@article{MeixnerNixonLaubrock2022,
  author    = {Meixner, Johannes M. and Nixon, Jessie S. and Laubrock, Jochen},
  title     = {The perceptual span is dynamically adjusted in response to foveal load by beginning readers},
  series = {Journal of experimental psychology : general},
  volume    = {151},
  journal   = {Journal of experimental psychology : general},
  number    = {6},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0096-3445},
  doi       = {10.1037/xge0001140},
  pages     = {1219 -- 1232},
  year      = {2022},
  abstract  = {The perceptual span describes the size of the visual field from which information is obtained during a fixation in reading. Its size depends on characteristics of writing system and reader, but-according to the foveal load hypothesis-it is also adjusted dynamically as a function of lexical processing difficulty. Using the moving window paradigm to manipulate the amount of preview, here we directly test whether the perceptual span shrinks as foveal word difficulty increases. We computed the momentary size of the span from word-based eye-movement measures as a function of foveal word frequency, allowing us to separately describe the perceptual span for information affecting spatial saccade targeting and temporal saccade execution. First fixation duration and gaze duration on the upcoming (parafoveal) word N + 1 were significantly shorter when the current (foveal) word N was more frequent. We show that the word frequency effect is modulated by window size. Fixation durations on word N + 1 decreased with high-frequency words N, but only for large windows, that is, when sufficient parafoveal preview was available. This provides strong support for the foveal load hypothesis. To investigate the development of the foveal load effect, we analyzed data from three waves of a longitudinal study on the perceptual span with German children in Grades 1 to 6. Perceptual span adjustment emerged early in development at around second grade and remained stable in later grades. We conclude that the local modulation of the perceptual span indicates a general cognitive process, perhaps an attentional gradient with rapid readjustment.},
  language  = {en}
}
@article{MeixnerWarnerLensingetal.2018,
  author    = {Meixner, Johannes M. and Warner, Greta J. and Lensing, Johanna Nele and Schiefele, Ulrich and Elsner, Birgit},
  title     = {The relation between executive functions and reading comprehension in primary-school students},
  series = {Early Childhood Research Quarterly},
  volume    = {46},
  journal   = {Early Childhood Research Quarterly},
  publisher = {Elsevier},
  address   = {New York},
  issn      = {0885-2006},
  doi       = {10.1016/j.ecresq.2018.04.010},
  pages     = {62 -- 74},
  year      = {2018},
  abstract  = {Higher-order cognitive skills are necessary prerequisites for reading and understanding words, sentences and texts. In particular, research on executive functions in the cognitive domain has shown that good executive functioning in children is positively related to reading comprehension skills and that deficits in executive functioning are related to difficulties with reading comprehension. However, developmental research on literacy and self-regulation in the early school years suggests that the relation between higher-order cognitive skills and reading might not be unidirectional, but mutually interdependent in nature. Therefore, the present longitudinal study explored the bidirectional relations between executive functions and reading comprehension during primary school across a 1-year period. At two time points (T1, T2), we assessed reading comprehension at the word, sentence, and text levels as well as three components of executive functioning, that is, updating, inhibition, and attention shifting. The sample consisted of three sequential cohorts of German primary school students (N = 1657) starting in first, second, and third grade respectively (aged 6-11 years at T1). Using a latent cross-lagged-panel design, we found bidirectional longitudinal relations between executive functions and reading comprehension for second and third graders. However, for first graders, only the path from executive functioning at T1 to reading comprehension at T2 attained significance. Succeeding analyses revealed updating as the crucial component of the effect from executive functioning on later reading comprehension, whereas text reading comprehension was most predictive of later executive functioning. The potential processes underlying the observed bidirectional relations are discussed with respect to developmental changes in reading comprehension across the primary years.},
  language  = {en}
}
@misc{AndersonBahnikBarnettCowanetal.2016,
  author    = {Anderson, Christopher J. and Bahnik, Stepan and Barnett-Cowan, Michael and Bosco, Frank A. and Chandler, Jesse and Chartier, Christopher R. and Cheung, Felix and Christopherson, Cody D. and Cordes, Andreas and Cremata, Edward J. and Della Penna, Nicolas and Estel, Vivien and Fedor, Anna and Fitneva, Stanka A. and Frank, Michael C. and Grange, James A. and Hartshorne, Joshua K. and Hasselman, Fred and Henninger, Felix and van der Hulst, Marije and Jonas, Kai J. and Lai, Calvin K. and Levitan, Carmel A. and Miller, Jeremy K. and Moore, Katherine S. and Meixner, Johannes M. and Munafo, Marcus R. and Neijenhuijs, Koen I. and Nilsonne, Gustav and Nosek, Brian A. and Plessow, Franziska and Prenoveau, Jason M. and Ricker, Ashley A. and Schmidt, Kathleen and Spies, Jeffrey R. and Stieger, Stefan and Strohminger, Nina and Sullivan, Gavin B. and van Aert, Robbie C. M. and van Assen, Marcel A. L. M. and Vanpaemel, Wolf and Vianello, Michelangelo and Voracek, Martin and Zuni, Kellylynn},
  title     = {Response to Comment on "Estimating the reproducibility of psychological science"},
  series = {Science},
  volume    = {351},
  journal   = {Science},
  publisher = {American Assoc. for the Advancement of Science},
  address   = {Washington},
  issn      = {0036-8075},
  doi       = {10.1126/science.aad9163},
  pages     = {1162 -- 1165},
  year      = {2016},
  abstract  = {Gilbert et al. conclude that evidence from the Open Science Collaboration's Reproducibility Project: Psychology indicates high reproducibility, given the study methodology. Their very optimistic assessment is limited by statistical misconceptions and by causal inferences from selectively interpreted, correlational data. Using the Reproducibility Project: Psychology data, both optimistic and pessimistic conclusions about reproducibility are possible, and neither are yet warranted.},
  language  = {en}
}