Keith Rayner
Biographic Data
| ID | 1660376 |
|---|---|
| NAME | Keith Rayner |
| GIVEN NAMES | Keith |
| FAMILY NAME | Rayner |
| SIGNATURE | RAYNER K |
| AFFILIATIONS | University of Massachusetts Amherst |
| VERIFIED | No |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 260 |
| AUTHOR COUNT | 35 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1964 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 6 |
Eye Movements in Reading
Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
Compared to skilled adult readers, children typically make more fixations that are longer in duration, shorter saccades, and more regressions, thus reading more slowly (Blythe & Joseph, 2011). Recent attempts to understand the reasons for these differences have discovered some similarities (e.g., children and adults target their saccades similarly; Joseph, Liversedge, Blythe, White, & Rayner, 2009) and some differences (e.g., children's fixation …
ReadingPreparation of this chapter was supported by Grant HD26765 from the National Institute of Child Health and Human Development.: Word Identification and Eye Movements
In this chapter, research on skilled reading is reviewed with the focus on word identification and eye movements. Specifically, the following topics are discussed: (a) visual word identification, (b) the role of sound coding in word identification and reading, (c) eye movements during reading, (d) word identification in context, and (e) eye movement control in reading. For each of these topics, important research findings are reviewed and controv…
Psychology of Reading: 2Nd Edition
Reading is a highly complex skill that is prerequisite to success in many societies in which a great deal of information is communicated in written form. Since the 1970s, much has been learned about the reading process from research by cognitive psychologists. This book summarizes that important work and puts it into a coherent framework. The book’s central theme is how readers go about extracting information from the printed page and comprehendi…
Parafoveal processing in reading
Frequency drives lexical access in reading but not in speaking: The frequency-lag hypothesis.
To contrast mechanisms of lexical access in production versus comprehension we compared the effects of word frequency (high, low), context (none, low constraint, high constraint), and level of English proficiency (monolingual, Spanish-English bilingual, Dutch-English bilingual) on picture naming, lexical decision, and eye fixation times. Semantic constraint effects were larger in production than in reading. Frequency effects were larger in produc…
The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search
Eye movements are now widely used to investigate cognitive processes during reading, scene perception, and visual search. In this article, research on the following topics is reviewed with respect to reading: (a) the perceptual span (or span of effective vision), (b) preview benefit, (c) eye movement control, and (d) models of eye movements. Related issues with respect to eye movements during scene perception and visual search are also reviewed. …
Eye movements in reading words and sentences
Eye Movements as Reflections of Comprehension Processes in Reading
In this article, we discuss the use of eye movement data to assess moment-to-moment comprehension processes. We first review some basic characteristics of eye movements during reading and then present two studies in which eye movements are monitored to confirm that eye movements are sensitive to (a) global text passage difficulty and (b) inconsistencies in text. We demonstrate that processing times increased (and especially that the number of fix…
The effect of word and character frequency on the eye movements of Chinese readers
Eye movements of native Chinese readers were monitored as they read sentences containing target words that varied in terms of word frequency and character frequency. There was an effect of word frequency on fixation times on a target word and it was comparable in size to that typically found with readers of English. Furthermore, character frequency also influenced fixation time on the target word. The effect of the initial character in two charac…
Immediate disambiguation of lexically ambiguous words during reading: Evidence from eye movements
Sentences containing lexically ambiguous words were read as readers' eye movements were monitored. On half of the trials, the dominant meaning of the ambiguous word was instantiated, while in the other half, the subordinate meaning was instantiated. Furthermore, on half of the trials, an adjective or modifier immediately preceded the target noun (kitchen table, statistical table), which was consistent with either the dominant or subordinate meani…
The orthographic uniqueness point and eye movements during reading
Recent research found that naming and lexical decision times for words with an early orthographic uniqueness point (OUP) were faster than for words with a late OUP (Kwantes & Mewhort, 1999a; Lindell, Nicholls, & Castles, 2003). A word's OUP corresponds to the letter position in the word where that word is differentiated from other words. These results have been presented as evidence for sequential letter processing in visual word recognition (Kwa…
Interface Problems: Structural Constraints on Interpretation
The E-Z Reader model of eye-movement control in reading: Comparisons to other models
The E-Z Reader model (Reichle et al. 1998; 1999) provides a theoretical framework for understanding how word identification, visual processing, attention, and oculomotor control jointly determine when and where the eyes move during reading. In this article, we first review what is known about eye movements during reading. Then we provide an updated version of the model (E-Z Reader 7) and describe how it accounts for basic findings about eye movem…
How Psychological Science Informs the Teaching of Reading
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have …
Toward a model of eye movement control in reading.
The authors present several versions of a general model, titled the E-Z Reader model, of eye movement control in reading. The major goal of the modeling is to relate cognitive processing (specifically aspects of lexical access) to eye movements in reading. The earliest and simplest versions of the model (E-Z Readers 1 and 2) merely attempt to explain the total time spent on a word before moving forward (the gaze duration) and the probability of f…
Eye movements in reading and information processing: 20 Years of Research
Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control,…
Processes involved in the resolution of explicit anaphors
Two experiments were conducted to examine the processes involved in the reactivation of antecedents in response to explicit anaphors (i.e., anaphors that are both lexically and conceptually identical to an antecedent). Participants read passages containing anaphors that were either lexically and conceptually identical to a target antecedent, or passages containing anaphors that were lexically identical to but conceptually different from a target …
The processing of homophonic homographs during reading: Evidence from eye movement studies
Eye Movements and Anaphor Resolution: Effects of Antecedent Typicality and Distance
The coordination of the eye movement control system with comprehension processes was studied. Eye movements were monitored while subjects read paragraphs containing an anaphoric noun phrase. in Experiment 1, fixations on the anaphoric noun were shorter when its antecedent was close and typical of the noun category than when it was distant and/or atypical. Subjects took longer reading the words following the anaphoric noun when the antecedent was …
Lexical ambiguity and fixation times in reading
The Eyes Have It: Two Books on Reading and Comprehension
Lexical complexity and fixation times in reading: Effects of word frequency, verb complexity, and lexical ambiguity
Parafoveal word processing during eye fixations in reading: Effects of word frequency
Graphemic and semantic similarity effects in the picture-word interference task
Two experiments were performed using the picture-word interference task in which a word is superimposed on a line drawing of a picture which subjects must name. Incongruent words result in interference in naming the picture and the present studies examined the effect of graphemic and semantic similarity between the printed word and the picture label on naming times. Consistent with prior research a category effect was obtained such that a printed…
Eye movements in reading and information processing: 20 Years of Research
Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control,…
Eye movements in reading and information processing
Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control,…
Processes involved in the resolution of explicit anaphors
Two experiments were conducted to examine the processes involved in the reactivation of antecedents in response to explicit anaphors (i.e., anaphors that are both lexically and conceptually identical to an antecedent). Participants read passages containing anaphors that were either lexically and conceptually identical to a target antecedent, or passages containing anaphors that were lexically identical to but conceptually different from a target …
Eye Movements and Anaphor Resolution: Effects of Antecedent Typicality and Distance
The coordination of the eye movement control system with comprehension processes was studied. Eye movements were monitored while subjects read paragraphs containing an anaphoric noun phrase. in Experiment 1, fixations on the anaphoric noun were shorter when its antecedent was close and typical of the noun category than when it was distant and/or atypical. Subjects took longer reading the words following the anaphoric noun when the antecedent was …
The effect of word and character frequency on the eye movements of Chinese readers
Eye movements of native Chinese readers were monitored as they read sentences containing target words that varied in terms of word frequency and character frequency. There was an effect of word frequency on fixation times on a target word and it was comparable in size to that typically found with readers of English. Furthermore, character frequency also influenced fixation time on the target word. The effect of the initial character in two charac…
Graphemic and semantic similarity effects in the picture-word interference task
Two experiments were performed using the picture-word interference task in which a word is superimposed on a line drawing of a picture which subjects must name. Incongruent words result in interference in naming the picture and the present studies examined the effect of graphemic and semantic similarity between the printed word and the picture label on naming times. Consistent with prior research a category effect was obtained such that a printed…
The processing of homophonic homographs during reading: Evidence from eye movement studies
Immediate disambiguation of lexically ambiguous words during reading: Evidence from eye movements
Sentences containing lexically ambiguous words were read as readers' eye movements were monitored. On half of the trials, the dominant meaning of the ambiguous word was instantiated, while in the other half, the subordinate meaning was instantiated. Furthermore, on half of the trials, an adjective or modifier immediately preceded the target noun (kitchen table, statistical table), which was consistent with either the dominant or subordinate meani…
The orthographic uniqueness point and eye movements during reading
Recent research found that naming and lexical decision times for words with an early orthographic uniqueness point (OUP) were faster than for words with a late OUP (Kwantes & Mewhort, 1999a; Lindell, Nicholls, & Castles, 2003). A word's OUP corresponds to the letter position in the word where that word is differentiated from other words. These results have been presented as evidence for sequential letter processing in visual word recognition (Kwa…
The American Episcopal Church and the Anglican Communion. 1865–1900
The span of the effective stimulus during a fixation in reading
The perceptual span and peripheral cues in reading
Eye movements in reading and information processing
Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control,…
Contextual effects on word perception and eye movements during reading
Making and correcting errors during sentence comprehension: Eye movements in the analysis of structurally ambiguous sentences
The interaction of syntax and semantics during sentence processing: Eye movements in the analysis of semantically biased sentences
Eye movements in reading: Perceptual and Language Processes
Eye movements, perceptual span, and reading disability
The interaction of contextual constraints and parafoveal visual information in reading
Lexical complexity and fixation times in reading: Effects of word frequency, verb complexity, and lexical ambiguity
Parafoveal word processing during eye fixations in reading: Effects of word frequency
Graphemic and semantic similarity effects in the picture-word interference task
Two experiments were performed using the picture-word interference task in which a word is superimposed on a line drawing of a picture which subjects must name. Incongruent words result in interference in naming the picture and the present studies examined the effect of graphemic and semantic similarity between the printed word and the picture label on naming times. Consistent with prior research a category effect was obtained such that a printed…
The Eyes Have It: Two Books on Reading and Comprehension
Lexical ambiguity and fixation times in reading
Eye Movements and Anaphor Resolution: Effects of Antecedent Typicality and Distance
The coordination of the eye movement control system with comprehension processes was studied. Eye movements were monitored while subjects read paragraphs containing an anaphoric noun phrase. in Experiment 1, fixations on the anaphoric noun were shorter when its antecedent was close and typical of the noun category than when it was distant and/or atypical. Subjects took longer reading the words following the anaphoric noun when the antecedent was …
The processing of homophonic homographs during reading: Evidence from eye movement studies
Processes involved in the resolution of explicit anaphors
Two experiments were conducted to examine the processes involved in the reactivation of antecedents in response to explicit anaphors (i.e., anaphors that are both lexically and conceptually identical to an antecedent). Participants read passages containing anaphors that were either lexically and conceptually identical to a target antecedent, or passages containing anaphors that were lexically identical to but conceptually different from a target …
Toward a model of eye movement control in reading.
The authors present several versions of a general model, titled the E-Z Reader model, of eye movement control in reading. The major goal of the modeling is to relate cognitive processing (specifically aspects of lexical access) to eye movements in reading. The earliest and simplest versions of the model (E-Z Readers 1 and 2) merely attempt to explain the total time spent on a word before moving forward (the gaze duration) and the probability of f…
Eye movements in reading and information processing: 20 Years of Research
Recent studies of eye movements in reading and other information processing tasks, such as music reading, typing, visual search, and scene perception, are reviewed. The major emphasis of the review is on reading as a specific example of cognitive processing. Basic topics discussed with respect to reading are (a) the characteristics of eye movements, (b) the perceptual span, (c) integration of information across saccades, (d) eye movement control,…
How Psychological Science Informs the Teaching of Reading
This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have …
The E-Z Reader model of eye-movement control in reading: Comparisons to other models
The E-Z Reader model (Reichle et al. 1998; 1999) provides a theoretical framework for understanding how word identification, visual processing, attention, and oculomotor control jointly determine when and where the eyes move during reading. In this article, we first review what is known about eye movements during reading. Then we provide an updated version of the model (E-Z Reader 7) and describe how it accounts for basic findings about eye movem…
Interface Problems: Structural Constraints on Interpretation
Eye Movements as Reflections of Comprehension Processes in Reading
In this article, we discuss the use of eye movement data to assess moment-to-moment comprehension processes. We first review some basic characteristics of eye movements during reading and then present two studies in which eye movements are monitored to confirm that eye movements are sensitive to (a) global text passage difficulty and (b) inconsistencies in text. We demonstrate that processing times increased (and especially that the number of fix…
The effect of word and character frequency on the eye movements of Chinese readers
Eye movements of native Chinese readers were monitored as they read sentences containing target words that varied in terms of word frequency and character frequency. There was an effect of word frequency on fixation times on a target word and it was comparable in size to that typically found with readers of English. Furthermore, character frequency also influenced fixation time on the target word. The effect of the initial character in two charac…
Psychology (32 works) · Linguistics (31 works) · Computer Science (29 works) · Reading and Literacy Development (28 works) · Eye movement (27 works) · Cognitive psychology (25 works) · Reading (process) (22 works) · Artificial Intelligence (19 works) · Neurobiology of Language and Bilingualism (17 works) · Neuroscience (14 works)