.

0 (hodnocen0 x )

BK

First published

Cambridge (UK) : Cambridge University Press, 2018

xiv, 232 stran : ilustrace ; 25 cm

ISBN 978-1-108-41535-4 (vázáno)

001650949

List of Figures page ix // List of Tables xi // Preface xiii // 1 Introduction to Eye-Tracking 1 // 1.1 What Is Eye-Tracking? 1 // 1.2 Why Use Eye-Tracking? 5 // 1.3 Basic Considerations When Doing Eye-Tracking 8 // 2 Choosing the Equipment 14 // 2.1 Introduction 14 // 2.2 Types of Eye-Trackers 14 // 2.3 Technical Specifications (Hardware Properties) 21 // 2.3.1 Monocular or Binocular Recording 21 // 2.3.2 Data Quality 21 // 2.4 Software Properties 26 // 2.5 Conclusions and Final Checklist 31 // 3 Practicalities of Eye-Tracking 33 // 3.1 Designing an Experiment 33 // 3.1.1 Choosing the Type of Experiment 33 // 3.1.2 Selecting and Controlling Stimulus Materials 36 // 3.1.3 Building and Testing the Experiment 47 // 3.1.4 Defining Regions of Interest 59 // 3.2 What Are the Different Eye-Tracking Measures? 64 // 3.2.1 Reading Measures 65 // 3.2.2 Measures in Visual Scene Perception and Visual Search 67 // 3.2.3 Selecting the Right Measures 69 // 3.3 Selecting Participants 70 // 3.3.1 How Many Participants Are Needed? 72 // 3.3.2 Considerations about the Participants 72 // 3.4 Setting Up an Eye-Tracker 73 // 3.4.1 Physical Set-Up of the Eye-Tracker and Participants 73 // 3.4.2 Calibrating the Eye-Tracker for Participants 75 // 3.5 Running Experiments 76 // 3.5.1 Monitoring Trials 76 // 3.5.2 Correcting for Eye-Drift 76 // 3.5.3 Saving Data 77 // 3.6 Conclusions and Final Checklist 77 // 4 Researching Reading 80 // 4.1 Introduction 80 // 4.2 What Do We Know about Reading from Eye-Tracking? 87 // 4.2.1 What Do We Know about Word Recognition in Reading? 87 // 4.2.2 What Do We Know about Word Integration in Reading? 90 // 4.3 Words and Meaning 92 // 4.3.1 Contextualising an Example Study: Reading // an Authentic Novel 92 // 4.3.2 Matching Second Language Participants 93 // 4.3.3 Using Authentic Materials 94 // 4.3.4 Data Analysis and Results 95 // 4.4 New Words 97 //

4.4.1 Contextualising an Example Study: Reading a Constructed Text 98 // 4.4.2 Matching Participants 98 // 4.4.3 Using Constructed Materials 99 // 4.4.4 Data Analysis and Results 101 // 4.5 Multi-Word Units 102 // 4.5.1 ROIs and Additional Variables for Multi-Word Units 102 // 4.5.2 Contextualising an Example Study: Using the // Boundary Paradigm 103 // 4.5.3 Matching Participants and Controlling Materials 104 // 4.5.4 Data Analysis and Results 105 // 4.6 Sentences and Morpho-Syntax 106 // 4.6.1 Contextuahsing an Example Study: Counterbalanced // Materials 106 // 4.6.2 Matching Participants from a Special Population 106 // 4.6.3 Matching and Controlling Materials 107 // 4.6.4 Data Analysis and Results 109 // 4.7 Conclusions and Final Checklist 109 // 5 Researching Listening and Multimodal Input 112 // 5.1 Introduction 112 // 5.1.1 Properties of the Stimuli and Real-World Knowledge Attract Visual Attention 115 // 5.1.2 The Goals of the Task Guide Visual Attention 117 // 5.1.3 Visual Attention Indicates Referential Decisions 119 // 5.1.4 Referential Decisions Can Tell Us about Parsing 121 // 5.2 What Has Been Studied? 122 // 5.2.1 Factors to Consider When Designing Visual Stimuli 126 // 5.2.2 Factors to Consider When Designing Audio Stimuli 128 // 5.3 Visual-World Paradigm with Objects and Scenes 128 // 5.3.1 Contextualising an Example Visual-World Study 129 // 5.3.2 Matching and Controlling Visual and Audio Input 130 // 5.3.3 Data Analysis and Results 131 // 5.4 Using Authentic Material 132 // 5.4.1 Contextualising an Example Video Study 133 // 5.4.2 Methodological Considerations for Video Stimuli 134 // 5.4.3 Data Analysis and Results 135 // 5.5 Conclusions and Final Checklist 137 // 6 Using Eye-Tracking in Other Contexts 139 // 6.1 Introduction 139 // 6.2 Eye-Tracking in Language Testing 140 // 6.2.1 What Can Be Measured? 141 // 6.2.2 Methodological Considerations 144 //

6.2.3 Example Study 152 // 6.3 Eye-Tracking in Writing Research 155 // 6.3.1 What Can Be Measured? 155 // 6.3.2 Methodological Considerations 157 // 6.3.3 Example Study 159 // 6.4 Eye-Tracking in Corpus Linguistics 161 // 6.4.1 What Can Be Measured? 161 // 6.4.2 Methodological Considerations 162 // 6.4.3 Example Study 164 // 6.5 Eye-Tracking in Translation Research 166 // 6.5.1 What Can Be Measured? 167 // 6.5.2 Methodological Considerations 170 // 6.5.3 Example Study 173 // 6.6 Eye-Tracking in Computer-Mediated Communication in Language Learning 175 // 6.6.1 What Can Be Measured? 175 // 6.6.2 Methodological Considerations 176 // 6.6.3 Example Study ISO // 6.7 Eye-T racking in Literary Linguistics 181 // 6.7.1 What Can Be Measured? 181 // 6.7.2 Methodological Considerations 183 // 6.7.3 Example Study 185 // 6.8 Conclusions and Final Checklist 187 // 7 Working with the Data 189 // 7.1 Making a Start with the Data 189 // 7.1.1 Checking the Data 190 // 7.1.2 Cleaning the Data 191 // 7.1.3 Visualising the Data 192 // 7.2 Analysing Data 196 // 7.2.1 Exporting Data 196 // 7.2.2 Preparing the Data for Analysis 198 // 7.2.3 Approaches to Analysis 198 // 7.2.4 Types of Data and How to Analyse Them 199 // Contents // 5.4 Using Authentic Material 132 // 5.4.1 Contextualising an Example Video Study 133 // 5.4.2 Methodological Considerations for Video Stimuli 134 // 5.4.3 Data Analysis and Results 135 // 5.5 Conclusions and Final Checklist 137 // 6 Using Eye-Tracking in Other Contexts 139 // 6.1 Introduction 139 // 6.2 Eye-Tracking in Language Testing 140 // 6.2.1 What Can Be Measured? 141 // 6.2.2 Methodological Considerations 144 // 6.2.3 Example Study 152 // 6.3 Eye-Tracking in Writing Research 155 // 6.3.1 What Can Be Measured? 155 // 6.3.2 Methodological C onsiderations 15 7 // 6.3.3 Example Study 159 // 6.4 Eye-Tracking in Corpus Linguistics 161 // 6.4.1 What Can Be Measured? 161 //

6.4.2 Methodological Considerations 162 // 6.4.3 Example Study 164 // 6.5 Eye-Tracking in Translation Research 166 // 6.5.1 What Can Be Measured? 167 // 6.5.2 Methodological Considerations 170 // 6.5.3 Example Study 173 // 6.6 Eye-Tracking in Computer-Mediated Communication // in Language Learning 175 // 6.6.1 What Can Be Measured? 175 // 6.6.2 Methodological Considerations 176 // 6.6.3 Example Study 180 // 6.7 Eye-Tracking in Literary Linguistics 181 // 6.7.1 What Can Be Measured? 181 // 6.7.2 Methodological Considerations 183 // 6.7.3 Example Study 185 // 6.8 Conclusions and Final Checklist 187 // 7 Working with the Data 189 // 7.1 Making a Start with the Data 189 // 7.1.1 Checking the Data 190 // 7.1.2 Cleaning the Data 191 // 7.1.3 Visualising the Data 192 // 7.2 Analysing Data 196 // 7.2.1 Exporting Data 196 // 7.2.2 Preparing the Data for Analysis 198 // 7.2.3 Approaches to Analysis 198 // 7.2.4 Types of Data and How to Analyse Them 199 // 7.3 Presentation of Results 203 // 7.4 Conclusions and Final Checklist 204 // 8 Conclusions 206 // 8.1 All Language Research Can Benefit from Eye-Tracking 206 // 8.2 Eye-Tracking Results Are Easy to Interpret 207 // 8.3 Participants Don’t Always Do What You Want Them to Do 207 // 8.4 Let’s Track and See What Comes Out! 207 // 8.5 There Is a Magic Sample Size for All Eye-Tracking Studies 207 // 8.6 Eye-Tracking Is All about Heat Maps 208 // 8.7 Eye-Movement Analysis Can Be Done by Watching Gaze Videos in // Real Time 208 // 8.8 The Dot on the Screen or Output Indicates Exactly Where a Person // Looked and What They Saw 208 // 8.9 All Data Should Be Analysed 208 // 8.10 Anyone Can Do Eye-Tracking 209 // References 210 // Index 224