Investigating Semantic Influences on Reading Comprehension: Eye Tracking, Reading Time, and Response Time

Faculty Name:
Anne Cook

Educational Psychology

Faculty College:


Project Description:

My lab group is working on several studies that investigate the role of different semantic influences on narrative reading comprehension. These include, but are not limited to low-level variables like word valence, semantic size, and concretene, as well as influences’ from readers’ general world knowledge. Projects involve construction of short narrative texts to isolate the variable(s) in question, running subjects on the eye tracker and/or computer, analyzing data, and interpreting and disseminating results.

Opportunity Type:

Volunteer; This is a work-study research position; Prepare a UROP proposal; Write an Honors Thesis; Earn independent study credit

Student Role:

Students may be involved in materials generation, data collection, data analysis, and results interpretation and dissemination, depending on their interest and skill level.

Student Benefits:

Students will gain experience on working on collaborative projects, using cognitive psychology measures, data analysis, academic writing, and presentation.

Project Duration:

These projects are ongoing. I would like for a student to be involved during both fall 2018 and spring 2019 semesters. Work load will can range from 5-20 hours per week.

Minimum Requirements:

Good writing and word processing skills, willingness to learn new software and methodological techniques, interest in cognitive psychology and reading comprehension