From eye movements to scanpath networks: A method for studying individual differences in expository text reading.

Eye movements have been examined as an index of attention and comprehension during reading in the literature for over 30 years. Although eye-movement measurements are acknowledged as reliable indicators of readers' comprehension skill, few studies have analyzed eye-movement patterns using network science. In this study, we offer a new approach to analyze eye-movement data. Specifically, we recorded visual scanpaths when participants were reading expository science text, and used these to construct scanpath networks that reflect readers' processing of the text. Results showed that low ability and high ability readers' scanpath networks exhibited distinctive properties, which are reflected in different network metrics including density, centrality, small-worldness, transitivity, and global efficiency. Such patterns provide a new way to show how skilled readers, as compared with less skilled readers, process information more efficiently. Implications of our analyses are discussed in light of current theories of reading comprehension.

Author Correction: Neurocognitive Signatures of Naturalistic Reading of Scientific Texts: A Fixation-Related fMRI Study.

An amendment to this paper has been published and can be accessed via a link at the top of the paper.

Neurocognitive Signatures of Naturalistic Reading of Scientific Texts: A Fixation-Related fMRI Study.

How do students gain scientific knowledge while reading expository text? This study examines the underlying neurocognitive basis of textual knowledge structure and individual readers' cognitive differences and reading habits, including the influence of text and reader characteristics, on outcomes of scientific text comprehension. By combining fixation-related fMRI and multiband data acquisition, the study is among the first to consider self-paced naturalistic reading inside the MRI scanner. Our results revealed the underlying neurocognitive patterns associated with information integration of different time scales during text reading, and significant individual differences due to the interaction between text characteristics (e.g., optimality of the textual knowledge structure) and reader characteristics (e.g., electronic device use habits). Individual differences impacted the amount of neural resources deployed for multitasking and information integration for constructing the underlying scientific mental models based on the text being read. Our findings have significant implications for understanding science reading in a population that is increasingly dependent on electronic devices.

The effects of different forms of feedback on fuzzy and verbatim memory of science principles.

BACKGROUND: Previous models of the effects of feedback account for lower-order learning outcomes but do not adequately describe experimental findings for higher-order learning. AIMS: Based on a connectionist model of feedback effects, this investigation aims to show that feedback that allows only one learner response facilitates proposition-specific verbatim encoding, while feedback that requires the learner to try again on error facilitates relational fuzzy encoding. Sample and methods. Volunteer high school students were randomly assigned to one of 5 print-based lesson treatments that consisted of four science expository texts with adjunct inference-level questions covering science principles. The five treatments included delayed feedback, single-try immediate feedback, multiple-try immediate feedback, and two control treatments, questions without feedback, and text only. A post-test given 5 days after instruction was designed to measure both verbatim and fuzzy outcomes. RESULTS: Multiple-try immediate feedback was best for paraphrased post-test questions (fuzzy) and worse for verbatim post-test questions. CONCLUSIONS: Fuzzy trace theory complements a connectionist model of feedback, and may provide a fruitful approach for describing the effects of feedback on different learning outcomes.