TY - JOUR A1 - von der Malsburg, Titus Raban A1 - Angele, Bernhard T1 - False positives and other statistical errors in standard analyses of eye movements in reading JF - Journal of memory and language N2 - In research on eye movements in reading, it is common to analyze a number of canonical dependent measures to study how the effects of a manipulation unfold over time. Although this gives rise to the well-known multiple comparisons problem, i.e. an inflated probability that the null hypothesis is incorrectly rejected (Type I error), it is accepted standard practice not to apply any correction procedures. Instead, there appears to be a widespread belief that corrections are not necessary because the increase in false positives is too small to matter. To our knowledge, no formal argument has ever been presented to justify this assumption. Here, we report a computational investigation of this issue using Monte Carlo simulations. Our results show that, contrary to conventional wisdom, false positives are increased to unacceptable levels when no corrections are applied. Our simulations also show that counter-measures like the Bonferroni correction keep false positives in check while reducing statistical power only moderately. Hence, there is little reason why such corrections should not be made a standard requirement. Further, we discuss three statistical illusions that can arise when statistical power is low, and we show how power can be improved to prevent these illusions. In sum, our work renders a detailed picture of the various types of statistical errors than can occur in studies of reading behavior and we provide concrete guidance about how these errors can be avoided. (C) 2016 Elsevier Inc. All rights reserved. KW - Statistics KW - False positives KW - Null-hypothesis testing KW - Eye-tracking KW - Reading KW - Sentence processing Y1 - 2017 U6 - https://doi.org/10.1016/j.jml.2016.10.003 SN - 0749-596X SN - 1096-0821 VL - 94 SP - 119 EP - 133 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Koc-Januchta, Marta A1 - Höffler, Tim A1 - Thoma, Gun-Brit A1 - Prechtl, Helmut A1 - Leutner, Detlev T1 - Visualizers versus verbalizers BT - Effects of cognitive style on learning with texts and pictures - An eye-tracking study JF - Computers in human behavior N2 - This study was conducted in order to examine the differences between visualizers and verbalizers in the way they gaze at pictures and texts while learning. Using a collection of questionnaires, college students were classified according to their visual or verbal cognitive style and were asked to learn about two different, in terms of subject and type of knowledge, topics by means of text-picture combinations. Eye-tracking was used to investigate their gaze behavior. The results show that visualizers spent significantly more time inspecting pictures than verbalizers, while verbalizers spent more time inspecting texts. Results also suggest that both visualizers' and verbalizers' way of learning is active but mostly within areas providing the source of information in line with their cognitive style (pictures or text). Verbalizers tended to enter non-informative, irrelevant areas of pictures sooner than visualizers. The comparison of learning outcomes showed that the group of visualizers achieved better results than the group of verbalizers on a comprehension test. KW - Cognitive style KW - Verbalizer KW - Visualizer KW - Eye-tracking KW - Multimedia learning Y1 - 2016 U6 - https://doi.org/10.1016/j.chb.2016.11.028 SN - 0747-5632 SN - 1873-7692 VL - 68 SP - 170 EP - 179 PB - Elsevier CY - Oxford ER -