ERIC Number: EJ1378266
Record Type: Journal
Publication Date: 2023-Mar
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-7393
EISSN: EISSN-1939-1285
How Do Task Demands and Aging Affect Lexical Prediction during Online Reading of Natural Texts?
Journal of Experimental Psychology: Learning, Memory, and Cognition, v49 n3 p407-430 Mar 2023
Facilitated identification of predictable words during online reading has been attributed to the generation of predictions about upcoming words. But highly predictable words are relatively infrequent in natural texts, raising questions about the utility and ubiquity of anticipatory prediction strategies. This study investigated the contribution of task demands and aging to predictability effects for short natural texts from the Provo corpus. The eye movements of 49 undergraduate students (mean age 21.2) and 46 healthy older adults (mean age 70.8) were recorded while they read these passages in two conditions: (a) "reading for meaning" to answer occasional comprehension questions; (b) "proofreading" to detect "transposed letter" lexical errors (e.g., "clam" instead of "calm") in intermixed filler passages. The results suggested that the young adults, but not the older adults, engaged anticipatory prediction strategies to detect semantic errors in the proofreading condition, but neither age group showed any evidence of costs of prediction failures. Rather, both groups showed facilitated reading times for unexpected words that appeared in a high constraint within-sentence position. These findings suggest that predictability effects for natural texts reflect partial, probabilistic expectancies rather than anticipatory prediction of specific words.
Descriptors: Aging (Individuals), Eye Movements, Reading Processes, Prediction, Age Differences, Undergraduate Students, Older Adults, Reading Comprehension, Proofreading, Error Patterns, Semantics, Reading Strategies, Reading Rate, Task Analysis, Difficulty Level, Accuracy, Foreign Countries
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Data File: URL: https://osf.io/8qfta/