Eye-tracking has established itself as a powerful tool for studying language processing. In recent years it has been increasingly employed for reading studies based on collecting and analyzing reading corpora obtained in a natural setting, i.e. based on texts not experimentally manipulated as stimuli in minimal pairs. Typically, these texts are tagged with fixation and saccades data and some linguistic or psycholinguistic parameters. The large amount of the corpus data allows for new analytical techniques thus bringing about new insights into psycholinguistic accounts of reading and, more generally, in psycholinguistic and computational linguistics modeling of language comprehension. Finally, collecting such corpora in various languages facilitates cross-linguistic studies of psycholinguistic phenomena, bilingual or multilingual studies or research into individual differences among readers.
The creation of reading corpora allows for new directions in psycholinguistics research. It is the aim of this Research Topics to provide a platform for a discussion on this development in several directions:
(1) the theoretical implications of large eye-tracking reading data in psycholinguistics;
(2) opportunities for comparative (cross-linguistic) and bilingual (multilingual) studies of psycholinguistic phenomena relevant for formulation or evaluation of psycholinguistic or computational models of language comprehension, and, related
(3) the inclusion of languages other than English in order to alleviate the English language bias in psycholinguistic research.
In addition, methodological considerations within the eye-tracking research (e.g. corpus vs. experimental data) and between eye-tracking and similar methods (e.g. self-paced reading) reflect many issues in contemporary psycholinguistic modeling of language comprehension such as the interpretation of the processes captured by some dependent variable obtained by eye-tracking or discussion about the arguments corroborating or refuting a particular psycholinguistic model. Finally, one expects that the reading corpora would allow for more comprehensive study of the individual differences among readers, an issue that has recently attracted considerable attention in eye-tracking research.
This Research Topic invites original research articles, review and systematic literature review articles, methods articles or theoretical accounts on eye-tracking research of reading. This includes studies tackling issues relevant for psycholinguistic models of language processing, as well as bilingual or multilingual processing. Timing of psycholinguistic processes, as reflected in early and late eye-tracking measures is of great interest. The articles discussing methodological questions such as reading in natural settings vs. experimental manipulations of stimuli, eye-tracking vs. self-paced reading are welcome, as well. Studies addressing individual differences are welcome for methodological reasons, as well as for their relevance for reading studies in general. This includes differences in e.g. socio-economic status in the acquisition of reading or relating the eye-tracking measures to other cognitive functions such as memory or attention. The cross-linguistic perspective, especially accompanied with empirical data on languages other than English is particularly welcome.
Eye-tracking has established itself as a powerful tool for studying language processing. In recent years it has been increasingly employed for reading studies based on collecting and analyzing reading corpora obtained in a natural setting, i.e. based on texts not experimentally manipulated as stimuli in minimal pairs. Typically, these texts are tagged with fixation and saccades data and some linguistic or psycholinguistic parameters. The large amount of the corpus data allows for new analytical techniques thus bringing about new insights into psycholinguistic accounts of reading and, more generally, in psycholinguistic and computational linguistics modeling of language comprehension. Finally, collecting such corpora in various languages facilitates cross-linguistic studies of psycholinguistic phenomena, bilingual or multilingual studies or research into individual differences among readers.
The creation of reading corpora allows for new directions in psycholinguistics research. It is the aim of this Research Topics to provide a platform for a discussion on this development in several directions:
(1) the theoretical implications of large eye-tracking reading data in psycholinguistics;
(2) opportunities for comparative (cross-linguistic) and bilingual (multilingual) studies of psycholinguistic phenomena relevant for formulation or evaluation of psycholinguistic or computational models of language comprehension, and, related
(3) the inclusion of languages other than English in order to alleviate the English language bias in psycholinguistic research.
In addition, methodological considerations within the eye-tracking research (e.g. corpus vs. experimental data) and between eye-tracking and similar methods (e.g. self-paced reading) reflect many issues in contemporary psycholinguistic modeling of language comprehension such as the interpretation of the processes captured by some dependent variable obtained by eye-tracking or discussion about the arguments corroborating or refuting a particular psycholinguistic model. Finally, one expects that the reading corpora would allow for more comprehensive study of the individual differences among readers, an issue that has recently attracted considerable attention in eye-tracking research.
This Research Topic invites original research articles, review and systematic literature review articles, methods articles or theoretical accounts on eye-tracking research of reading. This includes studies tackling issues relevant for psycholinguistic models of language processing, as well as bilingual or multilingual processing. Timing of psycholinguistic processes, as reflected in early and late eye-tracking measures is of great interest. The articles discussing methodological questions such as reading in natural settings vs. experimental manipulations of stimuli, eye-tracking vs. self-paced reading are welcome, as well. Studies addressing individual differences are welcome for methodological reasons, as well as for their relevance for reading studies in general. This includes differences in e.g. socio-economic status in the acquisition of reading or relating the eye-tracking measures to other cognitive functions such as memory or attention. The cross-linguistic perspective, especially accompanied with empirical data on languages other than English is particularly welcome.
