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An eye on reading: The role of eye-movements in normal readers and in patients with acquired dyslexia
Full text linkExplorations of Creativity
No full textMuch of the creativity research thus far has been academic, with few immediate applications. One reason has been the complexity of concepts. It is difficult to generalize findings to the entire population, or even
to clearly defined groups of people. Furthermore, most research has originated in North America and has been conducted on conveniently available samples of people rather than representative populations.
• Additional research is needed to validate prominent findings and disentangle cultural from biological and from memory-related variables.
• Research should also aim to understand better the advantages and limitations of lower-income populations in creativity and innovation.
• One of the many issues that must be researched is the progression from the different levels of creativity, from ‘little-c’ to ‘Pro-c’ and to ‘Big-C’ for instance. Though ‘Big-C’ appears to be qualitatively different, certain educationally accomplished people probably perform at the level of
‘Big-C’ in earlier centuries.
• Certain studies have shown that it is possible to enhance fluid intelligence* through practice. However, much more research is needed to understand the conditions under which the effect will be sustainable and available to users.
Advances in neuroimaging and the biological mechanisms related to creativity will probably drive significant research in the future and result in more specific recommendations
The Timing of Semantic Processing in the Parafovea: Evidence from a Rapid Parallel Visual Presentation Study
No full textIn the present investigation we adopted the Rapid Parallel Visual Presentation Paradigm with the aim of studying the timing of parafoveal semantic processing. The paradigm consisted in the simultaneous presentation of couple of words, one in fovea (W1) and one in parafovea (W2). In three experiments, we manipulated word frequency, semantic relatedness between the two words and the effect of stimulus duration (150, 100, 50 ms). Accuracy on W2 was higher when W1 and W2 were both of high-frequency and when they were semantically related. W1 reading times were faster when both words were highly-frequent but only when the two words were semantically related (150 ms); when W2 was highly frequent and semantically related to the foveal word (100 ms). When the stimuli were presented for 50 ms, the reading times were reduced when W1 was highly frequent and, crucially, in case of a semantic relation between the two words. Our results suggest that it is possible to extract semantic information from the parafovea very fast (within 100 ms) and in parallel to the processing of the foveal word, especially when the cognitive load required for the latter is reduced, as is the case for high-frequency words. We discuss the resulting data in terms of word recognition and eye movements’ models
Neglect dyslexia: A matter of "good looking
No full textBrain-damaged patients with right-sided unilateral spatial neglect (USN) often make left-sided errors in reading single words or pseudowords (neglect dyslexia, ND). We propose that both left neglect and low fixation accuracy account for reading errors in neglect dyslexia. Eye movements were recorded in USN patients with (ND+) and without (ND-) neglect dyslexia and in a matched control group of right brain-damaged patients without neglect (USN-). Unlike ND- and controls, ND+ patients showed left lateralized omission errors and a distorted eye movement pattern in both a reading aloud task and a non-verbal saccadic task. During reading, the total number of fixations was larger in these patients independent of visual hemispace, and most fixations were inaccurate. Similarly, in the saccadic task only ND+ patients were unable to reach the moving dot. A third experiment addressed the nature of the left lateralization in reading error distribution by simulating neglect dyslexia in ND- patients. ND- and USN- patients had to perform a speeded reading-at-threshold task that did not allow for eye movements. When stimulus exploration was prevented, ND- patients, but not controls, produced a pattern of errors similar to that of ND+ with unlimited exposure time (e.g., left-sided errors). We conclude that neglect dyslexia reading errors may arise in USN patients as a consequence of an additional and independent deficit unrelated to the orthographic material. In particular, the presence of an altered oculo-motor pattern, preventing the automatic execution of the fine saccadic eye movements involved in reading, uncovers, in USN patients, the attentional bias also in reading single centrally presented words. (C) 2013 Elsevier Ltd. All rights reserved
Impaired oculo-motor behaviour affects both reading and scene perception in neglect patients
No full textUnilateral spatial neglect (USN) is a common neuropsychological disorder following a right-sided brain lesion. Although USN is mostly characterized by symptoms involving the left hemispace, other symptoms are not left lateralized. Recently, it was shown that patients with neglect dyslexia, a reading disturbance that affects about 40% of USN patients, manifest a non-lateralized impairment of eye movement behaviour in association with their reading deficit when they read aloud and perform non-verbal saccadic tasks (Primativo et al., 2013).
In the present paper, we aimed to demonstrate that the eye movement impairment shown by some USN patients reflects a more general oculo-motor disorder that is not confined to orthographic material, the horizontal axis or constrained saccadic tasks. We conjectured that inaccurate oculo-motor behaviour in USN patients indicates the presence of a reading deficit. With this aim we evaluated 20 patients, i.e., 10 right-sided brain-damaged patients without neglect and 10 patients affected by USN. On the basis of the patients' eye movement patterns during a scene exploration task, we found that 4 out of the 10 USN patients presented an abnormal oculo-motor pattern. These same four patients (but not the others) also failed in performing 5 different saccadic tasks and produced neglect dyslexia reading errors in both single words and texts.
First, we show that a large proportion of USN patients have inaccurate eye movement behaviour in non-reading tasks. Second, we demonstrate that this exploratory deficit is predictive of the reading impairment. Thus, we conclude that the eye movement deficit prevents reading and impairs the performance on many other perceptual tests, including scene exploration. The large percentage of patients with impaired eye-movement pattern suggests that particular attention should be paid to eye movement behaviour during the diagnostic phase in order to program the best rehabilitation strategy for each patient
The eye-voice lead during oral reading in developmental dyslexia
No full textIn reading aloud, the eye typically leads over voice position. In the present study, eye movements and voice utterances were simultaneously recorded and tracked during the reading of a meaningful text to evaluate the eye-voice lead in 16 dyslexic and 16 same-age control readers. Dyslexic children were slower than control peers in reading texts. Their slowness was characterized by a great number of silent pauses and sounding-out behaviors and a small lengthening of word articulation times. Regarding eye movements, dyslexic readers made many more eye fixations (and generally smaller rightward saccades) than controls. Eye movements and voice (which were shifted in time because of the eye-voice lead) were synchronized in dyslexic readers as well as controls. As expected, the eye-voice lead was significantly smaller in dyslexic than control readers, confirming early observations by Buswell (1921) and Fairbanks (1937). The eye-voice lead was significantly correlated with several eye movements and voice parameters, particularly number of fixations and silent pauses. The difference in performance between dyslexic and control readers across several eye and voice parameters was expressed by a ratio of about 2. We propose that referring to proportional differences allows for a parsimonious interpretation of the reading deficit in terms of a single deficit in word decoding. The possible source of this deficit may call for visual or phonological mechanisms, including Goswami's temporal sampling framework
Bilingual vocabulary size and lexical reading in Italian
Full text linkIn the present study we investigated how the vocabulary size of English-Italian bilinguals affects reading aloud in Italian (L2) modulating the reader\u27s sensitivity to lexical aspects of the language. We divided adult bilinguals in two groups according to their vocabulary size (Larger - LV, and smaller - SV), and compared their naming performance to that of native Italian (NI) readers. In Experiment 1 we investigated the lexicality and word frequency effects in reading aloud. Similarly to NI, both groups of bilinguals showed these effects. In Experiment 2 we investigated stress assignment - which is not predictable by rule - to Italian words. The SV group made more stress errors in reading words with a non-dominant stress pattern compared to the LV group. The results suggest that the size of the reader\u27s L2 lexicon affects the probability of correct reading aloud. Overall, the results indicate that proficient adult bilinguals show a similar sensibility to the statistical and distributional properties of the language as compared to Italian monolinguals
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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