- Oxford Library of Psychology
- The Oxford Handbook of Reading
- Oxford Library of Psychology
- About the Editors
- The Oxford Handbook of Reading: Setting the Stage
- Writing Systems: Their Properties and Implications for Reading
- Visual Word Recognition
- The Work of the Eyes During Reading
- Visual Word Recognition in the Bayesian Reader Framework
- Neighborhood Effects in Visual Word Recognition and Reading
- Cross-Linguistic Perspectives on Letter-Order Processing: Empirical Findings and Theoretical Considerations
- The Nature of Lexical Representation in Visual Word Recognition
- Are Polymorphemic Words Processed Differently From Other Words During Reading?
- Individual Differences Among Skilled Readers: The Role of Lexical Quality
- What Does Acquired Dyslexia Tell Us About Reading in the Mind and Brain?
- Literacy and Literacy Development in Bilinguals
- The Role of Sound in Silent Reading
- Reading Sentences: Syntactic Parsing and Semantic Interpretation
- Models of Discourse Comprehension
- The Role of Words in Chinese Reading
- How Is Information Integrated Across Fixations in Reading?
- Direct Lexical and Nonlexical Control of Fixation Duration in Reading
- E-Z Reader: An Overview of the Model and Two Recent Applications
- How Children Learn to Read Words
- Children’s Spelling Development: Theories and Evidence
- Learning to Read and Spell Words in Different Writing Systems
- Children’s Reading Comprehension and Comprehension Difficulties
- Development of Dyslexia
- How Learning to Read Influences Language and Cognition
- Young Children’s Home Literacy Experiences
- Primary Grade Reading Instruction in the United States
- African American English and Its Link to Reading Achievement
- Teachers’ Knowledge About Beginning Reading Development and Instruction
- Adolescent Literacy: Development and Instruction
- Name Index
- Subject Index
Abstract and Keywords
This chapter focuses on the eye-mind link in reading, or how perceptual and cognitive processes influence when and where the eyes move when people read. The chapter is organized into four parts. First, early theoretical accounts of the eye-mind link are reviewed, and key findings that are problematic for these accounts are discussed. Timing constraints on the eye-mind link that have been derived from behavioral and neurophysiological studies are examined, along with the implications of these constraints for current models of eye-movement control in reading. Next, evidence is provided for the direct control of eye movements during reading from a number of eye-movement experiments that have used distributional analyses and survival analyses to examine the time course over which perceptual and/or lexical variables affect fixation durations during reading. Finally, the findings of the review are summarized, and possible directions for future research on this topic are presented.
Eyal M. Reingold is a professor in the Department of Psychology at the University of Toronto in Canada.
Heather Sheridan is a professor in the Department of Psychology at the University of Toronto in Canada.
Erik D. Reichle is Professor of Cognitive Psychology at University of Southampton.
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