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Cited by 349

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

The Effects of Frequency and Predictability on Eye Fixations in Reading: Implications for the E-Z Reader Model.

Rayner, Keith, Ashby, Jane, Pollatsek, Alexander, Reichle, Erik D.·2004·Journal of Experimental Psychology: Human Perception and Performance

Abstract

Readers read sentences containing target words varying in frequency and predictability. The observed pattern of data for fixation durations only mildly departed from additivity, with predictability effects that were slightly larger for low-frequency than for high-frequency words. The pattern of data for skipping was different as predictability affected only the probability of skipping for high-frequency target words. Simulations of these data using the E-Z Reader model indicated that a single-process model was unlikely to provide a good fit for both measures. A version of the model that assumes that (a) word-encoding time is additively affected by frequency and predictability and (b) difficulty with postlexical processing of the target word causes a double take accounted for the data while indicating that the relationship between the duration of hypothesized word-encoding stages and observed fixation durations is not likely to be transparent.

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Crossref · 10.1037/0096-1523.30.4.720

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Metadata

Authors
Rayner, K., Ashby, J., Pollatsek, A., & Reichle, E. D.
Venue
Journal of Experimental Psychology: Human Perception and Performance
Published
2004
Volume
30
Issue
4
Pages
720-732
ISSN
  • 0096-1523 (ISSN-L)
  • 1939-1277
OpenAlex
W2034676785
Cited by
349
References
2
FWCI
23.88
Type
journal article
Language
en
Open access
closed

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CoChat. (2026). Citation check: The Effects of Frequency and Predictability on Eye Fixations in Reading: Implications for the E-Z Reader Model. https://app.cochat.ai/papers/10.1037/0096-1523.30.4.720
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Rayner, K., Ashby, J., Pollatsek, A., & Reichle, E. D. (2004). The Effects of Frequency and Predictability on Eye Fixations in Reading: Implications for the E-Z Reader Model. Journal of Experimental Psychology: Human Perception and Performance. https://doi.org/10.1037/0096-1523.30.4.720

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