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Wolffsohn JS, Berkow D, Chan KY, Chaurasiya SK, Fadel D, Haddad M, Imane T, Jones L, Sheppard AL, Vianya-Estopa M, Walsh K, Woods J, Zeri F, Morgan PB. BCLA CLEAR Presbyopia: Evaluation and diagnosis. Cont Lens Anterior Eye 2024; 47:102156. [PMID: 38641525 DOI: 10.1016/j.clae.2024.102156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/21/2024]
Abstract
It is important to be able to measure the range of clear focus in clinical practice to advise on presbyopia correction techniques and to optimise the correction power. Both subjective and objective techniques are necessary: subjective techniques (such as patient reported outcome questionnaires and defocus curves) assess the impact of presbyopia on a patient and how the combination of residual objective accommodation and their natural DoF work for them; objective techniques (such as autorefraction, corneal topography and lens imaging) allow the clinician to understand how well a technique is working optically and whether it is the right choice or how adjustments can be made to optimise performance. Techniques to assess visual performance and adverse effects must be carefully conducted to gain a reliable end-point, considering the target size, contrast and illumination. Objective techniques are generally more reliable, can help to explain unexpected subjective results and imaging can be a powerful communication tool with patients. A clear diagnosis, excluding factors such as binocular vision issues or digital eye strain that can also cause similar symptoms, is critical for the patient to understand and adapt to presbyopia. Some corrective options are more permanent, such as implanted inlays / intraocular lenses or laser refractive surgery, so the optics can be trialled with contact lenses in advance (including differences between the eyes) to better communicate with the patient how the optics will work for them so they can make an informed choice.
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Affiliation(s)
- James S Wolffsohn
- School of Optometry, Health and Life Sciences, Aston University, Birmingham, United Kingdom.
| | - David Berkow
- Department of Ophthalmology, Rambam Health Care Campus, Haifa, Israel
| | - Ka Yin Chan
- Centre for Eye and Vision Research (CEVR), 17W Hong Kong Science Park, Hong Kong
| | - Suraj K Chaurasiya
- Department of Contact Lens and Anterior Segment, CL Gupta Eye Institute, Moradabad, India; Department of Optometry and Vision Science, CL Gupta Eye Institute, Moradabad, India
| | - Daddi Fadel
- Centre for Ocular Research & Education (CORE), School of Optometry & Vision Science, University of Waterloo, Waterloo, Canada
| | - Mera Haddad
- Faculty of Applied Medical Sciences, Department of Allied Medical Sciences, Jordan University of Science and Technology, Irbid, Jordan
| | - Tarib Imane
- Department of Ophthalmology and Visual Sciences, Illinois Eye and Ear Infirmary, College of Medicine, University of Illinois at Chicago, United States
| | - Lyndon Jones
- Centre for Eye and Vision Research (CEVR), 17W Hong Kong Science Park, Hong Kong; Centre for Ocular Research & Education (CORE), School of Optometry & Vision Science, University of Waterloo, Waterloo, Canada
| | - Amy L Sheppard
- School of Optometry, Health and Life Sciences, Aston University, Birmingham, United Kingdom
| | - Marta Vianya-Estopa
- Vision and Hearing Research Centre, Anglia Ruskin University, Cambridge, United Kingdom
| | - Karen Walsh
- CooperVision Inc., San Ramon, CA, United States
| | - Jill Woods
- Centre for Ocular Research & Education (CORE), School of Optometry & Vision Science, University of Waterloo, Waterloo, Canada
| | - Fabrizio Zeri
- School of Optometry, Health and Life Sciences, Aston University, Birmingham, United Kingdom; University of Milano-Bicocca, Department of Materials Science, Milan, Italy
| | - Philip B Morgan
- Eurolens Research, Division of Pharmacy and Optometry, University of Manchester, United Kingdom
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Huang Y, Dong Y, Jiang Z, Zhang P, Li J, Yang J. The effects of text direction of different text lengths on Chinese reading. Sci Rep 2023; 13:8660. [PMID: 37248273 DOI: 10.1038/s41598-023-35859-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Accepted: 05/24/2023] [Indexed: 05/31/2023] Open
Abstract
This study investigates the effects of text direction (horizontal and vertical) and length (long and short) on Chinese reading performance. The experiment enrolled 68 university students aged 19-29 years who were asked to read articles. We recorded reading times and measured recall after reading using a memory test and measured task load using the NASA-TLX scale. The results show that horizontal text was read faster than vertical text. When reading long texts, horizontal reading has a better memory effect than vertical reading. When reading short texts, the effect of text direction on memory was not significant. Moreover, the mental, physical, and temporal demands of horizontal text were lower than those of vertical text. These findings contribute to a better understanding of the impact of text direction, provide valuable suggestions for Chinese typography, and help readers obtain better reading outcomes.
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Affiliation(s)
- Yanqun Huang
- Key Laboratory of Mechanism Theory and Equipment Design of Ministry of Education, Tianjin University, Tianjin, 300354, China.
- Tianjin Ren'ai College, Tianjin, 301636, China.
| | - Yifan Dong
- Key Laboratory of Mechanism Theory and Equipment Design of Ministry of Education, Tianjin University, Tianjin, 300354, China
| | - Zhaojun Jiang
- Key Laboratory of Mechanism Theory and Equipment Design of Ministry of Education, Tianjin University, Tianjin, 300354, China
| | - Peng Zhang
- School of Automobile NCO, University of Army Military Transportation, Bengbu, 233011, Anhui, China
| | - Jutao Li
- Key Laboratory of Mechanism Theory and Equipment Design of Ministry of Education, Tianjin University, Tianjin, 300354, China
| | - Junyu Yang
- Key Laboratory of Mechanism Theory and Equipment Design of Ministry of Education, Tianjin University, Tianjin, 300354, China
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Effects of syllable boundaries in Tibetan reading. Sci Rep 2023; 13:314. [PMID: 36609398 PMCID: PMC9822970 DOI: 10.1038/s41598-022-25759-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2022] [Accepted: 12/05/2022] [Indexed: 01/09/2023] Open
Abstract
Interword spaces exist in the texts of many languages that use alphabetic writing systems. In most cases, interword spaces, as a kind of word boundary information, play an important role in the reading process of readers. Tibetan also uses alphabetic writing, its text has no spaces between words as word boundary markers. Instead, there are intersyllable tshegs (" "), which are superscript dots. Interword spaces play an important role in reading as word boundary information. Therefore, it is interesting to investigate the role of tshegs and what effect replacing tshegs with spaces will have on Tibetan reading. To answer these questions, Experiment 1 was conducted in which 72 Tibetan undergraduates read three-syllable-boundary conditions (normal, spaced, and untsheged). However, in Experiment 1, because we performed the experimental operations of deleting tshegs and replacing tshegs, the spatial information distribution of Tibetan sentences under different operating conditions was different, which may have a certain potential impact on the experimental results. To rule out the underlying confounding factor, in Experiment 2, 58 undergraduates read sentences for both untsheged and alternating-color conditions. Overall, the global and local analyses revealed that tshegs, spaces, and alternating-color markers as syllable boundaries can help readers segment syllables in Tibetan reading. In Tibetan reading, both spaces and tshegs are effective visual syllable segmentation cues, and spaces are more effective visual syllable segmentation cues than tshegs.
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Ma G, Li D, Zhuang X. Do visual word segmentation cues improve reading performance in Chinese reading?. ERGONOMICS 2019; 62:1086-1097. [PMID: 31002292 DOI: 10.1080/00140139.2019.1608315] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2018] [Revised: 03/31/2019] [Accepted: 04/02/2019] [Indexed: 06/09/2023]
Abstract
It is controversial whether providing visual word segmentation cues can improve Chinese reading performance. This study investigated this topic by examining how visual word segmentation cues such as grey highlighting, red colour and interword spacing influence global sentence reading and local word recognition during reading Chinese text in three experiments. The results showed that interword spacing could facilitate local word recognition but could not increase reading speed. In contrast, grey highlighting and red colour could improve neither local word recognition nor global sentence reading performance. Instead, these cues increased the number of fixations and saccades, resulting in slower reading speed. These results suggest that even red colour is not a practically visual cue for Chinese word segmentation and the corresponding mechanisms were discussed. Practitioner Summary: We studied how visual cues such as grey highlighting, red colour and interword spacing influenced Chinese reading performance. Our data showed that even the red colour was not an efficient cue for Chinese word segmentation. The corresponding mechanisms and future direction were discussed regarding how to improve Chinese reading performance.
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Affiliation(s)
- Guojie Ma
- a Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, School of Psychology , Shaanxi Normal University , Xi'an , China
| | - Danxin Li
- a Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, School of Psychology , Shaanxi Normal University , Xi'an , China
| | - Xiangling Zhuang
- a Shaanxi Key Laboratory of Behavior and Cognitive Neuroscience, School of Psychology , Shaanxi Normal University , Xi'an , China
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