Reading Task Research Articles

Acute Effect of Simultaneous Exercise and Cognitive Tasks on Cognitive Functions in Elderly Individuals with Mild Cognitive Impairment.

The increasing prevalence of age-related cognitive decline, alongside the aging global population, underscores the urgent need for innovative and effective preventative strategies. While the advantages of combining physical and cognitive exercises have been recognized as a promising approach to address these socioeconomic challenges, the acute effects of such interventions on cognitive functions remain understudied. This study aimed to investigate whether simultaneous physical and cognitive exercise has a greater beneficial impact on the cognitive functions of older adults with mild cognitive impairment (MCI) than physical exercise alone or reading activities. A total of 44 MCI patients (75% females aged between 65 and 75 years) were randomly assigned to one of three groups: aerobic exercise alone (EG group, n = 15), aerobic combined with cognitive exercises (CEG group, n = 15), or a reading task for controls (CG group, n = 14). Attention, memory, and problem solving were assessed before and after the acute intervention using the Tower of Hanoi, Digit Span, and Stroop tasks, respectively. Statistical analysis revealed that both of the experimental interventions appeared to enhance cognitive function scores (p < 0.05), except for the number of moves in the Tower of Hanoi task, where no improvement was noted. In contrast, no significant differences in any cognitive performance measures were observed following the reading session. Notably, the CEG group exhibited a more pronounced positive impact, especially on working memory. This advantage was specifically evident in the digit span tasks, where significantly greater percentage gains were found in the CEG than in the CG (p = 0.02), while no significant difference existed between the EG and CG. Simultaneous combined exercise has proven to be a more effective method than aerobic physical exercise alone for improving cognitive function. The results of this study are recommended for inclusion in clinical practice guidelines to maintain the mental health of older adults, as simultaneous exercise seems to offer a time-efficient strategy to enhance cognitive performance in adults with MCI.

Effectiveness of Contextual Guessing Strategy on Reading Comprehension in Indonesian EFL Pre-University Students: A Mixed-Methods Study

This study examines the effectiveness of contextual guessing strategies in enhancing reading comprehension among Indonesian pre-university EFL students in Parepare. The research targeted students preparing for university entrance exams, employing a mixed-methods approach with a quantitative-driven design. A purposive sampling technique selected 30 pre-university students from various high schools in Parepare. Quantitative analysis of multiple-choice test scores before and after a targeted intervention, which trained students to use contextual clues (e.g., roots, prefixes, and suffixes) to infer meanings of unfamiliar words, demonstrated a significant improvement in reading comprehension (t(29) = 12.24, p &lt; 0.05). Qualitative insights from interviews with these students revealed increased confidence, practical relevance, and engagement with texts. Students reported that these strategies helped them approach reading tasks analytically, manage their time effectively during exams, and reduce reliance on dictionaries. The findings underscore the critical role of contextual guessing strategies in EFL instruction, promoting effective reading skills and academic success for pre-university students in Indonesia. Integrating these strategies into the curriculum can substantially enhance reading comprehension and exam performance.

Closing Eyes with Artificial Tears: A Simple and Effective Strategy to Combat Screen-Related Asthenopia and Dry Eye Symptoms

BackgroundThe widespread use of various video display terminals (VDTs) always had a detrimental impact on ocular health. Prolonged use of smartphones has been one of the leading causes of dry eye (DE) and asthenopia. Therefore, the purpose of this study is to find a simple and effective strategy to combat screen-related DE and asthenopia. MethodsA group of healthy participants aged 18 and above were randomly assigned to three groups and tasked with a 2-hour smartphone reading task. After 1 hour of usage, each group adopted different methods of rest: no rest (Group A), a 10-minute eye-closed rest (Group B), or a 10-minute eye-closed joint artificial tears rest (Group C). Ophthalmological examinations and questionnaires were administered to all participants before and after the 2-hour reading task. Results90 qualified volunteers, including 29 males and 61 females, were randomly assigned to three groups. Group A demonstrated a significant increase in the severity of DE and asthenopia as evidenced by all the evaluated indices. On the other hand, Group C did not exhibit any notable change in DE and asthenopia symptoms, with an improvement in corneal fluorescein staining (CFS) results (p > 0.05) when compared to the pre-reading values. Group B showed a significant increase in ocular surface disease index (OSDI) (p ≤ 0.05) and a decrease in critical flicker frequency (CFF) (p ≤ 0.05). ConclusionsClose-eye rest with artificial tears may be a convenient and effective prevention strategy for screen-related DE and asthenopia.

Rapid automatised naming is related to reading and arithmetic for different reasons in Chinese: Evidence from Hong Kong third graders

BackgroundRapid automatised naming (RAN) has been found to predict children's reading and arithmetic abilities. However, the underlying mechanisms for its involvement in the two abilities are not clear. This study examines how RAN shared variances with domain‐general and domain‐specific abilities in predicting reading and arithmetic in Chinese children.MethodsOne hundred and sixty‐four children (mean age = 8 years 0 months, SD = 4 months) were administered with RAN tasks, word reading and arithmetic tasks and measures of working memory, processing speed, morphological awareness, phonological awareness and number line estimation.ResultsRAN mainly shared variance with morphological awareness in predicting word reading, while it shared variance with processing speed and number line estimation in predicting arithmetic calculation.ConclusionsThe findings indicated that RAN was related to reading and arithmetic for different reasons. The RAN–reading relationship partly reflected the semantic facilitation of the orthography–phonology links for both RAN stimuli and Chinese characters, while the RAN–arithmetic relationship partly reflected the shared process of retrieving semantic information from long‐term memory embedded in the two tasks.

Reading Reshapes Stimulus Selectivity in the Visual Word Form Area.

Reading depends on a brain region known as the "visual word form area" (VWFA) in the left ventral occipitotemporal cortex. This region's function is debated because its stimulus selectivity is not absolute, it is modulated by a variety of task demands, and it is inconsistently localized. We used fMRI to characterize the combination of sensory and cognitive factors that activate word-responsive regions that we precisely localized in 16 adult humans (4 male). We then presented three types of character strings: English words, pseudowords, and unfamiliar characters with matched visual features. Participants performed three different tasks while viewing those stimuli: detecting real words, detecting color in the characters, and detecting color in the fixation mark. There were three primary findings about the VWFA's response: (1) It preferred letter strings over unfamiliar characters even when the stimuli were ignored during the fixation task. (2) Compared with those baseline responses, engaging in the word reading task enhanced the response to words but suppressed the response to unfamiliar characters. (3) Attending to the stimuli to judge their color had little effect on the response magnitudes. Thus, the VWFA is uniquely modulated by a cognitive signal that is specific to voluntary linguistic processing and is not additive. Functional connectivity analyses revealed that communication between the VWFA and a left frontal language area increased when the participant engaged in the linguistic task. We conclude that the VWFA is inherently selective for familiar orthography, but it falls under control of the language network when the task demands it.

Development of autonomous learning skills and the use of multimedia technologies in English classroom

In recent years, multimedia technologies have greatly influenced the conceptions of language teaching and learning, especially the change of the student and teacher’s roles. Consequently, today learners' autonomy is a high priority in the new education system. This study aims to investigate the effectiveness of multimedia technologies in developing students’ autonomy and functional literacy in reading in English classrooms. The data were collected through questionnaires and observation conducted with the teaching staff of rural schools. In addition, to understand teachers’ perspectives, experience, and practice a series of seminars were organized and conducted with the teaching staff. Teachers were encouraged to nurture their students' autonomy by creating reading tasks and uploading their materials on the multimedia learning platform during the practical part of the seminars. The findings of this study showed that using multimedia technologies can open a new path for fostering students’ autonomous learning abilities as well as functional literacy. Furthermore, the seminars served as valuable forums for educators to exchange insights and best practices, fostering a collaborative environment conducive to pedagogical innovation. The findings underscored the importance of providing educators with ongoing support and resources to effectively integrate multimedia tools into their teaching practices.

Arabic semantic priming for homographs does not result in a boost to all related material

PurposeThe aim of this study was to examine whether, when a person reads, there is a boost to all material related to the context in Najdi Arabic (NA) as was found in English in was found in Rodd et al. (2013). The study employs Arabic language features of orthographic style and diglossia to answer the research question.Design/methodology/approachForty-two participants were asked to come on two sessions to complete a reading task, a filler task and a word recognition task. The word recognition task included 14 homographs that could mean one thing in Modern Standard Arabic and another in NA.FindingsThe findings show that the assumption that all related materials are ready to be used when readers are exposed to the context is not valid for the two Arabic variants.Research limitations/implicationsOne limitation of this study was that the participants were all female.Originality/valueThe findings could help writers write better texts to help individuals who struggle with reading comprehension whether it is because of dyslexia, Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) as when researchers understand how priming works, they might be able to help readers in their reading fluency and comprehension (Rodd et al., 2016). This could be by producing better texts to comprehend or using semantic priming in classroom setups.

The Role of Occipitotemporal Network for Speed-Reading: An fMRI Study

The activity of occipitotemporal regions involved in linguistic reading processes, such as the ventral occipitotemporal cortex (vOT), is believed to exhibit strong interactions during higher-order language processing, specifically in the connectivity between the occipital gyrus and the temporal gyrus. In this study, we utilized functional magnetic resonance imaging (fMRI) with psychophysiological interaction (PPI) and dynamic causal modeling (DCM) to investigate the functional and effective connectivity in the occipitotemporal network during speed reading. We conducted the experiment with native Japanese speakers who underwent and without speed-reading training and subsequently performed established reading tasks at different speeds (slow, medium, and fast) while undergoing 3-Tesla Siemens fMRI. Our activation analyses revealed significant changes in occipital and temporal regions as reading speed increased, indicating functional connectivity within the occipitotemporal network. DCM results further demonstrated more intricate effective connections and high involvement within the occipitotemporal pathway: (1) reading signals originated from the inferior occipital gyrus (iO), distributed to the vOT and the posterior superior temporal sulcus (pSTS), and then gathered in the anterior superior temporal sulcus (aSTS); (2) reading speed loads had modulation effects on the pathways from the aSTS to vOT and from the iO to vOT. These findings highlight the complex connectivity and dynamic interactions within the occipitotemporal network during speed-reading processes.

The effects of multiple intelligence based reading tasks on EFL students reading skills achievements: The case of university students in Ethiopia

The main purpose of the study was to investigate the effectiveness of multiple intelligence-based tasks (MIBT) in improving university students reading skills and achievements. It employed a quasi-experimental design that primarily relies on a quantitative approach. Accordingly, a total of 60 students, who were selected purposefully, participated in the study as treatment and comparison groups. The experimental process was carried out with reading tasks that were designed in light of a model for teaching the skills using multiple intelligence-driven tasks. The treatment was provided for 12 weeks, in which three lessons were conducted per week. For similar weeks, the comparison group also attended lessons but followed the conventional approach of teaching reading skills. Quantitative methods were employed to analyze the data collected through tests. Specifically, T-tests were used to generate the output for the findings. Prior to analysis, a data normality check was carried out using Shapiro-Wilk tests, and a p value of .05 was used to determine the level of significance. It was found that multiple intelligence-based reading tasks brought a significant difference in the students’ higher and lower levels of reading achievements compared to the conventional methods, with the effect size value ranging from moderate for reading aspects (i.e., reading for main ideas and understanding references) to strong for reading aspects (i.e., reading for details, guessing vocabulary, and inferring meanings from a text). The findings suggest that university teachers should use multiple intelligence-driven reading tasks to raise the comprehension levels of struggling readers in the context of the study.

Uncovering the Mental Effort of Reading Using Eye-Tracking Technology

Whenever we learn about new topics by reading, we use varying degrees of effort to process what we read. Many factors may affect how much effort you feel like you are using (called cognitive workload) to perform reading tasks—such as how long you have already been reading, your reading skill, and even how you feel that day. Understanding how much effort it takes to understand reading material is vital because scientists can use this information to create better reading experiences and programs—especially for those who find reading difficult. Scientists have explored the effects of cognitive workload on reading comprehension to better understand how readers process information and store it in memory. One of the ways scientists do this is by using tools called eye trackers to measure the cognitive workload a reader is experiencing as they read.

Critical and Creative Literacy in Argumentative Writing Course: Students’ Needs

Critical and creative literacy (CCL) is crucial for students as it focuses on critical and creative thinking processes and the object of what to think in balance concern. While many teaching models might integrate critical literacy in teaching English, its practical implementation in argumentative writing course is not well-explored. In an argumentative writing course, critical reading tasks of argumentative writing models can facilitate the thinking process and their English development for constructing a new one with a localized issues for contextualized the learning. Therefore, this study aimed to explore the students' learning needs to improve their CCL level as well as their argumentative writing skills development. The study involved 124 university students from four universities in Lombok, Indonesia, using a survey-style research design. Data was collected through questionnaires and in-depth interviews and analyzed qualitatively with a five-Likert scale analysis method. The analysis revealed significant gaps between the current and desired conditions of students' CCL skills integrated into the argumentative writing course, indicating high needs. The results of the needs analysis could be used to develop a conceptual framework for promoting CCL integration into the course.

Reading reshapes stimulus selectivity in the visual word form area.

Reading depends on a brain region known as the "visual word form area" (VWFA) in left ventral occipito-temporal cortex. This region's function is debated because its stimulus selectivity is not absolute, it is modulated by a variety of task demands, and it is inconsistently localized. We used fMRI to characterize the combination of sensory and cognitive factors that activate word-responsive regions that we precisely localized in 16 adult humans (4 male). We then presented three types of character strings: English words, pseudowords, and unfamiliar characters with matched visual features. Participants performed three different tasks while viewing those stimuli: detecting real words, detecting color in the characters, and detecting color in the fixation mark. There were three primary findings about the VWFA's response: (1) It preferred letter strings over unfamiliar characters even when the stimuli were ignored during the fixation task; (2) Compared to those baseline responses, engaging in the word reading task enhanced the response to words but suppressed the response to unfamiliar characters. (3) Attending to the stimuli to judge their font color had little effect on the response magnitudes. Thus, the VWFA is uniquely modulated by a cognitive signal that is specific to voluntary linguistic processing and is not additive. Functional connectivity analyses revealed that communication between the VWFA and a left frontal language area increased when the participant engaged in the linguistic task. We conclude that the VWFA is inherently selective for familiar orthography, but it falls under control of the language network when the task demands it.

Finnish and Brazilian-Portuguese listeners’ evaluation of voice characteristics in Brazilian-Portuguese speaking actresses and non-actresses

Auditory-perceptual evaluation is an important tool in voice training and voice therapy. International comparisons have been made for clinical evaluation tools such as GRBAS. Similar comparisons have not been made in the field of voice training. This study compares Finnish and Brazilian-Portuguese listeners’ evaluation of voice characteristics in Brazilian-Portuguese speaking actresses and non-actresses. Thirty experienced actresses and 30 non-actresses, all native speakers of Brazilian-Portuguese, were recorded for a 200-word reading task in habitual conversational loudness. Six perceptual voice characteristics were rated, including overall voice quality, type of voice production (from breathy to strained), sonority, suitability of average pitch for the speaker, pitch range and nasality. The inter-rater and intra-rater reliabilities were good or moderate in both Brazilian and Finnish raters, except for nasality. Finnish and Brazilian raters’ evaluations correlated strongly in voice quality, suitability of pitch and range (rho = 0.76, 0.62 and 0.82, respectively, p = 0.000). Moderate correlation was found for voice production (rho = 0.51, p = 0.000) and sonority (rho = 0.59, p = 0.000). Evaluations of nasality did not correlate. Small but significant differences were obtained in the mean evaluations, for example, Finns rated the pitch range higher (Bra =4.92 vs. Fin = 5.56, T-test, p &lt; 0.001). Both groups evaluated actresses’ voices more positively. The results seem to suggest that voice experts share some international standards in voice quality evaluations, although ratings of some aspects may differ. This finding is in line with the cross-cultural comparisons of the evaluation of dysphonic voices.

Wavefront Changes during a Sustained Reading Task in Presbyopic Eyes.

The objective of this study was to assess the effect of sustained reading on the temporal changes in the wavefront error in the presbyopic eye. The wavefront aberration of the eyes was measured using an IRX3 Shack-Hartmann aberrometer before and after (immediately, 5 min, and 10 min after) a reading task. Temporal changes in C20, C40, and C3-1 coefficient values of the eyes were plotted, showing a predominant number of V-shaped patterns (for C40 and C3-1) and inverse V-shaped patterns (for C20) among the study group, and the percentages (between 27 and 73%) were reported. The median of the total RMS of aberrations and the RMS of HOA (higher-order aberrations), which included comatic (3rd order) and spherical-like aberrations (4th and 6th order), increased immediately after finishing the near-vision reading task and then decreased. The median of RMS of comatic aberrations had a similar pattern of variations, while the median of RMS of spherical-like aberrations displayed an opposite pattern. Simulating the aberration changes due to lens decentration caused by relaxed zonules during 4 D accommodation in an eye model demonstrated that the expected range of changes for the vertical coma and spherical aberrations are in the order of 0.001 and 0.01 μm, respectively, which could justify why the observed changes were not statistically significant. The observed dynamic changes in HOA might be linked to the biomechanical characteristics and alterations in the displacement of the crystalline lens following prolonged near-vision tasks in presbyopic people. Although some predominant patterns under some conditions were shown, they exhibit considerable inter-subject and inter-ocular variability. This might be due to slight misalignments while fixating on the internal extended object in the aberrometer.

Working memory and L2 gender agreement processing in structural distance conditions

Previous studies examining the role of executive function in L2 processing show that working memory (WM) facilitates the processing of agreement in local domains in adult second language (L2) learners. Furthermore, other studies explored whether L2 learners can establish the agreement operation across phrases (i.e., structural distance) and whether WM intervenes in the said linguistic computation. However, these studies have often included both syntactic and linear distance in their stimuli, making it impossible to discern whether WM effects emerge from physical or syntactic reasons. The present study assesses how verbal WM updating and L2 proficiency modulate syntactic processing. Beginner and advanced adult English L2 learners of Spanish and Spanish monolinguals completed a verbal WM updating task, and a self-paced reading task containing Spanish sentences with gender agreement and disagreement within and across phrases. Results show that Spanish monolinguals exhibited sensitivity to gender agreement violations in local domains and in structural distance conditions, while beginner L2 learners were not sensitive to violations in either condition. Advanced learners, on the other hand, detected violations in local domains, and their verbal WM updating spans were associated with sensitivity to violations across phrases. Taken together, the findings suggest that (a) morphosyntactically complex structures consume cognitive resources in great number, and (b) L2 processing is qualitatively similar albeit quantitatively different from native processing, thus providing evidence that late bilinguals may process the L2 in a native-like manner.

Differential Object Marking in Structurally Complex Contexts in Spanish: Evidence from Bilingual and Monolingual Processing

This study examines whether Differential Object Marking (DOM) realization and word order in relative clauses (RCs) in Spanish affect processing and interpretation among monolinguals and highly proficient Catalan–Spanish bilinguals. RCs are parallel in Catalan and Spanish, but DOM is much more restricted in Catalan than in Spanish, and, interestingly, the distinction between subject and object RCs relies mainly on the presence/absence of DOM. To examine DOM optionality, we concentrate on the top portion of the animacy scale and test the human/non-human contrast. Exploring these two populations allows us to test whether they resort to different strategies for the following three reasons: (1) bilingualism places an increased burden on memory processes); (2) the partial overlap between both DOM systems might lead to the influence from Catalan into Spanish); and (3) optionality has been proposed to characterize bilingual grammars). Findings from a word-by-word non-cumulative self-paced reading task showed that DOM modulates RC processing. With [+human] obligatorily marked objects, both monolinguals and bilinguals read subject RCs faster than object RCs, suggesting a strategy favoring subject RCs. However, monolinguals solved the interpretation early while processing but bilinguals, despite the more restricted DOM character of Catalan, are sensitive to DOM albeit displaying delayed spill-over effects. With [−human] optionally marked objects, bilinguals performed faster than monolinguals. We suggest that the uneven experience with DOM in Catalan, particularly with the non-standard variety that frequently displays DOM and that our bilinguals also speak in everyday conversations, facilitates bilinguals’ adaptation to the optional marking of non-human objects in Spanish, much in the same manner that they accommodate the presence or absence of DOM with both human and non-human objects in other native language.

Visual perception and user satisfaction in video see-through head-mounted displays: a mixed-methods evaluation

ObjectiveOur study addresses the challenges limiting the adoption of Extended Reality (XR) Head-Mounted Displays (HMDs), mainly focusing on device quality and cybersickness. We aim to investigate the impact of hardware and software on user experience and task performance while wearing Video See-Through (VST) HMDs. We employ a novel methodology designed to bridge the gaps identified in previous research.MethodsThis study uses a convergent mixed-methods approach, combining qualitative and quantitative data in a within-subjects evaluation involving 20 participants. This comprehensive evaluation examines visual perception, visual quality, and user experience through a range of tasks. Usability, comfort, and cybersickness are assessed, with insights derived from both user performance metrics and subjective measures collected through in-depth interviews and comments. The study includes three distinct HMDs—two prototypes (PD1 and PD2) and one commercial device (CD1)—to provide a broad analysis of the technology.FindingsOur findings reveal that while participants were generally satisfied with VST mode, their preferences varied across devices. CD1 was preferred for its realistic color representation and superior reading task performance due to its high-resolution display and camera. However, visual disturbances and temporal issues differed across devices, with CD1 exhibiting fewer artifacts when stationary but showing more disturbances when participants were moving. Participants found PD1 and PD2 more comfortable for extended use and fewer cybersickness symptoms, but they highlighted color and display resolution issues. These variations underscore the importance of considering both qualitative and quantitative measures in HMD evaluations.ConclusionThis mixed-methods evaluation emphasizes the limitations of relying solely on visual perception performance measures for VST HMDs. By integrating both quantitative and qualitative insights, we offer a more detailed evaluation framework to identify design flaws and user experience issues that quantitative metrics alone might miss. This methodology contributes to the field by illustrating how a mixed-methods approach provides a broader perspective on XR technology, guiding future improvements and enhancing VST adoption in future applications.

Appraising Linguistic and Reading Impairments in Kannada-Speaking Persons With Central Alexia.

Alexia is an acquired condition resulting in impaired abilities to comprehend and/or read aloud written scripts secondary to lesions in the brain involved in reading processes. Just as how linguistic aspects are multi-faceted in persons with aphasia (PWAs), the reading impairments also vary extensively across each PWA depending on the type and nature of the language deficits. Each language has its unique linguistic properties. Whether the impairment is in the spoken form or written form, the dissociations in both aspects across the linguistic distinctions are paramount. Given the diverse orthographic features of Kannada, alongside inquiries into the impairment in oral language skills among individuals with acquired reading difficulties, the study emphasizes distinguishing the concurrent language processes associated with reading impairment. The study aimed to explore the relationship between spoken language and reading abilities in Kannada-speaking post-stroke survivors with acquired alexia. The study recruited 15 Kannada-speaking adults with complaints of reading impairment post-ictus through convenient sampling. The enrolled participants included both males and females with a mean age of 42.2 years (SD=15.58; range=20-68) with 16 years of formal education. The study performed three primary investigations; a) linguistic, b) oral reading, and c) reading comprehension. Linguistic tasks entailed semantics, syntax, and phonological tasks. Oral reading entailed real word and non-word reading tasks. Reading comprehension tasks entailed single-word level, sentence-level, and paragraph-level tasks. Results of overall domain performance across linguistics, oral reading, and reading comprehension revealed superior performance in linguistics (M=71.77, SD=19.18) followed by reading comprehension (M=70.55, SD=24.10) and oral reading (M=41.55, SD=24.66), which was significant (p<0.05). Performance in phonology was weakest (M=58.06, SD=12.44) compared to syntax (M=71.13) and semantics (M=85.33) on comparing PWAs' abilities within the linguistic domain. Reading abilities were compared across oral reading and reading comprehension, which significantly varied (p<0.05), and reading comprehension abilities were superior (M=72.65, SD=24.10). Task-specific variabilities were significant (p<0.05) in both oral reading and reading comprehension, wherein, real word reading (M=58.22) and comprehension at a single level (M=80.22) were better performed. Results of correlation analysis revealed semantics (r=0.494, p<0.05) and phonology (r=0.428, p>0.05) were highly positively correlated to oral reading abilities. Syntax (r=0.412, p>0.05), and semantics (r=0.377, p>0.05) were strongly positively correlated to reading comprehension abilities. The study has convincingly shown that performance on reading-related tasks reflects the functionality of central semantic, phonological, and syntactic processing elements. The literate adults routinely interact with both spoken and written language and a comprehensive assessment framework of language processing must encompass both modalities (linguistic and reading) for individuals with alexia, specific to Indian languages. Owing to the transparent writing system of the Kannada language, a multimodal phonological and lexical-based reading treatment may prove to be beneficial in remediating reading impairments among adult post-stroke survivors.

The Effect of Ambient Illumination and Text Color on Visual Fatigue under Negative Polarity.

This study investigates the effects of ambient illumination and negatively polarized text color on visual fatigue, exploring the issue of visual fatigue when using visual display terminals in low-illumination environments. The research methodology utilizes an experimental design to collect data on changes in pupil accommodation and blink rate through an eye tracker. Participants completed a reading task while exposed to various text colors and ambient light conditions to evaluate visual fatigue and cognitive performance. The study's findings suggest that text color significantly affects visual fatigue, with red text causing the highest level of visual fatigue and yellow text causing the lowest level of visual fatigue. Improvements in ambient lighting reduce visual fatigue, but the degree of improvement varies depending on the text color. Additionally, cognitive performance is better when using yellow and white text but worse when using red text. Yellow text is the most effective choice for reducing visual fatigue under negative polarity. Increasing ambient lighting can also improve visual fatigue in low-illumination conditions. These findings will offer valuable guidance for designing visual terminal device interfaces, especially for low-illumination or night environments, to minimize visual fatigue and improve user experience.

Optimising the diagnostic accuracy of First post-contrAst SubtracTed breast MRI (FAST MRI) through interpretation-training: a multicentre e-learning study, mapping the learning curve of NHS Breast Screening Programme (NHSBSP) mammogram readers using an enriched dataset

BackgroundAbbreviated breast MRI (FAST MRI) is being introduced into clinical practice to screen women with mammographically dense breasts or with a personal history of breast cancer. This study aimed to optimise diagnostic accuracy through the adaptation of interpretation-training.MethodsA FAST MRI interpretation-training programme (short presentations and guided hands-on workstation teaching) was adapted to provide additional training during the assessment task (interpretation of an enriched dataset of 125 FAST MRI scans) by giving readers feedback about the true outcome of each scan immediately after each scan was interpreted (formative assessment). Reader interaction with the FAST MRI scans used developed software (RiViewer) that recorded reader opinions and reading times for each scan. The training programme was additionally adapted for remote e-learning delivery.Study designProspective, blinded interpretation of an enriched dataset by multiple readers.Results43 mammogram readers completed the training, 22 who interpreted breast MRI in their clinical role (Group 1) and 21 who did not (Group 2).Overall sensitivity was 83% (95%CI 81–84%; 1994/2408), specificity 94% (95%CI 93–94%; 7806/8338), readers’ agreement with the true outcome kappa = 0.75 (95%CI 0.74–0.77) and diagnostic odds ratio = 70.67 (95%CI 61.59–81.09). Group 1 readers showed similar sensitivity (84%) to Group 2 (82% p = 0.14), but slightly higher specificity (94% v. 93%, p = 0.001). Concordance with the ground truth increased significantly with the number of FAST MRI scans read through the formative assessment task (p = 0.002) but by differing amounts depending on whether or not a reader had previously attended FAST MRI training (interaction p = 0.02). Concordance with the ground truth was significantly associated with reading batch size (p = 0.02), tending to worsen when more than 50 scans were read per batch. Group 1 took a median of 56 seconds (range 8–47,466) to interpret each FAST MRI scan compared with 78 (14–22,830, p < 0.0001) for Group 2.ConclusionsProvision of immediate feedback to mammogram readers during the assessment test set reading task increased specificity for FAST MRI interpretation and achieved high diagnostic accuracy. Optimal reading-batch size for FAST MRI was 50 reads per batch.Trial registration (25/09/2019): ISRCTN16624917.