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The Development of Eye-Movement Control During Reading| old_uid | 13672 |
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| title | The Development of Eye-Movement Control During Reading |
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| start_date | 2014/03/25 |
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| schedule | 13h-14h |
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| online | no |
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| location_info | D32 |
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| summary | Compared to skilled adult readers, children make fewer, longer fixations, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered other similarities (e.g., children and adults target their saccades similarly ; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and differences (e.g., children’s fixation durations are more affected by lexical variables ; Blythe, Liversedge, Joseph, White, & Rayner, 2009) that have yet to be explained. In this article, the E-Z Reader model of eye-movement control in reading (Reichle, 2011) is used to simulate various eye-movement phenomena in adults versus children in order to evaluate several hypotheses about the concurrent development of reading skill and eye-movement behavior. These simulations suggest that the primary difference between children and adults is their rate of lexical processing, but that different rates of (post-lexical) language processing may also contribute to some phenomena (e.g., children’s slower detection of semantic anomalies ; Joseph et al., 2011). The theoretical implications of this hypothesis will be discussed, including possible alternative accounts of these developmental changes, how reading skill and eye movements change across the entire lifespan (e.g., college-aged vs. elderly readers), and individual differences in reading ability. |
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| responsibles | Pascalis |
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