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Accurate saccadic targeting is critical for efficient reading and is driven by the sensory input under the eye-gaze. Yet whether a reader's experience with the distributional properties of their written language also influences saccadic targeting is an open debate. This study of Russian sentence reading follows Cutter et al.'s (2017) study in English and presents readers with sentences consisting of words of the same length. We hypothesised that if the readers' experience matters as per discrete control account, Russian readers would produce longer saccades and farther landing positions than the ones produced by English readers. On the contrary, if the saccadic targeting is primarily driven by the immediate perceptual demands that override readers' experience as per the dynamic adjustment account, the saccades of Russian and English readers would be of the same length, resulting in similar landing positions. The results in both Cutter et al. and the present study provided evidence for the latter account: Russian readers showed rapid and accurate adjustment of saccade lengths and landing positions to the highly constrained input. Crucially, the saccade lengths and landing positions did not differ between English and Russian readers even in the cross-linguistically length-matched stimuli. [ABSTRACT FROM AUTHOR]

Given experience in cluttered but stable visual environments, our eye‐movements form stereotyped routines that sample task‐relevant locations, while not mixing‐up routines between similar task‐settings. Both dopamine signaling and mindfulness have been posited as factors that influence the formation of such routines, yet quantification of their impact remains to be tested in healthy humans. Over two sessions, participants searched through grids of doors to find hidden targets, using a gaze‐contingent display. Within each session, door scenes appeared in either one of two colors, with each color signaling a differing set of likely target locations. We derived measures for how well target locations were learned (target‐accuracy), how routine were sets of eye‐movements (stereotypy), and the extent of interference between the two scenes (setting‐accuracy). Participants completed two sessions, where they were administered either levodopa (dopamine precursor) or placebo (vitamin C), under double‐blind counterbalanced conditions. Dopamine and trait mindfulness (assessed by questionnaire) interacted to influence both target‐accuracy and stereotypy. Increasing dopamine improved accuracy and reduced stereotypy for high mindfulness scorers, but induced the opposite pattern for low mindfulness scorers. Dopamine also disrupted setting‐accuracy invariant to mindfulness. Our findings show that mindfulness modulates the impact of dopamine on the target‐accuracy and stereotypy of eye‐movement routines, whereas increasing dopamine promotes interference between task‐settings, regardless of mindfulness. These findings provide a link between non‐human and human models regarding the influence of dopamine on the formation of task‐relevant eye‐movement routines and provide novel insights into behavior‐trait factors that modulate the use of experience when building adaptive repertoires. Using a double‐blind L‐Dopa intervention with healthy participants, we show that dopamine interacts with an individual's level of mindfulness to influence routine formation and cognitive control. These findings are the first empirical test of the theoretical suggestion that mindfulness and dopamine operate on the same underlying mechanisms that support task learning and habit formation. [ABSTRACT FROM AUTHOR]

In the process of reading, readers can process information not only within the fixated region, known as the fovea, but also in the parafoveal region to the right of the fovea. While the parafoveal semantic preview effect has been confirmed in eye-tracking experiments using boundary techniques, research on how the parafoveal preview effects differ depending on the degree of semantic relatedness is still limited. This study investigates the parafoveal preview effects as a function of semantic relatedness with the target word. The experiment utilized Korean-Chinese bilinguals and presented mixed-language sentences as experimental stimuli. Four parafoveal preview conditions were applied to the target words in each sentence: (1) Korean identical condition, where the parafoveal word was the same as the target word (e.g., “나라,” meaning “country” in English), (2) Chinese synonymous condition, where the parafoveal word had the same meaning as the target word (e.g., “国 家,” also meaning “country” in English), (3) Chinese semantically related condition, where the parafoveal word was semantically related to the target word (e.g., “政权,” meaning “political power” in English), and (4) Chinese unrelated condition, where the parafoveal word was semantically unrelated to the target word (e.g., “围 裙,” meaning “apron” in English). The study explored the parafoveal preview effect in terms of the degree of semantic association with the target word. We found the most pronounced preview effect in conditions where the preview and the target word shared the same meaning, and we also observed preview effects in conditions where the semantic relatedness with the target word was relatively weak. This study suggests that the degree of semantic relatedness between the parafoveal preview word and the target word can influence readers’ reading processes. It contributes to a better understanding of readers’ eye movements and comprehension processes, with potential implications for the development of effective reading strategies and educational methods. [ABSTRACT FROM AUTHOR]

Students with Autism Spectrum Disorder (ASD) tend to struggle with reading comprehension, often resulting in difficulties with inference generation. While most of the previous research has focused on the product of comprehension, we report a preliminary validation of an experimental reading task in English to measure, by means of eye-movements, the time course of generating consistent and inconsistent inferences during reading. The task was tested with a group of 12 students with ASD (age range: 10–15) who showed accuracy differences between inference and control conditions. Participants spent longer reading in the inconsistent than control condition regarding go past times and second pass times and made more regressions into the target and post-target regions, but these differences were not significant. [ABSTRACT FROM AUTHOR]

People attract infants' and adults' gaze when presented on a computer screen. However, in live social situations, adults inhibit their gaze at strangers to avoid sending inappropriate social signals. Such inhibition of gaze has never been directly investigated in infants. The current preregistered study measured gaze and neural responses (EEG alpha power) to a confederate in a live social situation compared to a video of this confederate. Adults looked less at the live confederate than at the video of the confederate, although their neural responses suggest that they were overall equally attentive in both situations. Infants also looked less at the live confederate than at the video of the confederate, with similar neural response patterns. The gaze difference between live social and video situations increased with age. The study shows that young infants are already sensitive to social context and show decreased gaze to strangers in social situations. Research Highlights: This study shows that infants and adults look more at a video of a stranger than at a stranger that is present live in a social situation.Neural responses suggest that adults are equally attentive in both live and video situations but inhibit their gaze at the stranger in live social situations.Infants show a similar pattern of shorter gaze at a stranger who is present in person than at a video of this stranger.The study shows that gaze in infants and adults may diverge from cognitive processes measured through EEG, highlighting the importance of combining behavioural and neural measures in natural interactions. [ABSTRACT FROM AUTHOR]

The influence of British and Chinese culture on the viewing of paintings from Western and East Asian traditions was explored in an old/new discrimination task. Accuracy data were considered alongside signal detection measures of sensitivity and bias. The results showed participant culture and painting tradition interacted but only with respect to response bias and not sensitivity. Eye movements were also recorded during encoding and discrimination. Paintings were split into regions of interest defined by faces, or the theme and context to analyze the eye movement data. With respect to the eye movement data, the results showed that a match between participant culture and painting tradition increased the viewing of faces in paintings at the expense of the viewing of other locations, an effect interpreted as a manifestation of the Other Race Effect on the viewing of paintings. There was, however, no evidence of broader influence of culture on the eye movements made to paintings as might be expected if culture influenced the allocation of attention more generally. Taken together, these findings suggest culture influences the viewing of paintings but only in response to challenges to the encoding of faces. [ABSTRACT FROM AUTHOR]

There is a growing interest in the similarities and differences in reading processes in L1 and L2. Some researchers propose that reading shares commonalities across languages, while others state that each language has particularities that would affect reading processes. One way to better understand the reading processes is by using eye-tracking methodologies to explore reading processes online. This review focuses on the research done about reading processes in bilinguals to understand the effect of L1 in L2 processing. We found that most of the studies followed two methods of comparison: Bilinguals vs. monolinguals and L1 vs. L2. In general, bilinguals presented longer times in all reading measures; however, the results are discussed based on different characteristics of the studies and the type of comparison. [ABSTRACT FROM AUTHOR]

Objective: We aimed to identify unique patterns of eye-movements measures reflecting inattentive reading among adults with and without ADHD. Method & Results: We recorded eye-movements during uninterrupted text reading of typically developed (TD) and ADHD adults. First, we found significantly longer reading time for the ADHD group than the TD group. Further, we detected cases in which words were reread more than twice and found that such occasions were much more frequent in participants with ADHD than in TD participants. Moreover, we discovered that the first reading pass of these words was less sensitive to the length of the word than the first pass of words read only once, indicating a less meaningful reading. Conclusion: We propose that high rate of words that were reread is a correlate of inattentive reading which is more pronounced among ADHD readers. Implications of the findings in the context of reading comprehension are discussed. [ABSTRACT FROM AUTHOR]

With an eye-tracking experiment, we investigated the processing of Farsi object and subject relative clauses. Since restrictive relative clauses in Farsi are marked and distinguished clearly by the enclitic particle ی /−i/ attached to the head noun, we also compared the processing of restrictive and non-restrictive relative clauses. Seifi (2021) conducted a corpus analysis that showed that object relative clauses are in general less frequent than subject relative clauses. However, while non-restrictive relative clauses are predominantly subject relative clauses, restrictive relative clauses are more balanced in the corpus. In an eye-tracking experiment, Farsi speakers processed restrictive and non-restrictive relative clauses differently. In non-restrictive relative clauses, the effect is similar to that found in most other languages: a clear processing delay in object relative clauses, compared to subject relative clauses. This effect was visible both at the relative clause verb and at the end of the matrix sentence. In restrictive relative clauses, on the other hand, the picture is different: Just as for the non-restrictive relative clauses object relative clauses had long reading times in the relative clause, but at the end of the sentence a reverse effect was found. Thus, the processing data reflected the pattern found in the corpus. We discuss these findings in terms of the distinct functions of restrictive and non-restrictive relative clauses.

Evidentiality encodes how a speaker has access to the information contained in his/her proposition. It has been shown that some 'evidential language' speakers make a deliberate choice of evidentials while telling lies (Aikhenvald 2004). In this study, we recruited 40 native speakers of Turkish, an 'evidential language', to judge statements with evidentials using an eye-movement-monitoring-during-reading study with an end-of-sentence deception detection task. The participants read sentences with four conditions, containing a direct or indirect evidential form either compatible or incompatible with the given information source. Our results show that the indirect evidential condition was detected as a lie more often than the direct evidential condition. Readers had the tendency to judge stimulus material with source-evidentiality mismatch to be untruthful. These findings were mirrored in the eye-movement data, as we found gaze duration to be longer at the critical verb region for indirect evidential and mismatch conditions. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the semantic preview effect in the parafoveal processing of words that are presented in advance in the parafoveal area ahead of the fixation point, benefiting word processing in the fovea. Using the boundary technique in eye-tracking experiments, 25 Chinese-Korean bilinguals, whose native language is Chinese, were presented with 96 sentences that contained a mix of Chinese and Korean, where Korean words were associated with Chinese characters semantically. The study aimed to determine whether a semantic preview effect could be extracted in reading. The experimental sentences were divided into four conditions: the same Korean native word condition (e.g., “나라” meaning “country”), the same Korean word with semantic equivalent in Chinese condition (e.g., “국가” meaning “country”), the same Chinese condition with semantic equivalent in Korean (e.g., “国家” meaning “country”), and the unrelated Chinese condition to the target word (e.g., “围裙” meaning “apron”). The results showed a preview effect in both the Korean word and Chinese word conditions, with a larger preview effect observed in the Chinese word condition compared to the Korean word condition. [ABSTRACT FROM AUTHOR]

Previous research shows that processing times on emotion words (both negative and positive) are faster than on non-emotional neutral words. In the current study, we explored how personality traits (the Big Five and the trait emotional intelligence factors) may further influence the processing of emotion versus non-emotion words by conducting two experiments where participants silently read sentences while their eye movements were recorded. The results replicated the facilitative emotion effect and showed that those with higher agreeableness scores had stronger emotion effects on positive words and those with higher extraversion scores, higher openness scores, higher agreeableness scores, lower sociability scores, and higher emotionality scores had stronger emotion effects on negative words. Furthermore, some personality traits also led to different ways that readers approach text, for example, through more risky reading strategies. [ABSTRACT FROM AUTHOR]

Although several studies have looked at the relationship between emotional characteristics and viewing behaviour, understanding how emotional intelligence (EI) contributes to individuals' viewing behaviour is not clearly understood. This study examined the viewing behaviour of people (74 male and 80 female) with specific EI profiles while viewing five facial expressions. An eye-tracking methodology was employed to examine individuals' viewing behaviour in relation to their EI. We compared the performance of different machine learning algorithms on the eye-movement parameters of participants to predict their EI profiles. The results revealed that EI profiles of individuals high in self-control, emotionality, and sociability responded differently to the visual stimuli. The prediction results of these EI profiles achieved 94.97% accuracy. The findings are unique in that they provide a new understanding of how eye-movements can be used in the prediction of EI. The findings also contribute to the current understanding of the relationship between EI and emotional expressions, thereby adding to an emerging stream of research that is of interest to researchers and psychologists in human–computer interaction, individual emotion, and information processing. [ABSTRACT FROM AUTHOR]

British and Chinese participants viewed a set of Western representational paintings (henceforth paintings) for later identification in a yes/no discrimination task. Eye movements were recorded while participants viewed the paintings with each painting split into face, theme of the painting and its context regions of interest (ROIs). British participants performed the discrimination task more accurately than Chinese participants. Eye movement data were first analyzed to confirm reliable individual differences in the proportion of fixations made to ROIs, and second, for evidence of a cross-cultural influence in focus on ROIs over the time-course of viewing. The results confirmed that individual differences in the proportion of fixations made to ROIs were reliable across a subset of paintings for both British and Chinese. In the context of the present study, this finding was a precondition to explore the time-course of fixations across ROIs. With respect to the time-course of fixations across ROIs, Chinese participants focused more on the theme, and less on faces (and vice-versa for British participants), in a period starting around 2 s after the onset of viewing. Earlier in viewing there was evidence that Chinese participants had an increased focus on the context. The results (a) extend the findings reported by Trawiński, Zang, et al. (2021) on the impact of the Other Race Effect on the viewing of paintings; (b) show the time course associated with a more general cross-cultural influence on scene perception (Masuda & Nisbett, 2001). [ABSTRACT FROM AUTHOR]

There is a growing interest in the similarities and differences in reading processes in L1 and L2. Some researchers propose that reading shares commonalities across languages, while others state that each language has particularities that would affect reading processes. One way to better understand the reading processes is by using eye-tracking methodologies to explore reading processes online. This review focuses on the research done about reading processes in bilinguals to understand the effect of L1 in L2 processing. We found that most of the studies followed two methods of comparison: Bilinguals vs. monolinguals and L1 vs. L2. In general, bilinguals presented longer times in all reading measures; however, the results are discussed based on different characteristics of the studies and the type of comparison.

Perspective-taking plays an important role in daily life, allowing consideration of other people's perspectives and viewpoints. This study used a large sample of 265 community-based participants (aged 20-86 years) to examine changes in perspective-taking abilities--a component of "Theory of Mind"--across adulthood, and how these changes may relate to individual differences in executive functions at different ages. Participants completed a referential-communication task (the "Director" task) while behavioral responses and eye movements were recorded, along with four measures of executive functions (inhibitory control, working memory, cognitive flexibility, and planning). Results revealed a quadratic fit of age in egocentric errors; performance on the task plateaued between 20 to -37 years old but showed a substantial decline from -38 years onward (i.e., increased egocentric errors). A similar pattern was established in eye-movement measures, demonstrating that advancing age led to a decrease in efficient attention orientation to a target. In other words, older adults were more distracted by a hidden competitor object (egocentric interference) and were therefore delayed in orienting their attention to the correct target object. Mediation analyses revealed that executive functions partially mediated the effect of age on perspective-taking abilities. Importantly, however, the relationship between age and egocentric bias in task performance remained significant when controlling for changes in executive functions, indicating a decline in social cognition abilities with advancing age that was independent of age-related declines in more domain-general abilities, such as executive functions. [ABSTRACT FROM AUTHOR]

Background: Reading difficulties are commonly reported in Parkinson's disease (PD). So far, only a few studies have assessed reading in PD, most of them confirming a different pattern in patients compared with healthy populations. Impaired oculomotor control is an early feature of PD. Cognitive deficits, on the other hand, may appear early, but they are most prominent at later stages. Although these two factors are thought to be responsible for the alterations in reading performance, it is unclear how each factor contributes to them. Objectives: To evaluate eye movements during reading in PD and healthy controls (HCs). Methods: Data from 42 HCs (36% men) and 48 patients with PD (67% men) at Hoehn and Yahr stages ≤3 were analyzed. PD participants were further divided into 2 groups based on their Montreal Cognitive Assessment (MoCA) score using a cutoff of ≥26. Eye movements were recorded with Tobii Pro Spectrum, a screen‐based eye tracker with a sampling rate of 1200 Hz. Results: PD participants performed fewer fixations per second (P = 0.033), with a longer mean (P = 0.037) and standard deviation fixation duration (P = 0.033) than HC, and further analysis showed that only patients with a lower MoCA score performed worse than HCs. Reading parameters were weakly associated with MoCA scores, irrespective of age and education. Conclusion: Changes in the reading pattern of PD patients are probably attributed to cognitive rather than pure oculomotor alterations. [ABSTRACT FROM AUTHOR]

Preterm birth is associated with weaknesses in reading skills that are usually less severe than those of children with dyslexia. To understand the characteristics of reading processes in preterm children, we adopted a cross-population and multi-modal approach comparing eye movements in reading tasks among three groups: children with preterm birth, children with a diagnosis of dyslexia, and children with typical development. The study involved 78 participants (10.5 years). Eye movements (number and duration of fixations, amplitude and number of saccades, number of regressions) were recorded during the silent reading of two texts; cognitive and reading standardized tasks were also administered. Children with dyslexia had more fixations and more frequent and smaller saccades compared to the preterm group and children with typical development. They also showed more regressions compared to the control group. Preterm children showed shorter fixations compared to the other groups. Cognitive and reading standardized tasks confirmed severe delays in reading in children with dyslexia and some weaknesses in text reading speed and comprehension in preterm children. These results are discussed with reference to candidate mechanisms that underlie reading processes in preterm children and considering possible implications for research. [ABSTRACT FROM AUTHOR]

Increasing numbers of international students enter university education via English language bridging programs. Much research has overlooked the nature of second language reading development during a bridging program, focusing instead on the development of literacy skills of international students who already meet the language requirement for undergraduate admission. We report a longitudinal eye-movement study assessing English passage reading efficiency and comprehension in 405 Chinese-speaking bridging program students. Incoming IELTS reading scores were used as an index of baseline reading ability. Linear mixed-effects regression models fitted to global eye-movement measures and reading comprehension indicated that despite initial between-subjects differences, within-subject change at each ability level progressed at the same rate, following parallel growth trajectories. Therefore, there was significant overall reading progress during the bridging program, but no evidence that the gap between low and high ability readers either closed or widened over time. [ABSTRACT FROM AUTHOR]

Manual classification of eye-movements is used in research and as a basis for comparison with automatic algorithms in the development phase. However, human classification will not be useful if it is unreliable and unrepeatable. Therefore, it is important to know what factors might influence and enhance the accuracy and reliability of human classification of eye-movements. In this report we compare three datasets of human manual classification, two from earlier datasets and one, our own dataset, which we present here for the first time. For inter-rater reliability, we assess both the event-level F1-score and sample-level Cohen's κ, across groups of raters. The report points to several possible influences on human classification reliability: eye-tracker quality, use of head restraint, characteristics of the recorded subjects, the availability of detailed scoring rules, and the characteristics and training of the raters. [ABSTRACT FROM AUTHOR]

Atypical visual and social attention has often been associated with clinically diagnosed autism spectrum disorder (ASD), and with the broader autism phenotype. Atypical social attention is of particular research interest given the importance of facial expressions for social communication, with faces tending to attract and hold attention in neurotypical individuals. In autism, this is not necessarily so, where there is debate about the temporal differences in the ability to disengage attention from a face. Thus, we have used eye-tracking to record saccadic latencies as a measure of time to disengage attention from a central task-irrelevant face before orienting to a newly presented peripheral nonsocial target during a gap-overlap task. Neurotypical participants with higher or lower autism-like traits (AT) completed the task that included central stimuli with varied expressions of facial emotion as well as an inverted face. High AT participants demonstrated faster saccadic responses to detect the nonsocial target than low AT participants when disengaging attention from a face. Furthermore, faster saccadic responses were recorded when comparing disengagement from upright to inverted faces in low AT but not in high AT participants. Together, these results extend findings of atypical social attention disengagement in autism and highlight how differences in attention to faces in the broader autism phenotype can lead to apparently superior task performance under certain conditions. Specifically, autism traits were linked to faster attention orienting to a nonsocial target due to the reduced attentional hold of the task irrelevant face stimuli. The absence of an inversion effect in high AT participants also reinforces the suggestion that they process upright or inverted faces similarly, unlike low AT participants for whom inverted faces are thought to be less socially engaging, thus allowing faster disengagement. [ABSTRACT FROM AUTHOR]

One of the major functions of our brain is to process spatial information and to make this information available to our motor systems to interact successfully with the environment. Numerous studies over the past decades and even centuries have investigated, how our central nervous system deals with this challenge. Spatial information can be derived from vision. We see, where the cup of coffee stands at the breakfast table or where the un-mute-button of our video-conference tool is. However, this is always just a snapshot, because the location of the projection of the cup or the un-mute-button shifts across the retina by each eye movement, i.e., 2–3 times per second. So, where exactly in space are objects located? And what signals guide self-motion and navigation through our environment? While also other sensory signals (vestibular, tactile, auditory, even smell) can help us localize objects in space and guide our navigation, here, we will focus on the dominant sense in primates: vision. We will review (i) how visual information is processed to eventually result in space perception, (ii) how this perception is modulated by action, especially eye movements, at the behavioral and at the neural level, and (iii) how spatial representations relate to other encodings of magnitude, i.e., time and number. [ABSTRACT FROM AUTHOR]

Language comprehension in grounded, social contexts in-volves integrating information from both the visual and the lin-guistic signals. But how should listeners prioritize these differ-ent information sources? Here, we test the hypothesis that evenyoung listeners flexibly adapt the dynamics of their gaze toseek higher value visual information when the auditory signalis less reliable. We measured the timing and accuracy of adults(n=31) and 3-5 year-old children’s (n=39) eye movements dur-ing a real-time language comprehension task. Both age groupsdelayed the timing of gaze shifts away from a speaker’s facewhen processing speech in a noisy environment. This delayresulted in listeners gathering more information from the vi-sual signal, more accurate gaze shifts, and fewer random eyemovements to the rest of the visual world. These results pro-vide evidence that even young listeners adjust to the demandsof different processing contexts by seeking out visual informa-tion that supports language comprehension.

Recent emphases on differences between metaphors andsimiles pose a quandary. The two forms clearly differ instrength, but often seem to require similar interpretations. InExperiment 1 we show that ratings of comprehensibility arehighly correlated across simile and metaphor sentencesdiffering only in the presence or absence of “like”. InExperiment 2 we show that comprehensibility ratings forfigurative forms predict both early (first pass) and late(second pass) fixation durations for metaphor vehicle, butonly late fixation durations for vehicles in similes. Similevehicles appear to initially be processed similarly to literalcomparisons, with figurative interpretation occurring later.These observations are consistent with the different pragmaticstrengths, and similar interpretations of the two forms.

When referring to a target object in a visual scene, speakers areassumed to consider certain distractor objects that are visible tobe more relevant than others. However, previous research thathas tested this assumption has mainly applied offline measuresof visual attention, such as the occurrence of overspecificationin speakers’ target descriptions. Therefore, in the current study,we take both online (eye-tracking) and offline (overspecifica-tion) measures of attention, to study how perceptual groupingaffects scene perception, and reference production. We manip-ulated three grouping principles: region of space, type similar-ity, and color similarity. For all three factors, we found effects,either on eye movements (region of space), overspecification(color similarity), or both (type similarity). The results for typesimilarity provide direct evidence for the close link betweenscene perception and reference production.

With an eye-tracking experiment, we investigated the processing of Farsi object and subject relative clauses. Since restrictive relative clauses in Farsi are marked and distinguished clearly by the enclitic particle ی /− i / attached to the head noun, we also compared the processing of restrictive and non-restrictive relative clauses. Seifi (2021) conducted a corpus analysis that showed that object relative clauses are in general less frequent than subject relative clauses. However, while non-restrictive relative clauses are predominantly subject relative clauses, restrictive relative clauses are more balanced in the corpus. In an eye-tracking experiment, Farsi speakers processed restrictive and non-restrictive relative clauses differently. In non-restrictive relative clauses, the effect is similar to that found in most other languages: a clear processing delay in object relative clauses, compared to subject relative clauses. This effect was visible both at the relative clause verb and at the end of the matrix sentence. In restrictive relative clauses, on the other hand, the picture is different: Just as for the non-restrictive relative clauses object relative clauses had long reading times in the relative clause, but at the end of the sentence a reverse effect was found. Thus, the processing data reflected the pattern found in the corpus. We discuss these findings in terms of the distinct functions of restrictive and non-restrictive relative clauses. • There is an asymmetry in the processing of the Farsi object and subject relative clauses. • This asymmetry is larger in non-restrictive relative clauses than in restrictive relative clauses. • In Farsi, the readers rely on morphological cues to disambiguate the sentence. • The asymmetry in processing mirrored the frequency distribution of relative clauses in Farsi. [ABSTRACT FROM AUTHOR]

Distracted biking can have serious repercussions for the rider such as accidents. The purpose of the present experiment was to determine the effect of visually monitoring two parameters, the cadence, and the heart rate on a bike computer fixed on a racing bike, and simultaneously detect hazardous traffic situations. Individuals (n = 20) were instructed to ride a racing bike that was fitted onto a roller trainer. After conducting a bicycle step test to assess the maximal heart rate (HF max) , participants were assigned to a within subject-design on a separate day. They were instructed to perform the riding task in two single-task conditions (only watching the traffic at the video with occluded or without occluded bike computer), two multi-tasking conditions (monitoring the cadence of 70 RPM or 90 RPM, monitoring the heart rate, and observing the traffic) and one control condition (no instructions). Percentage dwell time of the eye movements, the constant error from the target cadence, keeping the heart rate in an interval of 50% - 70% of the HF max , and percentage of the recognized hazard traffic situations were analyzed. The analysis indicated that monitoring the parameters on the bike computer induced no significant decline in perceived hazardous traffic situations. • monitoring a bike computer increased the processing of visual information. • did not impair the visual behavior of traffic hazard perception. • traffic has a high priority for the cyclist on a racing bike. [ABSTRACT FROM AUTHOR]

Preterm birth is associated with weaknesses in reading skills that are usually less severe than those of children with dyslexia. To understand the characteristics of reading processes in preterm children, we adopted a cross-population and multi-modal approach comparing eye movements in reading tasks among three groups: children with preterm birth, children with a diagnosis of dyslexia, and children with typical development. The study involved 78 participants (10.5 years). Eye movements (number and duration of fixations, amplitude and number of saccades, number of regressions) were recorded during the silent reading of two texts; cognitive and reading standardized tasks were also administered. Children with dyslexia had more fixations and more frequent and smaller saccades compared to the preterm group and children with typical development. They also showed more regressions compared to the control group. Preterm children showed shorter fixations compared to the other groups. Cognitive and reading standardized tasks confirmed severe delays in reading in children with dyslexia and some weaknesses in text reading speed and comprehension in preterm children. These results are discussed with reference to candidate mechanisms that underlie reading processes in preterm children and considering possible implications for research.

The problem of how the mind can retain sequentially organized information has a long research tradition that remains unresolved. While various computational models propose a mechanism of binding serial order information to position markers, the representational nature and processes that operate on these position markers are not clear. Recent behavioral work suggests that space is used to mark positions in serial order and that this process is governed by spatial attention. Based on the assumption that brain areas controlling spatial attention are also involved in saccadic planning, we continuously tracked the eye-movements as a direct measure of the spatial attention during retrieval from a verbal WM sequence. Participants memorized a sequence of auditory numbers. During retention, they heard a number-cue that did or did not belong to the memorized set. After this number-cue, a target-beep could be presented to which they had to respond if the number-cue belonged to the memorized sequence. In Experiment 1, the target-beep was either presented to the left or right ear, and in Experiment 2 bilaterally (removing any spatial aspect). We tested the hypothesis that systematic eye-movements are made when people retrieve items of sequences of auditory words and found that the retrieval of begin items resulted in leftward eye-movements and the retrieval of end items in rightward eye-movements. These observations indicate that the oculomotor system is also involved in the serial order processes in verbal WM thereby providing a promising novel approach to get insight into abstract cognitive processes. [ABSTRACT FROM AUTHOR]

Our visual environment is highly predictable in terms of where and in which locations objects can be found. Based on visual experience, children extract rules about visual scene configurations, allowing them to generate scene knowledge. Similarly, children extract the linguistic rules from relatively predictable linguistic contexts. It has been proposed that the capacity of extracting rules from both domains might share some underlying cognitive mechanisms. In the present study, we investigated the link between language and scene knowledge development. To do so, we assessed whether preschool children (age range = 5;4–6;6) with Developmental Language Disorder (DLD), who present several difficulties in the linguistic domain, are equally attracted to object-scene inconsistencies in a visual free-viewing task in comparison with age-matched children with Typical Language Development (TLD). All children explored visual scenes containing semantic (e.g., soap on a breakfast table), syntactic (e.g., bread on the chair back), or both inconsistencies (e.g., soap on the chair back). Since scene knowledge interacts with image properties (i.e., saliency) to guide gaze allocation during visual exploration from the early stages of development, we also included the objects' saliency rank in the analysis. The results showed that children with DLD were less attracted to semantic and syntactic inconsistencies than children with TLD. In addition, saliency modulated syntactic effect only in the group of children with TLD. Our findings indicate that children with DLD do not activate scene knowledge to guide visual attention as efficiently as children with TLD, especially at the syntactic level, suggesting a link between scene knowledge and language development. [ABSTRACT FROM AUTHOR]

Little is known about how memory resources are allocated in natural vision across sequential eye movements and fixations, as people actively extract information from the visual environment. Here, we used gaze-contingent eye tracking to examine how such resources are dynamically reallocated from old to new information entering working memory. As participants looked sequentially at items, we interrupted the process at different times by extinguishing the display as a saccade was initiated. After a brief interval, participants were probed on one of the items that had been presented. Paradoxically, across all experiments, the final (unfixated) saccade target was recalled more precisely when more items had previously been fixated, that is, with longer rather than shorter saccade sequences. This result is difficult to explain on current models of working memory because recall error, even for the final item, is typically higher as memory load increases. The findings could however be accounted for by a model that describes how resources are dynamically reallocated on a moment-by-moment basis. During each saccade, the target is encoded by consuming a proportion of currently available resources from a limited working memory, as well as by reallocating resources away from previously encoded items. These findings reveal how working memory resources are shifted across memoranda in active vision. [ABSTRACT FROM AUTHOR]

Despite schizophrenia (SZ) is characterized by a high psychopathological heterogeneity, the underlying psychological mechanisms that result in different clinical profiles are unclear. This study examined the cognitive processing of emotional faces (angry, happy, neutral, and sad) by means of assessing inhibitory control (antisaccade task) and attentional engagement (prosaccade task) with the eye-tracking paradigm. Firstly, two clinical SZ subgroups classified according to the predominance of positive (PSZ; n = 20) or negative symptoms (NSZ; n = 34) and a control group of 32 individuals were compared. Secondly, the association between prosaccade and antisaccade measurements and the severity of positive and negative symptoms were analyzed. The PSZ group showed slower antisaccades when angry faces were displayed, and higher positive symptoms were associated with slower prosaccade latencies to ones. Conversely, the NSZ group made overall slower prosaccades with an emotional advantage for angry faces, and higher negative symptoms were associated with faster antisaccade latencies to ones. Hence, whereas positive SZ profile is related to a lack of attentional engagement and an impaired inhibitory control to threatening information; negative SZ profile is linked to a lack of attentional engagement to faces, mainly with non-threat ones, and with an advantage to ignore distracting threatening stimuli. These findings support affective information-processing theories suggesting a hypersensitivity to threat for positive SZ profiles, and a desensitization to socio-emotional information for negative ones. Consequently, characterizing psychological mechanisms of SZ may allow improving current treatments to threat management when positive symptoms are predominant, or emotion sensitization when negative symptoms prevail. [ABSTRACT FROM AUTHOR]

In the first seconds of observation of an image, several visual attention processes are involved in the identification of the visual targets that pop-out from the scene to our eyes. Saliency is the quality that makes certain regions of an image stand out from the visual field and grab our attention. Saliency detection models, inspired by visual cortex mechanisms, employ both colour and luminance features. Furthermore, both locations of pixels and presence of objects influence the Visual Attention processes. In this paper, we propose a new saliency method based on the combination of the distribution of interest points in the image with multiscale analysis, a centre bias module and a machine learning approach. We use perceptually uniform colour spaces to study how colour impacts on the extraction of saliency. To investigate eye-movements and assess the performances of saliency methods over object-based images, we conduct experimental sessions on our dataset ETTO (Eye Tracking Through Objects). Experiments show our approach to be accurate in the detection of saliency concerning state-of-the-art methods and accessible eye-movement datasets. The performances over object-based images are excellent and consistent on generic pictures. Besides, our work reveals interesting findings on some relationships between saliency and perceptually uniform colour spaces.

Our visual environment is highly predictable in terms of where and in which locations objects can be found. Based on visual experience, children extract rules about visual scene configurations, allowing them to generate scene knowledge. Similarly, children extract the linguistic rules from relatively predictable linguistic contexts. It has been proposed that the capacity of extracting rules from both domains might share some underlying cognitive mechanisms. In the present study, we investigated the link between language and scene knowledge development. To do so, we assessed whether preschool children (age range = 5;4–6;6) with Developmental Language Disorder (DLD), who present several difficulties in the linguistic domain, are equally attracted to object-scene inconsistencies in a visual free-viewing task in comparison with age-matched children with Typical Language Development (TLD). All children explored visual scenes containing semantic (e.g., soap on a breakfast table), syntactic (e.g., bread on the chair back), or both inconsistencies (e.g., soap on the chair back). Since scene knowledge interacts with image properties (i.e., saliency) to guide gaze allocation during visual exploration from the early stages of development, we also included the objects’ saliency rank in the analysis. The results showed that children with DLD were less attracted to semantic and syntactic inconsistencies than children with TLD. In addition, saliency modulated syntactic effect only in the group of children with TLD. Our findings indicate that children with DLD do not activate scene knowledge to guide visual attention as efficiently as children with TLD, especially at the syntactic level, suggesting a link between scene knowledge and language development.

We report two offline and two eye-movement experiments examining non-native (L2) sentence processing during and after reanalysis of temporarily ambiguous sentences like "While Mary dressed the baby laughed happily". Such sentences cause reanalysis at the main clause verb ("laughed"), as the temporarily ambiguous noun phrase ("the baby") may initially be misanalysed as the direct object of the subordinate clause verb ("dressed"). The offline experiments revealed that L2ers have difficulty reanalysing temporarily ambiguous sentences with a greater persistence of the initially assigned misinterpretation than native (L1) speakers. In the eye-movement experiments, we found that L2ers complete reanalysis similarly to L1ers but fail to fully erase the memory trace of the initially assigned interpretation. Our results suggested that the source of L2 reanalysis difficulty is a failure to erase the initially assigned misinterpretation from memory rather than a failure to conduct syntactic reanalysis. [ABSTRACT FROM AUTHOR]

Reading saccades that occur within a single line of text are guided by the size of letters. However, readers occasionally need to make longer saccades (known as return-sweeps) that take their eyes from the end of one line of text to the beginning of the next. In this study, we tested whether return-sweep saccades are also guided by font size information and whether this guidance depends on visual acuity of the return-sweep target area. To do this, we manipulated the font size of letters (0.29 vs 0.39° per character) and the length of the first line of text (16 vs 26°). The larger font resulted in return-sweeps that landed further to the right of the line start and in a reduction of under-sweeps compared to the smaller font. This suggests that font size information is used when programming return-sweeps. Return-sweeps in the longer line condition landed further to the right of the line start and the proportion of under-sweeps increased compared to the short line condition. This likely reflects an increase in saccadic undershoot error with the increase in intended saccade size. Critically, there was no interaction between font size and line length. This suggests that when programming return-sweeps, the use of font size information does not depend on visual acuity at the saccade target. Instead, it appears that readers rely on global typographic properties of the text in order to maintain an optimal number of characters to the left of their first fixation on a new line. [ABSTRACT FROM AUTHOR]

Novel or unexpected sounds that deviate from an otherwise repetitive sequence of the same sound cause behavioural distraction. Recent work has suggested that distraction also occurs during reading as fixation durations increased when a deviant sound was presented at the fixation onset of words. The present study tested the hypothesis that this increase in fixation durations occurs due to saccadic inhibition. This was done by manipulating the temporal onset of sounds relative to the fixation onset of words in the text. If novel sounds cause saccadic inhibition, they should be more distracting when presented during the second half of fixations when saccade programming usually takes place. Participants read single sentences and heard a 120 ms sound when they fixated five target words in the sentence. On most occasions (p =.9), the same sine wave tone was presented ("standard"), while on the remaining occasions (p =.1) a new sound was presented ("novel"). Critically, sounds were played, on average, either during the first half of the fixation (0 ms delay) or during the second half of the fixation (120 ms delay). Consistent with the saccadic inhibition hypothesis (SIH), novel sounds led to longer fixation durations in the 120 ms compared to the 0 ms delay condition. However, novel sounds did not generally influence the execution of the subsequent saccade. These results suggest that unexpected sounds have a rapid influence on saccade planning, but not saccade execution. [ABSTRACT FROM AUTHOR]

Noise is intuitively thought to interfere with perceptual learning; However, human and machine learning studies suggest that, in certain contexts, variability may reduce overfitting and improve generalizability. Whereas previous studies have examined the effects of variability in learned stimuli or tasks, it is hitherto unknown what are the effects of variability in the temporal environment. Here, we examined this question in two groups of adult participants (N = 40) presented with visual targets at either random or fixed temporal routines and then tested on the same type of targets at a new nearly-fixed temporal routine. Findings reveal that participants of the random group performed better and adapted quicker following a change in the timing routine, relative to participants of the fixed group. Corroborated with eye-tracking and computational modeling, these findings suggest that prior exposure to temporal variability promotes the formation of new temporal expectations and enhances generalizability in a dynamic environment. We conclude that noise plays an important role in promoting perceptual learning in the temporal domain: rather than interfering with the formation of temporal expectations, noise enhances them. This counterintuitive effect is hypothesized to be achieved through eliminating overfitting and promoting generalizability. [ABSTRACT FROM AUTHOR]

Introduction Although eye-movement disorders are one of the most replicated deficits in the psychiatric literature, the strong heterogeneity of results is still an unexplained issue that could be effectively addressed with a quantitative review of evidence. Objectives For this reason, a large-scale metanalytic study comprising more than 200 studies was conducted to analyse the presence of eye-movement deficits in schizophrenia patients, as compared to healthy controls. Methods To this aim, saccadic eye movements were grouped based on the type of task required (e.g., standard, predictive) and the quantification method used (e.g., number, duration, amplitude). For each sub-group separate meta-analysis were computed. Cohen’s d was used as measure of effect size. Risk of bias within and between studies and heterogeneity were also analysed. Results indicated low Cohen’s d with the exception of the number of correct antisaccades – where schizophrenia patients reportedless correct anti-saccadesthan healthy controls - and antisaccades error rate – where schizophrenia patients reported a higher number of errors than healthy controls. Conclusions Antisaccades emerged as better suited to differentiate between patients and healthy controls, thus making them the most promising candidate as a possible biomarker for schizophrenia.

In soccer, it is relevant to understand the roles of Systems 1 (intuitive) and 2 (deliberative) in perceptual-cognitive processes and how they influence response time when making decisions. The aim of this study was to analyse how response time in decision making managed by Systems 1 and 2 is associated to the perceptual-cognitive processes of young soccer players. Ninety young soccer players participated. Perceptual-cognitive processes were assessed through visual search strategies, cognitive effort, and verbal reports. Participants wore a mobile-eye tracking system while viewing 11-a-side match play video-based soccer simulations. Response time in decision making was used to create two sub-groups: faster and slower decision-makers. Results indicated that players with faster response time in decision making employed more fixations of shorter duration, displayed less cognitive effort, as well as a greater number of thought processes associated with planning. These results reinforce that there are differences in the way of using the perceptive-cognitive processes from the priority system in the decision-making process. It is concluded that faster decision making, managed by System 1, implies greater ability to employ visual search strategies and to process information, thus enabling increased cognitive efficiency. [ABSTRACT FROM AUTHOR]

Incremental language processing means that listeners confront temporary ambiguity about how to structure the input, which can generate misinterpretations. In four "visual-world" experiments, we tested whether engaging cognitive control – which detects and resolves conflict – assists revision during comprehension. We recorded listeners' eye-movements and actions while following instructions that were ripe for misanalysis. In Experiments 1 and 3, sentences followed trials from a nonverbal conflict task that manipulated cognitive-control engagement, to test its impact on the ability to revise. To isolate conflict-driven effects of cognitive-control on comprehension, we manipulated attention in a non-conflict task in Experiments 2 and 4. We observed fewer comprehension errors, and earlier revision, when cognitive control (more than attention) was elicited on an immediately preceding trial. These results extend previous correlations between cognitive control and language processing by revealing the influence of domain-general cognitive-control engagement on the temporal unfolding of error-revision processes during language comprehension. [ABSTRACT FROM AUTHOR]

Summary: How does domain expertise influence dynamic visual search? Previous studies of visual search often use abstract search arrays that are devoid of applied context, with comparatively few studies exploring applied naturalistic and dynamic settings. The current research adds to this literature by examining lifeguard drowning‐detection across two studies using naturalistic, dynamic search tasks. Behavioural responses and eye‐movement data were recorded as participants watched staged video clips and attempted to identify if a swimmer was drowning. The results demonstrate lifeguard superiority in response times to drowning events, compared to non‐lifeguards. No differences between lifeguard and non‐lifeguard eye‐movements were noted however. This suggests that the experiential benefit in response times results from other underlying processes, rather than any scanning benefits. This research highlights the complex nature of naturalistic and dynamic searches, while demonstrating the robust nature of simulated videos in producing experience effects in visual search. [ABSTRACT FROM AUTHOR]

By analyzing oral reading, we can examine the ability to read and many elements of reading comprehension, which play an important role in the diagnosis of reading disorders and development of reading techniques. In the present study, we analyze the changes in oral reading in schoolchildren between 4th and 5th grade. In our previous research, the correlations between reading time, number of errors, frequency of self-repairs, and frequency and average duration of eye-movements were already examined in recordings of the same children. In the present study, the main question is the following: What eye-movements occur during error-repairs? Students of average ability from an average primary school in the capital participated in the study. The experiment was performed twice, one year apart: the children were in 4th grade at the time of the first measurement and in 5th grade at the time of the second measurement. The results of oral reading of 10 children (5 boys and 5 girls) are presented in the study, for whom the loss of data was less than 10% in the recordings of the eye-movements. The children's task was to read aloud the same text from the monitor, in both measurements. Recordings and analysis were performed in both cases with the same instrument (Tobii X120) and software. Speech analysis and evaluation of eye-movements were performed with Praat and ELAN software. Results show that although the speech rate of oral reading accelerated to 5th grade, the frequency of errors and the time required for self-repairs did not change or increased. However, there were differences between the two measurements in eyemovements during error-repairs. The results draw attention to the fact that reading development would be needed even in the 5th grade. [ABSTRACT FROM AUTHOR]

Sluggish cognitive tempo (SCT) is a kind of attentional symptoms characterized by symptoms of slowness in behavior or in thinking. The aim of the present study was to develop a preliminary attention training program based on real-time eye-gaze feedback using an eye-tracker. A total of 38 participants with SCT were randomly assigned to one of following two conditions: eye-feedback (N = 19; Mean Age = 21.21; range 18–26) or control (N = 19; Mean Age = 20.68; range 18–25). The participants in the eye-feedback condition received three repeated trainings on the modified version of the Posner's spatial cueing test; we also used real-time constant eye-gaze feedback designed to lead the participants to quickly and accurately engage and to disengage, with pre- and post- measurement of eye-movements (overt attention) and the revised attention network test (ANT-R; covert attention). The participants in the control condition received three repeated same trainings without any feedback, with pre- and post-measurement of eye-movements measure and ANT-R. The results revealed that the eye-feedback group showed a greater improvement in engaging and disengaging attention through the overt attention measure than the control group. The eye-feedback group also showed a greater increase only in the orienting network related to disengaging attention in the covert attention measure compared to the control group. These results suggested that the eye-feedback can be meaningfully used in attention training to enhance the efficiency of attention in clinical settings.