When goals collide: Monitoring the goals of multiple characters

Magliano, Joseph P.; Taylor, Holly A.; Kim, Hyun-Jeong Joyce

doi:10.3758/bf03193368

Cited by 53 publications

(48 citation statements)

References 38 publications

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“…A secondary goal was to verify that picture viewing times were sensitive to spontaneously generated bridging inferences. While there have been studies demonstrating that viewers construct mental models while viewing films (e.g., Magliano, Dijkstra, & Zwaan, 1996;Magliano, Miller, & Zwaan, 2001;Magliano, Taylor, & Kim, 2005;, relatively little research has investigated mental model construction while comprehending static image sequential narratives (cf. Cohn, 2013b;Cohn et al, 2012Cohn et al, , 2014Cohn & Paczynski, 2013;Gernsbacher, 1985;Magliano, Kopp, McNerny, Radvansky, & Zacks, 2011;Nakazawa, 2005;Saraceni, 2001Saraceni, , 2003West & Holcomb, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…In sum, the current study is part of a growing body of research on the comprehension of seqeuntial narratives in the context of film (Bagget, 1979;Magliano et al, 1996Magliano et al, , 2001Magliano et al, , 2005Schwan & Ildirar, 2010;Zacks et al, 2009) and static seqeuntial narratives (Cohn, 2013a(Cohn, , 2014Cohn et al, 2012Cohn et al, , 2014Gernsbacher et al, 1990;Magliano et al, 2011). The current study contributes to this literature by showing that both visuospatial and verbal WM resources support the comprehension of wordless seqeuntial narratives, specifically bridging inference generation, and confirms that picture viewing times are sensitive to mental model construction processes.…”

Section: Discussionmentioning

confidence: 99%

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The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension

et al. 2015

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This study investigated the relative roles of visuospatial versus linguistic working memory (WM) systems in the online generation of bridging inferences while viewers comprehend visual narratives. We contrasted these relative roles in the visuospatial primacy hypothesis versus the shared (visuospatial & linguistic) systems hypothesis, and tested them in 3 experiments. Participants viewed picture stories containing multiple target episodes consisting of a beginning state, a bridging event, and an end state, respectively, and the presence of the bridging event was manipulated. When absent, viewers had to infer the bridging-event action to comprehend the end-state image. A pilot study showed that after viewing the end-state image, participants' think-aloud protocols contained more inferred actions when the bridging event was absent than when it was present. Likewise, Experiment 1 found longer viewing times for the end-state image when the bridging-event image was absent, consistent with viewing times revealing online inference generation processes. Experiment 2 showed that both linguistic and visuospatial WM loads attenuated the inference viewing time effect, consistent with the shared systems hypothesis. Importantly, however, Experiment 3 found that articulatory suppression did not attenuate the inference viewing time effect, indicating that (sub)vocalization did not support online inference generation during visual narrative comprehension. Thus, the results support a shared-systems hypothesis in which both visuospatial and linguistic WM systems support inference generation in visual narratives, with the linguistic WM system operating at a deeper level than (sub)vocalization.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension

et al. 2015

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“…Moreover, there is also some use of a hierarchical goal structure, consistent with research on narrative texts and film (e.g., Magliano et al, 2005) and videos of everyday activities . Specifically, changes in the superordinate goal (kill enemy agent) had a larger impact on event boundary perception than changes in a subordinate goal (e.g., pick up objects).…”

Section: Discussionmentioning

confidence: 90%

“…Previous work has used this approach to study the segmentation of third-person videos or films (Magliano et al, , 2005Newtson, 1973;Newtson & Engquist, 1976;Zacks et al, 2007) as well as texts (Magliano et al, 2011;Speer & Zacks, 2005). In these studies, there was considerable agreement across people as to the locations of event boundaries, and this segmentation occurred at theoretically defined locations (Zacks et al, 2007;Magliano et al, , 2005.…”

Section: Overview Of the Current Studymentioning

confidence: 95%

“…A number of studies of event cognition have involved assessing the influence of event segmentation on cognition for highly structured activity, such as narrative texts , narrative film (Magliano, Miller, & Zwaan, 2001;Magliano, Taylor, & Kim, 2005), or films of highly scripted everyday events (e.g., washing dishes, building a cabinet, washing a car) (Newtson, 1973;Newtson & Engquist, 1976;Zacks, Braver et al, 2001;Zacks, Speer, Swallow, Braver, & Reynolds, 2007). These studies suggest that people segment events using prior knowledge (Bower, Black, & Turner, 1979;Graesser & Nakamura, 1982), implicit and explicit features of the event Zacks, Tversky, & Iyer, 2001;Zwaan, Langston, et al, 1995;Zwaan, Magliano, et al, 1995) and formal characteristics of a narration, such as tense and aspect (Magliano & Schliech, 2000) or cinematic form .…”

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Event segmentation during first-person continuous events

Magliano

Radvansky

Forsythe

et al. 2014

Journal of Cognitive Psychology

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The Impact of Modality on Mind Wandering during Comprehension

Kopp

D’Mello

2015

Applied Cognitive Psychology

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SummaryThe executive resource hypothesis assumes a positive relationship between resource availability and mind wandering. Under the assumption that different modalities of information delivery differentially tax resources, we compared mind wandering across different modalities during the presentation of The Red Headed League (Experiment 1 and 2) and Walden (Experiment 3). An Audio only condition produced the most mind wandering. Two conditions that presumably consumed more executive resources than the Audio Only condition (i.e. Audio + Text and Self‐paced Reading) produced equivalent amounts of mind wandering during Experiments 1 and 2. In Experiment 3 the reading time of the Self‐paced readers moderated the effect of mind wandering in that the fast readers mind wandered more than those in the Audio + Text condition. Results are discussed in the context of the demands of different modes of information delivery methods and mind wandering as well as the potential effects of material type. Copyright © 2015 John Wiley & Sons, Ltd.

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When goals collide: Monitoring the goals of multiple characters

Cited by 53 publications

References 38 publications

The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension

The relative roles of visuospatial and linguistic working memory systems in generating inferences during visual narrative comprehension

Event segmentation during first-person continuous events

The Impact of Modality on Mind Wandering during Comprehension

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