The role of visual imagery in story reading: Evidence from aphantasia.

Aphantasia is a condition in which people are unable to experience visual imagery. Since visual imagery is thought to be key to language processing, we hypothesized the experience of a story would differ between individuals with aphantasia and controls. Forty-seven individuals with aphantasia were compared to fifty-one matched controls on their experience of reading a short story and their general reading habits. Aphantasics were less likely to be engaged with, interested in, and absorbed in the story, and experienced reduced emotional engagement with and sympathy for the story characters, compared to controls. Yet, aphantasics and controls did not differ in how much they liked or appreciated the story, and in general, the reading habits of the two groups also did not differ. Results have implications for embodied theories of language, suggesting visual imagery may influence how a story is experienced, but it is not the only route to story enjoyment.

Emotions, fast and slow: processing of emotion words is affected by individual differences in need for affect and narrative absorption.

Emotional words have consistently been shown to be processed differently than neutral words. However, few studies have examined individual variability in emotion word processing with longer, ecologically valid stimuli (beyond isolated words, sentences, or paragraphs). In the current study, we re-analysed eye-tracking data collected during story reading to reveal how individual differences in need for affect and narrative absorption impact the speed of emotion word reading. Word emotionality was indexed by affective-aesthetic potentials (AAP) calculated by a sentiment analysis tool. We found that individuals with higher levels of need for affect and narrative absorption read positive words more slowly. On the other hand, these individual differences did not influence the reading time of more negative words, suggesting that high need for affect and narrative absorption are characterised by a positivity bias only. In general, unlike most previous studies using more isolated emotion word stimuli, we observed a quadratic (U-shaped) effect of word emotionality on reading speed, such that both positive and negative words were processed more slowly than neutral words. Taken together, this study emphasises the importance of taking into account individual differences and task context when studying emotion word processing.

Reading about minds: The social-cognitive potential of narratives.

It is often argued that narratives improve social cognition, either by appealing to social-cognitive abilities as we engage with the story world and its characters, or by conveying social knowledge. Empirical studies have found support for both a correlational and a causal link between exposure to (literary, fictional) narratives and social cognition. However, a series of failed replications has cast doubt on the robustness of these claims. Here, we review the existing empirical literature and identify open questions and challenges. An important conclusion of the review is that previous research has given too little consideration to the diversity of narratives, readers, and social-cognitive processes involved in the social-cognitive potential of narratives. We therefore establish a research agenda, proposing that future research should focus on (1) the specific text characteristics that drive the social-cognitive potential of narratives, (2) the individual differences between readers with respect to their sensitivity to this potential, and (3) the various aspects of social cognition that are potentially affected by reading narratives. Our recommendations can guide the design of future studies that will help us understand how, for whom, and in what respect exposure to narratives can advantage social cognition.

Reading Minds, Reading Stories: Social-Cognitive Abilities Affect the Linguistic Processing of Narrative Viewpoint.

Although various studies have shown that narrative reading draws on social-cognitive abilities, not much is known about the precise aspects of narrative processing that engage these abilities. We hypothesized that the linguistic processing of narrative viewpoint-expressed by elements that provide access to the inner world of characters-might play an important role in engaging social-cognitive abilities. Using eye tracking, we studied the effect of lexical markers of perceptual, cognitive, and emotional viewpoint on eye movements during reading of a 5,000-word narrative. Next, we investigated how this relationship was modulated by individual differences in social-cognitive abilities. Our results show diverging patterns of eye movements for perceptual viewpoint markers on the one hand, and cognitive and emotional viewpoint markers on the other. Whereas the former are processed relatively fast compared to non-viewpoint markers, the latter are processed relatively slow. Moreover, we found that social-cognitive abilities impacted the processing of words in general, and of perceptual and cognitive viewpoint markers in particular, such that both perspective-taking abilities and self-reported perspective-taking traits facilitated the processing of these markers. All in all, our study extends earlier findings that social cognition is of importance for story reading, showing that individual differences in social-cognitive abilities are related to the linguistic processing of narrative viewpoint.

Eye movements during the reading of narrative and poetic texts. Symposium 6 at the 20th European Conference on Eye Movement Research (ECEM) in Alicante, 21.8.2019.

Despite a wealth of studies using eye tracking to investigate mental processes during vision or reading, the investigation of oculomotor activity during natural reading of longer texts -be it newspaper articles, narratives or poetry- is still an exception in this field (as evidenced by the program of ECEM 2017 in Wuppertal). Following up on our symposium at ECEM 2017, here we bring together eye movement research on natural text reading to report recent progress in a coordinated way sharing data, experiences and software skills in this highly complex subfield. More specifically, in this symposium we will address several challenges faced by an eye tracking perspective on the reading of longer texts which involve a surplus of intervening variables and novel methods to analyze the data. In particular, the following issues will be addressed: - Which text-analytical and statistical methods are best to deal with the myriad of surface and affective semantic features potentially influencing eye movements during reading of 'natural' texts? - What are the pros and cons of using machine learning assisted predictive modeling as an alternative to the standard GLM/LMM frameworks? - Which kind of theoretical models can deal with the level of complexity offered by reading longer natural texts? Video stream: https://vimeo.com/358415199.