Who when where: An experimental test of the event-indexing model

Rinck, Mike; Weber, U.

doi:10.3758/bf03195811

Cited by 80 publications

(96 citation statements)

References 16 publications

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“…Reading time increased consistently at changes in time and cause; reading time sometimes increased at spatial changes, but this depended on the previous knowledge of the reader and task goals. More recent work has found that reading time increases at shifts in characters and their goals [15,16]. Such results support the notion that reading times increase at event boundaries because, as noted previously, event boundaries are associated with changes in time, space, causes, characters and goals.…”

Section: Reading-time Evidence For Automaticity Of Event Segmentationsupporting

confidence: 72%

Segmentation in the perception and memory of events

Kurby

Zacks

2008

Trends in Cognitive Sciences

565

523

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People make sense of continuous streams of observed behavior in part by segmenting them into events. Event segmentation seems to be an ongoing component of everyday perception. Events are segmented simultaneously at multiple timescales, and are grouped hierarchically. Activity in brain regions including the posterior temporal and parietal cortex and lateral frontal cortex increases transiently at event boundaries. The parsing of ongoing activity into events is related to the updating of working memory, to the contents of long-term memory, and to the learning of new procedures. Event segmentation might arise as a side effect of an adaptive mechanism that integrates information over the recent past to improve predictions about the near future. Making sense by segmentingImagine walking with a friend to a coffee shop. If asked to describe this activity in more detail you might list a few of the events that make it up. The events listed could be broken up by changes in the physical features of the activity, such as location: 'We started out by going down to the laboratory. We grabbed our coats and put them on. Then we walked out of the building to the corner by the subway station…' Or, they could be broken up by changes in conceptual features, such as your goals: 'We started our walk talking about how much construction is going on. When the topic turned to the new building with the coffee shop we decided to head over there to give it a try…' Such descriptions are typical of how people talk about events, and they illustrate something important about perception: people make sense of a complex dynamic world in part by segmenting it into a modest number of meaningful units. Recent research on event perception reveals that, as an ongoing part of normal perception, people segment activity into events and subevents. This segmentation is related to core functions of cognitive control and memory encoding, and is subserved by isolable neural mechanisms. Events and their boundariesBy 'event' we mean a segment of time at a given location that is conceived by an observer to have a beginning and an end [1]. In particular we focus on the events that make up everyday life on the timescale of a few seconds to tens of minutes -things like opening an envelope, pouring coffee into a cup, changing the diaper of a baby or calling a friend on the phone. Event Segmentation Theory (EST) [2] (see Glossary) proposes that perceptual systems spontaneously segment activity into events as a side effect of trying to anticipate upcoming information (see Box 1). When perceptual or conceptual features of the activity change, prediction becomes more difficult and errors in prediction increase transiently. At such points, people update memory representations of 'what is happening now'. The processing cascade of detecting a

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Section: Reading-time Evidence For Automaticity Of Event Segmentationsupporting

confidence: 72%

Segmentation in the perception and memory of events

Kurby

Zacks

2008

Trends in Cognitive Sciences

565

523

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“…When a new time frame has been identified, because readers must establish a new temporal framework, a new situation model may be created. Several studies have found increased reading times accompanying temporal shifts (Radvansky & Copeland, 2010;Radvansky et al, 2001;Rinck & Weber, 2003;Zwaan, Magliano, et al, 1995;. However, other studies have found decreases in reading times for historical texts (Radvansky et al, 2001) and in a novel (McNerney et al, 2011).…”

Section: Abstract Situation Models Memory Readingmentioning

confidence: 89%

“…Changes along these dimensions can be thought of as event shifts. A common finding in the literature is that reading times often increase when an event shift is encountered (e.g., Radvansky & Copeland, 2010;Rinck & Weber, 2003;Zwaan, Magliano, & Graesser, 1995;Zwaan, Radvansky, Hilliard, & Curiel, 1998). The aim of this paper is to explore the role of causal unexpectedness as a contributor to the processing of these event shifts.…”

Section: Abstract Situation Models Memory Readingmentioning

confidence: 99%

Narrative event boundaries, reading times, and expectation

Pettijohn

Radvansky

2016

Mem Cogn

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During text comprehension, readers create mental representations of the described events, called situation models. When new information is encountered, these models must be updated or new ones created. Consistent with the event indexing model, previous studies have shown that when readers encounter an event shift, reading times often increase. However, such increases are not consistently observed. This paper addresses this inconsistency by examining the extent to which reading-time differences observed at event shifts reflect an unexpectedness in the narrative rather than processes involved in model updating. In two reassessments of prior work, event shifts known to increase reading time were rated as less expected, and expectedness ratings significantly predicted reading time. In three new experiments, participants read stories in which an event shift was or was not foreshadowed, thereby influencing expectedness of the shift. Experiment 1 revealed that readers do not expect event shifts, but foreshadowing eliminates this. Experiment 2 showed that foreshadowing does not affect identification of event shifts. Finally, Experiment 3 found that, although reading times increased when an event shift was not foreshadowed, they were not different from controls when it was. Moreover, responses to memory probes were slower following an event shift regardless of foreshadowing, suggesting that situation model updating had taken place. Overall, the results support the idea that previously observed reading time increases at event shifts reflect, at least in part, a reader's unexpected encounter with a shift rather than an increase in processing effort required to update a situation model.

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“…Bien plus, dans la majorité des expériences, les ruptures spatiales n'ont tout simplement pas d'effet sur la vitesse de lecture. Ce résultat a été reproduit récemment par Therriault, Rinck et Zwaan (2006) dans une étude qui combinait la méthode qui vient d'être décrite à une situation expérimentale plus contrôlée (voir aussi Rinck, Weber, 2003). Même s'il faut noter que ces Représentation de l'espace et du temps dans le modèle situationnel construit ...…”

Section: Comparaison Des Deux Conceptionsunclassified

Représentation de l’espace et du temps dans le modèle situationnel construit par un lecteur

Bestgen¹

2007

discours

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Depuis plus de vingt ans, un des défis majeurs de la psycholinguistique est de décrire la nature de la représentation mentale construite par un lecteur. Si cette question est à l’étude depuis tant d’années, c’est que, contrairement à d’autres processus comme l’accès lexical ou l’analyse syntaxique, la compréhension d’un texte est restée pendant longtemps un objet difficilement étudiable scientifiquement en raison du manque de rigueur dans sa définition et de l’absence de modèles suffisamment explicites. Tel n’est plus le cas aujourd’hui. Les chercheurs s’accordent, en effet, pourdéfinir la compréhension d’un texte comme la construction d’une représentation situationnelle qui combine les propositions extraites du texte à celles qui ont été réactivées en mémoire à long terme afin de constituer une représentation non du texte, mais de ce dont le texte parle. Parmi les multiples dimensions censées être représentées dans le modèle situationnel, l’espace et le temps sont certainement ceux qui ont retenu le plus d’attention. L’objet du présent travail est de confronter nos connaissances à propos du rôle de ceux-ci lors de la construction du modèle situationnel. Une telle analyse semble particulièrement fructueuse parce que le temps et l’espace ont été étudiés selon deux points de vues différents et pourtant complémentaires. L’étude du temps s’est focalisée principalement sur les moyens linguistiques permettant d’exprimer celui-ci dans les textes (p. ex. les adverbiaux temporels) et sur leur impact lors de la compréhension. Par contre, la manière dont les informations spatiales sont présentées dans un texte a retenu bien peu l’attention au profit de la question de savoir si et comment la multidimensionnalité de l’espace peut être reconstruite par le lecteur sur la base de la linéarité d’un texte. Un des objectifs spécifiques de ce travail est de proposer, sur la base de cette confrontation, de nouvelles hypothèses de recherches à propos du rôle des adverbiaux spatiaux lors de la construction du modèle situationnel. Un second objectif, tout aussi important, vise à déterminer comment les conclusions issues des recherches empiriques à propos de l’espace et du temps s’accordent avec les deux principales théories décrivant les processus cognitifs qui sous-tendent la compréhension : la conception constructiviste selon laquelle le lecteur cherche activement à construire un modèle situationnel et la conception mémorielle qui met l’accent sur les processus automatiques d’activation des connaissances à la source de ce même modèle.
For more than twenty years, one of the major challenges faced by psycholinguistics has been to describe the nature of the mental representation a reader builds. This question has been studied for so many years because, contrary to other processes like lexical access or syntactic analysis, the comprehension of a text was long considered to be difficult to study scientifically as its definitions were not sufficiently rigorous. Today this is no longer the case. Researchers agree to define the comprehensi...

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Who when where: An experimental test of the event-indexing model

Cited by 80 publications

References 16 publications

Segmentation in the perception and memory of events

Segmentation in the perception and memory of events

Narrative event boundaries, reading times, and expectation

Représentation de l’espace et du temps dans le modèle situationnel construit par un lecteur

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