Introduction: The changes that occur in the reading eye movements of normally sighted readers were measured as they used hand magnifiers to identify how these devices contribute to the slow reading of visually-impaired patients.
Methods: Subjects inexperienced in magnifier use read texts containing two sizes of print, using hand magnifiers of two different powers, held at two different eye-to-magnifier distances. The effect of magnification (up to 13.5x) and field-of-view (FOV) (2-45 characters) could be assessed independently.
Results: Reading speed decreased with increasing magnification because the size of the saccades did not increase in proportion to the magnification: for a given level of magnification, decreasing the FOV and decreasing the viewing distance both reduce the size of the saccades even further. The overall reading speed is only slowed significantly when the FOV restriction is extreme (two characters' width).
Conclusions: Two mechanisms seem to be used spontaneously by normally sighted readers to mitigate the limitation of reading speed created by the shortened saccades: head movement in the direction of reading and retinal image slip during fixation.
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http://dx.doi.org/10.1097/00006324-200007000-00011 | DOI Listing |
J Vis
January 2025
Department of Psychology, New York University, New York, NY, USA.
Active object recognition, fundamental to tasks like reading and driving, relies on the ability to make time-sensitive decisions. People exhibit a flexible tradeoff between speed and accuracy, a crucial human skill. However, current computational models struggle to incorporate time.
View Article and Find Full Text PDFAppl Neuropsychol Child
January 2025
Department of Speech Therapy, Tehran University of Medical Sciences, Tehran, Iran.
The present study examined the effects of orthographic knowledge (OK), phonological awareness (PA), rapid automatized naming (RAN), and phonological working memory (PWM) on the reading speed, accuracy, and comprehension of elementary school students. Results from a sample of 176 typically developing children in the second through fourth grades (mean age = 8.9 years) revealed that the correlation between reading and the other variables (PWM, PA, RAN, and OK) was significant.
View Article and Find Full Text PDFFront Psychiatry
December 2024
Departamento de Personalidad, Evaluación y Tratamiento Psicológicos, Universidad de Salamanca, Salamanca, Spain.
Introduction: It is crucial to provide a quality educational response to the needs of autistic children across various mathematical domains. However, there is no consensus on which of the early skills have the greatest predictive effect in the short and long term within these domains. Therefore, this research aimed to a) compare early numerical skills and mathematics domains, and 2) analyze the predictive value of early numerical skills into mathematics domains.
View Article and Find Full Text PDFJ Int Neuropsychol Soc
December 2024
Center for Neurodevelopmental and Imaging Research and Center for Neuropsychological and Psychological Assessment, Kennedy Krieger Institute, Baltimore, MD, USA.
Objective: Reading difficulties (RD) frequently co-occur with attention-deficit/hyperactivity disorder (ADHD), and children with both RD + ADHD often demonstrate greater challenges in reading and executive functions (EF) than those with RD-only.
Methods: This study examined the effect of a 4-week EF-based reading intervention on behavioral and neurobiological correlates of EF among 8-12 y.o.
Open Mind (Camb)
December 2024
University of Bern, Bern, Switzerland.
Task adaptation, characterized by a progressive increase in speed throughout experimental trials, has been extensively observed across various paradigms. Yet, the underlying mechanisms driving this phenomenon remain unclear. According to the learning-based explanation, participants are implicitly learning, becoming more proficient over time.
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