Humans can read and comprehend text rapidly, implying that readers might process multiple words per fixation. However, the extent to which parafoveal words are previewed and integrated into the evolving sentence context remains disputed. We investigated parafoveal processing during natural reading by recording brain activity and eye movements using MEG and an eye tracker while participants silently read one-line sentences. The sentences contained an unpredictable target word that was either congruent or incongruent with the sentence context. To measure parafoveal processing, we flickered the target words at 60 Hz and measured the resulting brain responses (i.e. Rapid Invisible Frequency Tagging, RIFT) during fixations on the pre-target words. Our results revealed a significantly weaker tagging response for target words that were incongruent with the previous context compared to congruent ones, even within 100ms of fixating the word immediately preceding the target. This reduction in the RIFT response was also found to be predictive of individual reading speed. We conclude that semantic information is not only extracted from the parafovea but can also be integrated with the previous context before the word is fixated. This early and extensive parafoveal processing supports the rapid word processing required for natural reading. Our study suggests that theoretical frameworks of natural reading should incorporate the concept of deep parafoveal processing.

The Jingle fallacy is the false assumption that instruments which share the same name measure the same underlying construct. In this experiment, we focus on the comprehension subtests of the Nelson Denny Reading Test (NDRT) and the Wechsler Individual Achievement Test (WIAT-II). 91 university students read passages for comprehension whilst their eye movements were recorded. Participants took part in two experimental blocks of which the order was counterbalanced, one with higher comprehension demands and one with lower comprehension demands. We assumed that tests measuring comprehension would be able to predict differences observed in eye movement patterns as a function of varying comprehension demands. Overall, readers were able to adapt their reading strategy to read more slowly, making more and longer fixations, coupled with shorter saccades when comprehension demands were higher. Within an experimental block, high scorers on the NDRT were able to consistently increase their pace of reading over time for both higher and lower comprehension demands, whereas low scorers approached a threshold where they could not continue to increase their reading speed or further reduce the number of fixations to read a text, even when comprehension demands were low. Individual differences based on the WIAT-II did not explain similar patterns. The NDRT comprehension test was therefore more predictive of differences in the reading patterns of skilled adult readers in response to comprehension demands than the WIAT-II (which also suffered from low reliability). Our results revealed that these different comprehension measures should not be used interchangeably, and researchers should be cautious when choosing reading comprehension tests for research.

OBJECTIVE: Concussions are self-limited forms of mild traumatic brain injury (TBI). Gradual return to play (RTP) is crucial to minimizing the risk of second impact syndrome. Online patient educational materials (OPEM) are often used to guide decision-making. Previous literature has reported that grade-level readability of OPEM is higher than recommended by the American Medical Association and the National Institutes of Health. The authors evaluated the readability of OPEM on concussion and RTP.
METHODS: An online search engine was used to identify websites providing OPEM on concussion and RTP. Text specific to concussion and RTP was extracted from each website and readability was assessed using the following six standardized indices: Flesch Reading Ease (FRE), Flesch-Kincaid Grade Level, Gunning Fog Index, Coleman-Liau Index, Simple Measure of Gobbledygook Index, and Automated Readability Index. One-way ANOVA and Tukey\'s post hoc test were used to compare readability across sources of information.
RESULTS: There were 59 concussion and RTP articles, and readability levels exceeded the recommended 6th grade level, irrespective of the source of information. Academic institutions published OPEM at simpler readability levels (higher FRE scores). Private organizations published OPEM at more complex (higher) grade-level readability levels in comparison with academic and nonprofit institutions (p < 0.05).
CONCLUSIONS: The readability of OPEM on RTP after concussions exceeds the literacy of the average American. There is a critical need to modify the concussion and RTP OPEM to improve comprehension by a broad audience.

Aims/Background Seroma formation is the most common complication following breast surgery. However, there is little evidence on the readability of online patient education materials on this issue. This study aimed to assess the accessibility and readability of the relevant online information. Methods This systematic review of the literature identified 37 relevant websites for further analysis. The readability of each online article was assessed through using a range of readability formulae. Results The average Flesch-Reading Ease score for all patient education materials was 53.9 (± 21.9) and the average Flesch-Kincaid reading grade level was 7.32 (± 3.1), suggesting they were \'fairly difficult\' to read and is higher than the recommended reading level. Conclusion Online patient education materials regarding post-surgery breast seroma are at a higher-than-recommended reading grade level for the public. Improvement would allow all patients, regardless of literacy level, to access such resources to aid decision-making around undergoing breast surgery.

Spelke\'s What Babies Know masterfully describes infants\' impressive repertoire of core cognitive concepts, from which the suite of human knowledge is eventually built. The current commentary argues for the existence of a core concept that Spelke claims preverbal infants lack: social goal. Core social goal concepts, operative extremely early in human development, underlie infants\' basic abilities to interpret and evaluate entities within the moral world; such abilities support claims for a core moral domain.

Central to What Babies Know (Spelke, ) is the thesis that infants\' understanding is divided into independent modules of core knowledge. As a test case, we consider adding a new domain: core knowledge of substances. Experiments show that infants\' understanding of substances meets some criteria of core knowledge, and they raise questions about the relations that hold between core domains.

Criteria for assessment of the significance of scientific articles are presented. The focus is on research design and methodology, illustrated by the classical study on prehospital volume treatment of severely injured individuals with penetrating torso injuries by Bickell et al. (1994). A well-thought out research design is crucial for the success of a scientific study and is documented in a study protocol beforehand. A hypothesis is a provisional explanation or prediction and must be testable, falsifiable, precise, and relevant. There are various types of randomization methods, with the randomized controlled trial being the gold standard for clinical interventional studies. When reading a scientific article it is important to verify whether the research design and setting align with the research question and whether potential sources of error have been considered and controlled. Critical scrutiny should also be applied to references, the funding and expertise of the researchers.
UNASSIGNED: Kriterien zur Einordnung der Aussagekraft wissenschaftlicher Artikel werden vorgestellt. Der Fokus liegt auf Forschungsdesign und Methodik, die anhand der klassischen Studie zur prähospitalen Volumentherapie bei Schwerverletzten mit penetrierenden Torsoverletzungen von Bickell et al. (1994) erläutert werden. Ein sorgfältig durchdachtes Forschungsdesign entscheidet über den Erfolg einer wissenschaftlichen Studie und wird vorab im Studienprotokoll festgehalten. Eine Hypothese ist eine vorläufige Erklärung oder Vorhersage und muss test-, falsifizierbar, präzise und relevant sein. Es gibt verschiedene Randomisierungsarten. Die randomisierte kontrollierte Studie ist der Goldstandard klinischer Interventionsstudien. Beim Lesen einer wissenschaftlichen Arbeit sollte kontrolliert werden, ob Forschungsdesign und -setting zur Forschungsfrage passen, und ob Fehlerquellen bedacht und kontrolliert wurden. Kritisch prüfen lassen sich auch Literaturangaben, Finanzierung und Expertise der Forschenden.

What is the relationship between language and event cognition? Past work has suggested that linguistic/aspectual distinctions encoding the internal temporal profile of events map onto nonlinguistic event representations. Here, we use a novel visual detection task to directly test the hypothesis that processing telic versus atelic sentences (e.g., \"Ebony folded a napkin in 10 seconds\" vs. \"Ebony did some folding for 10 seconds\") can influence whether the very same visual event is processed as containing distinct temporal stages including a well-defined endpoint or lacking such structure, respectively. In two experiments, we show that processing (a)telicity in language shifts how people later construe the temporal structure of identical visual stimuli. We conclude that event construals are malleable representations that can align with the linguistic framing of events.

A view that has been gaining prevalence over the past decade is that the human conceptual system is malleable, dynamic, context-dependent, and task-dependent, that is, flexible. Within the flexible conceptual representation framework, conceptual representations are constructed ad hoc, forming a different, idiosyncratic instantiation upon each occurrence. In this review, we scrutinize the neurocognitive literature to better understand the nature of this flexibility. First, we identify some key characteristics of these representations. Next, we consider how these flexible representations are constructed by addressing some of the open questions in this framework: We review the age-old question of how to reconcile flexibility with the apparent need for shareable stable definitions to anchor meaning and come to mutual understanding, as well as some newer questions we find critical, namely, the nature of relations among flexible representations, the role of feature saliency in activation, and the viability of all-or-none feature activations. We suggest replacing the debate about the existence of a definitional stable core that is obligatorily activated with a question of the degree and probability of activation of the information constituting a conceptual representation. We rely on published works to suggest that (1) prior featural salience matters, (2) feature activation may be graded, and (3) Bayesian updating of prior information according to current demands offers a viable account of how flexible representations are constructed. This proposal provides a theoretical mechanism for incorporating a changing momentary context into a constructed representation, while still preserving some of the concept\'s constituent meaning.

(1) Background: The wording of informed consent forms could hinder their comprehension and hinder patients\' autonomous choice. The objective of this study was to analyze the readability and comprehension of anesthesia informed consent forms in a Spanish county hospital. (2) Methods: Descriptive and cross-sectional study carried out on patients who were going to undergo anesthetic techniques. The readability of the forms was analyzed using the INFLESZ tool and their subjective comprehension using an ad hoc questionnaire. (3) Results: The analyzed forms presented a \"somewhat difficult\" legibility. A total of 44.2% of the patients decided not to read the form, mainly because they had previously undergone surgery with the same anesthetic technique. The language used in the forms was considered inadequate by 49.5% of the patients and 53.3% did not comprehend it in its entirety. A statistically significant negative correlation of age and INFLESZ readability score with the overall questionnaire score was found. A statistically significant association was observed as a function of age and educational level with the different criteria of the questionnaire. (4) Conclusions: The anesthesia informed consent forms presented low readability with limited comprehension. It would be necessary to improve their wording to favor comprehension and to guarantee patients\' freedom of choice.