Effects of word length on eye guidance differ for young and older Chinese readers.
Ontology highlight
ABSTRACT:
SUBMITTER: Li S
PROVIDER: S-EPMC6001944 | biostudies-literature |
REPOSITORIES: biostudies-literature
Similar Datasets
Project description:Handwriting serves to link auditory and motor routines with visual word processing, which is a hallmark of successful reading. The current study aims to explore the effect of multisensory integration as a pathway to neural specialization for print among typical and dyslexic readers across writing systems. We identified 9-10-year-old dyslexic Chinese children (n = 24) and their typically developing counterparts (n = 24) on whom we conducted both behavioral and electroencephalogram (EEG) experiments. We designed four learning conditions: Handwriting Chinese (HC), Viewing Chinese (VC), Drawing followed by Character Recognition in Chinese (D-C), and Drawing followed by Word Recognition in English (D-E). In both handwriting and drawing conditions, we also designed curved vs. straight-line stimuli. Both behavioral and EEG results showed that handwriting straight line strokes facilitated visual word recognition in Chinese compared to handwriting curved lines. Handwriting conditions resulted in a lateralization of the N170 in typical readers, but not the dyslexic readers. Interestingly, drawing curved lines facilitate word recognition in English among dyslexic readers. Taken together, the results of the study suggest benefits of handwriting on the neural processing and behavioral performance in response to Chinese character recognition and curved-line drawing effects on English word recognition among dyslexic readers. But the lack of handwriting effects in dyslexic readers suggest that students who have deficits in reading may also be missing the link between multisensory integration and word recognition in the visual word form areas. The current study results have implications for maintaining handwriting practices to promote perception and motor integration for visual word form area development for normal readers and suggest that drawing practices might benefit Chinese dyslexic readers in reading English.
| S-EPMC8580950 | biostudies-literature
Project description:We conducted a preliminary study to examine whether Chinese readers' spontaneous word segmentation processing is consistent with the national standard rules of word segmentation based on the Contemporary Chinese language word segmentation specification for information processing (CCLWSSIP). Participants were asked to segment Chinese sentences into individual words according to their prior knowledge of words. The results showed that Chinese readers did not follow the segmentation rules of the CCLWSSIP, and their word segmentation processing was influenced by the syntactic categories of consecutive words. In many cases, the participants did not consider the auxiliary words, adverbs, adjectives, nouns, verbs, numerals and quantifiers as single word units. Generally, Chinese readers tended to combine function words with content words to form single word units, indicating they were inclined to chunk single words into large information units during word segmentation. Additionally, the "overextension of monosyllable words" hypothesis was tested and it might need to be corrected to some degree, implying that word length have an implicit influence on Chinese readers' segmentation processing. Implications of these results for models of word recognition and eye movement control are discussed.
| S-EPMC3568123 | biostudies-literature
Project description:We demonstrate a substantial evidence that the word length can be an essential lexical structural feature for word evolution in written Chinese. The data used in this study are diachronic Chinese short narrative texts with a time span of over 2000-years. We show that the increase of word length is an essential regularity in word evolution. On the one hand, word frequency is found to depend on word length, and their relation is in line with the Power law function y = ax-b. On the other hand, our deeper analyses show that the increase of word length results in the simplification in characters for balance in written Chinese. Moreover, the correspondence between written and spoken Chinese is discussed. We conclude that the disyllabic trend may account for the increase of word length, and its impacts can be explained in "the principle of least effort".
| S-EPMC4575206 | biostudies-literature
Project description:Background:It was well known that age has an impact on word processing (word frequency or predictability) in terms of fixating time during reading. However, little is known about whether or not age modulates these impacts on saccade behaviors in Chinese reading (i.e., length of incoming/outgoing saccades for a target word). Methods:Age groups, predictability, and frequency of target words were manipulated in the present study. A larger frequency effect on lexical accessing (i.e., gaze duration) and on context integration (i.e., go-past time, total reading time), as well as larger predictability effects on data of raw total reading time, were observed in older readers when compared with their young counterparts. Results:Effect of predictability and frequency on word skipping and re-fixating rate did not differ across the two age groups. Notably, reliable interaction effects of age, along with word predictability and/or frequency, on the length of the first incoming/outgoing saccade for a target word were also observed. Discussion:Our findings suggest that the word processing function of older Chinese readers in terms of saccade targeting declines with age.
| S-EPMC7127474 | biostudies-literature
Project description:In reading, length effects (LEs) are defined as an increment in the time taken to read as a function of word length and may indicate whether reading is proceeding in an efficient whole word fashion or by serial letter processing. LEs are generally considered to be a pathognomonic symptom of developmental dyslexia (DD) and predominantly have been investigated in transparent orthographies where reading impairment is characterized as slow and effortful. In the present study a sample of 18 adult participants with DD were compared to a matched sample of typical developing readers to investigate whether the LE is a critical aspect of DD in an opaque orthography, English. We expected that the DD group would present with marked LEs, in both words and non-words, compared to typical developing readers. The presence of LEs in the DD group confirmed our prediction. These effects were particularly strong in low frequency words and in non-words, as observed in reading speed. These preliminary findings may have important theoretical implications for current understanding of DD.
| S-EPMC6861451 | biostudies-literature
Project description:ObjectivesThis study aimed to examine age-related differences in the comprehension of Korean comparative sentences with varying word orders by employing both offline and online measures, and to investigate how variations in word order affect sentence processing across different age groups.MethodsA total of 52 monolingual native Korean speakers, 26 young adults, and 26 older adults, completed a sentence-picture-matching task under two word order conditions: comparative-first and nominative-first. Offline measures included accuracy and response time, while an online method involved eye-tracking within the Visual World Paradigm. Data analyses were performed using linear and generalized linear mixed-effects models.ResultsOlder adults demonstrated lower accuracy and longer response times compared to younger individuals. Distinctive fixation patterns were observed, particularly in the sentential-final phrase, across different age groups. Specifically, nominative-first sentences elicited greater target advantage scores among younger adults, whereas older adults showed higher scores in comparative-first sentences.ConclusionThe study highlights the potential of comparative sentences in elucidating age-related changes in sentence comprehension. These differences were evident not only in offline tasks but also in real-time processing, as evidenced by eye-tracking data. The findings suggest distinct processing strategies employed by young and older adults and underscore the importance of considering both syntactic and semantic cues in sentence comprehension.
| S-EPMC11002905 | biostudies-literature
Project description:We performed 2 eye movement studies to explore whether readers can extract character or word frequency information from nonfixated-target words in Chinese reading. In Experiments 1A and 1B, we manipulated the character frequency of the first character in a 2-character target word and the word frequency of a 2-character target word, respectively. We found that fixation durations on the pretarget words were shorter when the first character of a 2-character target word was presented with high frequency. Such effects were not observed for word frequency manipulations of a 2-character target word. In particular, further analysis revealed that such effects only occurred for long pretarget fixations. These results for character and word frequency manipulations were replicated in a within-subjects design in Experiment 2. These findings are generally consistent with the notion that characters are processed in parallel during Chinese reading. However, we did not find evidence that words are processed in parallel during Chinese reading.
| S-EPMC4767270 | biostudies-literature
Project description:Reading, an essential life skill in modern society, is typically learned during childhood. Adults who can read show white matter differences compared to adults who never learned to read. Studies have not established whether children who can read show similar white matter differences compared to children who cannot read. We compared 6-year old children who could decode written English words and pseudowords (n = 31; Readers) and 6-year old children who could not decode pseudowords and had a standard score <100 on a task for reading single words (n = 11; Pre-readers). We employed diffusion MRI and tractography to extract fractional anisotropy (FA) along the trajectory of six bilateral intra-hemispheric tracts and two posterior subdivisions of the corpus callosum. Readers demonstrated significantly increased FA within the left anterior segment of the superior longitudinal fasciculus (aSLF-L) and the right uncinate fasciculus (UF-R) compared to Pre-readers. FA in the aSLF-L was significantly correlated with phonological awareness; FA in the UF-R was significantly correlated with language. Correlations in the UF-R but not the aSLF-L remained significant after controlling for reading ability, revealing that UF-R group differences were related to both children's language and reading abilities. Taken together, these findings demonstrate new evidence showing that individual differences in white matter structure relate to whether children have begun to read.
| S-EPMC5352545 | biostudies-literature
Project description:In Arabic, a predominantly consonantal script that features a high incidence of lexical ambiguity (heterophonic homographs), glyph-like marks called diacritics supply vowel information that clarifies how each consonant should be pronounced, and thereby disambiguate the pronunciation of consonantal strings. Diacritics are typically omitted from print except in situations where a particular homograph is not sufficiently disambiguated by the surrounding context. In three experiments we investigated whether the presence of disambiguating diacritics on target homographs modulates word frequency, length, and predictability effects during reading. In all experiments, the subordinate representation of the target homographs was instantiated by the diacritics (in the diacritized conditions), and by the context subsequent to the target homographs. The results replicated the effects of word frequency (Experiment 1), word length (Experiment 2), and predictability (Experiment 3). However, there was no evidence that diacritics-based disambiguation modulated these effects in the current study. Rather, diacritized targets in all experiments attracted longer first pass and later (go past and/or total fixation count) processing. These costs are suggested to be a manifestation of the subordinate bias effect. Furthermore, in all experiments, the diacritics-based disambiguation facilitated later sentence processing, relative to when the diacritics were absent. The reported findings expand existing knowledge about processing of diacritics, their contribution towards lexical ambiguity resolution, and sentence processing.
| S-EPMC8592420 | biostudies-literature
Project description:Research has shown that adults' lexical-semantic representations are surprisingly malleable. For instance, the interpretation of ambiguous words (e.g., bark) is influenced by experience such that recently encountered meanings become more readily available (Rodd et al., 2016, 2013). However, the mechanism underlying this word-meaning priming effect remains unclear, and competing accounts make different predictions about the extent to which information about word meanings that is gained within one modality (e.g., speech) is transferred to the other modality (e.g., reading) to aid comprehension. In two Web-based experiments, ambiguous target words were primed with either written or spoken sentences that biased their interpretation toward a subordinate meaning, or were unprimed. About 20 min after the prime exposure, interpretation of these target words was tested by presenting them in either written or spoken form, using word association (Experiment 1, N = 78) and speeded semantic relatedness decisions (Experiment 2, N = 181). Both experiments replicated the auditory unimodal priming effect shown previously (Rodd et al., 2016, 2013) and revealed significant cross-modal priming: primed meanings were retrieved more frequently and swiftly across all primed conditions compared with the unprimed baseline. Furthermore, there were no reliable differences in priming levels between unimodal and cross-modal prime-test conditions. These results indicate that recent experience with ambiguous word meanings can bias the reader's or listener's later interpretation of these words in a modality-general way. We identify possible loci of this effect within the context of models of long-term priming and ambiguity resolution. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
| S-EPMC6179175 | biostudies-literature