title: Perceptually specific and perceptually non-specific influences on rereading benefits for spatially transformed text: evidence from eye movements.
abstract: The present study used eye tracking methodology to examine rereading benefits for spatially transformed text. Eye movements were monitored while participants read the same target word twice, in two different low-constraint sentence frames. The congruency of perceptual processing was manipulated by either applying the same type of transformation to the word during the first and second presentations (i.e., the congruent condition), or employing two different types of transformations across the two presentations of the word (i.e., the incongruent condition). Perceptual specificity effects were demonstrated such that fixation times for the second presentation of the target word were shorter for the congruent condition compared to the incongruent condition. Moreover, we demonstrated an additional perceptually non-specific effect such that second reading fixation times were shorter for the incongruent condition relative to a baseline condition that employed a normal typography (i.e., non-transformed) during the first presentation and a transformation during the second presentation. Both of these effects (i.e., perceptually specific and perceptually non-specific) were similar in magnitude for high and low frequency words, and both effects persisted across a 1 week lag between the first and second readings. We discuss the present findings in the context of the distinction between conscious and unconscious memory, and the distinction between perceptually versus conceptually driven processing.
authors.affiliation: Department of Psychology, University of Toronto at Mississauga, Mississauga, Canada. heather.sheridan@utoronto.ca
authors.forename: Heather
authors.initials: H
authors.lastname: Sheridan
authors.forename: Eyal M
authors.initials: EM
authors.lastname: Reingold
mesh_terms: D001288:Attention; D053483:Eye Movement Measurements; D005403:Fixation, Ocular; D006801:Humans; D007858:Learning / Q000502:physiology*; D011930:Reaction Time; D011932:Reading