Music reading experience modulates eye movement pattern in English reading but not in Chinese reading.

Here we tested the hypothesis that in Chinese-English bilinguals, music reading experience may modulate eye movement planning in reading English but not Chinese sentences due to the similarity in perceptual demands on processing sequential symbol strings separated by spaces between music notation and English sentence reading. Chinese-English bilingual musicians and non-musicians read legal, semantically incorrect, and syntactically (and semantically) incorrect sentences in both English and Chinese. In English reading, musicians showed more dispersed eye movement patterns in reading syntactically incorrect sentences than legal sentences, whereas non-musicians did not. This effect was not observed in Chinese reading. Musicians also had shorter saccade lengths when viewing syntactically incorrect than correct musical notations and sentences in an unfamiliar alphabetic language (Tibetan), whereas non-musicians did not. Thus, musicians' eye movement planning was disturbed by syntactic violations in both music and English reading but not in Chinese reading, and this effect was generalized to an unfamiliar alphabetic language. These results suggested that music reading experience may modulate perceptual processes in reading differentially in bilinguals' two languages, depending on their processing similarities.

Impact of mask use on face recognition: an eye-tracking study.

We examined how mask use affects performance and eye movements in face recognition and whether strategy change reflected in eye movements is associated with performance change. Eighty-eight participants performed face recognition with masked faces either during learning only, during recognition only, or during both learning and recognition. As compared with the baseline condition where faces were unmasked during both learning and recognition, participants had impaired performance in all three scenarios, with larger impairment when mask conditions during learning and recognition did not match. When recognizing unmasked faces, whether the faces were learned with or without a mask on did not change eye movement behavior. Nevertheless, when recognizing unmasked faces that were learned with a mask on, participants who adopted more eyes-focused patterns had less performance impairment as compared with the baseline condition. When recognizing masked faces, participants had more eyes-focused patterns and more consistent gaze transition behavior than recognizing unmasked faces regardless of whether the faces were learned with or without a mask on. Nevertheless, when recognizing masked faces that were learned without a mask, participants whose gaze transition behavior was more consistent had less performance impairment as compared with the baseline condition. Thus, although eye movements during recognition were mainly driven by the mask condition during recognition but not that during learning, those who adjusted their strategy according to the mask condition difference between learning and recognition had better performance. This finding has important implications for identifying populations vulnerable to the impact of mask use and potential remedial strategies.

Student Stress and Online Shopping Addiction Tendency among College Students in Guangdong Province, China: The Mediating Effect of the Social Support.

Online shopping addiction tendency (OSAT) among college students has become too serious to ignore. As a result, it is necessary to carefully examine the relevant factors that shape students' online shopping addiction tendencies. This study aimed to determine whether social support mediates the relationship between college students' stress (academic hassle, personal hassle, and negative life events) and OSAT. In this cross-sectional study using a convenient sampling method, Chinese students from eight universities in Guangdong Province, China, completed self-administered questionnaires in either printed or online format. The survey data includes daily online shopping usage, college student stress, a social support rating scale, an online shopping addiction tendency scale for college students, and demographic information. A total number of verified and valid questionnaires were returned. In a sample of 1123 (mean age = 20.28 years; 58% females). Each individual had online shopping experience. The survey revealed no gender differences in OSAT. There was a statistically significant relationship between student stress (academic hassle, personal hassle, and negative life events) and students' OSAT scores and social support. The latter was negatively correlated with OSAT and mediated the relationship between college students' stress and their OSAT. In conclusion, university students' stress (academic hassle, personal hassle, and negative life events) acts as a trigger for OSAT. A combination of a high stress level and a lack of social support increases the likelihood of developing OSAT. Social support has an effect on the OSAT of college students by relieving their stress; social support is a protective factor against the OSAT for college students.