Eye Tracking and Spoken Language Comprehension

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Author(s): Elizabeth Kaplan (Harvard University, USA), Tatyana Levari (Harvard University, USA)and Jesse Snedeker (Harvard University, USA)
Copyright: 2019
Pages: 18
Source title: Early Childhood Development: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-7507-8.ch031

Keywords: Education / Information Science Reference / K-12 Education / Sociology

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Abstract

Constructing a more precise and deeper understanding of how listeners, and particularly young children, comprehend spoken language is a primary focus for both psycholinguists and educators alike. This chapter highlights how, over the course of the past 20 years, eye tracking has become a crucial and widely used methodology to gain insight into online spoken language comprehension. We address how various eye-tracking paradigms have informed current theories of language comprehension across the processing stream, focusing on lexical discrimination, syntactic analysis, and pragmatic inferences. Additionally, this chapter aims to bridge the gap between psycholinguistic research and educational topics, such as how early linguistic experiences influence later educational outcomes and ways in which eye-tracking methods can provide additional insight into the language processing of children with developmental disorders.

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Eye Tracking and Spoken Language Comprehension

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