The Neurocognitive Poetics Model of Literary Reading 10 Years After

Mapping Intimacies ◽

10.1093/oso/9780197513620.003.0035 ◽

2021 ◽

pp. 177-181

Author(s):

Arthur M. Jacobs

Keyword(s):

Cognitive Neuroscience ◽

Discourse Processing ◽

Literary Reading ◽

Reading Research ◽

Theoretical Tool

The neurocognitive poetics model (NCPM) of literary reading was developed about 10 years ago as a theoretical tool for generating and guiding scientific studies of literature. It introduced testable hypotheses concerning two central phenomena of literary reading that had been so far badly neglected by research on text or discourse processing in experimental reading research, psycholinguistics, or cognitive neuroscience. These phenomena—immersion and affective-aesthetic processes—have since then been investigated in a number of studies supporting the NCPM’s main assumptions. In the article under discussion, the author explains the development of the NCPM.

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The Fictive Brain: Neurocognitive Correlates of Engagement in Literature

Review of General Psychology ◽

10.1037/gpr0000106 ◽

2018 ◽

Vol 22 (2) ◽

pp. 147-160 ◽

Cited By ~ 18

Author(s):

Arthur M. Jacobs ◽

Roel M. Willems

Keyword(s):

Recent Work ◽

Cognitive Neuroscience ◽

Figurative Language ◽

Model Building ◽

Situation Model ◽

Mental Simulation ◽

Fictional Characters ◽

Literary Reading ◽

Methodological Challenges ◽

The Brain

Fiction is vital to our being. Many people enjoy engaging with fiction every day. Here we focus on literary reading as 1 instance of fiction consumption from a cognitive neuroscience perspective. The brain processes which play a role in the mental construction of fiction worlds and the related engagement with fictional characters, remain largely unknown. The authors discuss the neurocognitive poetics model ( Jacobs, 2015a ) of literary reading specifying the likely neuronal correlates of several key processes in literary reading, namely inference and situation model building, immersion, mental simulation and imagery, figurative language and style, and the issue of distinguishing fact from fiction. An overview of recent work on these key processes is followed by a discussion of methodological challenges in studying the brain bases of fiction processing.

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Normocentric biases taint cognitive neuroscience and intervention of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002297 ◽

2019 ◽

Vol 42 ◽

Cited By ~ 1

Author(s):

Laurent Mottron

Keyword(s):

Intellectual Disability ◽

Cognitive Neuroscience ◽

Social Motivation ◽

Repetitive Behaviors ◽

Restricted Interests ◽

Autistic People

Abstract Stepping away from a normocentric understanding of autism goes beyond questioning the supposed lack of social motivation of autistic people. It evokes subversion of the prevalence of intellectual disability even in non-verbal autism. It also challenges the perceived purposelessness of some restricted interests and repetitive behaviors, and instead interprets them as legitimate exploratory and learning-associated manifestations.

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Cognitive gadgets and cognitive priors

Behavioral and Brain Sciences ◽

10.1017/s0140525x19000992 ◽

2019 ◽

Vol 42 ◽

Author(s):

Gian Domenico Iannetti ◽

Giorgio Vallortigara

Keyword(s):

Cognitive Neuroscience ◽

Selection Of

Abstract Some of the foundations of Heyes’ radical reasoning seem to be based on a fractional selection of available evidence. Using an ethological perspective, we argue against Heyes’ rapid dismissal of innate cognitive instincts. Heyes’ use of fMRI studies of literacy to claim that culture assembles pieces of mental technology seems an example of incorrect reverse inferences and overlap theories pervasive in cognitive neuroscience.

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Research on Reading: What SLPs Want (or Need) to Know

Perspectives on School-Based Issues ◽

10.1044/sbi10.2.65 ◽

2009 ◽

Vol 10 (2) ◽

pp. 65-68 ◽

Cited By ~ 1

Author(s):

Judy Montgomery

Keyword(s):

Spoken Language ◽

Cognitive Skill ◽

Language Intervention ◽

Reading Teachers ◽

Successful Therapy ◽

Speech Language Pathologists ◽

Reading Research ◽

Reading And Writing ◽

Language Problems

Abstract As increasing numbers of speech language pathologists (SLPs) have embraced their burgeoning roles in written as well as spoken language intervention, they have recognized that there is much to be gained from the research in reading. While some SLPs reportedly fear they will “morph” into reading teachers, many more are confidently aware that SLPs who work with adult clients routinely use reading as one of their rehabilitation modalities. Reading functions as both a tool to reach language in adults, and as a measure of successful therapy. This advanced cognitive skill can serve the same purpose for children. Language is the foundational support to reading. Consequently spoken language problems are often predictors of reading and writing challenges that may be ahead for the student (Juel & Deffes, 2004; Moats, 2001; Wallach, 2004). A targeted review of reading research may assist the SLP to appreciate the language/reading interface.

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