Eye Movements in Reading

Eye Movements In Reading

Eye movement in reading involves visual processing of words. This was first described by the French ophthalmologist Louis Émile Javal in the late 19th century. He reported that eyes do not move continuously along a line of text, but make short rapid movements (saccades) intermingled with short stops (fixations). Javal's observations were characterised by a reliance on naked-eye observation of eye movement in the absence of technology. From the late 19th to the mid-20th century, investigators used early tracking technologies to assist their observation, in a research climate that emphasised the measurement of human behaviour and skill for educational ends. Most basic knowledge about eye movement was obtained during this period. Since the mid-20th century, there have been three major changes: the development of non-invasive eye-movement tracking equipment; the introduction of computer technology to enhance the power of this equipment to pick up, record and process the huge volume of data that eye movement generates; and the emergence of cognitive psychology as a theoretical and methodological framework within which reading processes are examined. Sereno & Rayner (2003) believed that the best current approach to discover immediate signs of word recognition is through the recordings of eye movements and event-related potential.

Read more about Eye Movements In Reading:  Eye Movement in Reading, Cognitive Psychology, Infrared Tracking and Computer Technology

Famous quotes containing the words eye, movements and/or reading:

    The Demon arose from his wallow to laugh,
    Brushing the dirt from his eye as he went;
    And well I knew what the Demon meant.
    Robert Frost (1874–1963)

    All great movements are popular movements. They are the volcanic eruptions of human passions and emotions, stirred into activity by the ruthless Goddess of Distress or by the torch of the spoken word cast into the midst of the people.
    Adolf Hitler (1889–1945)

    Awareness of having better things to do with their lives is the secret to immunizing our children against false values—whether presented on television or in “real life.” The child who finds fulfillment in music or reading or cooking or swimming or writing or drawing is not as easily convinced that he needs recognition or power or some “high” to feel worthwhile.
    Polly Berrien Berends (20th century)