Reading Task Research Articles

Prediction of electroconvulsive therapy response and remission in late-life depression: a review

Electroconvulsive therapy is an effective and well-tolerated antidepressant treatment for the elderly population. The place of electroconvulsive therapy in the treatment sequence for depression in the elderly is currently not well established. This review aims to identify the factors that contribute to a positive response and remission in elderly patients with depression undergoing electroconvulsive therapy treatment. We searched five bibliographic databases (Medline ALL Ovid, Embase.com, APA PsycInfo Ovid, Cochrane Library Wiley and Web of Science Core Collection) for articles published between 1995 and June 2023. Of the 2149 articles screened, 19 were included in the review. No significant associations were found between remission and/or response and salivary cortisol, baseline hippocampal and white matter hyperintensities, total amyloid load or global cortical atrophy. The reviewed articles did not show a significant difference in remission between unilateral and bilateral electroconvulsive therapy treatment. Other interesting findings are that moderately elevated levels of CRP and S100B levels, lower retardation scores, poorer performance on the word reading task at baseline and longer post-ictal reorientation time may be associated with higher remission and/or response rates. Medial temporal atrophy can be associated with lower Montgomery-Åsberg Depression Rating Scale (MADRS) decrease after electroconvulsive therapy. Finally, elderly patients had higher rates of electroconvulsive therapy response; retardation and psychotic features may mediate this association. Incorporation of this data into clinical practice may facilitate a personalised approach to electroconvulsive therapy. However, research on this topic is scarce and there are few studies that focus specifically on older people.

Is there a multilingual advantage in gender agreement processing? Evidence from self-paced reading

ABSTRACT Do learners who have mastered two gender systems prior to learning a third have an advantage in gender processing over those who have mastered only one gender system? To address this question, we recruited two groups of adult Polish learners of L3/Ln Swedish with and without prior knowledge of German. They completed a self-paced reading task in Swedish that involved two types of gender marking: the indefinite article, which is realised similarly in Swedish and German, and the definite suffix, which is uniquely present in Swedish. We found that while both groups were sensitive to gender agreement violations involving the indefinite article, only learners with knowledge of German showed sensitivity to gender agreement violations involving the definite suffix. Therefore, knowledge of non-native German conferred an advantage for the processing of dissimilar rather than similar gender marking. We interpret these findings in light of morphological transfer from German that consists in the employment of the existing morphemes and assigning them new grammatical functions. More broadly, the study indicates that the gender system in a non-native language rather than the native language, might be more helpful for the acquisition of a new type of gender marking in L3/Ln.

When noise becomes signal: a study of blink rate using an eye tracker

PurposeAlthough blink rate is considered important for digital eye strain and dry eye conditions, its assessment has been mostly manual. This study aimed at quantifying blink rate automatically using the Eyelink 1000 Plus eye tracker and comparing it with manual counting. Additionally, blink rate was correlated with reading eye movements and reading speed. MethodsThirty participants (mean age 26.8±3.5 years; 19 females) were enrolled. An on-screen reading task for 3 minutes duration, was repeated 3 times with a 2-minute break between the repetitions. During this task, eye movements and blinks were measured through the Eyelink 1000 Plus eye tracker. The blink was also counted manually by the examiner in real time from a video feed. ResultsThe blink rate obtained by the eye tracker (median [Q1, Q3]:11.7 [6.8,15.5] blinks/min) and manual counting (11.6 [7.1, 15.4] blinks/min) were comparable (p>0.5). No significant correlations were observed between the blink rate and any of the reading eye movement parameters except saccadic amplitude (Spearman's rho, rs =0.506). No statistically significant correlation was found between the blink rate and reading speed. ConclusionThe Eyelink 1000 Plus eye tracker gives a comparable blink rate compared to that obtained through manual counting. A positive correlation between the blink rate and saccade amplitude could indicate a coupled interaction between the two mechanisms to minimize visual loss during reading. The option of using this tracker to investigate blinks in dry eye and binocular vision disorders can be further explored.

Factors influencing the completion of extensive reading tasks: A case study of Indonesian students in tertiary EFL class

Extensive Reading (ER) has received considerable attention in foreign language teaching and learning in Indonesia. However, research on student engagement and completion rates of ER assignments in higher education is limited. This qualitative case study investigates the factors that influence the completion of ER assignments among students in a counselling programme at a state university in Kalimantan. Using semi-structured interviews, the study explores students' perspectives and experiences to gain a comprehensive understanding of the challenges they face in completing extensive reading assignments. The findings reveal a complex interplay of factors that impede task completion, including lack of intrinsic motivation and interest in reading, vocabulary difficulties, and the learning environment. These findings highlight the critical role of English language teachers in creating a motivating and supportive learning environment, providing targeted vocabulary instruction and fostering a reading culture to maximise the benefits of ER for language acquisition and academic success in higher education.

A narrative inquiry of an undergraduate student in TEFL in developing her identity as an engaged reader

PurposeThis retrospective narrative inquiry explored an undergraduate student’s lived experience in negotiating her identity as an engaged reader of English as a foreign language.Design/methodology/approachNarrative inquiry was employed to gain a deeper and better understanding of the participant’s engagement in reading courses. Olif (pseudonym, female) was recruited due to her significant learning achievements and willingness to share her experiences. To collect the data, we conducted several online interviews with her. To triangulate our findings, we also asked her to share her learning artifacts from the reading courses.FindingsThe thematic analysis revealed two major findings. First, her reading engagement is driven by both personal and academic motivation. Furthermore, her involvement in collaborative reading tasks fosters a deeper comprehension of texts and enhances creativity.Research limitations/implicationsThe study has two major limitations. First, it interviewed only one student and was conducted over a relatively short period. Second, it examined the participant’s experience across three different reading courses, which potentially lacks deeper insights into how each course uniquely contributes to learning engagement.Originality/valueThe study concludes that promoting personalized and collaborative reading tasks enables undergraduate students to develop their identity as engaged readers. Despite focusing on a single participant, this study offers a unique perspective on how the participant’s voice can potentially impact teachers’ pedagogical design in reading classrooms.

Extensiveness of Teachers’ Workload in Determining the Acquisition of Kiswahili Reading Skills Among Pupils in Public Primary Schools in Tanga City Council, Tanzania

The study investigated the extensiveness of teachers’ workload in determining the acquisition of Kiswahili reading skills among public primary school pupils in Tanga City Council, Tanzania. The study employed a convergent design under mixed methods research approach to collect both quantitative and qualitative data simultaneously and compare the results to obtain a more complete understanding of the research problem. The study targeted 80 public primary schools, 80 head teachers, 264 Kiswahili subject teachers, 24 Ward Education Officer and 1 City Council Primary Education Officer. Both probability and non-probability sampling techniques were employed to obtain respondents who participated in this study. The study involved 8 public primary schools, 8 head teachers, 88 Kiswahili reading skills teachers, 8 WEO and 1 CCPEO. Data were collected using questionnaires, and interview guide. Data collection instruments were validated by Mwenge Catholic University research experts. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert scale items was determined using Cronbach's Alpha Coefficient where reliability coefficient r= 0.892 for Kiswahili subject teachers questionnaire was obtained. The reliability for qualitative data was established through peer debriefing and triangulation. The study adhered to research ethical principles throughout the research process. Quantitative data were analyzed using descriptive statistics particularly using frequencies, percentages and mean with the aid of SPSS Version 22. The study concludes that due to their overwhelming responsibilities, teachers find it challenging to give students timely and insightful feedback on their reading progress. Teachers find it challenging to plan and implement enjoyable reading activities that would greatly enhance their pupils Kiswahili reading skills. Teachers are unable to give each pupils the individualized support and attention they need to improve their reading skills in Kiswahili, leaving them with little time and energy. The study recommends that heads of public primary schools can support teachers in working less by making sure that teachers have enough time to plan, organize, assign reading tasks, and help pupils who are failing with learning. The administration of public primary school should make sure that the school has enough teaching and learning resources for Kiswahili reading instruction.

Metalinguistic and Reading Skills in a Sample of Colombian Children with Attention Deficit Hyperactivity Disorder

Objective: This study aimed to examine metalinguistic skills and reading processes in children diagnosed with ADHD, compared to a matched control group. Method: An explanatory experimental design was employed, involving a sample of 194 children from Manizales, comprising 97 children diagnosed with ADHD and 97 controls. The study utilized tasks from the Children’s Neuropsychological Assessment (CNA) protocol to assess metalinguistic and reading abilities. Results: Children with ADHD exhibited significantly lower performance across all metalinguistic and reading tasks compared to the control group, except for spelling and silent reading comprehension tasks. Conclusions: These findings corroborate previous research conducted in Manizales, underscoring the specific challenges in metalinguistic and reading domains among children with ADHD. Future research should explore the influence of working memory on phonological awareness and its implications for metalinguistic skills and reading development.

Embodied Semantics: Early Simultaneous Motor Grounding in First and Second Languages

Background/Objectives: Although the embodiment of action-related language is well-established in the mother tongue (L1), less is known about the embodiment of a second language (L2) acquired later in life through formal instruction. We used the high temporal resolution of ERPs and topographic ERP analyses to compare embodiment in L1 and L2 and to investigate whether L1 and L2 are embodied with different strengths at different stages of linguistic processing. Methods: Subjects were presented with action-related and non-action-related verbs in a silent reading task. Subjects were late French–German and German–French bilinguals, respectively, and we could therefore collapse across languages to avoid common confounding between language (French and German) and order of acquisition (L1, L2). Results: We could show distinct effects of embodiment and language. Embodiment affected only the sensory and lexical stages of processing with increased strength and power of the N1 component for motor vs. non-motor verbs, and language affected the lexical and semantic stages of processing with stronger P2/N400 components for L2 than for L1. Non-motor verbs elicited a stronger P1 component in L2. Conclusions: Our results suggest that processing words in L2 requires more effortful processing. Importantly, L1 and L2 are not embodied differently, and embodiment affects early and similar stages of processing in L1 and L2, possibly integrating other process of action–language interaction

The Application of Flipped Classroom Teaching Model in German Reading Teaching

The flipped classroom teaching model is the product of the information age. German teachers in colleges and universities should actively carry out flipped classroom teaching, make micro-lessons according to the teaching focus of reading class, upload micro-lessons to online teaching platform and scientifically guide students to preview before class; Actively carry out online live teaching, discuss with students the content of micro-lessons, text topics, and carry out deep reading teaching; Actively carry out online tests to test the effect of online German reading teaching; Carry out offline precision teaching to answer questions for students and improve their German reading comprehension; With the help of online teaching platform to carry out after-school extended learning guidance, publish group German reading tasks, and comprehensively improve the quality of German reading teaching in universities.

Aptitude, Anxiety, and Success in L2 Speech Development: A Longitudinal Study of Chinese EFL College-Level Learners.

This study examined the second language (L2) speech development of a group of Chinese English as a Foreign Language (EFL) college-level learners (N = 83) and the association between their aptitude, anxiety, and L2 speech development. The performance of the participants' L2 speech, including speech comprehensibility and accentedness, was evaluated using a sentence reading task and a pair of picture description tasks (pre- and post-test). In addition, students completed the LLAMA tests (language learning and aptitude measurement in adults) and the Second Language Speaking Anxiety Scale (SLSAS). The t-test revealed that after one semester of English speaking and pronunciation instruction, the EFL students in the study demonstrated significant gains in their L2 speech performance in terms of accentedness and comprehensibility in both controlled and impromptu tasks. Regression analyses revealed that phonemic coding ability positively predicted gains in comprehensibility but negatively predicted gains in accentedness during sentence reading. In addition, associative memory was positively associated with comprehensibility gains in the picture description task. Anxiety appeared to be a strong predictor of participants' gains in speech comprehensibility and accentedness during the picture description task.

Weathering words: a virtual reality study of environmental influence on reading dynamics.

Reading is a fundamental cognitive activity that is influenced by both textual and external environmental factors, although the latter has been less thoroughly explored. This study aims to examine the impact of environmental visual conditions on reading performance using Virtual Reality (VR) technology. We conducted two experiments to assess the effects of visual contrast and simulated weather conditions on reading dynamics. In Experiment 1, we measured single-word recognition speed using a lexical decision task under different visual contrasts and weather conditions. In Experiment 2, we assessed reading dynamics during a sentence reading task, analyzing how visual contrast and simulated sunny versus rainy weather conditions affected reading behavior, particularly focusing on reading speed and eye fixations. In Experiment 1, high visual contrast, particularly under sunny conditions, significantly enhanced single-word recognition speed, indicating a notable influence of environmental visual conditions. In Experiment 2, visual contrast had minimal effect on sentence reading; however, sunny weather facilitated faster reading times, while rainy scenarios increased the number of eye fixations. These findings suggest that environmental factors, such as weather conditions, can significantly affect reading behavior. The study contributes to the understanding of key environmental influences on reading in everyday life contexts and has implications for the ergonomic design of reading materials, especially for outdoor settings and VR environments. Additionally, the integration of controlled stimuli within VR increases the ecological validity of reading research, underscoring the potential of VR as a powerful tool for cognitive research.

Straight enough: Deriving imprecise interpretations of maximum standard absolute adjectives

While maximum standard absolute adjectives (such as straight) typically have a precise meaning (e.g., ‘perfectly straight’), they are also regularly used imprecisely (e.g., to mean ‘straight enough’). The current study investigates how contextual expectations of precision and a visual referent’s conceptual distance from an ideal maximum standard influence the processing effort of precise and imprecise interpretations of these adjectives. In three experiments, we showed native speakers of English images depicting objects that could be referred to precisely or imprecisely via an absolute adjective and asked them to select the image that best matched the written sentence (Experiments 1 and 2) or to read sentences containing maximum standard absolute adjectives (Experiment 3). Experiment 1 presented no discourse context, and participants accepted, on average, only a small degree of imprecision; and when they did, they took longer, relative to cases in which the same adjectives were used precisely, which is in line with existing empirical findings. Experiment 2 contrasted two kinds of discourse contexts (raising high or low expectations of precision) before the presentation of the test sentences. When expectations of precision were high, participants tolerated only a small degree of imprecision, and when they did, it came at a cost, as in Experiment 1. When expectations of precision were low, much larger degrees of imprecision were tolerated but, critically, participants were still, overall, faster to reach precise, relative to imprecise, interpretations in supporting contexts, suggesting that accessing the precise meaning is less effortful. Experiment 3 supported these findings by showing how the cost of understanding imprecision is also present in a self-paced reading task. Our results lend support to the view that maximum standards are part of the encoded meaning of these adjectives.

The Effect of Display Polarity on Reading Speed and Reading Error Among Young Adults

Objective: The widespread adoption of digital devices has surged, particularly since the coronavirus disease 2019 (COVID-19) pandemic. Nearly everyone now owns devices like laptops, tablets, or smartphones, offering options for light mode (positive polarity) and dark mode (negative polarity) to suit individual preferences. This study examines how display polarity affects reading performance among young adults. Material and Methods: Thirty participants engaged in a 15-minute reading task on a laptop with randomly assigned display polarities, followed by a 15-minute break before repeating the task. Results: Reading speed, measured in words per minute (wpm), differed significantly between polarities, with negative polarity yielding higher speeds (136.27±25.58 wpm) compared to positive polarity (128.42±19.98 wpm), Z=-2.355, p-value<0.05. However, no significant polarity-related differences were found in reading errors, including mispronunciation (p-value=0.193) or omission (p-value=0.113). Conclusion: Negative polarity displays enhanced reading performance by increasing reading speed; while reading errors remained unaffected.

Variability in Vowel Space in Parkinson's Disease: Associations With Cognitive and Motor Impairment.

People with Parkinson's disease (PwP) typically experience impairments in vowel articulation; however, less is known about how this measure varies with speech task type and clinical characteristics such as cognitive impairment. We characterized vowel space in PwP with and without mild cognitive impairment (MCI) comparing performance across phonation, reading, and picture description tasks. We evaluated associations between vowel space and cognitive impairment, as well as motor symptom severity to elucidate the factors contributing to variability in this acoustic measure. PwP (n = 48) and age-matched controls (n = 15) performed sustained phonation of corner vowels, a reading passage, and a picture description task (Cookie Theft picture). PwP participants were classified as with normal cognition (PD-NC) or MCI (PD-MCI), and motor symptoms were assessed using the Movement Disorders Society Unified Parkingson's Disease Rating Scale Part III (MDS-UPDRS Part III). Vowel articulation index (VAI) for each task and mean difference in VAI between tasks was compared between the groups using linear mixed models adjusted for age, sex, and education. The impact of motor severity was assessed by additionally adjusting the model for MDS-UPDRS Part III score. In the adjusted mixed model, mean VAI was significantly lower in the PD-MCI group compared to the PD-NC group for all tasks. Within participants, adjusted mean differences demonstrated that all groups declined in VAI when sustained phonation was compared to either reading or picture description tasks. Adjustment for MDS-UPDRS Part III did not alter the results, suggesting no major association of motor impairment with vowel space variability within or between individuals or groups. Variability in vowel space is impacted by cognitive impairment and speech task in PwP. These findings are relevant to the further development of speech markers in PwP and other neurogenerative diseases that impact both cognitive and motor functions.

Dynamic interaction between the cerebrum and the cerebellum during visual word processing

Numerous studies have investigated the relationship between the cerebellum and reading. Yet, the specific contribution of the cerebellum to reading and its interaction with the cerebrum remain elusive. To address these issues, we combined dynamic brain state analysis with large-scale network analysis to examine the imaging data gathered from the reading tasks (i.e., orthographic, phonological, and semantic tasks) and the resting period. Our analysis revealed three dynamic brain states. The first state (DFS1) exhibited a higher ratio and a longer duration in all tasks, indicating its involvement in general task-related processes. The second state (DFS2) was predominantly active during the resting stage, representing a resting-related state. The third state (DFS3) displayed a higher ratio in the reading tasks compared to the non-reading tasks, indicating its association with reading-dependent processes. In all states, hubs were predominantly distributed in the cerebrum. For DFS2, one hub was also observed in the cerebellum. Furthermore, DFS2 showed significant modularity between the cerebrum and the cerebellum. This study sheds light on the dynamic collaboration between the cerebrum and the cerebellum across different imaging modalities, offering a deeper and more comprehensive understanding of their interaction during reading and non-reading periods.

The Composition Diagram of a Complex Process: Enhancing Understanding of Hierarchical Business Processes

The article presents the Composition Diagram of a Complex Process (CDCP), a new diagramming method for modelling business processes with complex vertical structures. This Method addresses the limitations of traditional modelling techniques such as BPMN, Activity Diagrams (AD), and Event-Driven Process Chains (EPC).The experiment was carried out on 277 students from different study programs and grades to determine the effectiveness of the methods. The main objective was to evaluate the usability and effectiveness of CDCP compared to established methods, focusing on two primary tasks: interpretation and diagram creation. The participant's performance was evaluated based on the objective results of the tasks and the subjective feedback of the questionnaire. The results indicate that CDCP was the effective method for the reading and drawing tasks, outperforming BPMN and EPC in terms of understanding and ease of use. Statistical analysis of variance showed that while the year of the study did not significantly affect performance, the study program and Method used had a significant effect. These findings highlight the potential of CDCP as a more accessible and intuitive business process modelling tool, even for users with minimal prior experience.

The effects of prediction representations on implicit learning: evidence from sentence reading and perceptual identification

Predicting errors can facilitate implicit learning, but the long-term consequences of prediction errors are not yet fully understood. Especially when predictions are disconfirmed, it remains unclear whether initially correct prediction representations persist or are suppressed. In this study, participants first engaged in a sentence reading task and then performed a perceptual identification task after completing an N-back task or after a 24-hour delay. The perceptual identification task presented previously expected and unexpected words and previously predicted but not presented words to measure implicit memory for the critical items. This study aims to investigate the mechanisms underlying the persistence of prediction representations and the long-term effects of prediction errors on implicit learning. Our results indicate that prediction errors can promote implicit learning and can persist for more than 24 hours. Furthermore, originally correct but not seen in reality prediction representations persist to facilitate performance on the implicit memory task after 24 hours. This may reflect long-term changes in the internal representation probabilities of prediction representations.

Comparative Study on Continuous and Discontinuous Dorling Maps

ABSTRACTThe Dorling map, a special type of thematic map, is a widely employed tool for visualizing geospatial statistical data. It transforms regions into circles with areas proportionate to statistical values while endeavoring to maintain regional spatial relationships. Notably, two types of Dorling maps emerge, distinguished by their consideration of regional continuity: continuous and discontinuous Dorling maps. However, as of yet, the discrepancies between these two types remain inconclusive. In this paper, we employ an eye‐tracking method to investigate the efficacy of Dorling maps in two common application scenarios, namely unpurposed browsing tasks and purposeful reading tasks. To this end, we administer tasks involving region search, attribute comparison/recognition/memory, conditional selection, relationship judgment, summary, and subjective evaluation. Subsequently, we perform a statistical analysis of the eye movement data of participants when they complete the above tasks in the continuous and discontinuous Dorling maps. The results indicate that the discontinuous Dorling maps are significantly better than the continuous ones in interpretation time for forward and reverse region search, selecting conditions, and judging adjacent relationships. Continuous Dorling maps significantly outperform discontinuous maps in terms of search efficiency during attribute comparison. Moreover, continuous maps significantly outperformed discontinuous maps in terms of cognitive supplementation or reprocessing of previous regions during conditional selection. This study can help users choose the right form of Dorling map visualization according to their needs.

Cross-linguistic dissociations in Kannada-English bilingual persons with aphasia and alexia

Individuals with alexia manifest reading impairments comparable to spoken language impairments. With escalating dependency on communication through texts, emails, and other social media sources, these individuals express their interest in improving written language skills as well. Alexia in bilinguals in the Indian scenario is of special interest, owing to diverse geographical, cultural, traditional, and linguistic demarcations in India. Although substantial research is reported on bilingual aphasia, evidence on bilingual alexia is scarce. The study aimed to explore the cross-linguistic dissociations in Kannada-English bilingual individuals with alexia in post-stroke survivors. Thirteen Kannada-English bilingual individuals (10 males and 3 females) with reading and language impairments post ictus, above 18 years of age were recruited. Participants were subjected to neurobehavioral linguistic and reading tasks in both Kannada and English. The performance of linguistic tasks and reading tasks were analysed for cross-linguistic distinctions, linguistics versus reading, and correlation between linguistics and reading abilities. Results revealed evident cross-linguistic dissociations, wherein participants outperformed in Kannada (L1) in both linguistics and reading domains. All performed superior in the linguistics domain compared to reading. In both languages, semantic abilities were best performed within the linguistic domains. Oral reading abilities fared poor scores relative to reading comprehension. The correlation analysis revealed strong correlation between oral reading and semantics > phonology > syntax. Reading comprehension strongly correlated to syntax > phonology > semantics. The study proved convincing linguistic influences on reading abilities in Kannada- English bilingual context. Most investigations have predominantly centred on case observations, and have often lacked thorough pre- and post-rehabilitation assessments of linguistic and reading impairments using equivalent tests in a bilingual context. This study proves to be a preliminary attempt in this context. A much larger bilingual alexia cohort would aid in substantiating the reading impairments in a variant of subgrouping of aphasia.

„Mal in Ruhe lesen“: Wirkungen von Lärm auf das Lesen – Ergebnisse einer Laborstudie mit Beschäftigten

“Reading in peace”: Effects of noise on reading – results from a laboratory study with employees Background: It is a regular day-to-day requirement in many occupations to retrieve information from written material by reading. Therefore, a proofreading task was applied as one of two tasks in this study, in which the effects of different realistic sounds on cognitive performance were investigated. Method: Seventy participants worked on a self-developed reading task, once in a silent condition and once in a condition with one of three background sounds. The sounds, which were kindly provided for this study by other institutions, were recordings from a checkout at a fashion retailer, a multi-space office and a construction site. Thus, the sample for this study consisted of three sound groups. In addition, all participants gave subjective assessments referring to the processing of the tasks with respect to four different aspects. Results: For the entire group, the analysis showed the tendency of a lower number of correctly finished items in the sound condition than in the silent condition. The results were different in the separate sound groups. The subjective assessments showed higher experienced effort and disturbance as well as lower self-assessed concentration in the sound condition than in the silent condition. Conclusions: Adverse effects of background sounds on reading performance were detectable, and they were different in the three sound groups. However, clearer effects were identified for the subjective assessments, i.e., when persons were questioned about their impressions. This underlines the importance of asking people affected by noise, in order to get an insight how the interfering effects are experienced. More detailed survey tools would be required to find out more about the sound characteristics which are responsible for particular effects. Keywords: noise – cognitive performance – proofreading – subjective assessments – workplace