The role of character-based knowledge in online narrative comprehension: Evidence from eye movements and ERPs

Filik, Ruth; Leuthold, Hartmut

doi:10.1016/j.brainres.2013.02.017

Cited by 34 publications

(26 citation statements)

References 45 publications

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“…The view that rapid access to world knowledge is a part of real-time language comprehension is now widely held. Yet despite considerable variability in what different people know, studies of language processing have overlooked those differences (e.g., Filik & Leuthold, 2013;Hagoort et al, 2004;Hald, Steenbeek-Planting, & Hagoort, 2007;Van Berkum, Holleman, Nieuwland, Otten, & Murre, 2009). We have leveraged recent statistical advances-the rERP technique and mixed-effects linear regression modelsalong with measurable variance in knowledge of a well-known narrative world to better delineate world knowledge influences on real-time sentence (and word) processing.…”

Section: Discussionmentioning

confidence: 99%

Lumos!: Electrophysiological tracking of (wizarding) world knowledge use during reading.

Troyer

Urbach

Kutas

2020

Journal of Experimental Psychology: Learning, Memory, and Cogni

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In Troyer and Kutas (2018), individual differences in knowledge of the world of Harry Potter (HP) rapidly modulated individuals' average electrical brain potentials to contextually supported words in sentence endings. Using advances in single-trial electroencephalogram analysis, we examined whether this relationship is strictly a result of domain knowledge mediating the proportion of facts each participant knew; we find it is not. Participants read sentences ending in a contextually supported word, reporting online whether they had known each fact. Participants' reports correlated with HP domain knowledge and reliably modulated event-related brain potentials to sentence-final words within 250 ms. Critically, domain knowledge had a dissociable influence in the same time window for endings that participants reported not having known and/or were less likely to be known/remembered across participants. We hypothesize that knowledge impacts written word processing primarily by affecting the neural processes of (implicit) retrieval from long-term memory (LTM): Greater knowledge eases otherwise difficult retrieval processes.

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Section: Discussionmentioning

confidence: 99%

Lumos!: Electrophysiological tracking of (wizarding) world knowledge use during reading.

Troyer

Urbach

Kutas

2020

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Event related potentials (ERPs) and eye tracking have been employed in examinations of knowledge integration (Cook and Myers, 2004; Ferretti et al, 2013; Filik and Leuthold, 2013). Specific brain areas have been identified as important for causal inference generation (Mason and Just, 2004).…”

Section: Narrative Comprehension Assessmentsmentioning

confidence: 99%

When all children comprehend: increasing the external validity of narrative comprehension development research

Burris

Brown

2014

Front. Psychol.

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Narratives, also called stories, can be found in conversations, children's play interactions, reading material, and television programs. From infancy to adulthood, narrative comprehension processes interpret events and inform our understanding of physical and social environments. These processes have been extensively studied to ascertain the multifaceted nature of narrative comprehension. From this research we know that three overlapping processes (i.e., knowledge integration, goal structure understanding, and causal inference generation) proposed by the constructionist paradigm are necessary for narrative comprehension, narrative comprehension has a predictive relationship with children's later reading performance, and comprehension processes are generalizable to other contexts. Much of the previous research has emphasized internal and predictive validity; thus, limiting the generalizability of previous findings. We are concerned these limitations may be excluding underrepresented populations from benefits and implications identified by early comprehension processes research. This review identifies gaps in extant literature regarding external validity and argues for increased emphasis on externally valid research. We highlight limited research on narrative comprehension processes in children from low-income and minority populations, and argue for changes in comprehension assessments. Specifically, we argue both on- and off-line assessments should be used across various narrative types (e.g., picture books, televised narratives) with traditionally underserved and underrepresented populations. We propose increasing the generalizability of narrative comprehension processes research can inform persistent reading achievement gaps, and have practical implications for how children learn from narratives.

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“…In contrast, tracking eye movements during reading is noted to be an exceptional way of examining underlying cognitive processes whilst participants are performing a task that is part of their natural, everyday behavior; that is, simply reading text from a computer screen (Liversedge & Findlay, ). The approach taken here is based on established evidence that during a natural reading task, participants' eye movement behavior demonstrates that they can quickly detect when a character in a story behaves in contrast to the reader's expectations, illustrated by more disruption to eye movements when reading about unexpected relative to expected behavior (e.g., Filik, ; Filik & Leuthold, , ). Importantly, this finding extends to the anticipated emotional reaction of the character to an event that is described in the text (e.g., Filik, Brightman, Gathercole, & Leuthold, ).…”

Section: Introductionmentioning

confidence: 99%

Eating disorder symptomatology and body mass index are associated with readers' expectations about character behavior: Evidence from eye‐tracking during reading

Ralph‐Nearman

Filik

2018

Intl J Eating Disorders

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Objective Many theories have been put forward suggesting key factors underlying the development and maintenance of eating disorders, such as: unhealthy food‐related cognitive biases, negative body attitude, and perfectionism; however, underlying cognitive processes associated with eating disorder symptomatology remain unclear. We used eye‐tracking during reading as a novel implicit measure of how these factors may relate to eating disorder symptomatology. Method In two experiments, we monitored women's eye movements while they read texts in which the characters' emotional responses to food‐, body image‐, and perfectionism‐related scenarios were described. Participants' eating disorder symptomatology was then assessed. Results Both studies suggest that moment‐to‐moment processing of characters' emotional responses to perfectionism‐, and to a lesser extent, body image‐related information was associated with participants' eating disorder symptomatology, thus supporting theories in which these factors are key to developing and maintaining eating disorders. Interestingly, the moment‐to‐moment processing of characters' emotional responses to food‐related scenarios was not related to eating disorder symptomatology. Discussion These findings provide novel insights into cognitive processes underlying eating disorder symptomatology, as well as demonstrating the utility of more natural implicit measures.

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The role of character-based knowledge in online narrative comprehension: Evidence from eye movements and ERPs

Cited by 34 publications

References 45 publications

Lumos!: Electrophysiological tracking of (wizarding) world knowledge use during reading.

Lumos!: Electrophysiological tracking of (wizarding) world knowledge use during reading.

When all children comprehend: increasing the external validity of narrative comprehension development research

Eating disorder symptomatology and body mass index are associated with readers' expectations about character behavior: Evidence from eye‐tracking during reading

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