Literary Reading Cognition and Emotion

This work seeks to chart what happens in the embodied minds of engaged readers when they read literature.

Literary Reading  Cognition and Emotion

Literary Reading Cognition and Emotion

This work seeks to chart what happens in the embodied minds of engaged readers when they read literature. Despite the recent stylistic, linguistic, and cognitive advances that have been made in text-processing methodology and practice, very little is known about this cultural-cognitive process and especially about the role that emotion plays. Burk’s theoretical and empirical study focuses on three central issues: the role emotions play in a core cognitive event like literary text processing; the kinds of bottom-up and top-down inputs most prominently involved in the literary reading process; and what might be happening in the minds and bodies of engaged readers when they experience intense or heightened emotions: a phenomenon sometimes labelled "reader epiphany." This study postulates that there is a free-flow of bottom-up and top-down affective, cognitive inputs during the engaged act of literary reading, and that reading does not necessarily begin or end when our eyes apprehend the words on the page. Burke argues that the literary reading human mind might best be considered both figuratively and literally, not as computational or mechanical, but as oceanic.

Literary Reading Cognition and Emotion

A third plausible neurobiological link pertains to the “jag” of disportation which leads to neural and cognitive ... So why is it that emotion can appear to dominate in literary reading so much so that disportation no longer seems to be ...

Literary Reading  Cognition and Emotion

Literary Reading Cognition and Emotion

This work seeks to chart what happens in the embodied minds of engaged readers when they read literature. Despite the recent stylistic, linguistic, and cognitive advances that have been made in text-processing methodology and practice, very little is known about this cultural-cognitive process and especially about the role that emotion plays. Burk’s theoretical and empirical study focuses on three central issues: the role emotions play in a core cognitive event like literary text processing; the kinds of bottom-up and top-down inputs most prominently involved in the literary reading process; and what might be happening in the minds and bodies of engaged readers when they experience intense or heightened emotions: a phenomenon sometimes labelled "reader epiphany." This study postulates that there is a free-flow of bottom-up and top-down affective, cognitive inputs during the engaged act of literary reading, and that reading does not necessarily begin or end when our eyes apprehend the words on the page. Burke argues that the literary reading human mind might best be considered both figuratively and literally, not as computational or mechanical, but as oceanic.

Reading for Learning

How does fiction enhance young people's sense of self-hood? Supported by cognitive psychology and brain research, this ground-breaking book is the first study of young readers' cognitive and emotional engagement with fiction.

Reading for Learning

Reading for Learning

How does reading fiction affect young people? How can they transfer fictional experience into real life? Why do they care about fictional characters? How does fiction enhance young people's sense of self-hood? Supported by cognitive psychology and brain research, this ground-breaking book is the first study of young readers' cognitive and emotional engagement with fiction. It explores how fiction stimulates perception, attention, imagination and other cognitive activity, and opens radically new ways of thinking about literature for young readers. Examining a wide range of texts for a young audience, from picturebooks to young adult novels, the combination of cognitive criticism and children’s literature theory also offers significant insights for literary studies beyond the scope of children’s fiction. An important milestone in cognitive criticism, the book provides convincing evidence that reading fiction is indispensable for young people’s intellectual, emotional and social maturation.

Chick Lit

(Hogan, 2003: 140) This same tenet is also held by Burke (2011), who has appropriately entitled his book Literary Reading, Cognition and Emotion and who tellingly combines affective-cognitive aspects (among others), mainly in his ...

Chick Lit

Chick Lit

In recent times, Chick Lit has risen to a certain level of prominence. This is the first book length study that looks into the distinctive features of this much-discussed genre. Chick Lit is examined in relation to its linguistic peculiarities and their role as far as narrative, sociological and feminist issues are concerned, amongst others. Montoro's stylistics includes a cognitive slant that highlights futher readerly aspects of the texts. The approach illuminates how the genre works, and how it is set apart from others. In this respect, the stylistics of chick lit is understood in its contect of production and reception. Montoro evaluates reading processes and investigates readers' responsive attitude to the genre. This interdisciplinary work explores the boundaries of the stylistics of chick lit and works reflectively, looking at how exploring this genre can help the twofold aim of testing existing models of linguistic and cognitive analysis. It will be essential reading for those interested in cutting-edge stylistics.

Cognitive Literary Science

Literary reading, cognition and emotion: An exploration of the oceanic mind. London: Routledge. Cantwell Smith, B. (1999). Situatedness/embeddedness. In R. A. Wilson and F. C. Keil (Eds.), The MIT encyclopedia of cognitive sciences (pp.

Cognitive Literary Science

Cognitive Literary Science

This book brings together researchers with cognitive-scientific and literary backgrounds to present innovative research in all three variations on the possible interactions between literary studies and cognitive science. The tripartite structure of the volume reflects a more ambitious conception of what cognitive approaches to literature are and could be than is usually encountered, and thus aims both to map out and to advance the field. The first section corresponds to what most people think of as "cognitive poetics" or "cognitive literary studies": the study of literature by literary scholars drawing on cognitive-scientific methods, findings, and/or debates to yield insights into literature. The second section demonstrates that literary scholars needn't only make use of cognitive science to study literature, but can also, in a reciprocally interdisciplinary manner, use a cognitively informed perspective on literature to offer benefits back to the cognitive sciences. Finally, the third section, "literature in cognitive science", showcases some of the ways in which literature can be a stimulating object of study and a fertile testing ground for theories and models, not only to literary scholars but also to cognitive scientists, who here engage with some key questions in cognitive literary studies with the benefit of their in-depth scientific knowledge and training.

The Routledge Handbook of Stylistics

The Routledge Handbook of Stylistics covers all major stylistics topics in a comprehensive and detailed fashion from classical rhetoric to cognitive neuroscience.

The Routledge Handbook of Stylistics

The Routledge Handbook of Stylistics

The Routledge Handbook of Stylistics provides a comprehensive introduction and reference point to key areas in the field of stylistics. The four sections of the volume encompass a wide range of approaches from classical rhetoric to cognitive neuroscience and cover core issues that include: historical perspectives centring on rhetoric, formalism and functionalism the elements of stylistic analysis that include the linguistic levels of foregrounding, relevance theory, conversation analysis, narrative, metaphor, speech acts, speech and thought presentation and point of view current areas of 'hot topic' research, such as cognitive poetics, corpus stylistics and feminist/critical stylistics emerging and future trends including the stylistics of multimodality, creative writing, hypertext fiction and neuroscience Each of the thirty-two chapters provides: an introduction to the subject; an overview of the history of the topic; an analysis of the main current and critical issues; a section with recommendations for practice, and a discussion of possible future trajectory of the subject. This handbook includes chapters written by some of the leading stylistics scholars in the world today, including Jean Boase-Beier, Joe Bray, Michael Burke, Beatrix Busse, Ronald Carter, Billy Clark, Barbara Dancygier, Catherine Emmott, Charles Forceville, Margaret Freeman, Christiana Gregoriou, Geoff Hall, Patrick Colm Hogan, Lesley Jeffries, Marina Lambrou, Michaela Mahlberg, Rocio Montoro, Nina Norgaard, Dan Shen, Michael Toolan and Sonia Zyngier. The Routledge Handbook of Stylistics is essential reading for researchers, postgraduates and undergraduate students working in this area.

Memory in the Twenty First Century

The mind and brain processes of the literary reading mind are most accurately defined as oceanic: the mind is an ocean. This is the essential premise that I put forward in my book Literary Reading, Cognition and Emotion: An Exploration ...

Memory in the Twenty First Century

Memory in the Twenty First Century

This book maps and analyses the changing state of memory at the start of the twenty-first century in essays written by scientists, scholars and writers. It recontextualises memory by investigating the impact of new conditions such as the digital revolution, climate change and an ageing population on our world.

The Routledge Handbook of Stylistics

Literary reading, cognition and emotion: An exploration ofthe oceanic mind. New York: Routledge. An interdisciplinary, arts and sciences study that sets out to chart what might be happening in the embodied minds of engaged readers when ...

The Routledge Handbook of Stylistics

The Routledge Handbook of Stylistics

The Routledge Handbook of Stylistics provides a comprehensive introduction and reference point to key areas in the field of stylistics. The four sections of the volume encompass a wide range of approaches from classical rhetoric to cognitive neuroscience and cover core issues that include: historical perspectives centring on rhetoric, formalism and functionalism the elements of stylistic analysis that include the linguistic levels of foregrounding, relevance theory, conversation analysis, narrative, metaphor, speech acts, speech and thought presentation and point of view current areas of ‘hot topic’ research, such as cognitive poetics, corpus stylistics and feminist/critical stylistics emerging and future trends including the stylistics of multimodality, creative writing, hypertext fiction and neuroscience Each of the thirty-two chapters provides: an introduction to the subject; an overview of the history of the topic; an analysis of the main current and critical issues; a section with recommendations for practice, and a discussion of possible future trajectory of the subject. This handbook includes chapters written by some of the leading stylistics scholars in the world today, including Jean Boase-Beier, Joe Bray, Michael Burke, Beatrix Busse, Ronald Carter, Billy Clark, Barbara Dancygier, Catherine Emmott, Charles Forceville, Margaret Freeman, Christiana Gregoriou, Geoff Hall, Patrick Colm Hogan, Lesley Jeffries, Marina Lambrou, Michaela Mahlberg, Rocio Montoro, Nina Nørgaard, Dan Shen, Michael Toolan and Sonia Zyngier. The Routledge Handbook of Stylistics is essential reading for researchers, postgraduates and undergraduate students working in this area.

Making Sense of Narrative Text

Situation, Repetition, and Picturing in the Reading of Short Stories Michael Toolan. Boruah, Bijoy H. 1988. Fiction and Emotion. ... Literary Reading, Cognition and Emotion: An Exploration of the Oceanic Mind. London: Routledge.

Making Sense of Narrative Text

Making Sense of Narrative Text

This book takes the following question as its starting point: What are some of the crucial things the reader must do in order to make sense of a literary narrative? The book is a study of the texture of narrative fiction, using stylistics, corpus linguistic principles (especially Hoey’s work on lexical patterning), narratological ideas, and cognitive stylistic work by Werth, Emmott, and others. Michael Toolan explores the textual/grammatical nature of fictional narratives, critically re-examining foundational ideas about the role of lexical patterning in narrative texts, and also engages the cognitive or psychological processes at play in literary reading. The study grows out of the theoretical questions that stylistic analyses of extended fictional texts raise, concerning the nature of narrative comprehension and the reader’s experience in the course of reading narratives, and particularly concerning the role of language in that comprehension and experience. The ideas of situation, repetition and picturing are all central to the book’s argument about how readers process story, and Toolan also considers the ethical and emotional involvement of the reader, developing hypotheses about the text-linguistic characteristics of the most ethically and emotionally involving portions of the stories examined. This book makes an important contribution to the study of narrative text and is in dialogue with recent work in corpus stylistics, cognitive stylistics, and literary text and texture.

Literary Reading

Cultural and text variables in processing personal experiences while reading literature . Empirical Studies of the ... The relationship of emotion to cognition : A functional approach to a semantic controversy . Cognition and Emotion ...

Literary Reading

Literary Reading

This is the first major book in English on literary reading to be based on empirical methods. Moving the focus away from interpretation to the experience of literary texts, these studies demonstrate the role played by feeling in readers' responses, showing how feeling performs important functions during reading that cannot be accounted for by cognitive understanding. These studies not only reinvigorate the concept of literariness, they are also thoroughly interdisciplinary, offering a coherent approach to literary reading that draws on literary theory, psychology, neuropsychology, and evolutionary psychology. Several chapters help to introduce the empirical approach for students.

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