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

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

University of Illinois at Chicago

The purpose of this article is to review abstract and episodic models of text repetition effects, describe the research supporting these types of models, and propose a new model called the context-dependent representation model, which can explain both abstract-like and episodic-like repetition effects. The basic assumptions of the model are that the surface form and textbase are represented in a context-independent manner, and a coherent situation model binds together the surface features and the textbase and leads to context-dependent representation. When the situation model is well developed, it limits repetition benefits to semantically or contextually similar texts. This produces context-dependent repetition effects, which are functionally similar to episodic repetition effects. When the situation model is not well developed or not task relevant, repetition benefits are not limited to contextually similar texts. This produces context-independent repetition effects, which are functionally similar to abstract repetition effects. The context-dependent representation model provides a theoretical basis for explaining past research, and it can serve as a guide for future research aimed at understanding text repetition effects as well as text comprehension and memory.

A context-dependent representation model for explaining text repetition effects.

Researchers have manipulated text comprehension by creating texts that require a title to be understood, butthe source of the comprehension deficit has not been fully examined. We created comprehension quizzes for these texts that measure the surface form, textbase, and situation model. In three experiments, participants read passages with or without a title and then answered quiz questions. Results showed that the absence of a title influenced theaccuracy rate of answering situation model questions more than answering surface form or textbase questions. This suggests that the situation model is the primary source o f difficulty for these texts. These passages and quizzes can beused in future research that requires controlled manipulation and measurement of situation level comprehension.

Gary E. Raney

Department of Psychology

University of Illinois at Chicago

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

Gary E. Raney

.css-o250i3{font-size:18px;font-family:Open Sans,sans-serif;line-height:21.6px;}Department of Psychology

University of Illinois at Chicago

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

Department of Psychology