6 May 2011 Color stabilizes textbook visual processing
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We report that pages with color illustrations elicit more homogeneous duration of fixations in 12 elementary school children. For six first graders, we compared the reading of the color cover and a greyscale illustrated text page of an abcbook. For six second grade pupils, we demonstrated a color and a greyscale fairytale book page. The fixations we recorded are concordant with the duration for preschoolers reported elsewhere. Average duration of fixations on a page with color elements are shorter than on greyscale ones, 425 (SE=13.4) and 461 (18.3) ms, respectively. The correlation analysis lends support that a color page is processed differently than its greyscale version. Fixation duration for color and greyscale condition was correlated neither for text (r=.567, p=.241) nor for images (r=.517, p=.294) for the second graders. Our research suggests that color elements on textbook pages encourage emergent readers to perform better in acquisition.
© (2011) COPYRIGHT Society of Photo-Optical Instrumentation Engineers (SPIE). Downloading of the abstract is permitted for personal use only.
Roberts Paeglis, Roberts Paeglis, Madara Orlovska, Madara Orlovska, Kristaps Bluss, Kristaps Bluss, } "Color stabilizes textbook visual processing", Proc. SPIE 8073, Optical Sensors 2011; and Photonic Crystal Fibers V, 807316 (6 May 2011); doi: 10.1117/12.886172; https://doi.org/10.1117/12.886172


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