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Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2013)
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Using E-Z Reader to examine the concurrent development of eye-movement control and reading skill
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Word length and landing position effects during reading in children and adults.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2009)
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Abstract:
The present study examined the effects of word length on children's eye movement behaviour when other variables were carefully controlled. Importantly, the results showed that word length influenced children's reading times and fixation positions on words. Furthermore, children exhibited stronger word length effects than adults in gaze durations and refixations. Adults and children generally did not differ in initial landing positions, but did differ in refixation behaviour. Overall, the results indicated that while adults and children show similar effects of word length for early measures of eye movement behaviour, differences emerge in later measures.
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Keyword:
Adult; Analysis of Variance; Attention; Child; Eye Movements; Fixation; Humans; Language Tests; Ocular; Psycholinguistics; Reading; Visual Fields; Vocabulary
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URL: https://doi.org/10.1016/j.visres.2009.05.015
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Modeling the effects of lexical ambiguity on eye movements during reading
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Eye movements and lexical ambiguity resolution: Investigating the subordinate-bias effect
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Interface problems: Structural constraints on interpertation?
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In: Lyn Frazier (2005)
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Spelling-sound regularity effects on eye fixations in reading
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Taking on semantic commitments, II: collective versus distributive readings
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In: Lyn Frazier (1999)
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Establishing a time-line of word recognition: evidence from eye movements and event-related potentials
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Eye movement control in reading: A comparison of two types of models
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The effect of meaning frequency on processing lexically ambiguous words: evidence from eye fixations
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