SciELO - Scientific Electronic Library Online

vol.49 suppl.1Written production in international postgraduate studies: The incidence of academic traditions in the appropriation and production of knowledgeMultiple text comprehension: Perspectives and possibilities for transdisciplinary research author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand




Related links

  • On index processCited by Google
  • Have no similar articlesSimilars in SciELO
  • On index processSimilars in Google


Revista signos

On-line version ISSN 0718-0934


PARODI, Giovanni  and  JULIO, Cristóbal. Where do eyes go when reading multisemiotic disciplinary texts? Processing words and graphs in an experimental study with eye tracker. Rev. signos [online]. 2016, vol.49, suppl.1, pp.149-183. ISSN 0718-0934.

Despite the growing interest in the comprehension of multisemiotic texts, scientific knowledge about processing of specialized disciplinary written genres in Spanish, composed of words and graphics, investigated with Eye Tracking (ET) methodologies, is still scarce or even nonexistent. The present study aims at investigating: a) if there is an order of presentation of textual information indicating particular reading paths (verbal-graph or graph-verbal); b) if there is a semiotic system over another that is provided greater attention in reading a specific rhetorical step; c) if disciplinarity in terms of university study area affects the Reading paths of a given genre passage. It also aims at d) understanding readers’ opinions regarding multisemiotic texts. The experimental design used an intra and inter-subject mixed approach using ET. Forty-seven Chilean university students read eight textual segments of the Monetary Policy Report genre. The overall results indicate that: 1) readers processed with equal attention all the texts without the having the 'order' of semiotic systems playing any difference; 2) the verbal segment of texts is mainly processed, regardless of university study area of ​​students’ origin; 3) disciplinarity only matters when the subjects from economy read the AOI Graph Projection; and 4) most subjects in the sample state that they spent more time reading the words. These findings can be explained in terms of the Logocentric Principle, with no attribution to disciplinarity. Data from cognitive processing and from declarative knowledge of the readers corroborate in this study.

Keywords : Multisemiotic comprehension; Monetary Policy Report; Line graphs; eye tracker.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License