Eye tracking Reading- Dual route Model Dyslexia
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1 Eye tracking Reading- Dual route Model Dyslexia
2 Linguaggio e Movimenti Oculari TECNICA Il laboratorio di eye-tracking
3 Linguaggio e Movimenti Oculari TECNICA Il laboratorio di eye-tracking
4 Linguaggio e Movimenti Oculari TECNICA Il laboratorio di eye-tracking
5 TECNICA Linguaggio e Movimenti Oculari
6 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?
7 Experimental items Puoi dirmi chi saluta i nonni alla partenza in stazione? 2. Puoi dirmi chi 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?
8 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.
9 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.
10 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.
11 ms First pass reading time sing quale plur quale sing chi 50 0 CHI/QUALE NP VERB NP OBJ/SUBJ Regions plur chi
12 Reading
13 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
14 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
15 Cognitive Models of Reading Dual-Route
16 Dual-Route Model 2 1
17 Dual-Route Model Regular words are accessed via assembled phonology so are novel words Irregular words are accessed by the orthographic/direct route
18 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
19 Dual-Route Models Disadvantages: predicted visual uniqueness point effects are not observed in natural reading
20 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.
21 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.
22 Dyslexia Dual-route explanation: surface dyslexia: failure of the direct/orthographic route phonological/deep dyslexia: failure of the assembled phonology route
23 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)
24 DYS app iphone
25 Open Dyslexic font
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