Related Experiment Video
Updated: May 22, 2026

Eye Tracking During Visually Situated Language Comprehension: Flexibility and Limitations in Uncovering Visual Context Effects
Published on: November 30, 2018
The time course of contextual influences during lexical ambiguity resolution: evidence from distributional analyses
Heather Sheridan1, Eyal M Reingold
1Department of Psychology, University of Toronto at Mississauga, 3359 Mississauga Road N. RM 2037B, Mississauga, Ontario, Canada. heather.sheridan@utoronto.ca
Abstract:
In the lexical ambiguity literature, it is well-established that readers experience processing difficulties when they encounter biased homographs in a subordinate-instantiating prior context (i.e., the subordinate bias effect). To investigate the time course of this effect, the present study examined distributional analyses of first-fixation durations on 60 biased homographs that were each read twice: once in a subordinate-instantiating context and once in a dominant-instantiating context. Ex-Gaussian fitting revealed that the subordinate context distribution was shifted to the right of the dominant context distribution, with no significant contextual differences in the degree of skew. In addition, a survival analysis technique showed a significant influence of the subordinate versus dominant contextual manipulation as early as 139 ms from the start of fixation. These results indicate that the contextual manipulation had a fast-acting influence on the majority of fixation durations, which is consistent with the reordered access model's assumption that prior context can affect the lexical access stage of reading.
More Related Videos
09:27Using Eye Movements Recorded in the Visual World Paradigm to Explore the Online Processing of Spoken Language
Published on: October 13, 2018
05:22Dissociation of the Confounding Influences of Expectancy and Integrative Difficulty Residing in Anomalous Sentences in Event-related Potential Studies
Published on: May 9, 2019
Related Concept Videos
Framing Effects
Language and Cognition