Eye Tracking (in reading)

Eye Tracking Supported Research Into Sight Translation. Lapsological Conclusions.

In the article, the author, on the basis of eye tracking research, indicates the linguistic elements that posed the greatest difficulty for the test subjects in sight translation from Polish into Russian. She explains what the difficulty of these elements is and what causes problems in translating them. Interestingly, other types of translation difficulties were revealed by eye tracking research (in fact, objective research of increased mental effort), while others were indicated by the respondents themselves in questionnaires when answering the question - what do they think will be the biggest problem for them. 
Next, the author presents in tables the most frequent mistakes that the respondents made in sight translation. Most of them were interference errors (51% of the total number of errors) due to the very strong influence of the visual stimulus in this type of translation, which is the source text lying all the time in front of the translator. On the other hand, when it comes to specifying the nature of interference errors, they were predominantly lexical errors (78% among the interference errors), while interference at the grammatical level constituted 22%.

We report an eye-tracking study in which we investigate the on-line processing of written irony. Specifically, participants’ eye movements were recorded while they read sentences which were either intended ironically, or non-ironically, and subsequent text which contained pronominal reference to the ironic (or non-ironic) phrase. Results showed longer reading times for ironic comments compared to a non-ironic baseline, suggesting that additional processing was required in ironic compared to non-ironic conditions. Reading times for subsequent pronominal reference indicated that for ironic materials, both the ironic and literal interpretations of the text were equally accessible during on-line language comprehension. This finding is most in line with predictions of the graded salience hypothesis, which, in conjunction with the retention hypothesis, states that readers represent both the literal and ironic interpretation of an ironic utterance.

The advancement of wireless sensor networks yields a variety of wireless sensor network for wildlife tracking. One typical application for wireless sensor networks is in animal tracking and monitoring in wildlife environments. A significant number of studies have been done in tracking animals with sensor networks. However from the recent literature it is observed that there is no much study has been done on an intelligent real time sensor network that is capable to alerting the rangers an incidence of animal poaching before it happened. In this paper an intelligent wireless sensor system for tracking and monitoring rhinos and elephants is proposed.

As we progress into the digital age, text is experiencing a resurgence and reshaping as blogging, tweeting and phone messaging establish new textual forms and frameworks. At the same time, an intrusive layer of text, obviously added in post, has started to feature on mainstream screen media-from the running subtitles of TV news broadcasts to the creative portrayals of mobile phone texting on film and TV dramas. In this paper, I examine the free-floating text used in BBC series Sherlock (2010-). While commentators laud this series for the novel way it integrates text into its narrative, aesthetic and characterisation, it requires eye tracking to unpack the cognitive implications involved. Through recourse to eye tracking data on image and textual processing, I revisit distinctions between reading and viewing, attraction and distraction, while addressing a range of issues relating to eye bias, media access and multimodal redundancy effects. Link: https://refractory-journal.com/dwyer/

Authors: Joel Brown, Koomi Kim, K. O'Brien Ramirez.
This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the reader's reading comprehension process using eye tracking and miscue analysis.

This study responds to the call for more ecologically valid psycholinguistic research (Spivey & Cardon, 2015) by examining
how readers incidentally acquire multifaceted vocabulary knowledge while reading a long, authentic text. Using eye tracking, we explore how the processing of unfamiliar words changes with repeated exposure and how the repeated exposure and processing affect word learning. In two sessions, native and non-native English speakers read five chapters of an authentic English novel containing Dari words. After reading, participants received a comprehension test and three surprise vocabulary tests. Growth curve modeling revealed a non-linear decrease in reading times that followed an S shaped curve. Number of exposures was the strongest predictor of vocabulary learning (form and meaning), while total reading time independently contributed to the learning of word meaning. Thus, both quantity and quality of lexical processing aid incremental vocabulary development and may reveal themselves differently in readers’ eye movement records.

Summary of my work on integriti (integriti.wendyfox.de) during the Karl Steinbuch scholarship awarded by MFG Baden-Württemberg (http://stiftung.mfg.de/de): Development and analysis of integrated titles for the short documentary "Joining the Dots" by Pablo Romero-Fresco.

Sight translation (ST) is unique in that the interpreter relies solely on reading for information retrieval -- and therefore more easily influenced by distinct linguistic structures of different languages -- while under the pressure of instantaneously providing smooth oral rendition of the output (Chen, 2015). Unearthing the cognitive nature of ST will not only help to enrich our understanding of translation and interpreting as highly demanding communicative activities, but also has the potential of enlightening interpreter training, facilitating the development of ST skills. However, most ST studies to date, especially in the language pair of English and Chinese, are based on product analysis (for example, see). While we have accumulated valuable data on the differences between the performance of interpreters at different levels, what happens in the process-how experience leads to distinct behaviour of the experts-remains largely unknown; being able to identify the nuances may provide insights into boosting the efficiency and effectiveness of training. To complement product-based research, the current study used an eye tracker to examine English-Chinese ST. Through an integrated analysis of both the cognitive process and the final output, this study aimed to reveal the impacts of interpreting experience upon different stages of ST, including the behaviour of reading ahead and pausing and also how the output has been affected. Three texts of 175 words were adapted from three speeches by the same speaker. Rewriting was kept to a minimum to maintain the authenticity and features of formal speeches in a diplomatic setting. Each participant was asked to perform three different tasks: silent reading (SR), reading aloud (RA), and ST. Two senior AIIC interpreters were invited to rate the ST recordings of 17 experienced interpreters, all with more than 150 days of interpreting experience, and 18 interpreting students, who had undergone sight translation training within three years by the time of the experiment. In addition, six Chinese native speakers were recruited to listen to the recordings and mark observable pauses for further analysis.

Early eye tracking studies seen in the late nineteenth century used direct observation simply to understand reading patterns, (which appear as) a series of eye hops and fixations and not a smooth sweep of the eye as assumed (Tobii Technology, 2013). By then the psychologists used invasive technology, which was quite obtrusive to participants.

Digital images of faces such as emoji in virtual communication have become increasingly popular, but current research findings are inconsistent regarding their emotional effects on perceptions of text. Similarly, emoji effects on reading behaviours are largely unknown and require further examination. The present study (N 1⁄4 41) investigated how the position and emotional valence of emoji in neutral narrative sentences influenced eye movements during reading and perceptions of sentence valence. Participants read neutral narrative sentences containing smiling or frowning emoji in sentence-initial or sentence-final positions and rated the perceived emotional valence of the sentence. Results from linear mixed-effects models demonstrated significantly longer fixations on sentence-final emoji and longer sentence reading times when emoji were in sentence-final positions. These findings are comparable to sentence ‘wrap-up’ effects witnessed in the processing of lexical units during sentence reading, providing new evidence towards the way readers integrate emoji into contextual processing. However, no impact of emoji valence or position on first-pass target word processing or sentence-valence ratings were found. This would refute previous suggestions that digital faces influence text valence, raising questions about reader preference for emoji or sentence sentiment, the influence of sentence formatting, and delivery/ display mechanism on these effects.

A number of scholars in applied linguistics and reading proficiency have regularly underlined the significance of reading as a prerequisite to academic achievement and success. On that account, numerous studies have attempted to investigate a best course of action into presenting a new way of teaching reading proficiency. The present contribution attempts to investigate the probable effect of employing Harmer's Engage, Study and activate (ESA) elements involved in teaching of tasks in developing reading comprehension of EFL learners. For this reason, two intact groups of each containing 15 Iranian EFL learners from Chabahar Maritime University were enrolled. Prior to the study, before the actual classes were inducted, participants were administered an FCE reading pre-test to ensure both groups equivalence and homogeneity. Consequently, the control group was instructed based on the principles of Grammar-translation method (GTM) and the experimental group was instructed through implementation of ESA elements involved in teaching of reading tasks. Eventually, at the end of the treatment period, a post-test of FCE reading comprehension was administered to investigate their performance in reading comprehension. The results of the statistical analyses, i.e. independent sample t-test showed that the experimental group has significantly outperformed the control group; the learners also showed a positive overall tendency towards the teaching method based on ESA elements .It is expected that the pedagogical implication of the study would make considerable contribution to the works of EFL teachers, Researchers, policy makers and curriculum designers.

Diese Arbeit beschäftigt sich mit der Bedeutung, die dem Komma im Leseprozess zukommt. Zuvor wurde dieses lediglich als mit der Rhetorik und in Folge mit der Grammatik verbundenes graphisches Instrument interpretiert, weshalb seine psycholinguistische Relevanz als Hilfestellung für den Lesenden im Ablauf des syntaktischen Parsings unbeachtet blieb und erst innerhalb der letzten Jahre mit dem Aufkommen einer sprachverarbeitungsorientierten Sichtweise verstärkt untersucht wurde. Nach der Darlegung der theoretischen Grundlagen gibt diese Arbeit einen Überblick über die bisher betriebene Forschung und präsentiert schließlich eine Studie, welche die Relevanz des Kommas an bestimmten syntaktischen Stellen anhand der Verarbeitungsdauer von jeweils zwei korrespondierenden Sätzen unter-sucht, die sich lediglich in der Realisierung des Kommas unterschieden. Schließlich werden die Ergebnisse diskutiert und theoretische Rückschlüsse gezogen.

The Project entitled “Eye Tracking based Driver Fatigue Monitoring and Warning System”
consists of the hardware and the software modules. The main idea behind this project is to
develope a non-intrusive system which can detect fatigue of driver and issue a timely warning.
Since large number of road accidents are caused by driver drowsiness. Hence this system will
be helpful in preventing many accidents, and consequently save money and reduce personal
suffering.
This system will detect eye movement to detect the fatigue state of driver. By monitoring the
eyes using camera and developing an algorithm we can detect symptoms of driver fatigue early
enough to avoid an accident. So this project will be helpful in detecting driver fatigue in
advance and will gave a warning output in form of sound and vibration. For indication of
warning we will use two approaches i.e one by blowing alarm and second by seat belt vibration
whose frequency will vary between 100 to 300 Hzs. Moreover the warning will be deactivated
manually rather than automatically. So for this purpose a deactivation switch will be used to
deactivate warning.
Moreover if driver felt drowsy there is possibility of sudden acceleration or de-acceleration
hence we can judge this by plotting a graph in time domain and when all three input variables
shows a possibility of fatigue at one moment then a warning signal is shown in form of text or
red colour circle. This will directly give an indication of drowsiness/fatigue which can be
further used as record of driver performance or can be used by traffic police which can take
further action accordingly.

Praca doktorska napisana pod kierunkiem prof. dra hab. Adama Kulawika Kraków 201 5 W swoich pracach z rosnącym naciskiem dowodzę lub staram się do wieść, że wszelka postawa, jaką krytyk, uczony czy nauczyciel może zająć wobec wiersza, nieuchronnie i z konieczności sama musi mieć charakter poetycki.

Reading requires the orchestration of visual, attentional, language-related, and oculomotor processing constraints. This study replicates previous effects of frequency, predictability, and length of fixated words on fixation durations in natural reading and demonstrates new effects of these variables related to previous and next words. Results are based on fixation durations recorded from 222 persons, each reading 144 sentences. Such evidence for distributed processing of words across fixation durations challenges psycholinguistic immediacy-of-processing and eye-mind assumptions. Most of the time the mind processes several words in parallel at different perceptual and cognitive levels. Eye movements can help to unravel these processes.

Human Computer Interaction (HCI) is a discipline that has progressed to establish a smooth understanding between humans and computers for effective visual searchability, accessibility and usability. With a lot of advancements in the search engines, only a few studies examined how the results are viewed from the perspective of end users from different regions. The main aim of this research is to investigate and explore whether there are cultural variations in visual search behaviour and eye movements on Search Engine Results Page (SERP) between two different cultures (Arabic and English), using the eye-tracking method in order to provide insights for global implementation of search engines. This research also aims to explore to what extent users with different language and cultural background differ in their visual search behaviour, performance and satisfaction when they are searching SERP with different layout and tasks. As a preliminary work, a controlled eye-tracking experiment was conducted to explore and evaluate the visual search behaviour of Arabs and English when searching through the Google Pages. The preliminary results provide new insights into the differences in visual search behaviours and eye movements between members from the Middle East and United Kingdom.

This paper examines the effect of “Greeklish”, the transliteration attitudes widely used in Digital Mediated Communication (DMC). Greeklish, namely the representation of the Greek script in Latin,
is considered to place in “danger” the Greek language per se. Various researchers have already explored participants' attitudes in using Greeklish, the reason of using it and the potential impact of
Greeklish type on students' language skills. The goal of this research is to study whether the use of Greeklish would influence reading and
writing skills of students' attending 6th grade of primary school and those of 1st - 3rd of high school who had either rich or poor lexical representations, according to the Lexical Quality Hypothesis of
Perfetti & Hart (2002). Individual - difference measures were completed by the participants in order to characterize their quality of lexical representations for Greek language. Moreover, eye tracker experiment sessions have been applied individually to study participants' eye  movements during reading and writing both in Greek and Greeklish for comparing them against the quality of their lexical representations.

Como as limitações da Memória de Trabalho afetam o modo como se aprende, devem também, por óbvio, condicionar o modo como se ensina. A Teoria da Carga Cognitiva, tendo em vista essas limitações, oferece 29 diretrizes sobre como elaborar um ensino que diminua a Carga Cognitiva improdutiva e, ao mesmo tempo, maximize a Carga Cognitiva produtiva para tornar a aprendizagem mais eficiente. Todas essas diretrizes fundamentam-se em experiências cientificas, não sendo, portanto, meros construtos teóricos. Embora a aplicação dessa Teoria seja de grande utilidade, existe um vazio na literatura acadêmica em língua portuguesa com relação a sua origem, desenvolvimento e aplicações. Esta dissertação reúne e disponibiliza os conhecimentos empíricos, teóricos e metodológicos acumulados sobre essa teoria, os quais são expostos historiando-se a origem e o desenvolvimento teórico/experimental das suas principais diretrizes, dos três tipos de Cargas Cognitivas (Intrínseca, Estranha e Relevante), e das
“descobertas” dos Efeitos da Teoria da Carga Cognitiva: Efeito da Atenção Dividida, Efeito Modalidade, Efeito da Redundância, Efeito do Exemplo Resolvido e Efeito Reverso. Esta dissertação foi elaborada para ser utilizada por professores, pesquisadores
e, por óbvio, professores-pesquisadores, sendo particularmente útil àqueles professores que necessariamente utilizam a "resolução de problemas" como parte de sua prática pedagógica.

Pronouns typically have explicit antecedents in the prior discourse otherwise processing difficulty is experienced. However, it has been argued [Gordon, P. C., & Hendrick, R. (1997). Intuitive knowledge of linguistic co-reference. Cognition, 62, 325–370; Gordon, P. C., & Hendrick, R. (1998). The representation and processing of co-reference in discourse. Cognitive Science, 22, 389–424] that when a pronoun appears in a preposed subordinate clause (as in, "Before she began to sing, Susan stood up"), incremental interpretation is suspended and no antecedent is immediately sought, since the pronoun cannot be resolved until the main clause is encountered. We report results from an eye-tracking study showing that on encountering a pronoun that has no prior antecedent (compared to cases where there is an explicit prior antecedent), readers experience immediate difficulty whether or not the pronoun appears in a preposed subordinate clause, suggesting that attempted incremental interpretation is not suspended in these cases.

This thesis investigates the expenditure of cognitive effort in post-editing of machine translation. A mixed-method approach involving the use of eye movements, subjective ratings and think-aloud protocols was adopted for the investigation. The project aims at revealing connections between cognitive effort and variables including linguistic characteristics of the source text and the machine-translation output, post-editors’ individual traits, different linguistic aspects of the activity attended to during the task, and the quality of the post-edited texts, assessed by human translators in terms of fluency (linguistic quality) and adequacy (faithfulness to the source text). Two tasks were conducted to pursue these aims: one involving eye tracking and a self-report scale of cognitive effort, and another carried out by a different, but comparable, sample of participants, under a think-aloud condition. Results indicate that variables such as an automatic machine-translation quality score and source-text type-token ratio are good predictors of cognitive effort in post-editing. The relationship between cognitive effort and post-editors’ traits was found to be a complex one, with significant links in this respect only appearing in the context of interactions between variables. A complex relationship was also found between editing behaviour and the quality of the post-edited text: the number of changes implemented was found to have a generally positive association with post-edited fluency, though cognitive effort was found to be negatively correlated with both the fluency and adequacy of the post-edited texts. Mental processes involving grammar and lexis were significantly related to the levels of cognitive effort expended by participants. These were also the aspects most frequently attended to in the activity. From a methodological perspective, despite the criticisms received by the think-aloud method in previous research, empirical data obtained in this project indicates that think-aloud protocols correlate with eye movements and subjective ratings as measures of cognitive effort.

"Sight translation. Theoretical considerations and eye tracking research" is the first Polish-language monograph devoted to sight translation one of the few, according to analyses, monographs on the world market. It is also the first monograph on the Polish market in the field of the methodology of eye tracking in translation studies. However, the novelty of the monograph is not only a theoretical description, but also empirical (eye tracking) research in the field of sight translation, and that it considers exploratory and cognitive possibilities of the eye tracking method in translation studies - based on the results of extensive eye tracking analyses by verifying the used eye movement and physiological parameters on various units of analysis, thus contributing to the outline of the methodological framework of  eye tracking translation studies in Poland (so far, the articles published in this field in Poland have not addressed such methodological issues as the validity of the use and verification of selected eye tracking parameters, their limitations and verification of units of analysis).


„Tłumaczenie a vista. Rozważania teoretyczne i badania eyetrackingowe” to pierwsza polskojęzyczna  monografia poświęcona tłumaczeniu a vista i jedna z niewielu, jak wynika z przeprowadzonych analiz, monografii na rynku światowym. Jest to również pierwsza na rynku polskim monografia z zakresu translatoryki okulograficznej.
Novum monografii polega jednak nie tylko na opisie naukowym, jak również badaniom empriycznych (eyetrackingowym) w zakresie tłumaczenia a vista, a również, iż rozważa eksploracyjne i poznawcze możliwości metody eyetrackingowej w translatoryce – w oparciu o wyniki obszernych analiz okulograficznych, weryfikując wykorzystywane parametry okoruchowe i różne jednostki analizy, przyczyniając się tym samym do zarysowania ram metodologicznych translatoryki okulograficznej w Polsce (jak dotąd artykuły ukazujące się w zakresie translatoryki okulograficznej w Polsce, nie poruszały takich zagadnień metodologicznych, jak: zasadność użycia i weryfikacja wybieranych parametrów okulograficznych, weryfikacja jednostek analizy czy ograniczenia wnioskowania na podstawie stosowanej metody).

Z recenzji wydawniczej prof. A. Małgorzewicz:
Problematyka podjęta w monografii odpowiada w doskonały sposób potrzebom współczesnej translatoryki. Tłumaczenie a vista stanowi bowiem rodzaj tłumaczeń, który nie został jeszcze dostatecznie zbadany. Monika Płużyczka lukę tę wypełnia, wnosząc swój indywidualny i ważny wkład w rozwój dyscypliny. Autorka stawia właściwe i dojrzałe naukowo tezy w oparciu o poprawnie dobraną literaturę przedmiotu (…). W modelowy sposób prowadzi wnikliwą analizę problemów i zjawisk specyficznych dla tłumaczeń a vista, z poczynionych obserwacji wyciąga logiczne wnioski, wskazując na istnienie zakresów, które dotąd nie znalazły się w polu zainteresowań translatoryków. W prowadzonej dyskusji Autorka korzysta z ogromnej ilości publikacji obcojęzycznych. (…) Przybliża polskiemu czytelnikowi stan badań translatorycznych prowadzonych w innych krajach, innych paradygmatach badawczych, dzięki czemu dyskusja ta jest rzetelna, wyczerpująca, wielowymiarowa i kompleksowa. Zastosowany aparat badawczy, badania empiryczne, ich konstrukcja i sposób przeprowadzenia mają cha-rakter modelowo-wzorcowy. Monografia obfituje w terminy, które są autorskimi propozycjami Moniki Płużyczki. Wielkim atutem pracy jest fakt, iż została napisana właśnie w języku polskim. Dzięki temu monografia stanowi znaczący wkład w prowadzoną dyskusję na tematy właściwe wyzwaniom translatoryki uprawianej przez polskich badaczy (…). Docenić należy również wartość aplikatywną przedstawionych w monografii Moniki Płużyczki wyników badań dla translodydaktyki akademickiej. Tłumaczenie a vista, do tej pory pomijane w programach kształcenia translatorycznego, dzięki recenzowanej publikacji ma szanse znaleźć w nich swoje stałe miejsce. Monografia Moniki Płużyczki jest bardzo oczekiwaną publikacją. Wyniki zaprezentowanych badań posiadają niekwestionowaną moc argumentacyjną i zapewne będą ważnym elementem w dyskusji prowadzonej obecnie przez translatoryków, a właśnie takich argumentów-argumentów popartych badaniami empirycz-nymi dzisiejsza translatoryka potrzebuje.

ÖZET: Bu çalışma Türkiye'de yer alan Doğu ve Güneydoğu Anadolu bölgelerinin birer destinasyon olarak algılanan imajlarını araştırmayı amaçlamaktadır. Bu bölgeler tarih ve kültür, doğa ve yiyecek turizmi açısından çok sayıda fırsat sunmaktadır. EEG ve Eye Tracker cihazlarını kullanarak potansiyel turistlerin çatışmanın olduğu bu iki destinasyon ve çatışmanın olmadığı iki destinasyon ile karşılaştırmalı olarak destinasyon reklamlarına karşı uyarılma, ilgi ve negatif değer düzeyleri ölçülmüştür. Bulgularda iki çatışmalı destinasyonda riskin önemli bir unsur olduğu ortaya çıkmakla birlikte, turistlerin yeni destinasyonlar keşfetme güdüleriyle az miktarda risk alabilecekleri tespit edilmiştir. ABSTRACT: This paper aims to explore the perceived image of two conflict-ridden destinations in Turkey, Eastern and Southeastern Anatolia regions. To a large extent these undiscovered regions offer many opportunities for historical/cultural, nature and food tourism. By using EEG and Eye Tracker devices potential tourists' level of arousal, interest and negative valence towards advertisements of two conflict-ridden destinations were measured in comparisons with two non-conflict-ridden destinations. The results show that although risk is important element in for the two conflicted regions, tourists may overlook small amount of risk at the expense of exploring new destinations.

Reading comprehension instruction is considered one of the major challenges that most English language teachers and students encounter. Therefore, providing a systematic, explicit, and flexible model to teaching reading comprehension strategies could help resolve some of these challenges and increase the possibility of teaching reading comprehension, particularly in language learners' classrooms. Consequently, the purpose of this paper is to provide a model to teach reading comprehension strategies in language learning classrooms. The proposed instructional model is divided into three systematic phases through which strategies are taught before reading, during reading, and after reading. Each phase is explained and elaborated using recommended models for teachers. Finally, suggested considerations to consolidate this model are provided.

This is the Complete Publication of 'Reading in No Time', co-written by Dr. Ewald Oersted and Edouard d'Araille, originally published in 2000 as 'The Compleat Reader'. It is a comprehensive course in reading improvement skills with twenty-four test passages and a 'readometer' with which students of the program can gauge their progress. The first part of the course looks at the reading process itself; part two deals with eradicating bad reading habits (that decrease speed and comprehension); part three deals with 'Visual Reading' skills - to incrrease overall reading ability by over 200%; and part four provides guidance in a group of additional skills (skimming, scanning etc.) so as to be able to even further improve reading abilities. All of the timed reading tests are accompanied by comprehension tests so that the progress of the reader through the course can be carefully monitored from beginning to end. This is the adult edition of 'Reading in No Time' as a couple of the passages included are not suitable for under-18s. This volume is available for a limited time only on 'Academia.Edu' by the kind permission of the publishers - Living Time™ Media International.

1. Los marcadores discursivos suscitan interés a pesar de que (o precisamente porque) en la gramática se trataban, casi sin excepción, como elementos de segundo orden 1. Desde entonces su investigación en español se ha desarrollado notablemente, desde paradigmas distintos y con objetivos teóricos, descriptivo-contrastivos y aplicados (cfr. Loureda y Acín 2010). La mayor parte las investigaciones se orientan primariamente a la dimensión sígnica de un fenómeno del hablar, al establecer correspondencias entre unidades y estructuras de una o más lenguas (= signos) y sus usos discursivos: se ocupan de los marcadores del discurso como hechos de carácter semiótico (esto es, como signos que conforman la base para la construcción del significado del texto) y de naturaleza gramatical (en síntesis, como signos que construyen una unidad supraoracional). Nuestra propuesta quiere explicar qué es (y qué hace) un marcador del discurso desde una perspectiva complementaria a la semiótica, una que se basa en el carácter cognitivo del lenguaje y que emplea datos obtenidos de simulaciones realizadas mediante el método experimental (Loureda et al. en prensa).

Brain-electric correlates of reading have traditionally been studied with word-by-word presentation, a condition that eliminates important aspects of the normal reading process and precludes direct comparisons between neural activity and oculomotor behavior. In the present study, we investigated effects of word predictability on eye movements (EM) and fixation-related brain potentials (FRPs) during natural sentence reading. Electroencephalogram (EEG) and EM (via video-based eye track- ing) were recorded simultaneously while subjects read heterogeneous German sentences, moving their eyes freely over the text. FRPs were time-locked to first-pass reading fixations and analyzed according to the cloze probability of the currently fixated word. We replicated robust effects of word predictability on EMs and the N400 component in FRPs. The data were then used to model the relation among fixation duration, gaze duration, and N400 amplitude, and to trace the time course of EEG effects relative to effects in EM behavior. In an extended Methodological Discussion section, we review 4 technical and data-analytical problems that need to be addressed when FRPs are recorded in free-viewing situations (such as reading, visual search, or scene perception) and propose solutions. Results suggest that EEG recordings during normal vision are feasible and useful to consolidate findings from EEG and eye-tracking studies.

Como as limitações da Memória de Trabalho afetam o modo como se aprende, devem também, por óbvio, condicionar o modo como se ensina. A Teoria da Carga Cognitiva, tendo em vista essas limitações, oferece 29 diretrizes sobre como elaborar um ensino que diminua a Carga Cognitiva improdutivae, ao mesmo tempo, maximize a Carga Cognitiva produtiva para tornar a aprendizagem mais eficiente. Todas essas diretrizes fundamentam-se em experiências cientificas, não sendo, portanto, meros construtos teóricos. Embora a aplicação dessa Teoria seja de grande utilidade, existe um vazio na literatura acadêmica em língua portuguesa com relação a sua origem, desenvolvimento e aplicações. Esta dissertação reúne e disponibiliza os conhecimentos empíricos, teóricos e metodológicos acumulados sobre essa teoria, os quais são expostos historiando-se a origem e o desenvolvimento teórico/experimental das suas principais diretrizes, dos três tipos de Cargas Cognitivas (Intrínseca, Estranha e Relevante), e das “...

Digital inequality has been intensively studied in recent decades, due to the considerable social significance of this phenomenon. Research has struggled with finding quality and profound ways to measure digital literacy of people from different social groups, due to the dynamic character of digital technology, which results in ever-changing, nuanced types of digital inequality. This study proposes an innovative method for examining how users approach and accomplish digital tasks by introducing eye tracking for measuring user scan patterns, gaze and attention during completion of tasks. Eye tracking as a measurement of attention and focus reflects the processes that occur while users are performing required tasks, and therefore may be a useful tool to comprehend digital literacy. We apply this innovative methodology in a repeated measures observation study of digital skills of low-skilled participants in a computer introductory course. 19 participants were requested to perform several online tasks before and after completing the course. The paper describes the results, which demonstrate that although participants' skills have improved, the improvement is manifest in basic, trivial uses, while advance uses, such as understanding of efficient searching, or using the Internet in sophisticated ways as an environmental resource supporting one's situational awareness, are only slightly improved, as data based on tracking user gaze and mouse movements reveals. CCS CONCEPTS • General and reference → Document types; General conference proceedings; Cross-computing tools and techniques; Measurement; • Social and professional topics → Professional topics; Computing education; Computing literacy.

Identifying indices of effort in post-editing of machine translation can have a number of applications, including estimating machine translation quality and calculating post-editors’ pay rates. Both source-text and machine-output features as well as subjects’ traits are investigated here in view of their impact on cognitive effort, which is measured with eye tracking and a subjective scale borrowed from the field of Educational Psychology. Data is analysed with mixed-effects models, and results indicate that the semantics-based automatic evaluation metric Meteor is significantly correlated with all measures of cognitive effort considered. Smaller effects are also observed for source-text linguistic features. Further insight is provided into the role of the source text in post-editing, with results suggesting that consulting the source text is only associated with how cognitively demanding the task is perceived in the case of those with a low level of proficiency in the source language. Subjects’ working memory capacity was also taken into account and a relationship with post-editing productivity could be noticed. Scaled-up studies into the construct of working memory capacity and the use of eye tracking in models for quality estimation are suggested as future work.

Retail Laboratory es un laboratorio de mercadeo creado para realizar investigaciones de mercado, inteligencia de mercados y actividades relacionadas al área. El laboratorio está compuesto de un entorno dotado con insumos para análisis de productos, plasmado en la ambientación de un Supermercado, donde los aprendices e interesados pueden interactuar con los productos de forma directa.

In the field of information visualisation, Euler diagrams are an important tool used in various application areas such as engineering, medicine and social analysis. To effectively use Euler diagrams, some of the wellformedness properties needs to be avoided, as they are considered to reduce user comprehension. From the previous empirical studies, we know some properties are swappable but there is no clear justification which property would be the best to use. In this paper, we considered two main wellformedness properties (duplicated curve labels and disconnected zones) to test which among the two affect user comprehension the most, based on the task performance (accuracy and response time), preference and eye movements of the users. Twelve participants performed three different types of tasks with nine diagrams of each property (so, in total eighteen diagrams) and the results showed that duplicated curve labels property slows down and trigger extra eye movements, causing delays for...