In this article I discuss data from a series of experiments in which readers’ eye movements were recorded as they processed sentences in which each word disappeared or was masked 60ms after fixation onset. We used th...In this article I discuss data from a series of experiments in which readers’ eye movements were recorded as they processed sentences in which each word disappeared or was masked 60ms after fixation onset. We used this paradigm to investigate whether we could induce a gap effect during reading, and how visual and linguistic factors affected eye movements under these conditions. The data showed that no gap effect occurred in our experiment. Overall reading times were the same under normal and disappearing presentation conditions. However, readers did adopt a strategy of making fewer but longer fixations when the text disappeared than when it did not. Additionally, clear frequency effects occurred regardless of whether the text was presented normally or disappeared. This finding indicates that while the visual uptake of information is important, cognitive processes associated with the lexical identification of words are a primary influence on when readers move their eyes during reading. The findings are taken to support the E-Z Reader model of eye movement control.展开更多
文摘In this article I discuss data from a series of experiments in which readers’ eye movements were recorded as they processed sentences in which each word disappeared or was masked 60ms after fixation onset. We used this paradigm to investigate whether we could induce a gap effect during reading, and how visual and linguistic factors affected eye movements under these conditions. The data showed that no gap effect occurred in our experiment. Overall reading times were the same under normal and disappearing presentation conditions. However, readers did adopt a strategy of making fewer but longer fixations when the text disappeared than when it did not. Additionally, clear frequency effects occurred regardless of whether the text was presented normally or disappeared. This finding indicates that while the visual uptake of information is important, cognitive processes associated with the lexical identification of words are a primary influence on when readers move their eyes during reading. The findings are taken to support the E-Z Reader model of eye movement control.
