Sentence Reading Research Articles

Eye movements of adolescent students when reading Greeklish transliterations

This article aims to reopen the issue of Greeklish, the Latin-alphabet Greek used for the past 30 years, sparking a lot of debate in Greek society. Greeklish transliterations (phonetic, mixed, and orthographic) that are still used in digital environments have been associated with negative effects on students’ literacy skills. The current study used eye-tracking to examine the eye movement patterns of forty adolescent students (aged 11–15) during reading Greeklish transliterated single-words (nouns/verbs) and sentences relative to their counterparts in the Greek alphabet in a sample of Greeklish users. The results of duration and numerosity reading measures that were studied support the view that Greeklish transliterations are harder to read than their Greek alphabet corresponding. Differences between Greeklish transliteration types have also been observed across all stimuli, with the orthographic one being more difficult for nouns but easiest for verbs. In contrast, the mixed transliteration has caused less processing cost when reading sentences.

Generative Adversarial Networks (GANs) for Audio-Visual Speech Recognition in Artificial Intelligence IoT

This paper proposes a novel multimodal generative adversarial network AVSR (multimodal AVSR GAN) architecture, to improve both the energy efficiency and the AVSR classification accuracy of artificial intelligence Internet of things (IoT) applications. The audio-visual speech recognition (AVSR) modality is a classical multimodal modality, which is commonly used in IoT and embedded systems. Examples of suitable IoT applications include in-cabin speech recognition systems for driving systems, AVSR in augmented reality environments, and interactive applications such as virtual aquariums. The application of multimodal sensor data for IoT applications requires efficient information processing, to meet the hardware constraints of IoT devices. The proposed multimodal AVSR GAN architecture is composed of a discriminator and a generator, each of which is a two-stream network, corresponding to the audio stream information and the visual stream information, respectively. To validate this approach, we used augmented data from well-known datasets (LRS2-Lip Reading Sentences 2 and LRS3) in the training process, and testing was performed using the original data. The research and experimental results showed that the proposed multimodal AVSR GAN architecture improved the AVSR classification accuracy. Furthermore, in this study, we discuss the domain of GANs and provide a concise summary of the proposed GANs.

Emotion effects in second language processing: Evidence from eye movements in natural sentence reading

Abstract There exists insufficient eye-tracking evidence on the differences in emotional word processing between the first language (L1) and second language (L2) readers. This study conducted an eye-tracking experiment to investigate the emotional effects in L2 sentence reading, and to explore the modulation of L2 proficiency and individual emotional states. Adapted from Knickerbocker et al. (2015), the current study recorded eye movements at both early and late processing stages when late Chinese–English bilinguals read emotion-label and neutral target words in natural L2 sentences. Results indicated that L2 readers did not show the facilitation effects of lexical affective connotations during sentence reading, and they even demonstrated processing disadvantages for L2 emotional words. Additionally, the interaction effect between L2 proficiency and emotion was consistently significant for the measure of total reading time in positive words. Measurements of participants’ depressive and anxious states were not robustly correlated with eye movement measures. Our findings supplemented new evidence to existing sparse eye-tracking experiments on L2 emotion processing, and lent support to several theoretical frameworks in the bilingual research field, including the Emotional Contexts of Learning Theory, Lexical Quality Hypothesis and Revised Hierarchical Model.

Universality in eye movements and reading: A replication with increased power

Liversedge, Drieghe, Li, Yan, Bai and Hyönä (2016) reported an eye movement study that investigated reading in Chinese, Finnish and English (languages with markedly different orthographic characteristics). Analyses of the eye movement records showed robust differences in fine grained characteristics of eye movements between languages, however, overall sentence reading times did not differ. Liversedge et al. interpreted the entire set of results across languages as reflecting universal aspects of processing in reading. However, the study has been criticized as being statistically underpowered (Brysbaert, 2019) given that only 19–21 subjects were tested in each language. Also, given current best practice, the original statistical analyses can be considered to be somewhat weak (e.g., no inclusion of random slopes and no formal comparison of performance between the three languages). Finally, the original study did not include any formal statistical model to assess effects across all three languages simultaneously. To address these (and some other) concerns, we tested at least 80 new subjects in each language and conducted formal statistical modeling of our data across all three languages. To do this, we included an index that captured variability in visual complexity in each language. Unlike the original findings, the new analyses showed shorter total sentence reading times for Chinese relative to Finnish and English readers. The other main findings reported in the original study were consistent. We suggest that the faster reading times for Chinese subjects occurred due to cultural changes that have taken place in the decade or so that lapsed between when the original and current subjects were tested. We maintain our view that the results can be taken to reflect universality in aspects of reading and we evaluate the claims regarding a lack of statistical power that were levelled against the original article.

The role of future L2 selves in L2 speech development: A longitudinal study in an instructional setting

The current study examined the role of English-speaking instruction and motivation in learners' development of L2 speech comprehensibility and accentedess, over the course of an academic semester. Eighty-three college students enrolled in English classes in China completed a sentence reading task and a picture description task twice (pre-test and post-test), as well as a questionnaire for measuring their future selves (Papi et al., 2019). The collected speech samples were coded for comprehensibility and accentedness. t-test results indicated that after one semester of English-speaking instruction, the learners made statistically significant gains in both L2 speech measures. Hierarchical multiple regression results showed that Ideal L2 Self/Own positively predicted speech comprehensibility, and Ideal L2 Self/Other negatively predicted L2 speech accentedness. The results suggest that learners’ future L2 selves influence how they take advantage of instructional opportunities to improve their L2 speech in qualitatively different manners. Theoretical and practical implications are discussed.

The Effect of Noise on Initiation and Maintenance of Clear Speech and Associated Mental Demand.

The objectives of this study were to explore (a) the influence of different types of background noise and their informational content on the ability of speakers to initiate and maintain clear speech (CS), a widely utilized technique for enhancing speech intelligibility, and (b) the impact of background noise and CS usage on speakers' mental demand. Five adult females were asked to read sentences using both habitual and CS under four distinct noise conditions: quiet, multitalker (MT) noise, reversed multitalker (RevMT) noise, and speech-shaped (SS) noise. Following this, speakers rated their perceived level of mental demand for each speaking condition using the modified NASA Task Load Index scale. A two-part listening experiment with 48 listeners was conducted to evaluate the speakers' effectiveness in initiating and maintaining CS. Speakers initiated CS more successfully in noise than in quiet, with better performance observed in the presence of RevMT noise as compared to SS noise. Regarding the maintenance of CS, none of the speakers were successful in a quiet environment. Furthermore, the ability to maintain CS was most adversely affected in MT noise, followed by RevMT noise and SS noise. Our findings suggest that the effect of background noise on speech production is complex and multifaceted. The noise type affected speakers' ability to initiate and maintain CS as well as the mental demand associated with the speech task. The results underscore the importance of considering the characteristics of background noise and cognitive aspects of speech production when training and evaluating speakers' performance.

Reading(,) with and without commas.

All major writing systems mandate the use of commas to separate clauses and list items. However, casual writers often omit mandatory commas. Little empirical or theoretical research has been done on the effect that omitting mandatory commas has on eye movement control during reading. We present an eye-tracking experiment in Spanish, a language with a clear standard as to mandatory comma use. Sentences were presented with or without mandatory commas while readers' eye movements were recorded. There was a local increase in the go-past time for the pre-comma region when commas were presented, which was balanced out by shorter first-pass and second-pass times on the subsequent regions. In global sentence reading time, there was no evidence for an advantage of presenting commas. These findings suggest that, even when commas are mandatory, their effect is primarily to shift when processing takes place rather than to facilitate processing overall.

Automatic Detection of Putative Mild Cognitive Impairment from Speech Acoustic Features in Mandarin-Speaking Elders.

To date, the reliable detection of mild cognitive impairment (MCI) remains a significant challenge for clinicians. Very few studies investigated the sensitivity of acoustic features in detecting Mandarin-speaking elders at risk for MCI, defined as "putative MCI" (pMCI). This study sought to investigate the possibility of using automatically extracted speech acoustic features to detect elderly people with pMCI and reveal the potential acoustic markers of cognitive decline at an early stage. Forty-one older adults with pMCI and 41 healthy elderly controls completed four reading tasks (syllable utterance, tongue twister, diadochokinesis, and short sentence reading), from which acoustic features were extracted automatically to train machine learning classifiers. Correlation analysis was employed to evaluate the relationship between classifier predictions and participants' cognitive ability measured by Mini-Mental State Examination 2. Classification results revealed that some temporal features (e.g., speech rate, utterance duration, and the number of silent pauses), spectral features (e.g., variability of F1 and F2), and energy features (e.g., SD of peak intensity and SD of intensity range) were effective predictors of pMCI. The best classification result was achieved in the Random Forest classifier (accuracy = 0.81, AUC = 0.81). Correlation analysis uncovered a strong negative correlation between participants' cognitive test scores and the probability estimates of pMCI in the Random Forest classifier, and a modest negative correlation in the Support Vector Machine classifier. The automatic acoustic analysis of speech could provide a promising non-invasive way to assess and monitor the early cognitive decline in Mandarin-speaking elders.

Automatic phonological access among bilinguals with cross-script languages.

This study investigated the hypothesis of nonselective access to phonological representations in an integrated lexicon across logographic and alphabetic writing systems among Chinese L1 (first language)-English L2 (second language) bilinguals. We employed three experiments to test this hypothesis, including a lexical decision task (LDT) and a word naming task in Experiments 1 and 2 using the masked priming paradigm, and a self-paced sentence reading task in Experiment 3. Results from the LDT and the word naming task showed a significant homophone priming effect from L1 to L2, but not from L2 to L1. In the sentence reading task, we compared processing time between homophone error words and control words in the critical and spill-over regions. A slower processing effect in the homophone condition was observed in the spill-over region. Overall, these findings suggest that phonological priming occurs across a logographic and an alphabetic script in different tasks, whether reading isolated words or sentences. Bilingual reading involves an integrated bilingual lexicon that is independent of script similarity.

Are There Binocular Advantages in Chinese Reading? Evidence from Eye Movements

ABSTRACT Purpose This study aims to examine whether binocular vision plays a facilitating or impeding role in lexical processing during sentence reading in Chinese. Method Adopting the revised boundary paradigm, we orthogonally manipulated the parafoveal and foveal viewing conditions (monocular vs. binocular) of target words (high- vs. low-frequency) within sentences. Forty participants (30 females, mean age = 19.9 years) were recruited to read these sentences and their eye movements were monitored. Results Through directly comparing the eye movement measures in different viewing conditions, the results indicated that compared with monocular viewing, binocular viewing resulted in shorter fixation durations, thereby facilitating lexical processing. Critically, in addition to the higher information encoding speed toward the currently fixated word in the fovea, the more efficient preprocessing of the upcoming text to the right of fixation in the parafovea may also contribute to the superiority of binocular vision over monocular. Conclusion Our findings provide the first evidence to support the binocular advantages in Chinese reading, which reveals that high-quality visual input from binocular vision plays a vital role in fluent and efficient written text reading.

Functional priority of syntax over semantics in Chinese ‘ba’ construction: evidence from eye-tracking during natural reading

AbstractStudies on sentence processing in inflectional languages support that syntactic structure building functionally precedes semantic processing. Conversely, most EEG studies of Chinese sentence processing do not support the priority of syntax. One possible explanation is that the Chinese language lacks morphological inflections. Another explanation may be that the presentation of separate sentence components on individual screens in EEG studies disrupts syntactic framework construction during sentence reading. The present study investigated this explanation using a self-paced reading experiment mimicking rapid serial visual presentation in EEG studies and an eye-tracking experiment reflecting natural reading. In both experiments, Chinese ‘ba’ sentences were presented to Chinese young adults in four conditions that differed across the dimensions of syntactic and semantic congruency. Evidence supporting the functional priority of syntax over semantics was limited to only the natural reading context, in which syntactic violations blocked the processing of semantics. Additionally, we observed a later stage of integrating plausible semantics with a failed syntax. Together, our findings extend the functional priority of syntax to the Chinese language and highlight the importance of adopting more ecologically valid methods when investigating sentence reading.

Eye movement corpora in Adyghe and Russian: an eye-tracking study of sentence reading in bilinguals.

The present study expands the eye-tracking-while reading research toward less studied languages of different typological classes (polysynthetic Adyghe vs. synthetic Russian) that use a Cyrillic script. In the corpus reading data from the two languages, we confirmed the widely studied effects of word frequency and word length on eye movements in Adyghe-Russian bilingual individuals for both languages. We also confirmed morphological effects in Adyghe reading (part-of-speech class and the number of lexical affixes) that were previously shown in some morphologically-rich languages. Importantly, we demonstrated that bilinguals' reading in Adyghe does differ quantitatively (the effect of language on reading times) and qualitatively (different effects of landing and previous/upcoming words on the eye movements within a current word) from their reading in Russian.

Matthew effect in vocabulary and reading: A comparison of good and average readers in Grade 1 to Grade 3

There is quite a large body of research about the influence that vocabulary plays in poor comprehenders reading. Yet, little is known about the role of vocabulary in good comprehenders’ reading skills. In the present study, third graders with a one-year advantage in reading comprehension (N = 105) were compared to average comprehenders (N = 177) in terms of vocabulary knowledge at three timepoints (Grade 1 to 3). Vocabulary was operationalized as vocabulary breadth (receptive and expressive) and vocabulary depth in form of semantic word knowledge. Latent growth models showed a superiority of good over average comprehenders both cross-sectionally and longitudinally in all assessed vocabulary skills. Moreover, the impact of vocabulary skills on sentence and text reading increased significantly from Grade 1 to Grade 3 in both groups. These results substantiate the increasing importance of vocabulary skills on reading comprehension yielding a Matthew effect.

Joint effects of individual reading skills and word properties on Chinese children’s eye movements during sentence reading

Word recognition during the reading of continuous text has received much attention. While a large body of research has investigated how linguistic properties of words affect eye movements during reading, it remains to be established how individual differences in reading skills affect momentary cognitive processes during sentence reading among typically developing Chinese readers. The present study set out to test the joint influences of word properties and individual reading skills on eye movements during reading among Chinese children. We recorded eye movements of 30 grade 3 (G3) children and 27 grade 5 (G5) children when they read sentences silently for comprehension. Predictors of linear mixed models included word frequency, visual complexity, and launch site distance, in addition to the participants’ offline psychometric performances in rapid naming, morphological awareness, word segmenting, and character recognition. The results showed that word properties affected word recognition during sentence reading in both G3 and G5 children. Moreover, word segmenting predicted the G3 children’s fixation durations and the G5 children’s fixation location, whereas rapid naming predicted the G5 children’s fixation duration. Implications are discussed based on the current findings, in light of how different literacy skills contribute to reading development.

Keep clam and carry on: Misperceptions of transposed-letter neighbours.

Previous research has provided evidence that readers experience processing difficulty when reading words that have a transposed-letter (TL) neighbour (e.g., TRAIL has the TL neighbour TRIAL). Here, we provide direct evidence that this interference is driven by explicit misidentifications of the word for its TL neighbour. Experiment 1 utilised an eye-tracking task in which participants read sentences aloud and reading errors were coded. Sentences had a target word that either (1) had a TL neighbour or (2) was a matched control word with no TL neighbour. In Experiment 2, participants identified words within sentences that they consciously misread and reported the interloper. In both experiments, readers explicitly misidentified many more of the TL words than control words, and most often for their TL neighbour. These findings support the idea that TL interference effects are due primarily to initial misperceptions and post-lexical checking rather than co-activation at the lexical level.

Fast structural priming of grammatical decisions during reading

ABSTRACTIn two grammatical decision experiments, we used fast-priming as a novel method for uncovering the syntactic processes involved in written sentence comprehension while limiting the influence of strategic processes. Targets were sequences of four words that could be grammatically correct or not. Targets (e.g. they see the moon) were preceded by the brief (170 ms) presentation of four types of prime: (1) same syntactic structure / same verb (you see a friend); (2) same structure / different verb (she writes a book); (3) different structure / same verb (he sees him now); or (4) different structure / different verb (stay in our hotel). Same structure primes facilitated decisions to grammatical targets in error rates, and this effect did not significantly interact with the facilitatory effect of a shared verb. These results provide evidence for structural priming of sentence reading in conditions that greatly limit any role for strategic processing.

Do artificial neural networks dream of understanding sentence comprehension? A preliminary study (¿Sueñan las redes neuronales artificiales con entender la comprensión de frases? Un estudio preliminar)

ABSTRACT Artificial neural networks (ANNs) are an emerging field with a positive and encouraging outlook. In education, it is postulated that attention and academic performance could explain reading outcomes. The main goal of this research was to study the predictive capacity of an ANN with a backpropagation algorithm by analysing the relationship between sentence and text reading comprehension efficiency, attentional variables and academic performance in third-grade primary school students (N = 183). A non-experimental approach was adopted, using a cross-sectional and ex post facto design. Ten schools (70% public) located in southeastern Spain participated. Test of Reading Efficacy (TECLE), d2 attention test and TALE-2000 were administered. The results revealed that it is possible to design a network capable of learning by itself to predict sentence comprehension. Students who were good readers obtained better grades, concentrated better, scanned the stimulus more attentively, obtained more correct answers and made fewer omissions. The conclusions concerned the ethical implications of AI and the need to introduce ANNs in initial teacher training.

Semantic processing during continuous speech production: an analysis from eye movements and EEG.

Speech production involves neurological planning and articulatory execution. How speakers prepare for articulation is a significant aspect of speech production research. Previous studies have focused on isolated words or short phrases to explore speech planning mechanisms linked to articulatory behaviors, including investigating the eye-voice span (EVS) during text reading. However, these experimental paradigms lack real-world speech process replication. Additionally, our understanding of the neurological dimension of speech planning remains limited. This study examines speech planning mechanisms during continuous speech production by analyzing behavioral (eye movement and speech) and neurophysiological (EEG) data within a continuous speech production task. The study specifically investigates the influence of semantic consistency on speech planning and the occurrence of "look ahead" behavior. The outcomes reveal the pivotal role of semantic coherence in facilitating fluent speech production. Speakers access lexical representations and phonological information before initiating speech, emphasizing the significance of semantic processing in speech planning. Behaviorally, the EVS decreases progressively during continuous reading of regular sentences, with a slight increase for non-regular sentences. Moreover, eye movement pattern analysis identifies two distinct speech production modes, highlighting the importance of semantic comprehension and prediction in higher-level lexical processing. Neurologically, the dual pathway model of speech production is supported, indicating a dorsal information flow and frontal lobe involvement. The brain network linked to semantic understanding exhibits a negative correlation with semantic coherence, with significant activation during semantic incoherence and suppression in regular sentences. The study's findings enhance comprehension of speech planning mechanisms and offer insights into the role of semantic coherence in continuous speech production. Furthermore, the research methodology establishes a valuable framework for future investigations in this domain.

Is there a processing advantage for verb-noun collocations in Chinese reading? Evidence from eye movements during reading.

A growing number of studies show a processing advantage for collocations, which are commonly-used juxtapositions of words, such as "joint effort" or "shake hands," suggesting that skilled readers are keenly perceptive to the occurrence of two words in phrases. With the current research, we report two experiments that used eye movement measures during sentence reading to explore the processing of four-character verb-noun collocations in Chinese, such as ("revise the article"). Experiment 1 compared the processing of these collocations relative to similar four-character expressions that are not collocations (e.g., , "revise the ending") in neutral contexts and contexts in which the collocation was predictable from the preceding sentence context. Experiment 2 further examined the processing of these four-character collocations, by comparing eye movements for commonly-used "strong" collocations, such as ("protect the environment"), as compared to less commonly-used "weak" collocations, such as ("protect nature"), again in neutral contexts and contexts in which the collocations were highly predictable. The results reveal a processing advantage for both collocations relative to novel expressions, and for "strong" collocations relative to "weak" collocations, which was independent of effects of contextual predictability. We interpret these findings as providing further evidence that readers are highly sensitive to the frequency that words co-occur as a phrase in written language, and that a processing advantage for collocations occurs independently of contextual expectations.

PENGGUNAAN BUKU CERITA FABEL DENGAN MODEL QUANTUM LEARNING DALAM PEMBELAJARAN MEMBACA PERMULAAN DI SEKOLAH DASAR

The present study investigates the low level of early reading skills among first-grade students at Oetona Public Elementary School, as evidenced by their difficulties in letter and syllable spelling as well as distinguishing letter forms. Additionally, students exhibit a lack of enthusiasm when reading sentences or short stories found in books or written by the teacher on the whiteboard. To address this issue, the utilization of Fable Storybooks with the Quantum Learning Model in early reading instruction for first-grade students at Oetona Public Elementary School was introduced, aiming to make a positive contribution to the development of students' early reading skills. The research employed a qualitative approach with a descriptive design. The findings of the study indicate that the implementation of Fable Storybooks with the Quantum Learning Model has a positive impact on students' early reading abilities. The majority of the students achieved a level of "excellent" in their early reading skills. The results and analysis demonstrate that the use of Fable Storybooks with the Quantum Learning Model contributes significantly to the improvement of students' early reading outcomes. Students displayed high enthusiasm and imagination during the learning process and demonstrated notable progress in their reading abilities