Eye tracking Reading- Dual route Model Dyslexia Linguaggio e Movimenti Oculari TECNICA Il laboratorio di eye-tracking Linguaggio e Movimenti Oculari TECNICA Il laboratorio di eye-tracking Linguaggio e Movimenti Oculari TECNICA Il laboratorio di eye-tracking Linguaggio e Movimenti Oculari TECNICA Experimental Questions • • • • Do “which”-questions require more processing than “who”-questions? Are object-extraction more difficult than subject-extraction? Chi saluta/salutano i nonni in stazione? Quale bambino saluta/salutano i nonni in stazione? Experimental items 1 1. Puoi dirmi chi 2. Puoi dirmi chi 2 3 saluta 4 5 i nonni alla partenza in stazione? salutano i nonni alla partenza in stazione? 3. Puoi dirmi quale nipote saluta i nonni alla partenza in stazione? 4. Puoi dirmi quale nipote salutano i nonni alla partenza in stazione? Variables: Reading times Total reading time: summation of the duration across all fixations on the current interest area. First pass reading time: summation of the duration across all fixations of the first run within the current interest area. Second pass reading time: summation of the duration across all fixations of the second run of fixations within the current interest area. Variables: Regressions • Regression in: whether the current interest area received at least one regression from later interest areas (e.g., later parts of the sentence). • Regression out: Whether regression(s) was made from the current interest area to earlier interest areas (e.g., previous parts of the sentence) prior to leaving that interest area in a forward direction. Variables: Regressions • Regression out full: whether regression(s) was made from the current interest area to earlier interest areas (e.g., previous parts of the sentence). Note that Regression out only considers first-pass regressions whereas Regression out full considers all regressions, regardless whether later areas have been visited or not. First pass reading time 350 300 250 sing quale 150 plur quale ms 200 100 sing chi 50 CHI/QUALE NP VERB NP OBJ/SUBJ 0 2 3 Regions 4 plur chi Reading Learning to Read • Reading emerges only with special instruction in the vast majority of children • Precursors to reading an alphabetic script: – phonemic awareness – the alphabetic principle:grapheme-phoneme – Pre-readers’ phonemic awareness predicts how rapidly and successfully they will learn to read later on • Tests for phonemic awareness: – elision: take away / k/ from “cat”) – blending: / k/ + / at/ = ? – sound categorization: Which word doesn’t belong: fun, pin, bun, gun? • Letter-sound mapping is complicated in deep orthographies – / s/ goes with “s” and “c” – “c” participates in “s,” “k,” “ch,” silent • English orthography is a compromise between conveying phonological information and preserving morphological information Cognitive Models of Reading • Dual-Route Dual-Route Model 2 1 Dual-Route Model • Regular words are accessed via assembled phonology – so are novel words • Irregular words are accessed by the orthographic/direct route Dual Route Model • Advantages: – models pronunciation performance under normal conditions (model pronounces 7980/7981 words correctly) and time pressure (model makes errors, like people do) – Models irregularity effects; location of irregularity matters Dual-Route Models • Disadvantages: – predicted visual uniqueness point effects are not observed in natural reading Dyslexia • Dyslexia: When an individual has a problem reading even though they are otherwise intellectually and behaviorally normal and have had the proper instruction and opportunity to practice reading. • Approximately 15% of males and 5% of females have developmental dyslexia. Dyslexia • Phonological/deep dyslexia: more trouble reading non-words than exception words. • Surface dyslexia: more trouble reading exception words than non-words. – and over-regularization errors: – pronouncing “pint” to rhyme with “mint” • Most dyslexics fall into the mixed type. Dyslexia • Dual-route explanation: – surface dyslexia: failure of the direct/orthographic route – phonological/deep dyslexia: failure of the assembled phonology route Dyslexia • Single-Route Explanation: – Reduced hidden units: problems with low frequency words, especially exception words – Mild damage to phonological units: phonological dyslexia – Severe damage to phonological units: surface dyslexia (trouble with both exception words and non-words) DYS app iphone Open Dyslexic font
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