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Please help us test our new pre-print finding feature by giving the pre-print link a rating. A 5 star rating indicates the linked pre-print has the exact same content as the published article.
Authors:Don Kuiken; Shawn Douglas Moniek Kuijpers Abstract: Although several measures of reading engagement (e.g., absorption, immersion) have been developed in recent years, the possibility that they reflect different constructs has not been systematically examined. The present study investigated two factorially independent forms of reading engagement measured by the Absorption-Like States Questionnaire (ASQ; Kuiken & Douglas, 2017, 2018). We examined whether (a) expressive enactment (ASQ-EE) and integrative comprehension (ASQ-IC) differentially predict aesthetic, explanatory, and pragmatic reading outcomes; (b) whether the components and outcomes of ASQ-EE and ASQ-IC differ from those of another measure of reading engagement (the Story World Absorption Scale, SWAS; Kuijpers et al., 2014), and (c) whether ASQ-EE and ASQ-IC are differentially related to two measures of trait openness to experience: the Tellegen Absorption Scale (Tellegen & Atkinson, 1974) and the Big Five Aspects Scale for Openness/Intellect; DeYoung et al., 2007). PubDate: 2021-12-31T00:00:00Z
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Authors:Lukas Kosch; Günther Stocker, Annika Schwabe Hajo G. Boomgaarden Abstract: Empirical research on the differences between digital and print reading has recently increased, mainly concentrating on informational texts while disregarding literary texts. Concerning narrative fiction, the existing quantitative studies have found no or very few differences between reading printed books and e-books. In our focus group study, we amplify the perspective on digital and print book reading through a largely explorative approach. The results gained by interviewing 34 habitual readers of e-books in six groups show that e-books complement rather than replace printed books. Crucial differences can be found in the dimensions of the reading situation, genre selection, purpose of reading, as well as literary quality and status of the text. Furthermore, our results shed new light on the importance of the printed book as an individual material object, with its own specific iconicity and with notable consequences for intellectual possession, memory, and remembrance of read books and lived reading experiences. PubDate: 2021-12-31T00:00:00Z
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Authors:Lena Wimmer; Gregory Currie, Stacie Friend Heather J. Ferguson Abstract: We present two experiments examining the effects of reading narrative fiction (vs. narrative non-fiction vs. expository non-fiction) on social and moral cognition, using a battery of self-report, explicit and implicit indicators. Experiment 1 (N = 340) implemented a pre-registered, randomized between-groups design, and assessed multiple outcomes after a short reading assignment. Results failed to reveal any differences between the three reading conditions on either social or moral cognition. Experiment 2 employed a longitudinal design. N = 104 participants were randomly assigned to read an entire book over seven days. Outcome variables were assessed before and after the reading assignment as well as at a one-week follow-up. Results did not show any differential development between the three reading conditions over time. The present results do not support the claim that reading narrative fiction is apt to improve our general social and moral cognition. PubDate: 2021-12-31T00:00:00Z
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Authors:Moniek M. Kuijpers Abstract: Absorption has proven to be an important mediator of reading enjoyment and persuasive text effects (Green & Brock, 2000; Kuijpers et al., 2014). Typically, absorbing experiences with narrative media are captured using self-report measuring instruments. One such instrument is the Story World Absorption Scale, which is comprised of four dimensions: Attention, Emotional Engagement, Mental Imagery, and Transportation (Kuijpers et al., 2014). As of yet, we do not know how these dimensions relate to one another. Data from four different studies (one survey and three experiments) using the Story World Absorption Scale were investigated with the use of structural equation modeling to attempt to answer this question. The results show that attention fulfills a crucial role in the absorption experience confirming the work of Kuiken and Douglas (2017, 2018) on absorption-like states. The findings inspire a discussion on how we (should) use multi-dimensional instruments in the field of empirical literary studies. PubDate: 2021-12-31T00:00:00Z
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Authors:David I. Hanauer PubDate: 2021-12-17T00:00:00Z
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Authors:Jan Auracher Abstract: This study aimed to test sound-meaning relations in Japanese poetry. To this end, participants assessed the sentiments expressed in a random selection of Tanka (a specific form of Japanese poetry) on six bipolar scales comprising Evaluation (emotional valence), Potency (dominance), and Activity (arousal). The selected Tanka differed with regard to their average formant-dispersion (i.e., the distance between the first and second formant). Corroborating results of a previous study that tested the relation between formant dispersion and emotional tone in German poetry, results suggest that poems with an extremely low average formant dispersion have a significantly higher likelihood of expressing dominance and activity than poems with an extremely high formant dispersion. No significant differences regarding the Evaluation dimension were found. PubDate: 2021-12-17T00:00:00Z
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Authors:Emily T. Troscianko; James Carney Abstract: We investigated the effects of narrative perspective on mental imagery by comparing responses to an English translation of Franz Kafka’s Das Schloß (The Castle) in the published version (narrated in the third person) versus an earlier (first-person) draft. We analysed participants’ pencil drawings of their imaginative experience for presence/absence of specific features (K. and the castle) and for image entropy (a proxy for image unpredictability). We also used word embeddings to perform cluster analysis of participants’ verbal free-response testimony, generating thematic clusters independently of experimenter expectations. We found no effects of text version on feature presence or overall entropy, but an effect on entropy variance, which was higher in the third-person condition. There was also an effect of text version on free responses: Readers of the third-person version were more likely to use words associated with mood and atmosphere. We offer conclusions on “Kafkaesque” aesthetics, cognitive realism, and the future of experimental literary studies. PubDate: 2021-12-17T00:00:00Z
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Authors:Lotta-Sofia La Rosa; Aku-Ville Lehtimäki Abstract: Digital reading has established its position, and thus research on how reading mode affects reading experience and enjoyment is needed. This study is based on a reading experiment with 89 14–15-year-olds who read or listened to an entire book in four different reading modes: paperbook, ebook, audiobook, and via a commercial subscription service. Using quantitative methods, we examine whether reading mode affects story world absorption as well as seek connections between gender, motivation, absorption and reading mode preferences. Based on the study, reading mode has no statistical impact on narrative absorption experience, measured by the Story World Absorption Scale. Instead, the experience correlates with reading motivation; an adolescent with higher motivation is more likely to feel absorbed while reading, regardless of reading mode. On average, girls experience higher reading motivation and absorption than boys. Less motivated seem to prefer audiobook whereas more motivated choose reading over listening. PubDate: 2021-12-17T00:00:00Z
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Authors:Helena Hollis Abstract: Reading fiction has been associated with improved social and imaginative reasoning that could lead to improved critical thinking. This observational study investigated the relationship between fiction and nonfiction exposure, narrative transportation, and factors of critical thinking (critical thinking disposition, and epistemological orientation). Self-selecting participants (N = 335) completed an online survey including an author recognition test and self-report scales. Fiction scores were significantly associated with higher critical thinking disposition, while nonfiction had an inverse effect correlating with lower disposition. Fiction reading was associated with decreased absolutism, and nonfiction score conversely with higher absolutism. Total and nonfiction print exposure were associated with lower multiplism, with no significant association for fiction. Total and fiction print exposure were associated with higher evaluativism, with no significant association for nonfiction. Narrative transportation mediated some of these relationships. These findings provide a basis for further research into reading fiction and nonfiction, and critical thinking. PubDate: 2021-12-17T00:00:00Z
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Authors:Jan Alber Abstract: This article reviews Human minds and animal stories: How narratives make us care about other species PubDate: 2021-12-17T00:00:00Z
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Authors:David I. Hanauer PubDate: 2020-12-31T00:00:00Z
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Authors:Natasha Chlebuch; Thalia R. Goldstein Deena Skolnick Weisberg Abstract: Many studies have claimed to find that reading fiction leads to improvements in social cognition. But this work has left open the critical question of whether any type of narrative, fictional or nonfictional, might have similar effects. To address this question, as well as to test whether framing a narrative as fiction matters, the current studies presented participants (N = 268 in Study 1; N = 362 in Study 2) with literary fiction texts, narrative nonfiction texts, expository nonfiction texts, or no texts. We tested their theory-of-mind abilities using the picture-based Reading the Mind in the Eyes task and a text-based test of higher-order social cognition. Reading anything was associated with higher scores compared to reading nothing, but the effects of framing and text type were inconsistent. These results suggest that prior claims regarding positive effects of reading fiction on mentalizing should be seen as tenuous; other mechanisms may be driving previously published effects. PubDate: 2020-12-31T00:00:00Z
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Authors:Jan Alber; Jessica Jumpertz Axel Mayer Abstract: In an experiment, the authors tried to find out how professional readers deal with unnatural narrators (such as a narrating parrot and a speaking coin). The hypotheses and research questions were mostly derived from Jan Alber’s proposed reading strategies and operationalized to be measured with the help of a close-ended questionnaire. Thirty-two students of English from RWTH Aachen University took part in the study and were presented with four text passages that featured two natural and two unnatural first-person narrators. These excerpts represented a gliding scale of defamiliarization or estrangement in the sense of Shklovsky that ranges from (1) a realist backpacking tourist in India to (2) a narrator who suffers from hallucinations (both natural), and from there to (3) a narrating parrot and, finally, (4) a speaking coin (both unnatural).The results indicate that the participants perceived the narratives that featured unnatural narrators as being more estranging than the ones that contained natural narrators, and that unnaturalness was regarded as an indicator of fictionality. Furthermore, it was easier for the participants to emotionally engage with the natural (compared to the unnatural) narrators. The study also shows that blending was used as a strategy to make sense of the unnatural narrators, and that the participants thought that fictional worlds were relevant for their own world experiences – regardless of whether the narrators were unnatural or not. Furthermore, most of the participants were reminded of familiar genres (fantasy stories or fairy tales) when they dealt with the unnatural narrators. PubDate: 2020-12-31T00:00:00Z
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Authors:Peter Dixon; Sara Saadat Marisa Bortolussi Abstract: In this study, we used latent variable analysis to distinguish two components of reader reactions to narrative fiction: Evaluative reaction is the extent to which a character is seen as reasonable and rational, and experiential reaction is the extent to which the reader feels similar to and identifies with the character. We found that evaluative reaction was more negative when mental access to the character was provided, while experiential reaction was decreased by the use of a first-person (as opposed to third-person) narrator. These results were explained in terms of the additional cognitive processing engendered by the these narrative techniques. In particular, we hypothesized that a paucity of mental access leads readers to make their own inferences about the character’s mental state, while the use of third-person narration leads readers to draw on their personal experience in order to appreciate the circumstances of the character. PubDate: 2020-12-31T00:00:00Z
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Authors:Svetlana Postarnak; São Luís Castro Susana Silva Abstract: Psychological studies of poetry have focused on the responses to written text, and little is known on how choices made by reciters affect listeners’ responses. We hypothesized that syntax-compatible prosodic cues – pauses and pitch breaks – would increase preference by increasing comprehension. Participants rated different declamations of the same poem for preference and comprehension. The match between syntactic boundaries and linguistic prosody cues was quantified in each version, and then we tested how this match predicted listeners’ responses. Unlike our predictions, linguistic prosody had opposite effects on comprehension vs. preference: Comprehension was enhanced by using both sentence pauses and clause pitch breaks, while avoiding clause pauses. When controlling for comprehension, preference was enhanced by clause pauses but hampered by clause breaks and sentence pauses. Results are consistent with the possibility that listeners enjoyed losing track of syntactic boundaries, in line with the idea that deviation may lead to pleasure. PubDate: 2020-12-31T00:00:00Z
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