The authors present several versions of a general model, titled the E-Z Reader model, of eye movement control in reading. The major goal of the modeling is to relate cognitive processing (specifically aspects of lexical access) to eye movements in reading. The earliest and simplest versions of the model (E-Z Readers 1 and 2) merely attempt to explain the total time spent on a word before moving forward (the gaze duration) and the probability of fixating a word; later versions (E-Z Readers 3-5) also attempt to explain the durations of individual fixations on individual words and the number of fixations on individual words. The final version (E-Z Reader 5) appears to be psychologically plausible and gives a good account of many phenomena in reading. It is also a good tool for analyzing eye movement data in reading. Limitations of the model and directions for future research are also discussed.

We report four experiments investigating the effects of repeated and transposed letters in orthographic processing. Orthographically related primes were formed by removing one letter from the target word, by transposing two adjacent letters, or by replacing two adjacent letters with different letters. Robust masked priming in a lexical decision task was found for primes formed by removing a single letter (e.g., mircle-MIRACLE), and this was not influenced by whether or not the prime contained a letter repetition (e.g., balace vs. balnce as a prime for BALANCE). Target words containing a repeated letter tended to be harder to respond to than words without a letter repetition, but the nonwords formed by removing a repeated letter (e.g., BALNCE) were no harder to reject than nonwords formed by removing a non-repeated letter (e.g., MIRCLE, BALACE). Significant transposition priming effects were found for 7-letter words (e.g., sevrice-SERVICE), and these priming effects did not vary as a function of the position of the transposition (initial, final, or inner letter pair). Priming effects disappeared when primes were formed by replacing the two transposed letters with different letters (e.g., sedlice-SERVICE), and fiveletter words only showed priming effects with inner letter transpositions (e.g., Correspondence should be addressed to Jonathan Grainger, Laboratoire de Psychologie

In two experiments, eye movements were monitored as participants followed spoken instructions to click on and move pictures with a computer mouse. In Experiment 1, a referent picture (e.g., the picture of a bench) was presented along with three pictures, two of which had names that shared the same initial phonemes as the name of the referent (e.g., bed and bell). Participants were more likely to fixate the picture with the higher frequency name (bed) than the picture with the lower frequency name (bell). In Experiment 2, referent pictures were presented with three unrelated distractors. Fixation latencies to referents with high-frequency names were shorter than those to referents with low-frequency names. The proportion of fixations to the referents and distractors were analyzed in 33-ms time slices to provide fine-grained information about the time course of frequency effects. These analyses established that frequency affects the earliest moments of lexical access and rule out a late-acting, decision-bias locus for frequency. Simulations using models in which frequency operates on resting-activation levels, on connection strengths, and as a postactivation decision bias provided further constraints on the locus of frequency effects. © 2001 Academic Press Key Words: lexical frequency; spoken-word recognition; eye tracking. As the sound pattern of a spoken word unfolds over time, recognition takes place against a backdrop of partially activated alternatives that compete for recognition. The most activated alternatives are those that most closely match the input. For instance, as a listener hears the word cap, lexical representations of words with similar sounds, such as cat, will be briefly activated. This work was supported by NSF Grant SBR-9729095 to Michael K. Tanenhaus and Richard N. Aslin, and an NSF GRF to James S. Magnuson. We thank Ellen Hogan for her help

the properties of distributed network models, and support this account by demonstrating that an implemented simulation closely approximates the empirical findings despite the absence of expectancy-based processes and postlexical semantic matching. The results suggest that distributed network models can provide a viable single-mechanism account of lexical processing. Introduction It is well-established that people are faster and more accurate to read a word (e.g., BUTTER) when it is preceded by a related word (e.g., BREAD) compared with when it is preceded by an unrelated word (e.g., DOCTOR; The research was supported by an NIMH FIRST award (MH55628) to the first author and by NIMH Training Grant 5T32MH19102 and NICHD Grant 80258. The computational simulation was run using customized software written within the Xerion simulator (version 3.1) developed by Drew van Camp, Tony Plate, and Geoff Hinton at the Univers

similarity effects in masked associative priming One issue that all models of visual word recognition in alphabetic orthographies must ultimately take a position on is how the human processing system encodes letter positions when creating internal orthographic representations. Furthermore, although the choice of a coding scheme might seem to be a secondary aspect of these models, it can have a large impact on a model’s predictions (Andrews, 1996). For example, virtually all of the current models assume that the derived orthographic representation activates the lexical representations of formally similar words

Effects of orthographic neighborhood in visual word recognition in Spanish were examined in 5 paradigms: progressive demasking, standard lexical decision, lexical decision with bloeldng of neighborhood density, naming, and semantic categorization. The results showed inhibitory effects of neighborhood frequency in the progressive-demasking task, in both lexieal-decision tasks, as well as for low-density words in the naming task, and for high-density words in the semantic-categorization task. Higher levels of neighborhood density produced an inhibitory trend in the progressive-demasking task, facilitation in lexieal decision (significant only when neighborhood density was blocked), and a robust facilitation effect in naming (only for words with higher frequency neighbors). A global analysis across tasks and one simulation study helped outline some of the underlying task-specific and task-independent mechanisms. It is a well established fact that words that are read more frequently (measured in terms of the number of occurrences in a given corpus) are recognized more rapidly and/or with fewer errors in the classical word-recognition paradigms than less frequently read words (see Balota, 1994, and

This monograph discusses research, theory, and practice relevant to how children learn to read English. After an initial overview of writing systems, the discussion summarizes research from developmental psychology on children's language competency when they enter school and on the nature of early reading development. Subsequent sections review theories of learning to read, the characteristics of children who do not learn to read (i.e., who have developmental dyslexia), research from cognitive psychology and cognitive neuroscience on skilled reading, and connectionist models of learning to read. The implications of the research findings for learning to read and teaching reading are discussed. Next, the primary methods used to teach reading (phonics and whole language) are summarized. The final section reviews laboratory and classroom studies on teaching reading. From these different sources of evidence, two inescapable conclusions emerge: (a) Mastering the alphabetic principle (that written symbols are associated with phonemes) is essential to becoming proficient in the skill of reading, and (b) methods that teach this principle directly are more effective than those that do not (especially for children who are at risk in some way for having difficulty learning to read). Using whole-language activities to supplement phonics instruction does help make reading fun and meaningful for children, but ultimately, phonics instruction is critically important because it helps beginning readers understand the alphabetic principle and learn new words. Thus, elementary -school teachers who make the alphabetic principle explicit are most effective in helping their students become skilled, independent readers.

Three eye movement experiments were conducted to examine the role of letter identity and letter position during reading. Before fixating on a target word within each sentence, readers were provided with a parafoveal preview that differed in the amount of useful letter identity and letter position information it provided. In Experiments 1 and 2, previews fell into 1 of 5 conditions: (a) identical to the target word, (b) a transposition of 2 internal letters, (c) a substitution of 2 internal letters, (d) a transposition of the 2 final letters, or (e) a substitution of the 2 final letters. In Experiment 3, the authors used a further set of conditions to explore the importance of external letter positions. The findings extend previous work and demonstrate that transposed-letter effects exist in silent reading. These experiments also indicate that letter identity information can be extracted from the parafovea outside of absolute letter position from the first 5 letters of the word to the right of fixation. Finally, the results support the notion that exterior letters play important roles in visual word recognition.

There is a great deal of interest in characterizing the representations and processes that support visual word priming and written word identification more generally. On one view, these phenomena are supported by abstract orthographic representations that map together visually dissimilar exemplars of letters and words (e.g., the letters A/a map onto a common abstract letter code a*). On a second view, orthographic codes consist in a collection of episodic representations of words that interact in such a way that it sometimes looks as if there are abstract codes. P.L. Tenpenny (1995) contrasted these general approaches, and concluded by endorsing the episodic account, arguing that no evidence demands that we posit abstract orthographic representations. This review re-considers the evidence, and argues that a variety of priming and non-priming research strongly supports the conclusion that abstract orthographic codes exist and support priming and word identification. On this account, episodic representations are represented separately from abstract orthographic knowledge, and contribute minimally to these functions. In defense of abstractionist theories of repetition priming and word identification There is a great deal of interest in characterizing the representations and processes that support the improved processing of stimuli repeated during an experiment; the so-called repetition priming effect. Indeed, two different types of repetition priming have been intensively studied from two quite different perspectives. On the one hand, researchers interested in memory have tended to focus on long-term repetition priming, in which facilitation can last minutes, hours, and sometimes longer (Sloman, Hayman, Ohta, Law, & Tulving, 1988). For example, participants are generally f...

The de�nition of orthographic neighbour (Coltheart et al., 1977) was analysed in two experiments using a variety of the three-�eld technique (Humphreys et al., 1988). With this technique, a clearly visible prime (in lower-case letters) is followed by a brie�y presented upper-case word which is immediately masked. Pairs of �ve-letter neighbouring words were selected. Only orthographically related pairs that differed from the prime by the third letter (women– WOVEN) or the fourth letter (frost–FRONT) showed (inhibitory) relatedness effects compared with an unrelated word condition. The results suggest that models of visual word recognition should be modi�ed to address the fact that some letter positions are more important than others.