Eye movements, word familiarity, and vocabulary acquisition

By Rihana S. Williams, Robin K. Morris. 2004

193 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/8a7db6dec353c8d4be1bc780dd6b74cd603dfb90

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, methodology): “Results of nonparametric Kruskal-Wallis tests demonstrated that, as shown by previous studies (e.g., Chaffi n et al., 2001 ; Godfroid et al., 2013 ; Williams & Morris, 2004 ), in the case of L2 readers, mean reading times for targets were signifi cantly longer than for controls in all four measures…”
The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search (2009, unknown): “…1999; Rayner, Pollatsek, & Binder, 1998b; Sereno & Rayner, 2000; Slattery, Pollatsek, & Rayner, 2006), semantic relations between the fixated word and prior words (Carroll & Slowiaczek, 1986; Morris, 1994), and word familiarity (Chaffin, Morris, & Seely, 2001; R. S. Williams & Morris, 2004).”
Incidental vocabulary learning in a natural reading context: an eye-tracking study (2017, background): “With regard to the first question, Williams and Morris (2004) found that L1 readers spent more initial processing time on unfamiliar than familiar words while reading.”
AN EYE FOR WORDS (2013, background): “Williams and Morris ( 2004 ) established an association between online reading patterns and posttest performance.”
CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE (2017, background): “…that have been shown to influence fixation times, especially for low-frequency words, include word familiarity (Chaffin, Morris, & Seely, 2001; Williams & Morris, 2004); age of acquisition, that is, when a reader first encountered a word (Juhasz & Rayner, 2006); and contextual diversity, that…”
Some empirical tests of an interactive activation model of eye movement control in reading (2006, methodology): “Overall, the pattern of results reported here is on good agreement to the literature (e.g., Kliegl et al., 2004; Rayner, Sereno, & Raney, 1996; Schilling et al., 1998).”
Eye movements and on-line comprehension processes (2007, background): “Familiarity has an effect on reading time that is independent of frequency (Chaffin et al., 2001; Juhasz and Rayner, 2003; Williams and Morris, 2004).”