Abstract

The meaning of linguistic stimuli and the appearance of visual stimuli are influenced by circumstances, conditions, and objects that surround a stimulus. Experimental analyses of such context effect during reading support a multilevel model of oculomotor control that can be used to reveal components of superior flexible comprehension skills. Efforts are being made to apply these findings to the development of lesson plans that will teach students how to modulate their reading rate and approach according to the perceived importance of ideas.

© 1985 Optical Society of America