A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Perspective effects in repeated reading: An eye movement study
Tekijät: Kaakinen JK, Hyona J
Kustantaja: PSYCHONOMIC SOC INC
Julkaisuvuosi: 2007
Journal: Memory and Cognition
Tietokannassa oleva lehden nimi: MEMORY & COGNITION
Lehden akronyymi: MEM COGNITION
Vuosikerta: 35
Numero: 6
Aloitussivu: 1323
Lopetussivu: 1336
Sivujen määrä: 14
ISSN: 0090-502X
DOI: https://doi.org/10.3758/BF03193604
Tiivistelmä
The present study examined the influence of perspective instructions on online processing of expository text during repeated reading. Sixty-two participants read either a high or a low prior knowledge (HPK vs. LPK) text twice from a given perspective while their eye movements were recorded. They switched perspective before a third reading. Reading perspective affected the first-pass reading and also increased sentence wrap-up processing time in the perspective-relevant sentences. Prior knowledge facilitated the recognition of the (ir)relevance of text information and resulted in relatively earlier perspective effects in the HPK versus LPK text. Repeated reading facilitated processing, as indicated by all eye movement measures. After the perspective switch, a repetition benefit was observed for the previously relevant text information, whereas a repetition cost was found for the previously irrelevant text information. These results indicate that reading perspective and prior knowledge have a significant influence on how readers allocate visual attention during reading.
The present study examined the influence of perspective instructions on online processing of expository text during repeated reading. Sixty-two participants read either a high or a low prior knowledge (HPK vs. LPK) text twice from a given perspective while their eye movements were recorded. They switched perspective before a third reading. Reading perspective affected the first-pass reading and also increased sentence wrap-up processing time in the perspective-relevant sentences. Prior knowledge facilitated the recognition of the (ir)relevance of text information and resulted in relatively earlier perspective effects in the HPK versus LPK text. Repeated reading facilitated processing, as indicated by all eye movement measures. After the perspective switch, a repetition benefit was observed for the previously relevant text information, whereas a repetition cost was found for the previously irrelevant text information. These results indicate that reading perspective and prior knowledge have a significant influence on how readers allocate visual attention during reading.
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