精神分裂症(Sz)的阅读流畅性缺陷归因于较低层次的功能障碍,动眼加工和更高层次,词汇处理,根据2次命中赤字模型(Dias等人。,2021)。鉴于以前检查Sz读者的阅读缺陷的工作主要集中在单行和单字阅读任务上,阅读段落所特有的眼球运动,比如回扫扫视,尚未在SZ进行检查。回扫扫视是在自然通道阅读过程中,读者从一行的末尾移动到下一行的开头时产生的大眼球运动。检查返回扫描提供了一个检查较低级别的机会,在即将到来的更高级别的情况下,词汇信息不可用于视觉处理,因为在编程返回扫描时,视敏度约束不允许对行初始单词进行详细的词汇处理。为了检查Sz中阅读缺陷的来源,我们分析了现有的数据集(Dias等人。,2021年),参与者阅读多行段落,并对行距进行操作。与健康对照组相比,具有Sz的读者在回扫目标错误之后进行纠正扫视的错误明显更多。两组的行距对回扫瞄准精度的影响相似,表明阅读过程中对视觉拥挤的敏感性相似。此外,Sz读者的固定持续时间模式证实了先前的工作,表明对即将到来的单词的副凹处理减少。一起,这些发现表明,低水平的视觉和动眼功能障碍有助于Sz的阅读缺陷,为两击赤字模型提供支持(Dias等人,,2021)。
Reading fluency deficits in schizophrenia (Sz) have been attributed to dysfunction in both lower-level, oculomotor processing and higher-level, lexical processing, according to the two-hit deficit model. Given that prior work examining reading deficits in individuals with Sz has primarily focused on single-line and single-word reading tasks, eye movements that are unique to passage reading, such as return-sweep saccades, have not yet been examined in Sz. Return-sweep saccades are large eye movements that are made when readers move from the end of one line to the beginning of the next line during natural passage reading. Examining return-sweeps provides an opportunity to examine lower-level, oculomotor deficits during reading under circumstances when upcoming higher-level, lexical information is not available for visual processing because visual acuity constraints do not permit detailed lexical processing of line-initial words when return-sweeps are programmed. To examine the source of reading deficits in Sz, we analysed an existing data set in which participants read multi-line passages with manipulations to line spacing. Readers with Sz made significantly more return-sweep targeting errors followed by corrective saccades compared with healthy controls. Both groups showed similar effects of line spacing on return-sweep targeting accuracy, suggesting similar sensitivities to visual crowding during reading. Furthermore, the patterns of fixation durations in readers with Sz corroborate prior work indicating reduced parafoveal processing of upcoming words. Together, these findings suggest that lower-level visual and oculomotor dysfunction contribute to reading deficits in Sz, providing support for the two-hit deficit model.