Patterns of attention and memory in Jane Austen 1

Phillips, Natalie M.; Antonucci, Salvatore; Grasser, Lana Ruvolo; Meter, Madison; Narayan, Ritu; Persenaire, Kristina; Smith, Karah; Smith, Savannah; Straley, Lauren

doi:10.4324/9780203732526-9

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Inhibition and shifting processes are measured, but the way text elements determine the allocation of attention need to be researched in future fMRI studies. (Phillips, 2015;Phillips et al, 2017). In addition, it could not be finally clarified whether the reader, as a result of the distraction from the world of the text, diverts resources into internal attention to episodic memory or external attention to some other stimulus from the real world.…”

Section: Discussionmentioning

confidence: 99%

High school students’ attentional stance, modes of reading engagement, and self-insight during literary reading

Grandits,

Krek

2023

L1-ESLL

View full text Add to dashboard Cite

The primary aim of this study was to analyze the validity and reliability of an instrument capable of measuring high school students’ attentional stance, modes of reading engagement, and self-insight during literary reading. For this purpose, a self-report questionnaire was administered to high school students in three Austrian regions (N = 417). First, confirmatory factor analysis was conducted to test the validity and the reliability of the preconceived measurement model. Second, the interrelationships among the validated constructs were analyzed through structural equation modeling. The fit and the validity of the structural model were evaluated, and the mediating effect of expressive reading was tested. The study yielded an instrument with valid and reliable scores that assesses 9 dimensions of high school students’ reading experiences. The basic Kuiken-Douglas model (2017) on reading engagement and reading outcome could be replicated. Structural equation modeling indicated that high attentional focus negatively predicted expressive-experiential reading that in turn facilitated self-insight. This implies that students should be allowed leaky attention so that they can work with literary texts in a self-modifying way in literature education. Limitations are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%