual Montage

ECOLOGICAL VALIDITY IN EYE-TRACKING

Eye-trackers are becoming increasingly widespread as a tool to investigate second language (L2) acquisition. Unfortunately, clear standards for methodology—including font size, font type, and placement of interest areas—are not yet available. Although many researchers stress the need for ecological validity—that is, the simulation of natural reading conditions—it may not be prudent to use such a design to investigate new directions in eye-tracking research, and particularly in research involving small lexical items such as articles. In this study, we examine whether two different screen layouts can lead to different results in an eye-tracking study on the L2 acquisition of Italian gender. The results of an experiment with an ecologically valid design are strikingly different than the results of an experiment with a design tailored to track eye movements to articles. We conclude that differences in screen layout can have significant effects on results and that it is crucial that researchers report screen layout information.

Integrating reviewing strategies into shared electronic note-taking: Questioning, summarizing and note reading

This study compared the effects of reviewing strategies in shared electronic note-taking activities, including questioning, summarizing, and note reading, on elementary school student note-taking quality and achievement. A non-equivalent pre- and post-test design was adopted. The participants were 188 sixth grade Taiwanese students in six computing classes. Through random assignment, two classes were assigned to the shared note-taking with questioning condition (SN-SQ), two classes to the shared note-taking with summarizing condition (SN-SS), and two classes to the shared note-taking with note reading condition (SN-SR). Students in each condition were arranged into same-sex dyads. The members of a dyad were assigned to separate computers, seated side-by-side, and required to collaborate with one another on a shared note-taking with reviewing task. The results revealed that the SN-SS students' notes contained more facts and concepts than the SN-SR students', and the SN-SS students achieved better grades on the unit quizzes and overall assessment two weeks later than those in the SN-SR condition.

Reading behavior of emmetropic schoolchildren in China

Knowing the actual behavior of readers will help us understand how near work influences a reader's eyes, comfort, reading efficiency, pleasure, and the ability to learn to read. We designed a methodology for reading behavior research, and investigated the reading behavior of emmetropic schoolchildren in China and factors that influence their reading. Children from grades 2 through 5 read text in an armchair, at a desk, and when reading and writing at the desk with three different font sizes. Their preferred reading distance was very near to the eyes, averaging 28.5±6.4cm in the armchair, 25.4±6.6cm at the desk and 20.6±6.5cm in the reading/writing task, and was always slightly closer for the smallest font. Second grade children averaged just a 16.3±4.1cm reading distance in the reading/writing task. Head tilt and angle of gaze were altered by reading condition and font size. Reading speed was fastest at the desk and for those with longer reading distances and, surprisingly, for the smallest font size. Reading behavior is not a fixed entity but differs with grade level and reading condition. This suggests that reading behavior can be altered through better ergonomics and text design which may reduce myopia, aesthenopia, and binocular anomalies and help children read better.

Effects of Picture Labeling on Science Text Processing and Learning: Evidence From Eye Movements

AbstractThis study investigated the effects of reading a science text illustrated by either a labeled or unlabeled picture. Both the online process of reading the text and the offline conceptual learning from the text were examined. Eye‐tracking methodology was used to trace text and picture processing through indexes of first‐ and second‐pass reading or inspection. Fifty‐six sixth graders were randomly assigned to one of three reading conditions (text with a labeled illustration, text with an unlabeled illustration, or text only) in a pretest, immediate posttest, and delayed posttest design. Results showed no differences for factual knowledge as a function of reading condition. However, for the transfer of knowledge at both posttests, readers of the text with the labeled illustration outperformed readers in the other two conditions, who did not differentiate from each other. Eye‐fixation data showed that the labeled illustration promoted more integrative processing of the learning material, as revealed by the time spent refixating text segments while reinspecting the illustration. In addition, relations emerged between the indexes of integration of text and picture during online processing and the offline measures of factual knowledge and transfer of knowledge. Overall, in accordance with the theoretical assumptions of the multimedia principle, the study underlines the crucial role of integrative processing of words and graphics to sustain learning from illustrated text. Moreover, the study indicates that this integrative processing can be effectively supported by appropriate visual signaling.

Investigating video as a means to promote vocabulary for at-risk children

Two studies on the role of video on vocabulary learning were conducted in kindergarten classrooms with substantial numbers of children from low-income and Dual Language Learning (DLL) backgrounds. In the first study (n=78), the effect of video viewing was compared with the effect of book reading on vocabulary learning. In the second study (n=89), the effect of repeated viewing of video was compared with the effect of single viewing of video on vocabulary learning. Pre-test and post-test receptive and expressive vocabulary measures, which were aligned with the content in the studies, were administered. Analysis of Variance was used to test the effect of condition (i.e., video viewing versus book reading and single versus repeated reading) on children’s word knowledge. Results showed no difference in vocabulary learning between the video viewing and book reading conditions. Findings showed that there was no difference in vocabulary learning between children in the single and repeated viewing condition on the receptive measure, but children in the repeated viewing condition showed higher gains in vocabulary on the expressive measure. No differences were found in either study between children with higher and lower vocabulary knowledge.

Cannabis use vulnerability among socially anxious users: Cannabis craving during a social interaction.

Socially anxious individuals appear especially vulnerable to cannabis-related problems. However, the nature of the social anxiety-cannabis relation remains unclear. The present study examined the timing and specificity of cannabis craving in response to a social anxiety induction task among 82 (71% female) cannabis users randomly assigned to either a social interaction or reading task. Participants completed ratings of substance (cannabis, alcohol, cigarette) craving at baseline (prior to being informed of task assignment), before, during, and after task. The Time × Condition interaction was significant such that cannabis craving increased from before to during the task among participants in the social interaction condition, but not among those in the reading condition. This effect was specific to cannabis craving and was not observed for craving for alcohol or cigarettes. Data suggest that increases in state social anxiety may play a role in cannabis use behaviors.

An Empirical Model for RRAM Resistance in Low- and High-Resistance States

We present a simple empirical expression describing hafnium-based RRAM resistance at different reset voltages and current compliances. The model that we propose describes filament resistance measured at low ( ~ 0.1 V) reading voltage in both low-resistance state (LRS) and high-resistance state (HRS). The proposed description confirms that conduction in LRS is ohmic (after forming with a sufficiently high current compliance) and is consistent with the earlier description of HRS resistance as controlled by a trap-assisted electron transfer via traps in the oxidized portion of the filament. The length of the nonohmic part of the filament is found to be directly proportional to reset voltage. Moreover, low-frequency noise measurements at different reset voltages evidence a tradeoff between HRS resistance and noise in reading conditions.

Reading Performance in Infantile Nystagmus

To characterize reading deficits in infantile nystagmus (IN), to determine optimal font sizes for reading in IN, and to investigate whether visual acuity (VA) and severity of nystagmus are good indicators of reading performance in IN. Prospective cross-sectional study. Seventy-one participants with IN (37 idiopathic, 34 with albinism) and 20 age-matched controls. Reading performance was assessed using Radner reading charts and was compared with near logarithm of the minimum angle of resolution (logMAR) VA, nystagmus intensity, and foveation characteristics as quantified using eye movement recordings. Reading acuity (smallest readable font size), maximum reading speed, critical print size (font size below which reading is suboptimal), near logMAR VA, nystagmus intensity, and foveation characteristics (using the eXpanded Nystagmus Acuity Function). Using optimal reading conditions, maximum reading speeds were 18.8% slower in albinism and 14.7% slower in idiopathic IN patients compared with controls. Reading acuities were significantly worse (P<0.001) in IN patients compared with controls. Also, the range of font sizes over which reading speeds were less than the optimum were much larger in IN patients compared with controls (P<0.001). Reading acuity was correlated strongly to near VA (r(2) = 0.74 albinism, r(2) = 0.55 idiopathic), but was better than near VA in participants with poor VA. Near VA was a poor predictor of maximum reading speed. Nystagmus intensity and foveation were poor indicators of both reading acuity and maximum reading speed. Maximum reading speeds can be near normal in IN when optimal font sizes are provided, even in individuals with poor VA or intense nystagmus. However, reading performance in IN is acutely sensitive to font size limitations. Font sizes for optimal reading speeds in IN may be as much as 6 logMAR lines worse than the near VA. The author(s) have no proprietary or commercial interest in any materials discussed in this article.

Effects of Scientific Information Format on the Comprehension Self-Monitoring Processes: Question Generation // Efectos del formato en que se presenta la información científica sobre la autorregulación de los procesos de comprensión...

Generating questions is a regulatory action associated with self-monitoring processes in comprehension tasks: subjects can ask 'information seeking questions' to solve comprehension obstacles. A sequence of two related experiments were conducted to trigger, classify and analyse questions asked under different conditions: reading a text about experimental scientific devices operating, watching these devices in a DVD and manipulating them in the LAB. Students' information seeking questions were classified using a simple taxonomy. Taking into account the multimedia learning principles, the advantages of realistic animations for understanding time-depending processes and the effect of the procedural-motor activity, we expected students would ask different questions under each of the aforementioned conditions. Results confirmed the expectations: the reading condition triggered more questions addressed to describe the entities while the watching and manipulation conditions stimulated more causal questions. In addition, the effect of prior knowledge on questions including scientific concepts was analyzed.

Inter-reader variability in follicular lymphoma grading: Conventional and digital reading

Context: Pathologists grade follicular lymphoma (FL) cases by selecting 10, random high power fields (HPFs), counting the number of centroblasts (CBs) in these HPFs under the microscope and then calculating the average CB count for the whole slide. Previous studies have demonstrated that there is high inter-reader variability among pathologists using this methodology in grading. Aims: The objective of this study was to explore if newly available digital reading technologies can reduce inter-reader variability. Settings and Design: In this study, we considered three different reading conditions (RCs) in grading FL: (1) Conventional (glass-slide based) to establish the baseline, (2) digital whole slide viewing, (3) digital whole slide viewing with selected HPFs. Six board-certified pathologists from five different institutions read 17 FL slides in these three different RCs. Results: Although there was relative poor consensus in conventional reading, with lack of consensus in 41.2% of cases, which was similar to previously reported studies; we found that digital reading with pre-selected fields improved the inter-reader agreement, with only 5.9% lacking consensus among pathologists. Conclusions: Digital whole slide RC resulted in the worst concordance among pathologists while digital whole slide reading selected HPFs improved the concordance. Further studies are underway to determine if this performance can be sustained with a larger dataset and our automated HPF and CB detection algorithms can be employed to further improve the concordance.

Co-registration of eye movements and event-related potentials in connected-text paragraph reading.

Eyetracking during reading has provided a critical source of on-line behavioral data informing basic theory in language processing. Similarly, event-related potentials (ERPs) have provided an important on-line measure of the neural correlates of language processing. Recently there has been strong interest in co-registering eyetracking and ERPs from simultaneous recording to capitalize on the strengths of both techniques, but a challenge has been devising approaches for controlling artifacts produced by eye movements in the EEG waveform. In this paper we describe our approach to correcting for eye movements in EEG and demonstrate its applicability to reading. The method is based on independent components analysis, and uses three criteria for identifying components tied to saccades: (1) component loadings on the surface of the head are consistent with eye movements; (2) source analysis localizes component activity to the eyes, and (3) the temporal activation of the component occurred at the time of the eye movement and differed for right and left eye movements. We demonstrate this method's applicability to reading by comparing ERPs time-locked to fixation onset in two reading conditions. In the text-reading condition, participants read paragraphs of text. In the pseudo-reading control condition, participants moved their eyes through spatially similar pseudo-text that preserved word locations, word shapes, and paragraph spatial structure, but eliminated meaning. The corrected EEG, time-locked to fixation onsets, showed effects of reading condition in early ERP components. The results indicate that co-registration of eyetracking and EEG in connected-text paragraph reading is possible, and has the potential to become an important tool for investigating the cognitive and neural bases of on-line language processing in reading.

Can skilled readers perform a second task in parallel? A functional connectivity MRI study

When asked to search for a target letter while reading, the patterns with which people miss the target letter reveal information about the process of reading itself. Questions remain as to whether this paradigm reflects normal reading processes however. We used a novel continuous-performance neuroimaging paradigm to address this question. In separate scanning runs, subjects either read alone, read while searching for a target letter, or searched non-words continuously. Functional connectivity analysis recovered the full extent of brain areas identified for reading in a localizer scan, with no differences between reading alone and the dual task condition. Differences were found, however, between both reading conditions and the nonword search condition. These results demonstrate that in skilled readers brain activation associated with reading is unaffected by a concurrent letter-search task. They further demonstrate the utility of a naturalistic, continuous-performance paradigm for studying the neural basis of language processing.

When does memory monitoring succeed versus fail? Comparing item-specific and relational encoding in the DRM paradigm.

We compared the effects of item-specific versus relational encoding on recognition memory in the Deese-Roediger-McDermott paradigm. In Experiment 1, we directly compared item-specific and relational encoding instructions, whereas in Experiments 2 and 3 we biased pleasantness and generation tasks, respectively, toward one or the other type of processing. A read condition was tested in each experiment for comparison purposes. Across experiments, item-specific and relational encoding both boosted correct recognition relative to reading, but only item-specific encoding typically reduced false recognition. Signal-detection measures revealed that less information was encoded about critical items after item-specific than after relational encoding. In contrast, item-specific and relational encoding led to equivalent increases in strategic monitoring at test (e.g., use of a distinctiveness heuristic). Thus, monitoring at test was less successful after relational than item-specific encoding because more information had been encoded about critical lures.