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How distinct implicit and explicit motive systems differ has long been unclear. Schultheiss' (2001) information processing account of implicit motive arousal hypothesized that implicit motives respond to nonverbal stimuli to influence non-declarative measures of motivation and that explicit motives respond to verbal stimuli to influence declarative measures of motivation. Moreover, in individuals high in referential competence, i.e., with the ability to quickly translate non-verbal stimuli into a verbal representation, implicit motives are thought to respond to verbal stimuli and influence declarative measures of motivation and explicit motives are thought to respond to nonverbal stimuli and to influence non-declarative measures of motivation. The present study tested these hypotheses by assessing liking ratings as a declarative response format and an affective stroop task as a non-declarative response format using emotion words as verbal and emotional facial expressions as non-verbal stimuli. Individual power, affiliation, and achievement motive dispositions were assessed via the Picture Story Excercise for implicit motives and via questionnaires for explicit motives. Referential competence was assessed via a colour-naming/-reading task. I found that as expected explicit and implicit motives overall were not correlated across subjects. Moreover, implicit and explicit motives affected declarative and non-declarative responses for verbal and non-verbal stimuli. As predicted, however, implicit motives responded to verbal stimuli and influenced declarative responses more strongly for individuals high compared to those low in referential competence. Likewise, explicit motive effects were moderated by referential competence in some - but not all - of the predicted conditions. These results show that implicit and explicit motives can influence declarative and non-declarative responses to verbal and non-verbal stimuli. They support the hypothesis that referential processing is needed for implicit motives to respond to verbal stimuli and influence declarative response formats, and they partly support the hypothesis that referential processing plays a role for the influence of explicit motives. Results for explicit motives may suggest that new measures are needed to assess the referential competence to translate verbal stimuli into non-verbal representations. Overall, the findings provide support to the information processing account of implicit motive arousal by Schultheiss' (2001), suggesting that a non-verbal and non-declarative implicit motive system and a distinct verbal and declarative explicit motive system interact via referential processing, i.e., by translating information between representational formats.
Previous studies that have examined the relationship between implicit and explicit motive measures have consistently found little variance overlap between both types of measures regardless of thematic content domain (i.e., power, achievement, affiliation). However, this independence may be artifactual because the primary means of measuring implicit motivescontent-coding stories people write about picture cuesare incommensurable with the primary means of measuring explicit motives: having individuals fill out self-report scales. To provide a better test of the presumed independence between both types of measures, we measured implicit motives with a Picture Story Exercise (PSE; McClelland, Koestner, Weinberger, 1989) and explicit motives with a cue- and response-matched questionnaire version of the PSE (PSE-Q) and a traditional measure of explicit motives, the Personality Research Form (PRF; Jackson, 1984) in 190 research participants. Correlations between the PSE and the PSE-Q were small and mostly nonsignificant, whereas the PSE- Q showed significant variance overlap with the PRF within and across thematic domains. We conclude that the independence postulate holds even when more commensurable measures of implicit and explicit motives are used.
In research on eye-movement control during reading, the importance of cognitive processes related to language comprehension relative to visuomotor aspects of saccade generation is the topic of an ongoing debate. Here we investigate various eye-movement measures during reading of randomly shuffled meaningless text as compared to normal meaningful text. To ensure processing of the material, readers were occasionally probed for words occurring in normal or shuffled text. For reading of shuffled text we observed longer fixation times, less word skippings, and more refixations than in normal reading. Shuffled-text reading further differed from normal reading in that low-frequency words were not overall fixated longer than high-frequency words. However, the frequency effect was present on long words, but was reversed for short words. Also, consistent with our prior research we found distinct experimental effects of spatially distributed processing over several words at a time, indicating how lexical word processing affected eye movements. Based on analyses of statistical linear mixed-effect models we argue that the results are compatible with the hypothesis that the perceptual span is more strongly modulated by foveal load in the shuffled reading task than in normal reading. Results are discussed in the context of computational models of reading.
Eye movements during the reading of multi-line pages of texts were analyzed to determine the trajectory of reading saccades. The results of two experiments showed that the trajectory of the majority of forward-directed saccades was negatively biased, i.e., the trajectory fell below the start and end location of the saccadic movement. This is attributed to a global top-to-bottom orienting of attention. The curvature size and the proportion of negative trajectories were diminished when linguistic processing demands were high and when the beginning lines of a page were read. Longer pre-saccadic fixations also yielded smaller saccadic curvatures, and they resulted in fewer negatively curved forward-directed saccades in Experiment 1 although not in Experiment 2. These findings indicate that the top-to- bottom pull of saccadic trajectories is modulated by processing demands and processing opportunities. The results are in general agreement with a time-locked attraction-inhibition hypothesis, according to which the horizontal movement component of a saccade is initially subject to an automatic top-to-bottom orienting of attention that is subsequently inhibited.
e movements during the reading of multi-line pages of texts were analyzed to determine the trajectory of reading saccades. The results of two experiments showed that the trajectory of the majority of forward-directed saccades was negatively biased, i.e., the trajectory fell below the start and end location of the saccadic movement. This is attributed to a global top-to-bottom orienting of attention. The curvature size and the proportion of negative trajectories were diminished when linguistic processing demands were high and when the beginning lines of a page were read. Longer pre-saccadic fixations also yielded smaller saccadic curvatures, and they resulted in fewer negatively curved forward-directed saccades in Experiment 1 although not in Experiment 2. These findings indicate that the top-to- bottom pull of saccadic trajectories is modulated by processing demands and processing opportunities. The results are in general agreement with a time-locked attraction-inhibition hypothesis, according to which the horizontal movement component of a saccade is initially subject to an automatic top-to-bottom orienting of attention that is subsequently inhibited.
When the mind wanders, attention turns away from the external environment and cognitive processing is decoupled from perceptual information. Mind wandering is usually treated as a dichotomy (dichotomy-hypothesis), and is often measured using self-reports. Here, we propose the levels of inattention hypothesis, which postulates attentional decoupling to graded degrees at different hierarchical levels of cognitive processing. To measure graded levels of attentional decoupling during reading we introduce the sustained attention to stimulus task (SAST), which is based on psychophysics of error detection. Under experimental conditions likely to induce mind wandering, we found that subjects were less likely to notice errors that required high-level processing for their detection as opposed to errors that only required low-level processing. Eye tracking revealed that before errors were overlooked influences of high- and low-level linguistic variables on eye fixations were reduced in a graded fashion, indicating episodes of mindless reading at weak and deep levels. Individual fixation durations predicted overlooking of lexical errors 5 s before they occurred. Our findings support the levels of inattention hypothesis and suggest that different levels of mindless reading can be measured behaviorally in the SAST. Using eye tracking to detect mind wandering online represents a promising approach for the development of new techniques to study mind wandering and to ameliorate its negative consequences.
The zoom lens of attention simulating shuffled versus normal text reading using the SWIFT model
(2012)
Assumptions on the allocation of attention during reading are crucial for theoretical models of eye guidance. The zoom lens model of attention postulates that attentional deployment can vary from a sharp focus to a broad window. The model is closely related to the foveal load hypothesis, i.e., the assumption that the perceptual span is modulated by the difficulty of the fixated word. However, these important theoretical concepts for cognitive research have not been tested quantitatively in eye movement models. Here we show that the zoom lens model, implemented in the SWIFT model of saccade generation, captures many important patterns of eye movements. We compared the model's performance to experimental data from normal and shuffled text reading. Our results demonstrate that the zoom lens of attention might be an important concept for eye movement control in reading.
It sometimes happens that we finish reading a passage of text just to realize that we have no idea what we just read. During these episodes of mindless reading our mind is elsewhere yet the eyes still move across the text. The phenomenon of mindless reading is common and seems to be widely recognized in lay psychology. However, the scientific investigation of mindless reading has long been underdeveloped. Recent progress in research on mindless reading has been based on self-report measures and on treating it as an all-or-none phenomenon (dichotomy-hypothesis). Here, we introduce the levels-of-inattention hypothesis proposing that mindless reading is graded and occurs at different levels of cognitive processing. Moreover, we introduce two new behavioral paradigms to study mindless reading at different levels in the eye-tracking laboratory. First (Chapter 2), we introduce shuffled text reading as a paradigm to approximate states of weak mindless reading experimentally and compare it to reading of normal text. Results from statistical analyses of eye movements that subjects perform in this task qualitatively support the ‘mindless’ hypothesis that cognitive influences on eye movements are reduced and the ‘foveal load’ hypothesis that the response of the zoom lens of attention to local text difficulty is enhanced when reading shuffled text. We introduce and validate an advanced version of the SWIFT model (SWIFT 3) incorporating the zoom lens of attention (Chapter 3) and use it to explain eye movements during shuffled text reading. Simulations of the SWIFT 3 model provide fully quantitative support for the ‘mindless’ and the ‘foveal load’ hypothesis. They moreover demonstrate that the zoom lens is an important concept to explain eye movements across reading and mindless reading tasks. Second (Chapter 4), we introduce the sustained attention to stimulus task (SAST) to catch episodes when external attention spontaneously lapses (i.e., attentional decoupling or mind wandering) via the overlooking of errors in the text and via signal detection analyses of error detection. Analyses of eye movements in the SAST revealed reduced influences from cognitive text processing during mindless reading. Based on these findings, we demonstrate that it is possible to predict states of mindless reading from eye movement recordings online. That cognition is not always needed to move the eyes supports autonomous mechanisms for saccade initiation. Results from analyses of error detection and eye movements provide support to our levels-of-inattention hypothesis that errors at different levels of the text assess different levels of decoupling. Analyses of pupil size in the SAST (Chapter 5) provide further support to the levels of inattention hypothesis and to the decoupling hypothesis that off-line thought is a distinct mode of cognitive functioning that demands cognitive resources and is associated with deep levels of decoupling. The present work demonstrates that the elusive phenomenon of mindless reading can be vigorously investigated in the cognitive laboratory and further incorporated in the theoretical framework of cognitive science.
Numerous studies have demonstrated effects of word frequency on eye movements during reading, but the precise timing of this influence has remained unclear. The fast priming paradigm was previously used to study influences of related versus unrelated primes on the target word. Here, we use this procedure to investigate whether the frequency of the prime word has a direct influence on eye movements during reading when the prime-target relation is not manipulated. We found that with average prime intervals of 32 ms readers made longer single fixation durations on the target word in the low than in the high frequency prime condition. Distributional analyses demonstrated that the effect of prime frequency on single fixation durations occurred very early, supporting theories of immediate cognitive control of eye movements. Finding prime frequency effects only 207 ms after visibility of the prime and for prime durations of 32 ms yields new time constraints for cognitive processes controlling eye movements during reading. Our variant of the fast priming paradigm provides a new approach to test early influences of word processing on eye movement control during reading.