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Interpreters’ Newsletter Vol. 7 . 85 – 102 . Chmiel , A. & Mazur , I. 2013 . Eye Tracking Sight Translation Performed by Trainee Interpreters . In: Way , C. , Vandepitte

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Authors: Lisa Lole, En Li, Alex M. Russell, Nancy Greer, Hannah Thorne and Nerilee Hing

critical review of the literature concluding that examining the perceptions of responsible gambling information using eye-tracking methodology is a priority in the field of gambling research ( Binde, 2014 ), this was the first study to use such methodology

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Boraston, Z. , & Blakemore, S. J. (2007). The application of eye-tracking technology in the study of autism. Journal of Physiology , 581 (3), 893–898. Blakemore S. J. The application

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Authors: L. Danner, N. de Antoni, A. Gere, L. Sipos, S. Kovács and K. Dürrschmid

processing of food labels: Results from an eye-tracking study . J. Sens. Stud. , 28 ( 2 ), 138 – 153 . ARES , G. , MAWAD , F. , GIMÉNEZ , A

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. Doherty, S. & O’Brien, S. 2009. Can MT Output be Evaluated Through Eye Tracking? Paper presented at the 12th Machine Translation Summit — International Association for Machine Translation hosted by the Association for Machine Translation in the Americas

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Linguistic exhaustivity inference is context dependent

A visual-world eye-tracking study on Hungarian focus

Authors: Tamás Káldi and Anna Babarczy

Nyelvtudományi Doktori Iskola. 105–124. Káldi , Tamás and Anna Babarczy . 2016 . A magyar fókusz és a skaláris implikatúrák: egy szemmozgás-követéses kutatás eredményei [The Hungarian focus and scalar implicature: The results of an eye-tracking

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The time course of processing perfective and imperfective aspect in Polish

Evidence from self-paced reading and eye-tracking experiments

Authors: Dorota Klimek-Jankowska, Anna Czypionka, Wojciech Witkowski and Joanna Błaszczak

This paper is a contribution to a long-standing discussion related to the domain of aspectual interpretation. More precisely, it focuses on the impact of the degree of specificity and morphological complexity on the time course of processing of perfective (prefixed perfective and semelfactive perfective) and imperfective (simple imperfective and iterative imperfective) verbs in Polish. In two experiments, eye-tracking during reading and self-paced reading, we tested a hypothesis based on Frisson & Pickering (1999), Pickering & Frisson (2001), and Frisson (2009) that the interpretation of semantically underspecified verbs should be delayed to the end of a sentence. As predicted, in both of the reported experiments significantly longer reading measures were observed for aspectually underspecified simple imperfective verbs as compared to aspectually more specific perfective verbs in the sentence-final region. Our second major prediction was that morphological complexity of aspectual forms should cause computational cost directly on the verbal region. As predicted, significantly longer reading times were observed on morphologically complex (prefixed) perfective verbs and (suffixed) semelfactive perfective verbs as compared to their morphologically simple imperfective counterparts in the eye-tracking experiment. This effect was not confirmed in the self-paced reading experiment. This difference between the results in the two reported experiments is attributed to the differences between the methods used.

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. Balling , L. W. 2008 . A Brief Introduction to Regression Designs and Mixed-Effects Modelling by a Recent Convert . In: Göpferich , S. , Jakobsen , A. L. & Mees , I. M. (eds) Looking at Eyes: Eye-tracking Studies of

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A listening paradigm was employed in an eye-tracking study to establish differences in argument structure building between children with typical language development (TLD) and children with Specific Language Impairment (SLI). The pictures presented to the participants triggered anticipatory eye movements due to the nature of their relation to the verb and its argument structure (syntactic or semantic). The difference between the two groups of children reveals the compensatory strategy of children with SLI.

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Although not always labeled as such, information literacy has been implicitly recognized as a key aspect of translation competence by practitioners, teachers, and scholars. Yet, researchers have only recently begun to systematically examine information behavior in the translation processes of students and professionals to determine how translation-centered information literacy develops. The questions of how and whether translators use the tools and resources at their disposal and how students, novices, and professionals differ in this regard remain to be investigated in detail. The multi-method approach we use to analyze translation competence and information behavior combines data from ethnographic observation of the translation situation, surveys, semi-structured interviews, keystroke logging, computer screenshot recordings, concurrent and cue-based retrospective verbalizations of recorded translation processes, and eye-tracking. We report on the initial phases and results of a study on translators’ information behavior to indicate how this type of research can contribute to understanding the development of translation competence and to improving information literacy teaching.

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