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The document presents two studies: one on word-skipping during sentence reading using the Eyelink II eye tracker, which finds that contextual predictability and word familiarity significantly influence skipping probabilities in Chinese reading; and another on emotional intelligence among junior middle school students, which verifies a proposed emotional intelligence structure model. The findings highlight the interplay between contextual factors and individual word familiarity in reading behavior, as well a

Author

范喜

Language

EN