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Eye-tracking : a guide for applied linguistics research

Author: Kathryn Conklin; Ana Pellicer-Sanchez; Gareth Carrol
Publisher: Cambridge, United Kingdom ; New York : Cambridge University Press, 2018. ©2018
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Eye-tracking is quickly becoming a valuable tool in applied linguistics research as it provides a 'real-time', direct measure of cognitive processing effort. This book provides a straightforward introduction to the technology and how it might be used in language research. With a strong focus on the practicalities of designing eye-tracking studies that achieve the standard of other well-established experimental  Read more...
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Additional Physical Format: ebook version :
Document Type: Book
All Authors / Contributors: Kathryn Conklin; Ana Pellicer-Sanchez; Gareth Carrol
ISBN: 9781108415354 1108415350 9781108401203 1108401201
OCLC Number: 1003854840
Description: xiv, 232 pages : illustrations ; 25 cm
Contents: Machine generated contents note: 1.Introduction to Eye-Tracking --
1.1.What Is Eye-Tracking? --
1.2.Why Use Eye-Tracking? --
1.3.Basic Considerations When Doing Eye-Tracking --
2.Choosing the Equipment --
2.1.Introduction --
2.2.Types of Eye-Trackers --
2.3.Technical Specifications (Hardware Properties) --
2.3.1.Monocular or Binocular Recording --
2.3.2.Data Quality --
2.4.Software Properties --
2.5.Conclusions and Final Checklist --
3.Practicalities of Eye-Tracking --
3.1.Designing an Experiment --
3.1.1.Choosing the Type of Experiment --
3.1.2.Selecting and Controlling Stimulus Materials --
3.1.3.Building and Testing the Experiment --
3.1.4.Defining Regions of Interest --
3.2.What Are the Different Eye-Tracking Measures? --
3.2.1.Reading Measures --
3.2.2.Measures in Visual Scene Perception and Visual Search --
3.2.3.Selecting the Right Measures --
3.3.Selecting Participants --
3.3.1.How Many Participants Are Needed? --
3.3.2.Considerations about the Participants Note continued: 3.4.Setting Up an Eye-Tracker --
3.4.1.Physical Set-Up of the Eye-Tracker and Participants --
3.4.2.Calibrating the Eye-Tracker for Participants --
3.5.Running Experiments --
3.5.1.Monitoring Trials --
3.5.2.Correcting for Eye-Drift --
3.5.3.Saving Data --
3.6.Conclusions and Final Checklist --
4.Researching Reading --
4.1.Introduction --
4.2.What Do We Know about Reading from Eye-Tracking? --
4.2.1.What Do We Know about Word Recognition in Reading? --
4.2.2.What Do We Know about Word Integration in Reading? --
4.3.Words and Meaning --
4.3.1.Contextualising an Example Study: Reading an Authentic Novel --
4.3.2.Matching Second Language Participants --
4.3.3.Using Authentic Materials --
4.3.4.Data Analysis and Results --
4.4.New Words --
4.4.1.Contextualising an Example Study: Reading a Constructed Text --
4.4.2.Matching Participants --
4.4.3.Using Constructed Materials --
4.4.4.Data Analysis and Results --
4.5.Multi-Word Units Note continued: 4.5.1.ROIs and Additional Variables for Multi-Word Units --
4.5.2.Contextualising an Example Study: Using the Boundary Paradigm --
4.5.3.Matching Participants and Controlling Materials --
4.5.4.Data Analysis and Results --
4.6.Sentences and Morpho-Syntax --
4.6.1.Contextualising an Example Study: Counterbalanced Materials --
4.6.2.Matching Participants from a Special Population --
4.6.3.Matching and Controlling Materials --
4.6.4.Data Analysis and Results --
4.7.Conclusions and Final Checklist --
5.Researching Listening and Multimodal Input --
5.1.Introduction --
5.1.1.Properties of the Stimuli and Real-World Knowledge Attract Visual Attention --
5.1.2.The Goals of the Task Guide Visual Attention --
5.1.3.Visual Attention Indicates Referential Decisions --
5.1.4.Referential Decisions Can Tell Us about Parsing --
5.2.What Has Been Studied? --
5.2.1.Factors to Consider When Designing Visual Stimuli Note continued: 5.2.2.Factors to Consider When Designing Audio Stimuli --
5.3.Visual-World Paradigm with Objects and Scenes --
5.3.1.Contextualising an Example Visual-World Study --
5.3.2.Matching and Controlling Visual and Audio Input --
5.3.3.Data Analysis and Results --
5.4.Using Authentic Material --
5.4.1.Contextualising an Example Video Study --
5.4.2.Methodological Considerations for Video Stimuli --
5.4.3.Data Analysis and Results --
5.5.Conclusions and Final Checklist --
6.Using Eye-Tracking in Other Contexts --
6.1.Introduction --
6.2.Eye-Tracking in Language Testing --
6.2.1.What Can Be Measured? --
6.2.2.Methodological Considerations --
6.2.3.Example Study --
6.3.Eye-Tracking in Writing Research --
6.3.1.What Can Be Measured? --
6.3.2.Methodological Considerations --
6.3.3.Example Study --
6.4.Eye-Tracking in Corpus Linguistics --
6.4.1.What Can Be Measured? --
6.4.2.Methodological Considerations --
6.4.3.Example Study Note continued: 6.5.Eye-Tracking in Translation Research --
6.5.1.What Can Be Measured? --
6.5.2.Methodological Considerations --
6.5.3.Example Study --
6.6.Eye-Tracking in Computer-Mediated Communication in Language Learning --
6.6.1.What Can Be Measured? --
6.6.2.Methodological Considerations --
6.6.3.Example Study --
6.7.Eye-Tracking in Literary Linguistics --
6.7.1.What Can Be Measured? --
6.7.2.Methodological Considerations --
6.7.3.Example Study --
6.8.Conclusions and Final Checklist --
7.Working with the Data --
7.1.Making a Start with the Data --
7.1.1.Checking the Data --
7.1.2.Cleaning the Data --
7.1.3.Visualising the Data --
7.2.Analysing Data --
7.2.1.Exporting Data --
7.2.2.Preparing the Data for Analysis --
7.2.3.Approaches to Analysis --
7.2.4.Types of Data and How to Analyse Them --
7.3.Presentation of Results --
7.4.Conclusions and Final Checklist --
8.Conclusions --
8.1.All Language Research Can Benefit from Eye-Tracking Note continued: 8.2.Eye-Tracking Results Are Easy to Interpret --
8.3.Participants Don't Always Do What You Want Them to Do --
8.4.Let's Track and See What Comes Out! --
8.5.There Is a Magic Sample Size for All Eye-Tracking Studies --
8.6.Eye-Tracking Is All about Heat Maps --
8.7.Eye-Movement Analysis Can Be Done by Watching Gaze Videos in Real Time --
8.8.The Dot on the Screen or Output Indicates Exacdy Where a Person Looked and What They Saw --
8.9.All Data Should Be Analysed --
8.10.Anyone Can Do Eye-Tracking.
Responsibility: Kathryn Conklin, University of Nottingham, Ana Pellicer-Sanchez, University of Nottingham, Gareth Carrol, University of Birmingham.

Abstract:

The only book that walks language researchers through eye-tracking from start to finish, providing a comprehensive overview of the technology - why it is used and how it can be used in applied  Read more...

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'This practical guide to the application of eye-tracking technology will be key in realising the potential of this methodology to further our understanding of language processing. The book will Read more...

 
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    schema:description "Note continued: 8.2.Eye-Tracking Results Are Easy to Interpret -- 8.3.Participants Don't Always Do What You Want Them to Do -- 8.4.Let's Track and See What Comes Out! -- 8.5.There Is a Magic Sample Size for All Eye-Tracking Studies -- 8.6.Eye-Tracking Is All about Heat Maps -- 8.7.Eye-Movement Analysis Can Be Done by Watching Gaze Videos in Real Time -- 8.8.The Dot on the Screen or Output Indicates Exacdy Where a Person Looked and What They Saw -- 8.9.All Data Should Be Analysed -- 8.10.Anyone Can Do Eye-Tracking."@en ;
    schema:description "Note continued: 5.2.2.Factors to Consider When Designing Audio Stimuli -- 5.3.Visual-World Paradigm with Objects and Scenes -- 5.3.1.Contextualising an Example Visual-World Study -- 5.3.2.Matching and Controlling Visual and Audio Input -- 5.3.3.Data Analysis and Results -- 5.4.Using Authentic Material -- 5.4.1.Contextualising an Example Video Study -- 5.4.2.Methodological Considerations for Video Stimuli -- 5.4.3.Data Analysis and Results -- 5.5.Conclusions and Final Checklist -- 6.Using Eye-Tracking in Other Contexts -- 6.1.Introduction -- 6.2.Eye-Tracking in Language Testing -- 6.2.1.What Can Be Measured? -- 6.2.2.Methodological Considerations -- 6.2.3.Example Study -- 6.3.Eye-Tracking in Writing Research -- 6.3.1.What Can Be Measured? -- 6.3.2.Methodological Considerations -- 6.3.3.Example Study -- 6.4.Eye-Tracking in Corpus Linguistics -- 6.4.1.What Can Be Measured? -- 6.4.2.Methodological Considerations -- 6.4.3.Example Study"@en ;
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    schema:description "Note continued: 6.5.Eye-Tracking in Translation Research -- 6.5.1.What Can Be Measured? -- 6.5.2.Methodological Considerations -- 6.5.3.Example Study -- 6.6.Eye-Tracking in Computer-Mediated Communication in Language Learning -- 6.6.1.What Can Be Measured? -- 6.6.2.Methodological Considerations -- 6.6.3.Example Study -- 6.7.Eye-Tracking in Literary Linguistics -- 6.7.1.What Can Be Measured? -- 6.7.2.Methodological Considerations -- 6.7.3.Example Study -- 6.8.Conclusions and Final Checklist -- 7.Working with the Data -- 7.1.Making a Start with the Data -- 7.1.1.Checking the Data -- 7.1.2.Cleaning the Data -- 7.1.3.Visualising the Data -- 7.2.Analysing Data -- 7.2.1.Exporting Data -- 7.2.2.Preparing the Data for Analysis -- 7.2.3.Approaches to Analysis -- 7.2.4.Types of Data and How to Analyse Them -- 7.3.Presentation of Results -- 7.4.Conclusions and Final Checklist -- 8.Conclusions -- 8.1.All Language Research Can Benefit from Eye-Tracking"@en ;
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