Most sur-prisingly, symptoms were only loosely related to vergence drift and fixation duration, re-flecting associations to a dynamic aspect of binocular eye movements in reading and poten-tially non-specific, overall but slight reading deficiency. Thus, the efficiency of optometric tests to predict binocular coordination during reading was low - questioning a simple, straightforward extrapolation of such test results to an overlearned, complex task.Many studies deal with solution strategies in mental-rotation tests. The approaches range from global analysis, attention to object parts, holistic and piecemeal strategy to a combined strategy. Other studies do not speak of strategies, but of holistic or piecemeal processes or even of holistic or piecemeal rotation. The methodological approach used here is to identify mental-rotation strategies via gaze patterns derived from eye-tracking data when solving chronometric mental-rotation tasks with gender-stereotyped objects. The mental-rotation test consists of 3 male-stereotyped objects (locomotive, hammer, wrench) and 3 femalestereotyped objects (pram, hand mirror, brush) rotated at eight different angles. The sample consisted of 16 women and 10 men (age M=21.58; SD=4.21). The results of a qualitative analysis with two individual objects (wrench and brush) showed four different gaze patterns. These gaze patterns appeared with different frequency in the two objects and correlated differently with performance and response time. The results indicate either an objectoriented or an egocentric mental-rotation strategy behind the gaze patterns. In general, a new methodological approach has been developed to identify mental-rotation strategies bottom-up which can also be used for other stimulus types.
  To investigate the usefulness and efficacy of a novel eye-tracking device that can objectively measure nine gaze-directions.
 
  We measured each of the nine gaze-directions subjectively, using a conventional Hess screen test, and objectively, using the nine gaze-direction measuring device, and de-termined the correlation, addition error, and proportional error. We obtained two consecu-tive measurements of the nine gaze-directions using the newly developed device in healthy young people with exophoria and investigated the reproducibility of the measurements. We further measured the nine gaze-directions using a Hess screen test and the newly developed device in three subjects with cover test-based strabismus and compared the results.
 
  We observed that the objective measurements obtained with the newly developed gaze-direction measuring device had significant correlation and addition error compared to the conventional subjective method, and we found no proportional error.  https://www.selleckchem.com/screening/chemical-library.html  These measure-ments had good reproducibility.
 
  The novel device can be used to observe delayed eye movement associated with limited eye movement in the affected eye, as well as the associated excessive movement of the healthy eye in patients with strabismus, similar to the Hess screen test. This is a useful device that can provide objective measurements of nine gaze-directions.
 The novel device can be used to observe delayed eye movement associated with limited eye movement in the affected eye, as well as the associated excessive movement of the healthy eye in patients with strabismus, similar to the Hess screen test. This is a useful device that can provide objective measurements of nine gaze-directions.Much reading research has found that informative parafoveal masks lead to a reading benefit for native speakers (see 1). However, little reading research has tested the impact of uninformative parafoveal masks during reading. Additionally, parafoveal processing research is primarily restricted to native speakers. In the current study we manipulated the type of uninformative preview using a gaze contingent boundary paradigm with a group of L1 English speakers and a group of late L2 English speakers (L1 German). We were interested in how different types of uninformative masks impact on parafoveal processing, whether L1 and L2 speakers are similarly impacted, and whether they are sensitive to parafoveally viewed language-specific sub-lexical orthographic information. We manipulated six types of uninformative masks to test these objectives an Identical, English pseudo-word, German pseudo-word, illegal string of letters, series of X's, and a blank mask. We found that X masks affect reading the most with slight graded differences across the other masks, L1 and L2 speakers are impacted similarly, and neither group is sensitive to sub-lexical orthographic information. Overall these data show that not all previews are equal, and research should be aware of the way uninformative masks affect reading behavior. Additionally, we hope that future research starts to approach models of eye-movement behavior during reading from not only a monolingual but also from a multilingual perspective.This paper describes the use of semantic similarity measures based on distributed representations of words, sentences, and paragraphs (so-called "embeddings") to assess the impact of supra-lexical factors on eye-movement data from early readers of Chinese. In addition, we used a corpus-based measure of surprisal to assess the impact of local word predictability. Eye movement data from 56 Chinese students were collected (a) in the students' 4th grade and (b) one year later while they were in 5th grade. Results indicated that surprisal and some text similarity measures have a significant impact on the momentto- moment processing of words in reading. The paper presents an easy-to-use set of tools for linking the low-level aspects of fixation durations to a hierarchy of sentence-level and paragraph-level features that can be computed automatically. The study is the first attempt, as far as we are aware, to track the developmental trajectory of these influences in developing readers across a range of reading abilities. The similarity-based measures described here can be used (a) to provide a measure of reader sensitivity to sentence and paragraph cohesion and (b) to assess specific texts for their suitability for readers of different reading ability levels.