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Supplemental materials for preprint: Reading without eye movements: Improving reading comprehension in young adults with Attention-Deficit/Hyperactivity Disorder (ADHD)
No full textThe Geometry of Working Memory in Action: Uncovering the Latent Structure of Systematic and Unsystematic Errors With and Without Saccadic Eye Movements
No full textWorking memory in action: Transsaccadic working memory deficits in the left visual field and after transcallosal remapping
No full textWorking memory in action: Transsaccadic working memory deficits in the left visual field and after transcallosal remapping
No full textSupplemental materials for preprint: Reading without eye movements: Improving reading comprehension in young adults with Attention-Deficit/Hyperactivity Disorder (ADHD)
No full textSupplemental materials for preprint: Reading without eye movements: Improving reading comprehension in young adults with Attention-Deficit/Hyperactivity Disorder (ADHD)
No full textReading without eye movements: Improving reading comprehension in young adults with Attention-Deficit/Hyperactivity Disorder (ADHD)
No full textImpaired reading comprehension is a common complaint in ADHD that is accompanied by altered eye movement patterns. Here we tested whether minimizing the need for eye movements during reading aids comprehension. We measured reading comprehension in a sample of undergraduate students with and without ADHD using normal text reading with all words fully visible (FULL), PACED reading that preserved text layout with one word at a time appearing at its usual location in the text, and reading with minimal eye movements in which one word at a time appeared in the center of the screen in a rapid serial visual presentation (RSVP). ADHD participants benefited from RSVP by almost 13% relative to neurotypical controls, who showed comprehension difficulties using the RSVP mode. Minimizing eye movement boosted reading comprehension in the ADHD adults. Our results suggest that eye movements can be disruptive to cognitive processes in ADHD. Future work should explore the possibility of RSVP as a reading aid in ADHD
Working memory in action: Transsaccadic working memory deficits in the left visual field and after transcallosal remapping
No full text
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
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