The experience of reading

Moore, Alan T.; Schwitzgebel, Eric

doi:10.1016/j.concog.2018.03.011

Cited by 17 publications

(17 citation statements)

References 45 publications

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“…In any event, we submit that the properties of the text materials used in empirical studies on mind-wandering promise to have a direct impact on the quantitative and qualitative properties of mind-wandering episodes. This is consistent with the recent empirical finding that the properties of literary texts have an important impact on the reading experience (Moore and Schwitzgebel, 2018). For this reason, we suggest that future research should develop selection criteria for text material to increase the explanatory value of the interpretation of empirical data.…”

Section: Concluding Remarks and Outlooksupporting

confidence: 92%

“…The last two questions are targeted at the participants, whose habits and skill levels should be carefully detected by using standard print exposure measures (Stanovich and West, 1989; Moore and Gordon, 2015). Furthermore, recent empirical evidence suggests that there are inter-individual differences in the reported reading experiences (Moore and Schwitzgebel, 2018). This might also have implications for the future empirical exploration of the links between mind-wandering and reading.…”

Section: Concluding Remarks and Outlookmentioning

confidence: 99%

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Reconsidering the Mind-Wandering Reader: Predictive Processing, Probability Designs, and Enculturation

Fabry

Kukkonen

2019

Front. Psychol.

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Studies on mind-wandering frequently use reading as an experimental task. In these studies, reading is conceived as a cognitive process that potentially offers a contrast to mind-wandering, because it seems to be task-related, goal-directed and stimulus-dependent. More recent work attempts to avoid the dichotomy of successful cognitive processes and processes of mind-wandering found in earlier studies. We approach the issue from the perspective that texts provoke modes of cognitive involvement different from the information processing and recall account that underlies many early mind-wandering studies. After all, reading itself is an umbrella term for activities that are characterized by a variety of phenomenological and functional signatures. We conceptualize reading and mind-wandering in relation to each other through the framework of enculturated predictive processing, which is informed by research in literary studies. Earlier accounts think of reading predominantly in terms of the construction of situation models that organize textual information. By contrast, enculturated predictive processing foregrounds shifting stances readers can take in relation to the text. Characters featuring in literary texts might be mind-wandering themselves, or passages in literary style might make the construction of a clearly defined situational model impossible. Furthermore, we take into account that texts often elicit mind-wandering through the construction of task-relevant and attention-driven virtual scenarios in readers' minds. This more complex account of reading can enrich recent attempts to understand mind-wandering as a complex, multi-dimensional phenomenon. The study of mind-wandering can benefit, we argue, from a closer attention to the process of reading and to the texts it deploys as stimuli. The emerging perspective from enculturated predictive processing and literary studies makes distinctions in reading that in turn enable research on mind-wandering to ask more precise questions about (1) different kinds of mind-wandering, (2) different modes of reading, and (3) how and where they interconnect across time.

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Section: Concluding Remarks and Outlooksupporting

confidence: 92%

Section: Concluding Remarks and Outlookmentioning

confidence: 99%

Reconsidering the Mind-Wandering Reader: Predictive Processing, Probability Designs, and Enculturation

Fabry

Kukkonen

2019

Front. Psychol.

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“…Like the temporal sampling of syllabic speech-sounds hypothesized in the auditory TSF, visual processing of text requires the rapid serial sampling of text. This occurs via sequential fixations that enable effective coordination of the cognitive visual process required to read, e.g., visual attention, feature binding and spatial coding ( Cornelissen and Hansen, 1998 ; Rayner, 1998 ; Vidyasagar, 1999 , 2013 ; Vidyasagar and Pammer, 1999 , 2010 ; Pammer et al, 2004a , b ; Facoetti et al, 2006 , 2010 ; Sireteanu et al, 2008 ; Pammer, 2014 ; Moore and Schwitzgebel, 2018 ). Given that text is a static stimulus, temporal coding occurs via rapid processing of visual information that is gathered during saccades and fixations.…”

Section: Discussionmentioning

confidence: 99%

“…This requires effective oculomotor control and rapid higher-order visual processing, both of which are disrupted in dyslexia. Dyslexic readers have difficulties conducting visual search and orienting attention among cluttered environments, ( Vidyasagar and Pammer, 1999 , 2010 ; Facoetti et al, 2006 , 2010 ; Sireteanu et al, 2008 ; Moore and Schwitzgebel, 2018 ), processing low spatial frequency arrays ( Badcock and Lovegrove, 1981 ; Slaghuis and Ryan, 1999 ), feature binding ( Pammer et al, 2004a ), coding the temporal sequences of words and letters within words ( Stein, 1991 ; Cornelissen and Hansen, 1998 ; Vidyasagar, 1999 , 2004 ; Vidyasagar and Pammer, 1999 ; Facoetti et al, 2006 ), and convergence of images from left and right eyes ( Jainta and Kapoula, 2011 ).…”

Section: Cognitive Deficits In Developmental Dyslexiamentioning

confidence: 99%

A Temporal Sampling Basis for Visual Processing in Developmental Dyslexia

Archer

Pammer

Vidyasagar

2020

Front. Hum. Neurosci.

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Knowledge of oscillatory entrainment and its fundamental role in cognitive and behavioral processing has increasingly been applied to research in the field of reading and developmental dyslexia. Growing evidence indicates that oscillatory entrainment to theta frequency spoken language in the auditory domain, along with cross-frequency theta-gamma coupling, support phonological processing (i.e., cognitive encoding of linguistic knowledge gathered from speech) which is required for reading. This theory is called the temporal sampling framework (TSF) and can extend to developmental dyslexia, such that inadequate temporal sampling of speech-sounds in people with dyslexia results in poor theta oscillatory entrainment in the auditory domain, and thus a phonological processing deficit which hinders reading ability. We suggest that inadequate theta oscillations in the visual domain might account for the many magno-dorsal processing, oculomotor control and visual deficits seen in developmental dyslexia. We propose two possible models of a magno-dorsal visual correlate to the auditory TSF: (1) A direct correlate that involves "bottom-up" magnocellular oscillatory entrainment of the visual domain that occurs when magnocellular populations phase lock to theta frequency fixations during reading and (2) an inverse correlate whereby attending to text triggers "top-down" low gamma signals from higher-order visual processing areas, thereby organizing magnocellular populations to synchronize to a theta frequency to drive the temporal control of oculomotor movements and capturing of letter images at a higher frequency.

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“…While the multisensory aspects of handling books mainly has to do with perception, the multisensory aspects of reading are concerned mostly with the rich mental imagery that is evoked by the written word. The multiple sensory aspects of mental imagery that may be at work during reading include the auditory 'inner voice' during silent reading (e.g., Moore and Schwitzgebel, 2018;Perrone-Bertolotti et al, 2012), and the complementary 'inner ear' imagining any non-speech sounds that may be evoked in a passage (e.g., Brunyé et al, 2010). There is even some evidence that readers may give different characters given different voices too (Alexander and Nygaard, 2008;Kurby et al, 2009).…”

Section: Multisensory Mental Imagery Evoked By Readingmentioning

confidence: 99%

The Multisensory Experience of Handling and Reading Books

Spence

2020

Multisens. Res.

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The failure of e-books to take over from the traditional print format, as was so confidently predicted would happen only a few years ago, highlights how there is more to reading than merely the content of what we see. In fact, like any other object, the experience of interacting with a book, especially an old or historic volume, offers the reader the potential for a multisensory encounter. One that involves not only what the book looks and feels like, both the weight of the volume and the feel of the pages, but also the distinctive smell. In fact, one might also want to consider the particular sound made by the pages as they are turned over. However, it is the smell of older, and seemingly more olfactorily-redolent, works that appears to be especially effective at triggering nostalgic associations amongst readers. It is therefore only by understanding the multisensory nature of handling books, as stressed by this review, that one can really hope to fully appreciate the enduring appeal of the traditional format in the modern digital era. Several recent exhibitions that have attempted to engage their visitors by means of exploring the multisensory appeal of historic books or manuscripts in their collections are briefly discussed. While the multisensory mental imagery that is typically evoked by reading is unlikely to differ much between the print and e-book formats, there is nevertheless still some evidence to suggest that physical books can occasionally convey information more effectively than their digital counterparts.

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The experience of reading

Cited by 17 publications

References 45 publications

Reconsidering the Mind-Wandering Reader: Predictive Processing, Probability Designs, and Enculturation

Reconsidering the Mind-Wandering Reader: Predictive Processing, Probability Designs, and Enculturation

A Temporal Sampling Basis for Visual Processing in Developmental Dyslexia

The Multisensory Experience of Handling and Reading Books

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