我们要感谢所有参与芝加哥伊利诺伊大学语言研究实验室研究的人。我们还感谢弗朗西斯·丹尼尔，他在帮助开发用于收集此处提供的数据的程序方面发挥了重要作用。

1. 眼部跟踪设备的性能
眼睛跟踪器因眼睛运动测量方式、测量眼睛位置的频率（采样率）、确定眼睛位置的准确性、允许头部运动多少以及易用性而异。这些因素的重要性因所进行的研究类型和正在接受测试的参与者而异。例如，在大多数阅读研究中，需要高精度来确定哪个单词正在被固定。作为第二个例子，在将儿童作为参与者时，对头部运动的容忍度和易用性至关重要。
此处描述的研究使用 SR 研究眼链接 1000 眼动仪 （SR 研究有限公司） 进行。眼睛跟踪系统的图片呈现在 图1中。EyeLink 系统通过测量视频图像中瞳孔位置的变化来跟踪眼睛运动。这是通过将分散的红外光（参与者看不到的）照射到受试者的眼睛上，用高分辨率红外传感摄像机记录一只眼睛（或两只眼睛）的红外反射（图像）来完成的。红外光源和摄像机位于用于显示刺激的监视器下方。红外光用于避免来自正常频谱灯的虚假反射。红外光产生瞳孔所在的亮点（灯光进入瞳孔并反射视网膜以照亮瞳孔），眼睛表面的精确反射称为角膜反射。视频图像数字化，以便测量视频帧中瞳孔（亮点）的水平和垂直运动。角膜反射是一种静止反射，除非头部移动，否则不会移动（因为它是眼睛表面的反射，当眼睛移动时不会移动）。测量角膜反射提供了一种区分小头部运动（导致角膜反射运动）与眼睛单独运动（不会导致角膜反射运动）的手段。为了尽量减少头部运动，并让参与者保持摄像机的焦距，参与者在阅读计算机监视器上显示的文本时，将头放在额头和下巴休息。下面描述了眼部跟踪系统的几个关键特征。
<ol><li>抽样率。采样率是指测量每秒眼部位的次数。EyeLink 1000 系统的采样率为 1，000 Hz，这意味着眼睛位置测量为 1，000 次/秒。常见的采样率为 1，000 Hz、500 Hz、250 Hz 和 60 Hz（许多计算机监视器的视频刷新速率/频率）。 注意:在学习阅读时，目标是准确测量固定和囊化的位置和持续时间。在正常的成人阅读过程中，固定时间通常从大约 100-800 msec 不等，平均约为 250 msec（对于大学年龄的读者）。当读者将眼睛从一个单词移到另一个单词时，Saccades 的持续时间通常在 10-20 msec 左右。非常大的囊，如从一条线的末端移动到下一行的开头，可能长达60-80毫秒的持续时间。在测量固定和囊化的持续时间时，较高的采样率会产生更好的时间精度（也称为时间分辨率）。具体来说，平均时间误差大约是样本之间时间的一半。例如，1，000 Hz（每1毫秒的采样眼位置）的采样率将导致平均误差0.5毫秒，采样率为60赫兹（抽样眼部位置每16.7毫秒）将导致约8毫秒的平均误差。8 msec 错误可能被认为太大，无法研究囊的持续时间，但不会太大，无法研究固定的持续时间。30年前，大多数阅读研究是使用眼动跟踪器进行的，抽样率为60赫兹。现在，大多数阅读研究都是使用能够在500赫兹或1000赫兹下采样的眼睛跟踪器进行的。 在阅读过程中，目标是将两只眼睛聚焦在同一位置:因此，常见的做法是记录一只眼睛的运动。一些眼动追踪系统允许同时跟踪两只眼睛。跟踪两只眼睛的优点是可以选择跟踪精度最好的眼睛进行最终分析。跟踪两只眼睛的缺点是采样率通常降低2倍（即从双眼记录时，一只眼睛的采样率降低到500赫兹）。</li>
	<li>准确性 。精度是指计算的固定位置与实际固定位置匹配程度。这是以视觉角度表示的（半圆有180o的视觉角度）。EyeLink 1000 系统的平均精度为 0.25-0.5o 的视觉角度。综上所述，当在正常观看距离下查看计算机监视器中的 17-20 时，监视器的宽度涵盖 20-30o 的视觉角度。 注:所需的准确程度取决于研究目标。如果目标是测量线路上的哪个字符固定，则需要字符位置精度。如果目标是测量行上的哪个单词固定，则需要单词位置精度。在此处描述的研究中，文本被显示，因此 3 个字符等于大约 1° 的视觉角度。测量大约是 3 个字符，因为文本以比例字体显示（即字符宽度不同，例如 字符我 比 w窄）。为了获得字符位置精度，眼睛跟踪器必须确定固定位置到 1/3° （大约一个字符的宽度） 跨越 30° 水平范围 （计算机显示器的宽度）。为了获得单词位置精度，眼动跟踪器必须确定长度为 3 个字符的单词在 1° 范围内的固定位置。眼动器在测量大型垂直眼动（例如从显示屏底部移动到顶部）时往往稍微不准确，因为瞳孔可能部分被眼睑和睫毛遮挡。通过双间距文本，可以大大减少或消除此问题，从而更容易辨别正在读取哪行文本。对于 17-20 台计算机监视器，双间距可产生大约 2.5° 的线条垂直分离，远在 EyeLink 1000 和大多数当前一代眼动仪的精度范围内。</li>
	<li>头部运动。EyeLink 1000 系统的允许头部移动为 25 mm x 25 mm x 10 mm（水平 x 垂直 x 深度）。即参与者可以进行头部运动±12.5毫米左/右，±12.5毫米上下，±5毫米进出头部位置，其中初始校准（如下所示）进行，而不影响准确性。需要左/右和向上/向下的限制，以保持眼睛在摄像机的视野内。需要进出限制才能将目光保持在摄像机的焦距内。使用组合额头/下巴休息很容易保持运动在这个范围内。 注意:如果需要更大的头部运动，例如，如果显示屏由三个显示器并排组成，要求头部运动查看每个监视器（如驾驶模拟器），则提供无需额头/下巴休息的"头部安装"版本的眼动跟踪器。对于头部安装系统，用于跟踪眼睛位置的摄像头安装在可调节的头带上，以便参与者可以自由移动头部。指向前进的单独摄像机记录正在查看的场景。眼睛运动是相对于正在查看的场景确定的。头安装系统的缺点是采样率降低到 500 Hz（最大）或更少，精度往往略低，因为大头部运动可能会带来错误，设置时间往往稍长，因为必须调整每个参与者的眼睛运动摄像头的位置。操作头部安装眼动追踪器的软件与 EyeLink 1000 基本相同。</li>
	<li>系统设置时间。EyeLink 1000 通常可以在 5 分钟或更短的时间内设置和校准，这是典型的基于视频的眼动跟踪器。此过程在以下程序部分中进一步定义。</li>
</ol>2. 刺激准备
在比较从两种或两种以上情况中获取的刺激时，刺激需要与已知影响眼睛运动的特征相匹配。此处使用的隐喻文本说明了在比较如何阅读两种刺激时应控制的几个重要属性。
<ol><li>关键词应在条件中按平均单词长度（字符数）和单词频率（通常表示为发生/百万字）进行匹配。这一点至关重要，因为固定时间会随着单词频率的降低而增加，而固定单词的概率会随着单词长度的增加而增加。在隐喻段落中，熟悉和陌生的隐喻中的内容词在平均单词长度和单词频率上进行了匹配。</li>
	<li>关键词应在文本和句子中以类似位置呈现。这一点很重要，因为句子末尾的单词读起来通常比句子中较早的单词慢，读者往往在通过一段话时读得更快，然后在最后一句11，12上减速。在隐喻段落中，所有的隐喻都在第三句的结尾出现。在句子的开头提出一些隐喻，在句子结尾提出其他隐喻，将导致阅读时间的变化，而与隐喻本身无关。</li>
	<li>关键短语应大致匹配单词长度和结构。这一点很重要，因为句子长度和语法结构影响阅读时间、固定次数和回归的可能性。在隐喻段落中，熟悉和陌生的隐喻具有相同数量的单词和结构（X 是 Y）。</li>
	<li>关键词前面的上下文应大致等同于单词的数量、格式和处理难度。将上下文等同在条件是必要的，因为上下文约束会影响后续单词1，14的固定持续时间。在隐喻段落中，第一个上下文句子总是与隐喻中的第一个关键词（爱 和 渔夫）有关，第二个上下文句子总是与隐喻中的第二个关键词（花 和 蜘蛛）有关。</li>
	<li>关键词或短语不应是段落的最后一个单词或短语。这一点很重要，因为读者阅读文本的结尾速度比文本的早期部分慢，这称为段落总结效果12。添加结论句还允许测量处理溢出物。溢出是指从一个句子延续到后续句子的处理困难。在隐喻段落中，一个中性结论句子跟随隐喻。如果读者不理解隐喻的含义，他们可能会转到下一句，希望得到关于隐喻含义的线索。因此，结论句是故意中性的，以消除意义线索。 虽然刺激控制特性在这里用隐喻来描述，但它们适用于大多数文本理解研究或任何操纵语言刺激的研究。考虑我们之前的例子，读者可以解决复杂程度不同的基于单词的数学问题（例如高复杂性和低复杂性）。人们不希望高复杂性问题包括比低复杂性问题更不寻常的（非常低频率）单词，因为数学复杂性会与单词频率混淆。当然，实验的目标决定了需要控制哪些功能。例如，如果实验的目的是检查句子结构如何影响处理，那么句子结构必须纵。回到我们的数学问题实验，人们可能想要探索不同的语法结构如何影响解决问题的难度。例如，包含问题关键细节的句子可以用主动或被动的声音编写。可以测量这些关键句子的眼睛运动模式，以及对确定正确解决方案的影响。</li>
</ol>3. 运行实验
<ol><li>参与者应首先完成描述一般程序的知情同意。此处描述的行为研究（如实验）通常由机构的行为 IRB （机构研究委员会） 批准，而不是医疗 IRB，因为基于视频的眼动跟踪设备不与眼睛接触，并被批准为在各种条件下都是安全的 1 级 LED 设备。如果眼动追踪程序与医疗程序相结合，例如在接受 fMRI 时记录眼动，则需要医疗 IRB。</li>
	<li>参与者应关闭或静音所有分散注意力的电子设备。</li>
	<li>应设置下巴的高度，以便监控的眼睛大致集中在视频显示屏中。</li>
	<li>参与者应调整座椅高度，以便他们能够舒适地将下巴放在下巴上，额头靠额头休息。参与者在放松时往往懒洋洋地坐在椅子上，这往往会使他们的额头远离前额休息。这会增加眼睛跟踪记录中的垂直误差。这个问题可以通过确保参与者从下巴略高于下巴休息的高度开始，这样他们就可以将下巴放在下巴休息上，从而最大限度地减少这个问题。</li>
	<li>在开始实验之前，应告知参与者如何调整和设置眼部跟踪器。在显示器上显示说明使参与者有机会在开始实验前查看显示屏的外观，并在必要时进一步调整他们在额头/下巴休息上的位置。</li>
	<li>确保只有被记录的眼睛在相机显示屏中可见。这将防止跟踪器"移动"到另一只眼睛，如果参与者作出一个大的头部运动。如果两只眼睛都在相机的视野中，如果参与者将头部移动得足够远，以便将记录的眼睛图像移出相机的视野，将另一只眼睛移入相机的视野，则可能发生移位。然后，眼部跟踪器将"搜索"新的瞳孔反射。当头部返回到起始位置时，跟踪器将移回原始眼睛，但移动会导致眼睛位置暂时丧失。</li>
	<li>对焦相机（图像将显示在实验者显示屏上）。适当的对焦提高了检测和跟踪瞳孔和角膜反射的能力。</li>
	<li>调整摄像机的红外灵敏度阈值。EyeLink 系统具有"自动阈值"功能，可以正确设置绝大多数参与者的阈值。如果在眼睛附近可以看到大面积的红外反射，则阈值可以手动降低。此时，眼动跟踪器应检测瞳孔和角膜反射，并开始跟踪眼部位置（通过瞳孔和角膜反射的交叉毛发表示）。</li>
	<li>通过让参与者查看计算机监视器的每个角落，确保在整个显示屏表面跟踪瞳孔和角膜反射。如果瞳孔或角膜反射在显示屏边缘丢失，则通过向前或向后移动下巴休息底座来倾斜参与者的头部通常可以解决问题。对于戴眼镜的参与者，在查看极端水平或垂直角度时，镜框有时会遮挡眼睛视频图像的一部分。如果不能在整个显示刺激的区域跟踪瞳孔和角膜反射，这只是一个问题。如有必要，可以针对较小的范围校准（下图）以补偿此问题。</li>
	<li>校准是用于设置眼睛跟踪软件以准确跟踪眼睛运动的过程。这是通过记录眼睛位置来完成的，而参与者则固定在已知位置的监视器上显示的一组 9 个固定点（黑点）。固定点按随机顺序呈现。固定点的数量可以根据刺激将占用多少显示量而变化。如果段落填充大部分显示屏，校准应使用 9 点阵型（左上角、上中点、右上角、中左端、中间中心、中间右端、左下角、下中心、右下角）。如果在显示器的垂直中心只显示一行文本，校准范围可能会缩小到显示器的中心区域。</li>
	<li>在校准过程中，指示参与者固定每个点，直到消失，并尽量不预测点的运动。如果参与者移动眼睛以尝试预测点的下一个位置，则可以手动控制点的移动，以确保参与者在显示下一个点之前固定每个点。</li>
	<li>验证校准。在验证过程中，参与者固定与校准期间相同的九点。然后将计算的固定位置与已知的固定位置进行比较，以确定计算的固定位置的视觉误差程度。此时，软件显示有关每个固定点的视觉误差程度、所有点的平均误差以及所有点的最大误差的信息。</li>
	<li>如果平均误差超过 0.5o 的视觉角度，则必须检查眼部跟踪器的设置并重复校准过程。平均误差结合了垂直和水平错误:因此，0.3o 的可接受平均误差可以反映小水平和垂直误差的组合、小水平误差（例如0.1o）和大垂直误差（例如0.6o）的组合，或不同的错误模式。因此，研究人员应检查每个校准点的水平和垂直位移，并根据正在进行的实验确定可接受误差阈值。例如，如果刺激是单行句子，将出现在屏幕的中心，垂直精度就不那么重要了，因为只有一行文本。单行显示器可能接受 0.1o 水平误差和 0.6o 垂直误差的先前示例。使用多线通道时，垂直和水平精度都至关重要。</li>
	<li>获得可接受的校准后开始实验。指示参与者在显示刺激时不要说话。说话会导致头部在下巴休息时上下移动，这降低了眼睛跟踪精度。</li>
	<li>首先提出少量的练习试验，使参与者对眼睛跟踪器、响应控制器（如果使用）和刺激格式感到舒适。</li>
	<li>在每次试用之前，将显示文本第一个单词所在的固定点（通常称为漂移校正点）。指示参与者在每次试验前固定漂移校正点。如果固定漂移校正点时的视觉错误超过最大允许误差 （0.5o），系统将不允许开始试用。此时需要重新校准。这确保了整个实验的一致准确轨道。重新校准通常需要不到一分钟的时间，因为系统已经设置为跟踪参与者的眼睛。</li>
	<li>询问参与者在完成练习试验后是否有任何问题。参与者需要从额头/下巴休息中取出头来提问。参与者返回前额/下巴休息后，应重新检查跟踪精度，因为他们的头部位置不会完全相同。这可以通过让参与者查看漂移校正点并将计算的位置与实际位置进行比较来实现，该位置显示在实验者监视器上。对于大多数参与者来说，在下车后再回到额头/下巴休息后，通常不需要重新校准。</li>
	<li>如果参与者在任何时候需要休息或赛道质量下降（通常是由于参与者重新定位到自己的椅子上），校准应检查并根据需要重新校准。参与者倾向于在实验中放松座位位置（懒散），这可以改变头部的角度。这可以降低跟踪精度，并导致需要重新校准。包括在较长的实验中每15-20分钟短暂休息一次，将这个问题降到最低。</li>
	<li>完成实验后应向参与者汇报情况。</li>
</ol>

<ol>
	<li>Ashby, J., Rayner, K., Clifton, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Eye+movements+of+highly+skilled+and+average+readers:+Differential+effects+of+frequency+and+predictability.">Eye movements of highly skilled and average readers: Differential effects of frequency and predictability.</a> Q. J. Exp. Psychol.. 58A, 1065-1086 (2005).</li><li>Binder, K. S., Morris, R. K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=An+eye-movement+analysis+of+ambiguity+resolution:+Beyond+meaning+access.">An eye-movement analysis of ambiguity resolution: Beyond meaning access.</a> Discourse Processes. 48, 305-330 (2011).</li><li>Bowdle, B., Gentner, D. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+career+of+metaphor.">The career of metaphor.</a> Psychol. Rev. 112, 193-216 (2005).</li><li>Campbell, S. J., Raney, G. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Life+Is+A+Pencil:+Using+Eye+Tracking+to+Explore+Metaphor+Processing.">Life Is A Pencil: Using Eye Tracking to Explore Metaphor Processing.</a> , (2011).</li><li>Dr&#232;ze, X., Hussherr, F. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Internet+advertising:+Is+anybody+watching.">Internet advertising: Is anybody watching.</a> J. Interact. Marketing. 17, 8-23 (2003).</li><li>Glucksberg, S. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+psycholinguistics+of+metaphor.">The psycholinguistics of metaphor.</a> TRENDS Cogn. Sci. 7, 92-96 (2003).</li><li>Juhasz, B. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=The+processing+of+compound+words+in+English:+Effects+of+word+length+on+eye+movements+during+reading.">The processing of compound words in English: Effects of word length on eye movements during reading.</a> Lang. Cogn. Process. 23, 1057-1088 (2008).</li><li>Lohse, G. L. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Consumer+Eye+movement+patterns+on+yellow+pages+advertising.">Consumer Eye movement patterns on yellow pages advertising.</a> J. Advert. 26, 61-73 (1997).</li><li>Kaakinen, J. K., Hyn, J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Perspective+effects+in+repeated+reading:+An+eye+movement+study.">Perspective effects in repeated reading: An eye movement study.</a> Mem. Cogn. 35, 1323-1336 (2007).</li><li>Raney, G. E., Rayner, K. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Word+frequency+effects+and+eye+movements+during+two+readings+of+a+text.">Word frequency effects and eye movements during two readings of a text.</a> Can. J. Exp. Psychol. 49, 151-172 (1995).</li><li>Rayner, K., Raney, G. E. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=Eye+movement+control+in+reading+and+visual+search:+Effects+of+word+frequency.">Eye movement control in reading and visual search: Effects of word frequency.</a> Psychonomic Bull. Rev. 3, 245-248 (1996).</li><li>Rayner, K., Raney, G. E., Pollatsek, A., Lorch, R. F., O'Brien, E. J. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Ch. 1. Eye movements and discourse processing. , 9-36 (1995).</li><li>Rayner, K., Pollatsek, A., Ashby, J., Clifton, C. <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed&cmd=Search&doptcmdl=Citation&defaultField=Title+Word&term=.">.</a> Ch. 4. Psychology of Reading.. , 91-134 (2012).</li><li>Rayner, K., Reichle, E. D., Stroud, M. J., Williams, C. 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不存在利益冲突。作者对此处描述的设备制造商没有经济利益。

技术的进步带来了高度准确、可靠和易于使用的眼动追踪系统。在语言研究领域，监测眼动使研究人员能够确定读者如何评价文本。固定模式可用于确定文本的哪些部分最难处理或最易处理，文本的哪些部分可以通过单次固定来理解，哪些部分需要多次固定或回归，以及读取器处理文本的顺序。这些措施共同支持了关于文本理解中涉及的认知过程的结论。
理解基于文本中所载信息与读者应用的认知技能和知识之间的相互作用:因此，只有使用对文本属性和读者特征敏感的处理量度，才能全面理解文本理解。如前所述，眼动因语言特征而异，如单词频率、单词长度和句子复杂性1、2、7、10、11，以及阅读能力和主题知识1，9等读者特征。因此，眼动提供了文本理解的理想量度。
由于眼睛运动因许多语言特征而异，因此在研究文本理解中涉及的认知过程时，精确控制刺激至关重要。研究人员经常花费尽可能多的精力来开发控制刺激，作为进行实际实验所需的。事实上，这项研究只和刺激一样好。
眼部跟踪方法可以为参与者展示视觉刺激并评估刺激所需的任何研究领域提供有价值的数据。例如，在广告领域，人们可以通过测量广告中哪些部分的人看得最多的5，8来确定视觉广告的哪些部分最吸引注意力。在医学研究中，人们可以通过观察眼动扫描路径来确定实习生和有经验的医生是否以同样的方式评估X射线或MRI图像，以及评估关键物理结构花费了多少时间。在这些示例中，眼睛运动的模式指示图像的哪些部分吸引观看图像的人的注意。

当读者阅读文本时，他们通过交替的固定模式（眼睛静止且专注于单词的点）和囊（眼睛在单词之间移动的点）将眼睛从一个单词移动到另一个单词。在通过文本将读卡器向前移动的囊中修复称为前方固定和固定后，将读卡器移动到文本中的先前点称为递减固定。眼动追踪方法的基本假设是，处理需求增加与加工时间增加或固定模式变化有关。更长的固定时间或更多的固定（前进和递减）可能会反映增加的处理时间。
与测量整个段落或逐句阅读时间的阅读时间相比，眼动作为衡量阅读行为的几个重要优势。首先，监测眼睛运动会产生连续的在线阅读性能记录。这提供了在全球一级（整个文本）、句子级别（单个句子）或局部（单个单词或短语）检查文本处理需求的能力。例如，全球难度的变化会导致几个性能指标（如总阅读时间、前进固定次数和回归次数）发生更改。局部难度的变化也会影响几个指标，例如单个单词的阅读时间、固定单词的概率以及返回特定单词的可能性。整体阅读时间或逐句阅读时间没有提供如此详细的阅读绩效衡量指标。第二，眼动是阅读的自然部分:因此，不会向读者提出额外的任务要求。第三，可以分析眼动的多个方面（如固定时间、囊长和回归频率），为阅读过程的不同元素提供一个窗口。第四，眼睛运动直接反映与正在阅读的文本特征相关的处理需求。例如，眼睛运动因单词频率10，11、单词长度7、词汇模糊性2、上下文约束1和重复10，13的函数而异。第五，眼动反映了读者的个体差异。例如，眼睛的运动因阅读能力1、先前对某一主题的了解9和读者年龄的14而异。雷纳、波拉塞克、阿什比和克利夫顿13日对阅读过程中的眼睛运动进行了全面的回顾。综合起来，这些优势使眼动成为衡量阅读行为的理想指标。
这里描述的研究使用眼动方法来研究文本理解中涉及的认知过程。具体来说，这个实验旨在探索如何熟悉和陌生的隐喻被处理4。在这项研究中，参与者阅读计算机显示器上显示的短文，同时监测他们的眼睛运动。每篇课文包含四句话。前两句提供了与隐喻的预期含义一致的背景。隐喻出现在第三句中。第四句是中立的结论。下面介绍了包含熟悉 （1） 和不熟悉的 （2） 隐喻的文本示例，并强调了为便于识别而强调的隐喻。
<ol><li>
熟悉的隐喻段落。彼得以前从未见过这么漂亮的女孩。他真的希望他们之间能有特别的东西。他心想， 爱是一朵花。那天晚上晚些时候，彼得给那个女孩打了电话。</li>
	<li>
不熟悉的隐喻段落。大学毕业对许多人来说是一个非常重要的里程碑。实现这个目标需要付出很多努力。对许多人来说， 学位是一个门道。大学毕业是值得骄傲的。</li>
</ol>过去基于各种方法的研究表明，熟悉的隐喻比不熟悉的隐喻更容易理解（处理得更快）3，6。眼部追踪方法的威力在于，处理困难源可以隔离到特定的单词中。例如，研究人员可以通过在比喻中读取每个单词时减速或减慢隐喻的最后一个单词（当前一个短语显然是隐喻时）来确定理解不熟悉的隐喻所需的额外时间是否获得。此外，眼睛运动的模式支持对理解隐喻所涉及的认知过程的推论。例如，在阅读小说或不熟悉的隐喻时，读者需要进一步处理隐喻，以提取比喻意义。这可能反映在眼睛运动模式中，作为回归到隐喻的开始，然后第二次通读隐喻。读者也可以尝试比较隐喻中两个关键词的含义（如爱 和 花），这可能导致关键词之间来回的眼动模式。或者，读者在阅读熟悉的隐喻时，在阅读隐喻后可以立即提取比喻意义:因此，不需要倒退。关键是眼睛运动模式允许研究人员对用来理解隐喻的在线过程进行推理。这支持更多的描述性结论，而不是简单地说，整体处理时间比熟悉的隐喻更陌生。
此处描述的研究说明了两种书面刺激对比眼睛运动模式的常见方法，并为描述眼动方法的关键方面提供了具体情况。重要的是，本文描述的眼动方法可以概括为研究许多其他问题，例如读者如何解决复杂程度不同的基于单词的数学问题（例如高复杂性和低复杂性），或者字题如何由域名专家与新手解决。眼睛运动可用于确定问题中的哪些词语最受关注（即固定时间最长和固定次数最多），以及专家和新手是否关注相同的信息。在每种情况下，监测眼睛运动都会记录与理解阅读问题相关的处理需求的瞬间变化。

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	<colgroup>
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	</colgroup>
	<tbody>
		<tr height="61">
			<td height="61" style="height:61px;width:165px;">Eye Tracker</td>
			<td style="width:165px;">SR Research Ltd.</td>
			<td style="width:165px;">EyeLink 1000 Remote Desktop model</td>
		</tr>
		<tr height="41">
			<td height="41" style="height:41px;width:165px;">Experiment Control Software</td>
			<td style="width:165px;">SR Research Ltd.</td>
			<td style="width:165px;">Experimental Builder</td>
		</tr>
		<tr height="41">
			<td height="41" style="height:41px;width:165px;">Eye Movement Evaluation Software</td>
			<td style="width:165px;">SR Research Ltd.</td>
			<td style="width:165px;">Data Viewer</td>
		</tr>
	</tbody>
</table>

using eye movements to evaluate the cognitive processes involved in text comprehension

本文描述了如何使用眼动跟踪方法来研究文本理解中涉及的认知过程。测量阅读过程中的眼睛运动是衡量文本理解过程中瞬间（在线）处理需求的最精确方法之一。认知处理需求反映在眼睛运动行为的几个方面，如固定时间、固定次数和回归次数（返回到文本的先前部分）。研究人员需要考虑的眼部跟踪设备的重要特性包括测量眼睛位置的频率（采样率）、确定眼睛位置的准确性、允许头部运动多少以及易用性。还描述了影响眼睛运动的刺激特性，这些刺激需要在文本理解研究中控制，例如目标单词的位置、频率和长度。提出了与准备参与者、设置和校准设备以及开展研究有关的程序建议。提出代表性结果，说明如何评估数据。虽然在阅读理解方面描述了这种方法，但所提供的大部分信息可以应用于任何参与者阅读语言刺激的研究。

可以分析眼动的多个方面，这些方面通常被归类为全球和地方措施。全球测量反映了整个试验中的眼睛运动行为，例如整体阅读时间、所有单词的平均固定时间以及固定总数（前向和递减）。当地措施反映特定目标词或目标词集（如隐喻中的单词）的眼睛运动行为，并称为感兴趣的区域。本地措施包括目标词的固定时间、固定目标词的概率、目标词的固定次数以及目标词的回归次数（仅举几例）。此外，还经常从第一次运行、第二次运行和总时间方面讨论本地措施。第一次运行（也称为第一次传递）是指在移动到另一个单词之前对目标单词进行固定。这可以被认为是第一次遇到目标词。第二次运行（也称为第二次传递）是指在最初离开目标字后对目标单词的固定。这些通常是对目标词的回归。总时间包括对目标词的所有固定（所有运行组合）。还用于评估处理时间和眼睛运动模式，如回归路径持续时间，即从最初遇到单词到移动到后续单词的总时间。例如，如果读者 （1） 固定了隐喻中的最后一个单词，（2） 返回以固定隐喻中的第一个单词，（3） 再次固定在最后一个单词，然后 （4） 固定下一个句子中的第一个单词，则回归路径持续时间将包括本示例中的前三个固定。
样本试验的眼动见 图2。圆圈表示固定位置，黄线表示囊，显示读者如何逐字移动。与隐喻相关的额外处理困难可以从隐喻的固定密度中看出。固定可以按感兴趣的区域（例如隐喻中的单词）进行分组，以确定每个单词花费的时间以及每个单词用于熟悉和不熟悉的隐喻的固定次数。 图3 中显示的结果表明，在陌生的隐喻中处理这两个关键内容单词的时间比用在熟悉的隐喻中的时间要多。
记录眼睛运动的优点，而不是阅读时间的整个段落或逐句阅读时间可以看到 图2 和 3。例如，隐喻区域（图2）、前方固定和两个回归固定有五个固定，它们反映了读者通过隐喻读取"门道"，然后返回（回归）到"度"。从本质上讲，这个比喻被读了两遍。如果只测量句子阅读时间或整体阅读时间，这一结果将被忽视。作为第二个例子， 图3 表明，阅读隐喻的最后一个单词的时间比隐喻中其他三个词的时间多，而对于熟悉来说，阅读时间比隐喻中四个单词中的三个词的陌生隐喻要快。逐句测量阅读时间表示包含熟悉隐喻的句子的阅读时间比不熟悉的隐喻更长，但不可能知道额外的阅读时间是分布在隐喻中的所有单词上还是局限于特定单词，以及每个单词花费多少时间是未知的。这两个例子显示了记录连续在线阅读行为的好处。
<img alt="Figure 1" fo:content-width="5in" fo:src="/files/ftp_upload/50780/50780fig1highres.jpg" src="/files/ftp_upload/50780/50780fig1.jpg"> 图1。左图显示一名参与者在观看计算机显示屏时位于额头/下巴休息处。 红外光源和摄像机位于显示屏下方。右图显示实验者显示屏。顶部框架中的大图像显示参与者的脸围绕右眼（眼睛被跟踪），小图像显示右眼的特写镜头。蓝色区域是参与者头发（大图像）和瞳孔（小图像）的高红外光反射区域。眼睛上的十字毛识别瞳孔的中心和瞳孔底部附近的角膜反射。 <a href="https://www.jove.com/files/ftp_upload/50780/50780fig1highres.jpg" target="_blank">单击此处查看更大的图像。</a>
<img alt="Figure 3" fo:content-width="5in" fo:src="/files/ftp_upload/50780/50780fig3highres.jpg" src="/files/ftp_upload/50780/50780fig3.jpg"> 图2。包含不熟悉的隐喻的示例段落（程度是门口）中的眼睛运动。圆表示固定位置，黄线表示囊化路径。较大的圆圈表示更长的持续时间固定。圆圈旁边的小数字表示固定持续时间为毫秒（msec）。间隙（没有囊线，如许多人的单词之间）表示因受试者等神器而导致的轨道丢失的点。图示从门口回归到隐喻的程度。
<img alt="Figure 2" fo:content-width="5in" fo:src="/files/ftp_upload/50780/50780fig2highres.jpg" src="/files/ftp_upload/50780/50780fig2.jpg"> 图3。在熟悉和陌生的隐喻中对单词的总固定持续时间 （msec）。水平轴中的单词对应于熟悉的样本 （F） 和不熟悉的 （U） 隐喻。这些数据平均代表了10个熟悉和10个陌生的隐喻。

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Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

本文描述了如何使用眼动跟踪方法来研究文本理解中涉及的认知过程。包括眼动追踪设备的说明、如何开发实验刺激和程序建议。所提供的信息可以应用于大多数使用语言刺激的研究。

使用眼动来评估文本理解中涉及的认知过程

The present article describes how to use eye  tracking methodologies to study the cognitive processes involved in text  comprehension. Measuring eye ...

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26.9K 次观看.  University of Illinois at Chicago. 本文描述了如何使用眼动跟踪方法来研究文本理解中涉及的认知过程。包括眼动追踪设备的说明、如何开发实验刺激和程序建议。所提供的信息可以应用于大多数使用语言刺激的研究。

视频: Using Eye Movements to Evaluate the Cognitive Processes Involved in Text Comprehension

The Crossmodal Congruency Task as a Means to Obtain an Objective Behavioral Measure in the Rubber Hand Illusion Paradigm

The rubber hand illusion (RHI) is a popular experimental paradigm. Participants view touch on an artificial rubber hand while the participants' own hidden hand is touched. If the viewed and felt touches are given at the same time then this is sufficient to induce the compelling experience that the rubber hand is one's own hand. The RHI can be used to investigate exactly how the brain constructs distinct body representations for one's own body. Such representations are crucial for successful interactions with the external world. To obtain a subjective measure of the RHI, researchers typically ask participants to rate statements such as "I felt as if the rubber hand were my hand". Here we demonstrate how the crossmodal congruency task can be used to obtain an objective behavioral measure within this paradigm.
The variant of the crossmodal congruency task we employ involves the presentation of tactile targets and visual distractors. Targets and distractors are spatially congruent (i.e. same finger) on some trials and incongruent (i.e. different finger) on others. The difference in performance between incongruent and congruent trials - the crossmodal congruency effect (CCE) - indexes multisensory interactions. Importantly, the CCE is modulated both by viewing a hand as well as the synchrony of viewed and felt touch which are both crucial factors for the RHI.
The use of the crossmodal congruency task within the RHI paradigm has several advantages. It is a simple behavioral measure which can be repeated many times and which can be obtained during the illusion while participants view the artificial hand. Furthermore, this measure is not susceptible to observer and experimenter biases. The combination of the RHI paradigm with the crossmodal congruency task allows in particular for the investigation of multisensory processes which are critical for modulations of body representations as in the RHI.

We demonstrate how an objective measure can be employed in the widely employed rubber hand illusion paradigm. This measure is obtained by modifying the well-established crossmodal congruency task. This task allows the investigation of multisensory processes which are critical for modulations of body representations as in the rubber hand illusion.

一致性的任务作为一种手段来获取目标行为的措施中的橡胶手错觉范式Crossmodal

The rubber hand illusion (RHI) is a popular experimental paradigm. Participants view touch on an artificial rubber hand while the participants' own hidden ...

科研

行为学

Methods to Explore the Influence of Top-down Visual Processes on Motor Behavior

Kinesthetic awareness is important to successfully navigate the environment. When we interact with our daily surroundings, some aspects of movement are deliberately planned, while others spontaneously occur below conscious awareness. The deliberate component of this dichotomy has been studied extensively in several contexts, while the spontaneous component remains largely under-explored. Moreover, how perceptual processes modulate these movement classes is still unclear. In particular, a currently debated issue is whether the visuomotor system is governed by the spatial percept produced by a visual illusion or whether it is not affected by the illusion and is governed instead by the veridical percept. Bistable percepts such as 3D depth inversion illusions (DIIs) provide an excellent context to study such interactions and balance, particularly when used in combination with reach-to-grasp movements. In this study, a methodology is developed that uses a DII to clarify the role of top-down processes on motor action, particularly exploring how reaches toward a target on a DII are affected in both deliberate and spontaneous movement domains.

It is unclear how top-down signals from the ventral visual stream affect movement. We developed a paradigm to test motor behavior towards a target on a 3D depth inversion illusion. Significant differences are reported in both deliberate, goal-directed movements and automatic actions under illusory and veridical viewing conditions.

方法探索自上而下视觉过程对电机性能的影响

Kinesthetic awareness is important to successfully navigate the environment. When we interact with our daily surroundings, some aspects of movement are ...

Uncovering Beat Deafness: Detecting Rhythm Disorders with Synchronized Finger Tapping and Perceptual Timing Tasks

A set of behavioral tasks for assessing perceptual and sensorimotor timing abilities in the general population (i.e., non-musicians) is presented here with the goal of uncovering rhythm disorders, such as beat deafness. Beat deafness is characterized by poor performance in perceiving durations in auditory rhythmic patterns or poor synchronization of movement with auditory rhythms (e.g., with musical beats). These tasks include the synchronization of finger tapping to the beat of simple and complex auditory stimuli and the detection of rhythmic irregularities (anisochrony detection task) embedded in the same stimuli. These tests, which are easy to administer, include an assessment of both perceptual and sensorimotor timing abilities under different conditions (e.g., beat rates and types of auditory material) and are based on the same auditory stimuli, ranging from a simple metronome to a complex musical excerpt. The analysis of synchronized tapping data is performed with circular statistics, which provide reliable measures of synchronization accuracy (e.g., the difference between the timing of the taps and the timing of the pacing stimuli) and consistency. Circular statistics on tapping data are particularly well-suited for detecting individual differences in the general population. Synchronized tapping and anisochrony detection are sensitive measures for identifying profiles of rhythm disorders and have been used with success to uncover cases of poor synchronization with spared perceptual timing. This systematic assessment of perceptual and sensorimotor timing can be extended to populations of patients with brain damage, neurodegenerative diseases (e.g., Parkinson&#8217;s disease), and developmental disorders (e.g., Attention Deficit Hyperactivity Disorder).

Behavioral tasks that allow for the assessment of perceptual and sensorimotor timing abilities in the general population (i.e., non-musicians) are presented. Synchronization of finger tapping to the beat of an auditory stimuli and detecting rhythmic irregularities provides a means of uncovering rhythm disorders.

揭开节拍耳聋:检测节律紊乱与同步手指敲击和感知定时任务

A set of behavioral tasks for assessing perceptual and sensorimotor timing abilities in the general population (i.e., non-musicians) is presented here ...

Event-related Potentials During Target-response Tasks to Study Cognitive Processes of Upper Limb Use in Children with Unilateral Cerebral Palsy

Unilateral Cerebral Palsy (CP) is a neurodevelopmental disorder that is a very common cause of disability in childhood. It is characterized by unilateral motor impairments that are frequently dominated in the upper limb. In addition to a reduced movement capacity of the affected upper limb, several children with unilateral CP show a reduced awareness of the remaining movement capacity of that limb. This phenomenon of disregarding the preserved capacity of the affected upper limb is regularly referred to as Developmental Disregard (DD). Different theories have been postulated to explain DD, each suggesting slightly different guidelines for therapy. Still, cognitive processes that might additionally contribute to DD in children with unilateral CP have never been directly studied. The current protocol was developed to study cognitive aspects involved in upper limb control in children with unilateral CP with and without DD. This was done by recording event-related potentials (ERPs) extracted from the ongoing EEG during target-response tasks asking for a hand-movement response. ERPs consist of several components, each of them associated with a well-defined cognitive process (e.g., the N1 with early attention processes, the N2 with cognitive control and the P3 with cognitive load and mental effort). Due to its excellent temporal resolution, the ERP technique enables to study several covert cognitive processes preceding overt motor responses and thus allows insight into the cognitive processes that might contribute to the phenomenon of DD. Using this protocol adds a new level of explanation to existing behavioral studies and opens new avenues to the broader implementation of research on cognitive aspects of developmental movement restrictions in children.

Several children with unilateral Cerebral Palsy seem to disregard the preserved capacity of their affected upper limb. This Developmental Disregard is extensively described in the literature but the involved cognitive processes have not been studied. To study underlying cognitive factors of upper limb control, an event-related potential protocol was developed.

事件相关电位在目标响应的任务，研究的上肢使用在儿童认知过程单侧脑性麻痹

Unilateral Cerebral Palsy (CP) is a neurodevelopmental disorder that is a very common cause of disability in childhood. It is characterized by unilateral ...

Recording Mouse Ultrasonic Vocalizations to Evaluate Social Communication

Mice emit ultrasonic vocalizations in different contexts throughout development and in adulthood. These vocal signals are now currently used as proxies for modeling the genetic bases of vocal communication deficits. Characterizing the vocal behavior of mouse models carrying mutations in genes associated with neuropsychiatric disorders such as autism spectrum disorders will help to understand the mechanisms leading to social communication deficits. We provide here protocols to reliably elicit ultrasonic vocalizations in pups and in adult mice. This standardization will help reduce inter-study variability due to the experimental settings. Pup isolation calls are recorded throughout development from individual pups isolated from dam and littermates. In adulthood, vocalizations are recorded during same-sex interactions (without a sexual component) by exposing socially motivated males or females to an unknown same-sex conspecific. We also provide a protocol to record vocalizations from adult males exposed to an estrus female. In this context, there is a sexual component in the interaction. These protocols are established to elicit a large amount of ultrasonic vocalizations in laboratory mice. However, we point out the important inter-individual variability in the vocal behavior of mice, which should be taken into account by recording a minimal number of individuals (at least 12 in each condition). These recordings of ultrasonic vocalizations are used to evaluate the call rate, the vocal repertoire and the acoustic structure of the calls. Data are combined with the analysis of synchronous video recordings to provide a more complete view on social communication in mice. These protocols are used to characterize the vocal communication deficits in mice lacking ProSAP1/Shank2, a gene associated with autism spectrum disorders. More ultrasonic vocalizations recordings can also be found on the mouseTube database, developed to favor the exchange of such data.

Mouse ultrasonic vocalizations are used as proxies to model the genetic bases of vocal communication deficits in mouse models for neuropsychiatric disorders. The present protocol describes three experimental contexts that reliably elicit ultrasonic vocalizations from pups (throughout development) and adult mice (same-sex interactions, male-estrus female interactions).

录制鼠标超声波发声评价社会交往

Mice emit ultrasonic vocalizations in different contexts throughout development and in adulthood. These vocal signals are now currently used as proxies ...

Eye-Tracking Control to Assess Cognitive Functions in Patients with Amyotrophic Lateral Sclerosis

Amyotrophic lateral sclerosis (ALS) is a neurodegenerative disorder with pathological involvement of upper and lower motoneurons, subsequently leading to progressive loss of motor and speech abilities. In addition, cognitive functions are impaired in a subset of patients. To evaluate these potential deficits in severely physically impaired ALS patients, eye-tracking is a promising means to conduct cognitive tests. The present article focuses on how eye movements, an indirect means of communication for physically disabled patients, can be utilized to allow for detailed neuropsychological assessment. The requirements, in terms of oculomotor parameters that have to be met for sufficient eye-tracking in ALS patients are presented. The properties of stimuli, including type of neuropsychological tests and style of presentation, best suited to successfully assess cognitive functioning, are also described. Furthermore, recommendations regarding procedural requirements are provided. Overall, this methodology provides a reliable, easy to administer and fast approach for assessing cognitive deficits in patients who are unable to speak or write such as patients with severe ALS. The only confounding factor might be deficits in voluntary eye movement control in a subset of ALS patients.

Cognitive deficits are common in about one third of patients with amyotrophic lateral sclerosis, a neurological condition leading to progressive impairments in speech and movement abilities. To conduct cognitive tests in patients unable to speak or write a reliable and easy to administer eye-tracking paradigm was developed.

眼跟踪控制，以评估患者的认知功能与肌萎缩性脊髓侧索硬化症

Amyotrophic lateral sclerosis (ALS) is a neurodegenerative disorder with pathological involvement of upper and lower motoneurons, subsequently leading to ...

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects

The present work is a description and an assessment of a methodology designed to quantify different aspects of the interaction between language processing and the perception of the visual world. The recording of eye-gaze patterns has provided good evidence for the contribution of both the visual context and linguistic/world knowledge to language comprehension. Initial research assessed object-context effects to test&#160;theories of modularity in language processing. In the introduction, we describe how subsequent investigations have taken the role of the wider visual context in language processing as a research topic in its own right, asking questions such as how our visual perception of events and of speakers contributes to&#160;comprehension informed by&#160;comprehenders&#39; experience. Among the examined aspects of the visual context are actions, events, a speaker&#39;s gaze, and emotional facial expressions, as well as spatial object configurations. Following an overview of the eye-tracking method and its different applications, we list the key steps of the methodology in the protocol, illustrating how to successfully use it to study visually-situated language comprehension. A final section presents three sets of representative results and illustrates the benefits and limitations of eye tracking for investigating the interplay between the perception of the visual world and language comprehension.

The present article reviews an eye-tracking methodology for studies on language comprehension. To obtain reliable data, key steps of the protocol must be followed. Among these are the correct set-up of the eye tracker (e.g., ensuring good quality of the eye and head images) and accurate calibration.

视觉语言理解中的眼动追踪: 发现视觉语境效果的灵活性和局限性

The present work is a description and an assessment of a methodology designed to quantify different aspects of the interaction between language processing ...

Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language

In a typical eye tracking study using the visual world paradigm, participants' eye movements to objects or pictures in the visual workspace are recorded via an eye tracker as the participant produces or comprehends a spoken language describing the concurrent visual world. This paradigm has high versatility, as it can be used in a wide range of populations, including those who cannot read and/or who cannot overtly give their behavioral responses, such as preliterate children, elderly adults, and patients. More importantly, the paradigm is extremely sensitive to fine grained manipulations of the speech signal, and it can be used to study the online processing of most topics in language comprehension at multiple levels, such as the fine grained acoustic phonetic features, the properties of words, and the linguistic structures. The protocol described in this article illustrates how a typical visual world eye tracking study is conducted, with an example showing how the online processing of some semantically complex statements can be explored with the visual world paradigm.

The visual world paradigm monitors participants' eye movements in the visual workspace as they are listening to or speaking a spoken language. This paradigm can be used to investigate the online processing of a wide range of psycholinguistic questions, including semantically complex statements, such as disjunctive statements.

利用视觉世界范式中的眼球运动探索口语的在线处理

In a typical eye tracking study using the visual world paradigm, participants' eye movements to objects or pictures in the visual workspace are recorded ...

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Regressive eye movements are eye movements that move backwards through the text and comprise approximately 10-25% of eye movements during reading. As such, understanding the causes and mechanisms of regressions plays an important role in understanding eye movement behavior. Inhibition of return (IOR) is an oculomotor effect that results in increased latency to return attention to a previously attended target versus a target that was not previously attended. Thus, IOR may affect regressions. This paper describes how to design materials to distinguish between regressions caused by comprehension-related and oculomotor processes; the latter is subject to IOR. The method allows researchers to identify IOR and control the causes of regressions. While the method requires tightly controlled materials and large numbers of participants and materials, it allows researchers to distinguish and control the types of regressions that occur in their reading studies.

The method was designed to investigate the role of inhibition of return (IOR) in regressive eye movements during reading. The focus is on differentiating between regressions triggered as a result of comprehension difficulty versus those triggered from oculomotor error, including the role of IOR in the two types of regressions.

眼动追踪在阅读中区分基于理解的和基于眼球的退行性眼球运动

Regressive eye movements are eye movements that move backwards through the text and comprise approximately 10-25% of eye movements during reading. As ...

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Sentence comprehension relies on the ability to rapidly integrate different types of linguistic and non-linguistic information. However, there is currently a paucity of research exploring how preschool children with autism understand sentences using different types of cues. The mechanisms underlying sentence comprehension remains largely unclear. The present study presents a protocol to examine the sentence comprehension abilities of preschool children with autism. More specifically, a visual world paradigm of eye-tracking is used to explore the moment-to-moment sentence comprehension in the children. The paradigm has multiple advantages. First, it is sensitive to the time course of sentence comprehension and thus can provide rich information about how sentence comprehension unfolds over time. Second, it requires minimal task and communication demands, so it is ideal for testing children with autism. To further minimize the computational burden of children, the present study measures eye movements that arise as automatic responses to linguistic input rather than measuring eye movements that accompany conscious responses to spoken instructions.

We present a protocol to examine the use of morphological cues during real-time sentence comprehension by children with autism.