Yu-Cin Jian
Biographic Data
| ID | 5972669 |
|---|---|
| NAME | Yu-Cin Jian |
| GIVEN NAMES | Yu-Cin |
| FAMILY NAME | Jian |
| SIGNATURE | JIAN Y |
| AFFILIATIONS | National Taiwan Normal University |
| ORCID | 0000-0002-2994-4529 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The effects of text-to-speech on reading comprehension in junior high school students with reading disabilities
This study examined reading comprehension and eye movement patterns under silent reading and text-to-speech (TTS) conditions in three groups of junior high school students: those with dyslexia, those with Attention-Deficit/Hyperactivity Disorder (ADHD) who have reading difficulties, and typically developing students (TDS). A 3 × 2 mixed factorial design was employed to compare performance across conditions and groups. Results indicated that TTS s…
Print versus digital reading in an era of digital immersion
College students’ mindsets and second-language academic text reading
Recent research has confirmed that growth mindsets (GMs) have a positive effect on reading performance and attitudes towards engagement. However, due to the scarce use of second language (L2) texts as reading materials, if mindsets are relevant to L2 reading processes remain unclear. This study used an eye tracker, questionnaires, and a reading comprehension test to explore the relationship between readers’ language mindsets and levels of concent…
Prediction of text-and-diagram reading comprehension by eye-movement indicators
Eye movements in the manipulation of hands-on and computer-simulated scientific experiments
Using an eye tracker to examine the effect of prior knowledge on reading processes while reading a printed scientific text with multiple representations
Readers' prior knowledge is an important factor for comprehending scientific texts. The study used an eye tracker to examine the reading processes of the undergraduates with high (HPK) and low prior knowledge (LPK) while reading a long printed scientific article. The results of measuring the eye movements offered some interesting findings. First, HPK readers are more capable of using multiple representations and know the importance of scientific …
Influence of science text reading difficulty and hands‐on manipulation on science learning
This study used eye‐movement tracking to investigate how students engage with the learning process of reading science articles with or without hands‐on manipulation of a pulley system and their influences on learning outcomes. This experiment used a 2 (reading easy or difficult articles) × 2 (with or without hands‐on manipulation) between‐subject design. Seventy‐nine undergraduate students participated. They first read a science article about rot…
Science reading and self-regulated learning
This study investigated that whether and how the mechanisms of self-regulated learning (SRL) strategy may underlie explicit behaviors of repeated studying and testing by an eye-tracking method. Sixty-three seventh-grade students read an illustrated science article and completed a reading test. Then they were asked to reread and retest. Our data indicated that skilled readers were more capable of using multiple representations during science readi…
Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems
Context Effects in Processing of Chinese Academic Words
This study investigated context effects of online processing of Chinese academic words during text reading. Undergraduate participants were asked to read Chinese texts that were familiar or unfamiliar (containing physics terminology) to them. Physics texts were selected first, and then we replaced the physics terminology with familiar words; other common words remained the same in both text versions. Our results indicate that readers experienced …
Context Effects in Processing of Chinese Academic Words
This study investigated context effects of online processing of Chinese academic words during text reading. Undergraduate participants were asked to read Chinese texts that were familiar or unfamiliar (containing physics terminology) to them. Physics texts were selected first, and then we replaced the physics terminology with familiar words; other common words remained the same in both text versions. Our results indicate that readers experienced …
Context Effects in Processing of Chinese Academic Words
This study investigated context effects of online processing of Chinese academic words during text reading. Undergraduate participants were asked to read Chinese texts that were familiar or unfamiliar (containing physics terminology) to them. Physics texts were selected first, and then we replaced the physics terminology with familiar words; other common words remained the same in both text versions. Our results indicate that readers experienced …
Eye-movements reveal children’s deliberative thinking and predict performance on arithmetic word problems
Using an eye tracker to examine the effect of prior knowledge on reading processes while reading a printed scientific text with multiple representations
Readers' prior knowledge is an important factor for comprehending scientific texts. The study used an eye tracker to examine the reading processes of the undergraduates with high (HPK) and low prior knowledge (LPK) while reading a long printed scientific article. The results of measuring the eye movements offered some interesting findings. First, HPK readers are more capable of using multiple representations and know the importance of scientific …
Influence of science text reading difficulty and hands‐on manipulation on science learning
This study used eye‐movement tracking to investigate how students engage with the learning process of reading science articles with or without hands‐on manipulation of a pulley system and their influences on learning outcomes. This experiment used a 2 (reading easy or difficult articles) × 2 (with or without hands‐on manipulation) between‐subject design. Seventy‐nine undergraduate students participated. They first read a science article about rot…
Science reading and self-regulated learning
This study investigated that whether and how the mechanisms of self-regulated learning (SRL) strategy may underlie explicit behaviors of repeated studying and testing by an eye-tracking method. Sixty-three seventh-grade students read an illustrated science article and completed a reading test. Then they were asked to reread and retest. Our data indicated that skilled readers were more capable of using multiple representations during science readi…
Eye movements in the manipulation of hands-on and computer-simulated scientific experiments
College students’ mindsets and second-language academic text reading
Recent research has confirmed that growth mindsets (GMs) have a positive effect on reading performance and attitudes towards engagement. However, due to the scarce use of second language (L2) texts as reading materials, if mindsets are relevant to L2 reading processes remain unclear. This study used an eye tracker, questionnaires, and a reading comprehension test to explore the relationship between readers’ language mindsets and levels of concent…
Prediction of text-and-diagram reading comprehension by eye-movement indicators
The effects of text-to-speech on reading comprehension in junior high school students with reading disabilities
This study examined reading comprehension and eye movement patterns under silent reading and text-to-speech (TTS) conditions in three groups of junior high school students: those with dyslexia, those with Attention-Deficit/Hyperactivity Disorder (ADHD) who have reading difficulties, and typically developing students (TDS). A 3 × 2 mixed factorial design was employed to compare performance across conditions and groups. Results indicated that TTS s…
Print versus digital reading in an era of digital immersion
Psychology (8 works) · Eye movement (7 works) · Cognitive psychology (6 works) · Linguistics (6 works) · Reading comprehension (6 works) · Comprehension (5 works) · Reading and Literacy Development (5 works) · Visual and Cognitive Learning Processes (5 works) · Artificial Intelligence (4 works) · Computer Science (4 works)