The effectiveness of tablet computers to supplement or replace paper-based text in everyday life has yet to be fully revealed. Previous investigations comparing reading performance using tablets and paper have, however, reported inconsistent results. Furthermore, the interpretability of some previous findings is limited by lack of experimental control over variables like text display conditions. In the current study, we investigated reading performance for text presented on tablet and paper. Crucially, the levels of luminance and contrast were matched precisely across tablet and paper. The study used Arabic text which differs substantially from the languages used previously to investigate effects of tablet and paper on reading, thus offering a distinctive test of the influence of these two media on reading performance. The results suggest that when text display conditions are well-matched, there is no reliable difference in reading performance between the two media. Also, neither the order of medium (reading from tablet or paper first), nor familiarity with using a tablet significantly influence reading performance. These results call into question previous suggestions that reading from tablets is linked to poorer reading performance, and demonstrate the benefits of controlling text display conditions. These findings are of interest to reading scientists and educators.

Background: Section III of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) proposes a model for conceptualizing personality disorders in which they are characterized by impairments in personality functioning and maladaptive personality traits. The Personality Inventory for DSM-5 (PID-5) is a self-report measure that assesses the presence and severity of these maladaptive personality traits. Objective: The current study examined the reliability and validity of the Arabic version of the Personality Inventory for DSM-5 (PID-5) to measure maladaptive personality traits in the Emirati population of the United Arab Emirates. Methods: The Arabic version of the PID-5 was administered to a community sample of 1,090 United Arab Emirates nationals (89.5% female and 10.5% male, mean age = 22.44 years old). The descriptive measures, internal consistency, test-retest reliability, convergent validity with NEO – Five Factor Inventory, as well as PID-5’s factor structure, were all addressed. Results: The PID-5facets and domains mean scores were higher in the Emirati sample compared to the original US sample. Internal consistency of the PID-5 scales was acceptable to high and test-retest coefficients ranged from 0.84 (facets) to 0.87 (domains). As expected, the five domains of the Arabic version of the PID-5 correlated significantly with all Five-Factor Model domains of personality. Additionally, the Arabic version of the PID-5 confirmed a five-factor structure that resembles the PID-5 domains. Conclusion: The findings of this study provided initial support for the use of the Arabic version of the PID-5 to assess maladaptive personality traits in the Emirati population of the United Arab Emirates.

Evidence shows that skilled readers extract information about upcoming words in the parafovea. Using the boundary paradigm, we investigated native Arabic readers’ processing of orthographic, morphological, and semantic information available parafoveally. Target words were embedded in frame sentences, and prior to readers fixating them, one of the following previews were made available: (a) Identity preview; (b) Preview that shared the pattern morpheme with the target; (c) Preview that shared the root morpheme with the target; (d) Preview that was a synonym with the target word; (e) Preview with two of the root letters were transposed thus creating a new root, while preserving all letter identities of the target; (f) Preview with two of the root letters were transposed thus creating a pronounceable pseudo root, while also preserving all letter identities of the target; and (g) Previews that was unrelated to the target word and shared no information with it. The results showed that identity, root-preserving, and synonymous preview conditions yielded preview benefit. On the other hand, no benefit was obtained from the pattern-preserving previews, and significant disruption to processing was obtained from the previews that contained transposed root letters, particularly when this letter transposition created a new real root. The results thus reflect Arabic readers’ dependance on morphological and semantic information, and suggest that these levels of representation are accessed as early as orthographic information. Implications for theory- and model-building, and the need to accommodate early morphological and semantic processing activities in more comprehensive models are further discussed.

This study compares the traditional use of case studies against the novel use of discussion boards to teach naive students in the United Arab Emirates about anxiety disorders. Sixty-six female students from an abnormal psychology class were randomly assigned to either the case study condition (CSC) or the discussion board condition (DBC). Students read about anxiety disorders and at the end of the class rated their experience based on four learning outcomes. In each instance, students in the DBC rated their learning outcomes significantly higher than students in the CSC. This suggests that incorporating discussion boards as a pedagogical tool can add a new dimension for engaging student interest, fostering knowledge development, and increasing empathy.

Previous research suggests that different typefaces can be perceived as having distinct personality characteristics (such as strength, elegance, friendliness, romance, and humor) and that these “print personalities” elicit information in the reader that is in addition to the meaning conveyed linguistically by words. However, research in this area has previously been conducted using only English stimuli and so it may be that typefaces in English, and other languages using the Latinate alphabet, lend themselves unusually well to eliciting perception of print personalities, and the phenomenon is not a language universal. But not all written languages are Latinate languages, and one language that is especially visually distinct is Arabic. In particular, apart from being read from right to left, Arabic is formed in a cursive script in which the visual appearance of letters contrasts strongly with those used for Latinate languages. In addition, spaces between letters seldom exist in Arabic and the visual appearance of even the same letters can vary considerably within the same typeface depending on their contextual location within a word. Accordingly, the purpose of the present study was to investigate whether, like English, different Arabic typefaces inspire the attribution of print personalities. Eleven different typefaces were presented in Arabic sentences to skilled readers of Arabic and participants rated each typeface according to 20 different personality characteristics. The results showed that each typeface produced a different pattern of ratings of personality characteristics and suggest that, like English, Arabic typefaces are perceived as having distinct print personalities. Some of the implications of these results for the processes involved in reading are discussed.

Measures of eye movements provide a moment-by-moment account of the visual and cognitive processes that underlie normal reading. These measures have been used to develop detailed sophisticated computational models of eye movement control during reading, primarily based on research conducted with European languages such as English and German, which use the Roman orthography. However, relatively little is known about the mechanisms underlying eye movement control during reading for Semitic languages, such as Arabic, which have very different visual and linguistic characteristics. In this chapter, we provide an overview of eye movement research on reading, including research conducted to date on eye movements in Arabic reading. We consider whether current computational models can account for these findings and outline key theoretical questions that remain to be examined empirically.