title: Tracking spatial information during reading: a cue-based process.
abstract: The goal of the present set of experiments was to examine whether a cue-based mechanism could account for how, and under what conditions, spatial information is tracked. In five experiments, reading times were measured for a target sentence that contradicted the earlier-described location of a protagonist. When the target sentence contained either one or two cues to earlier spatial information (Experiments 1a-1c), reading times were disrupted. When all cues were eliminated (Experiments 2a and 2b), reading time were disrupted only when readers were instructed to take the perspective of the protagonist. The combined results of all five experiments are consistent with a cue-based mechanism: Readers encode spatial information but do not update earlier-encoded spatial information except in response to specific text characteristics (i.e., cues to earlier spatial information) or task demands (e.g., an instruction to read from the perspective of the protagonist) that increase the accessibility of earlier-encoded spatial information.
authors.affiliation: Department of Psychology, University of New Hampshire, Durham, NH 03824, USA. ersmith@unh.edu
authors.forename: Emily R
authors.initials: ER
authors.lastname: Smith
authors.forename: Edward J
authors.initials: EJ
authors.lastname: O'Brien
mesh_terms: D001245:Association Learning; D001288:Attention; D003210:Concept Formation; D003463:Cues; D006801:Humans; D011939:Mental Recall; D009949:Orientation; D011340:Problem Solving; D011930:Reaction Time; D011932:Reading; D013028:Space Perception