Spoken language-mediated anticipatory eye- movements are modulated by reading ability - Evidence from Indian low and high literates
By Ramesh Kumar Mishra, Niharika Singh, Aparna Pandey, Falk Huettig. 2012
150 citations recorded by the source corpus.
We investigated whether levels of reading ability attained through formal literacy are related to anticipatory language-mediated eye movements. Indian low and high literates listened to simple spoken sentences containing a target word (e.g., "door") while at the same time looking at a visual display of four objects (a target, i.e. the door, and three distractors). The spoken sentences were constructed in such a way that participants could use semantic, associative, and syntactic information from adjectives and particles (preceding the critical noun) to anticipate the visual target objects. High literates started to shift their eye gaze to the target objects well before target word onset. In the low literacy group this shift of eye gaze occurred only when the target noun (i.e. "door") was heard, more than a second later. Our findings suggest that formal literacy may be important for the fine-tuning of languagemediated anticipatory mechanisms, abilities which proficient language users can then exploit for other cognitive activities such as spoken language-mediated eye gaze. In the conclusion, we discuss three potential mechanisms of how reading acquisition and practice may contribute to the differences in predictive spoken language processing between low and high literates.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/31dc812566c842bdea35876bc61474feb91c1697
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
Citations in the corpus
- Distinguishing cause from effect – many deficits associated with developmental dyslexia may be a consequence of reduced and suboptimal reading experience (2018, background): “Note that there was no hint of a delay in non-anticipatory language-mediated eye movements in the dyslexic group in Huettig and Brouwer (2015) and only small delays in the low literate group in Mishra et al. (2012).”