Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/39853
Title: The “risky” reading strategy revisited: New simulations using E-Z Reader
Authors: McGowan, Victoria A.
Reichle, Erik D.
First Published: 9-May-2017
Publisher: Taylor & Francis (Routledge)
Citation: Quarterly Journal of Experimental Psychology, 2017, in press
Abstract: Eye-movement studies have demonstrated that, relative to college-aged readers, older readers of alphabetic languages like English and German tend to read more slowly, making more frequent and longer fixations and longer saccades, and skipping more words, but also making more frequent regressions. These findings have led to suggestions that older readers either adopt a "risky" strategy of using context to "guess" words as a way of compensating for slower rates of lexical processing, or have a smaller and more asymmetrical perceptual span. Unfortunately, neither of these hypotheses seemingly explains more recent observations that older readers of Chinese seem to adopt a more "conservative" strategy, making shorter saccades and skipping less often. In this paper, we use the E-Z Reader model of eye-movement control to examine several possible accounts of the differences between college-aged and older readers of both alphabetic and non-alphabetic languages. These simulations re-confirm that the "risky" strategy may be sufficient to explain age-related differences in reader's eye movements, with older readers of English versus Chinese being, respectively, more versus less inclined to guess upcoming words. The implications of these results for aging, reading, and models of eye-movement control are discussed.
DOI Link: 10.1080/17470218.2017.1307424
ISSN: 1747-0218
eISSN: 1747-0226
Links: http://www.tandfonline.com/doi/full/10.1080/17470218.2017.1307424
http://hdl.handle.net/2381/39853
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the authors, 2017. This is an open-access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Appears in Collections:Published Articles, Dept. of Neuroscience, Psychology and Behaviour

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