By Rolf A. Zwaan
Given the truth that there are largely forms of textual content, it's not likely that each textual content is processed within the similar manner. it really is assumed right here that for every textual content sort, trained readers have constructed a specific cognitive keep an eye on method, which regulates the elemental operations of textual content comprehension. The ebook makes a speciality of the comprehension of literary texts, which consists of particular cognitive techniques that permit the reader to reply flexibly to the indeterminacies of the literary studying scenario. The learn is predicated seriously on tools and theoretical conceptions from cognitive psychology and provides the result of experiments conducted with genuine readers. the consequences aren't in simple terms suitable to analyze difficulties in literary idea, but in addition to the learn of discourse comprehension usually.
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Extra resources for Aspects of Literary Comprehension: A Cognitive Approach
Hypothesis 1 was tested though a subject-paced reading task. Hypothesis 2 was tested through a combination of a time-based recognition task and a text- 14 It is important to note the use of the terms "assumption" and "hypothesis" in this book. An assumption is a general statement about some state of affairs. A hypothesis is an empirically testable prediction derived from an assumption. 44 ASPECTS OF LITERARY COMPREHENSION: A COGNITIVE APPROACH completion task.
Also Van Dijk 1988). LCCS, on the other hand, seems to favor a relatively slow speed of processing. Most (non-professional) readers of literature read at leisure, without having to worry about the text becoming outdated. The Iliad, for instance, is usually not thought of as being superseded by the Odyssey, although the latter is more up to date on the fate of the Greek and Trojan Warriors. As common opinion has it, newspaper texts are regarded as disposables, whereas literary texts are deemed our cultural heritage.
Theoretical argumentation and a wealth of empirical data in favor of interac tion between levels of processing in reading have been put forth in psycholinguistics; cf. Marslen-Wilson and Tyler (1980), Flores ď Arcais and Schreuder (1983), Just and Carpenter (1987), in discourse analysis (cf. Van Dijk and Kintsch 1983; Graesser 1981), in reading research (cf. Lesgold and Perfetti FRAMING LITERARY COMPREHENSION 21 1981) and in the empirical study of literature (cf Svensson 1985; Meutsch 1987a; Harker 1989).