A computational model of inference during story comprehension is presented, in which story situations are represented distributively as points in a high‐dimensional “situation‐state space.” This state space organizes itself on the basis of a constructed microworld description. From the same description, causal/temporal world knowledge is extracted. The distributed representation of story situations is more flexible than Golden and Rumelhart's [Discourse Proc 16 (1993) 203] localist representation.A story taking place in the microworld corresponds to a trajectory (...) through situation‐state space. During the inference process, world knowledge is applied to the story trajectory. This results in an adjusted trajectory, reflecting the inference of propositions that are likely to be the case. Although inferences do not result from a search for coherence, they do cause story coherence to increase. The results of simulations correspond to empirical data concerning inference, reading time, and depth of processing.An extension of the model for simulating story retention shows how coherence is preserved during retention without controlling the retention process. Simulation results correspond to empirical data concerning story recall and intrusion. (shrink)

Digital reading devices such as Kindle differ from paper books with respect to the kinesthetic and tactile feedback provided to the reader, but the role of these features in reading is rarely studied empirically. This experiment compares reading of a long text on Kindle DX and in print. Fifty participants (24 years old) read a 28 page (approx. one hour reading time) long mystery story on Kindle or in a print pocket book and completed several tests measuring various levels (...) of reading comprehension: engagement, recall, capacities to locate events in the text and reconstructing the plot of the story. Results showed that in most tests subjects performed identically whatever the reading medium. However, on measures related to chronology and temporality, those who had read in the print pocket book, performed better than those who had read on a Kindle. It is concluded that, basically comprehension was similar with both media, but, because kinesthetic feedback is less informative with kindle, readers were not as efficient to locate events in the space of the text and hence in the temporality of the story. We suggest that, to get a correct spatial representation of the text and consequently a coherent temporal organization of the story, readers would be reliant on the sensorimotor cues which are afforded by the manipulation of the book. (shrink)

I begin by identifying two approaches for comprehending actions: the analytical approach and the hermeneutical approach. I examine two analytical approaches. The first is the covering law model as defended by Ernest Nagel. The second is the practical syllogism as defended by G. H. von Wright. They are both inadequate because the interpretation they allow for is limited. That is, the contexts into which they would fit actions do not allow for the range of meanings an action may present. The (...) hermeneutical approach, on the other hand, licenses any followable connections. Determination of relevant connections is made with reference to the question precipitating inquiry and the particular situation inquired into. ;Moreover, looking closely at the notion of cause, I show that the sort of causality the historian uses differs from the sort of causality of interest to natural and social scientists. That is, the historian is interested in examining individual causal connections as a way of comprehending particular incidents together, whereas the natural and social scientists are primarily concerned with comprehending individual events into a class of events and then connecting classes of events, which abstractly connect the individual events. In this way, prediction becomes possible. ;We cannot comprehend history in the same way in which we comprehend nature if we think that actions have no broader meaning than their place in the order of nature. While this view is abhorrent to some, it is held by many serious people. Consequently, we move from an epistemological question to an ethical question, "Ought we to try to comprehend history in the way we comprehend nature?" We must acknowledge this ethical question because the relationship between knower and thing known in history is not only an epistemological relationship, it is also a human relationship. Like all human relationships, it has an ethical dimension. ;Narrative comprehension of human action is to be preferred over more straightforwardly theoretical modes of comprehension because the narrative form is peculiarly able to comprehend alternative points of view into coherent wholes. Its ability to do this allows for the presentation of agents not simply as objects, but as subjects. One particularly important reason for this is that once we see the formal principle of unity within narrative as a movement to agreement, we can recognize this same movement as the principle underlying each person's experience. ;History may help us to re-affirm democratic values because in its recognition of the diversity of points of view it reminds us that each of us has only a perspective on the social world, and not the whole story. The reason for this, however, is not some failure of will on our part, but rather that the social world is a creation of our interpretations as well as our actions, and all of our interpretations have some role in the formation of the contexts that form the meaning of our words and deeds. (shrink)

I argue that stories are ‘equipment for living’ in two senses: retrospectively, they provide ‘configurational comprehension’ of a temporal sequence of events; prospectively, they offer templates for action. Narrative conceptions of the self appear well poised to leverage these functional roles for stories into an intuitively compelling view of self-construction as self-construal. However, the narrative conception defines selves in terms of the lives they live: a self is the protagonist in a lifelong story. And narrative structure is itself (...) defined by ‘retrospective necessity’: the meaning of events within a story is given by their contribution to that story's ending. Together, this entails that life stories hold selves metaphysically, epistemically, and practically hostage to their ends. Fortunately, narratives are just one species of interpretive frame. I suggest some alternative types of frames, including identity labels and metaphors, that support configurational comprehension, action guidance, and self construction without shackling selves to their lives’ ends. (shrink)

A key factor that affects whether and at what age children can demonstrate an understanding of false belief and complement‐clause constructions is the type of task used (whether it is implicit/indirect or explicit/direct). In the current study, we investigate, in an implicit/indirect way, whether children understand that a story character's belief can be true or false, and whether this understanding affects children's choice of linguistic structure to describe the character's belief or to explain the character's belief‐based action. We also (...) measured children's understanding of false belief in explicit false‐belief tasks. English‐ and German‐speaking young 4‐ and 5‐year‐olds as well as English‐ and German‐speaking adult controls heard complement‐clause constructions in a story context where the belief mentioned in the complement clause (e.g., “He thinks thatshe's not feeling well”) turned out to be false, true, or was left open. After hearing the test question (“Why does he not play with her?”), all age groups were most likely to repeat the whole complement‐clause construction when the belief turned out to be false. That is, they tended to explicitly refer to the character's perspective and say “He thinks…” When the belief turned out to be true, participants often reverted to a simple clause (“She's not feeling well”). Furthermore, children with better short‐term memory were more likely to repeat the whole complement‐clause construction. However, children's performance in explicit false‐belief tasks showed no relation to their performance in our novel, more implicit/indirect, task. Whether or not the complement clause was introduced by athatcomplementizer only had a small effect on the German adults’ responses, where leaving out the complementizer also changes the word order of the complement clause. Overall, our results suggest that task characteristics and individual differences in short‐term memory affect children's ability to demonstrate false‐belief understanding and to express this understanding linguistically. (shrink)

Previous research showed that story illustrations fail to enhance young preschoolers' memories when they accompany a pre-recorded story (e.g., Greenhoot and Semb, 2008 ). In this study we tested whether young children might benefit from illustrations in a more interactive story-reading context. For instance, illustrations might influence parent-child reading interactions, and thus children's story comprehension and recall. Twenty-six 3.5- to 4.5-year-olds and their primary caregivers were randomly assigned to an Illustrated or Non-Illustrated story-reading condition, (...) and parents were instructed to “read or tell the story” as they normally would read with their child. Children recalled the story after a distracter and again after 1 week. Analyses of the story-reading interactions showed that the illustrations prompted more interactive story reading and more parent and child behaviors known to predict improved literacy outcomes. Furthermore, in the first memory interview, children in the Illustrated condition recalled more story events than those in the Non-Illustrated condition. Story reading measures predicted recall, but did not completely account for picture effects. These results suggest that illustrations enhance young preschoolers' story recall in an interactive story reading context, perhaps because the joint attention established in this context supports children's processing of the illustrations. (shrink)

Understanding how people comprehend visual narratives (including picture stories, comics, and film) requires the combination of traditionally separate theories that span the initial sensory and perceptual processing of complex visual scenes, the perception of events over time, and comprehension of narratives. Existing piecemeal approaches fail to capture the interplay between these levels of processing. Here, we propose the Scene Perception & Event Comprehension Theory (SPECT), as applied to visual narratives, which distinguishes between front-end and back-end cognitive processes. Front-end (...) processes occur during single eye fixations and are comprised of attentional selection and information extraction. Back-end processes occur across multiple fixations and support the construction of event models, which reflect understanding of what is happening now in a narrative (stored in working memory) and over the course of the entire narrative (stored in long-term episodic memory). We describe relationships between front- and back-end processes, and medium-specific differences that likely produce variation in front-end and back-end processes across media (e.g., picture stories vs. film). We describe several novel research questions derived from SPECT that we have explored. By addressing these questions, we provide greater insight into how attention, information extraction, and event model processes are dynamically coordinated to perceive and understand complex naturalistic visual events in narratives and the real world. (shrink)

This research sets out to study and compare the effects of story watching on television and story listening by an elder on children’s cognitive skills, specifically in building up their vocabulary and comprehension. A total of two hundred children aged between 7 to 12 years from low socio-economic background were selected through matching. They were divided into two different groups based on the medium they were exposed to, either oral or visual. The study took place in laboratories (...) set at four different schools in Karachi, Pakistan. Ten stories were told to the half children, while the other group watched 10 animated episodes having same content for 10 consecutive weeks. Children’s perception and vocabulary skills were evaluated through questionnaires, which were filled out after each story. Results affirmed the hypothesis that story listening is more effective than cartoon watching in terms of cognitive learning. The study is beneficial for various disciplines of social sciences including psychology, sociology, education and mass communication. (shrink)

The externalist examples of Burge, Putnam etc. were offered as examples of how it is physically identical twins can differ in mental states such as belief, and little attention was paid to the interpretations the twins impose on their respective acoustic inputs. The received story today is that this form of interpretation—the semantic reading one assigns the sounds one hears—is the product of inference. The problem for this inferential model is simple to state: though the twins are physical doppelgangers (...) and don't differ in their acoustic inputs, they differ in the interpretations they impose on their respective inputs. I argue that the inferential model does not allow for how it is the twins arrive at these different interpretations. And, since the externalist examples are compelling, this tells against the inferential model. (shrink)

The article on synaesthesia by Ramachandran and Hubbard is comprehensive and intellectually stimulating. In this commentary, I would like to present some empirical data not discussed in R&H and to raise some theoretical questions relating to ideas proposed in this article. My comments will be divided into three sections, or - rather - three stories, which correspond to three, independent and different, occasions in my career in which I found myself dealing with synaesthesia. Each of these stories carries a moral (...) that adds to the picture of synaesthesia drawn in R&H. (shrink)

In this paper, I address the marginalization of Russian immigrant patients within the American medical system. I argue that their already vulnerable position as immigrants with serious illnesses or conditions is exacerbated by unfamiliar social, cultural, and psychological terrain. This complex situation calls for a revision of the clinician–patient model in favor of a more comprehensive approach that takes seriously their double marginalization and its effects. I claim that one such approach, narrative medicine, can begin to address their marginalized status (...) by attending to not only the symptoms of the body, but to the story of the illness experience. (shrink)

We evaluate the “story grammar” approach to story understanding from three perspectives. We first examine the formal properties of the grammars and find only one to be formally adequate. We next evaluate the grammars empirically by asking whether they generate all simple stories and whether they generate only stories. We find many stories that they do not generate and one major class of nonstory that they do generate. We also evaluate the grammars' potential as comprehension models and (...) find that they would add nothing to semantic models that focus on the story content. Hence we advocate a story content oriented approach to studying story understanding instead of the structural story grammar approach. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Two Stories in One: Literature as a Hidden Door to the History of Seventeenth-Century FranceChristian Jouhaud (bio)Translated by Cynthia J. Koepp (bio)I would like to take you into the history of seventeenth-century France through a narrow door—a door that is not only narrow but hidden. Why should we struggle to squeeze through this passage? Well, there are at least two reasons. First, it is an attempt to experience a (...) disorienting perspective on a landscape that we believe we already know completely; and second, the narrowness of the path underlines its particularity and in that way elicits a comparison with other paths elsewhere. This narrow passage is a text, perhaps an insignificant one, written by a seventeenth-century author. After making a few observations concerning its mechanics, I will use this text as a model to interpret something else, to understand it as something that stimulates thinking about historiographical hypotheses: as a convenient tool to shake up the political history of seventeenth-century France. In other words, I propose to utilize literature as a hidden door in order to enter the arena of political history, where we usually do not find any door at all.Deux histoires en une, or Two Stories in One, is a brief text by Jean-Louis Guez de Balzac, a work of uncertain status, published among dozens of other pieces in a collection known by two titles: Moral Treatises and Conversations. Guez de Balzac, who lived between 1595 and 1654, does not appear on the short list of the most celebrated writers of seventeenth-century France: Molière, Racine, Corneille, La Fontaine, Sévigné, Bossuet. At the time, however, he occupied center stage in French literary life. He was perhaps the first author recognized as a grand écrivain; he was widely admired, celebrated, criticized. At the center of protracted literary debates, Guez de Balzac exercised an immense critical authority in the world of belles lettres.Since I first began working on the question of the birth of literature as a specific social space in seventeenth-century France, I have not stopped reading and rereading Balzac’s Two Stories in One. This text resists interpretation—even comprehension. It gives the reader the feeling—to be honest, an exasperating feeling—of extraordinary richness and also of an extraordinary capacity to steal away from view. The importance of this text for the comprehension of something other than itself, however, has become clear to me. This leapt out at me, by chance, when I was reading it for the nth time—at nearly the same time that I was rereading several pages of Marcel Proust. Not that the author of À la recherche du temps perdu had any connection at all to Guez de Balzac. Rather, it was Proust’s evoking, in his way, two stories in one—or rather one story in two parts—that for me rendered suddenly palpable something of the force of Balzac’s text.At the beginning of À l’ombre des jeunes filles en fleurs, Proust meditates on the story of Swann before and after his marriage. He emphasizes our incapacity to think of two successive states in the history of our life at the same time: for example, that of a jealous lover and that of an appeased husband. If one succeeds in thinking both things at once, the two moments then cease to appear distinct to us, and are mixed up one in the other. If the [End Page 92] mind wants to distinguish them, it loses the ability to think them both at once. I would like to propose an hypothesis that the import of Balzac’s Two Stories in One, contrary to Proust, is an attempt to open up to speculation an improbable space, a space imperceptible to sensory experience. This space lies at the interstice of “both at once” and “separately.” Thus Balzac attempts to escape the dilemma of superimposition (that is to say, fusion) or of succession (that is, separation). He attempts to subvert the elementary rule of logic that states that “a” is either different from “b” or is the same as “b.”What is striking when one first reads Two Stories in... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:My Story:Evolving ObesitiesAnonymous OneI am a 66–year–old Caucasian woman. I have always had, either in perception or fact, a “weight problem.” In my childhood and early teens when my weight was within the normal range, I felt fat and was always trying to lose weight. After gaining weight in college, I had a weight problem in body as well as mind. Weight concerns have consumed much of my (...) energy over the years. I have spent most of my life evolving toward a healthy way to manage my weight.Act 1: Obesity as MetaphorI can’t remember ever not feeling fat. Growing up I felt humiliated and shamed by my body, even though I was not overweight, just bigger than my peers, with a pear shape and heavy legs, thighs, and ankles. In high school my BMI, although not used at the time as a measuring tool, was 22.8. Yet despite these facts, I was made to feel fat.In my family being overweight was tantamount to sin. My father and sister were tall and skinny; my mother was petite and shapely. I took after another genetic code—the dumpy ones with knocked knees—the grotesque branch of the family tree. Hand–me–downs from my sister were supposed to fit me, but we were too different, and the difference was not celebrated.Other things were at play, a perfect storm of conditions that contributed to my feelings of worthlessness. I really shouldn’t have been born. The earth should have opened up and swallowed me. Of course I was not conscious of reasons for these feelings at the time. That awareness came later. But these feelings of loss, grief, terror, and terrible wrongness were the context of my struggles over the years.I developed a pattern of binge eating, which satisfied two contradictory impulses: my need to nurture myself combined with my desire to punish myself. The intensity of a binge–eating episode was also an avenue for rage. I was young so the extra calories didn’t result in weight gain, but the behavior had begun to take root.Stepping on the scale was like the final judgment. The scale did not measure weight; it measured value. I would see the number, as would the person weighing me, and my failure, as a person, would be evident. My secret shame would become public. I would be declared guilty for the worthless grub that was me.Nothing else mattered: that I was an A student; that I was kind and compassionate; that I had friends. These facts had no bearing. All that counted was the number on the scale. That number sent a shudder of condemnation down to my very soul. That number threatened to hurl me into a bottomless abyss from which I could not escape.I avoided being weighed. I was a very obedient youth, with an exaggerated respect for authority drilled into me by my father. The one time I ever cut class was in high school. I skipped health class where I had heard we would be weighed.The situations when I could not avoid being weighed confirmed my worst fears. Before one gym class we were publicly weighed in [End Page 96] assembly–line fashion. As I stepped off the scale my gym teacher yelled out “Diet” for all to hear. Doctors who knew nothing about me, to whom I had been sent for various required physicals, told me to lose weight.In the mysterious and internally logical way that the mind works, my weight became a metaphor for all that was reprehensible in me. With no comprehension of why I was so unhappy, it was easy for me to fixate on my weight. It was too horrible to contemplate that I was the problem. The problem with me was my size, my body.As I look back now, I am angry that because of its shape, this perfectly wonderful body was judged as wrong, and that there was no compassionate voice loud enough to contradict this message. But at the time I felt no anger. To feel anger over being made to feel bad requires self–respect... (shrink)

How did an ancient Indian spiritual discipline turn into a £20 billion-a-year mainstay of the global wellness industry? What happened along yoga's winding path from the caves and forests of the sages to the gyms, hospitals and village halls of the modern West? This comprehensive history sets yoga in its global cultural context for the first time. It leads us on a fascinating journey across the world, from arcane religious rituals and medieval body-magic, through muscular Christianity and the British Raj, (...) to the Indian nationalist movement and the arrival of yoga in the twentieth-century West. We discover how the practice reached its present-day ubiquity and how it became embedded in powerful social currents shaping the world's future, such as feminism, digital media, celebrity culture, the stress pandemic and the quest for an authentic identity in the face of unprecedented change. Shearer's revealing history boasts a colorful cast of characters past and present, who tell an engaging tale of scholars and scandal, science and spirit, wisdom and waywardness. This is the untold story of yoga, warts and all. (shrink)

The “Golden Triangle” of Southeast Texas presents a remarkable story of economic transformation, rooted in the Spindletop oil reserves discovered in 1901. This research aims to explore the significant impact of this discovery, which shifted the region’s economic focus from lumber and cattle to becoming a pioneering center in the petroleum era. The study examines the socio-economic and urban changes in the foundational cities of Beaumont, Port Arthur, and Orange, as well as the environmental consequences of industrial growth in (...) the area. A mixed-methods approach was employed, combining archival research and oral histories to capture socio-cultural shifts, along with spatial analysis tools to quantify urban expansion post-Spindletop. Environmental impact assessments were also conducted to evaluate the ecological side-effects of industrial development. The Golden Triangle’s journey is a microcosm of global themes such as the balance between innovation and sustainability and the tension between economic growth and ecological responsibility. This research highlights the historical reliance on fossil fuels and the pressing need for sustainable energy paths, reminding us of the cyclical nature of progress and the importance of aligning human aspirations with environmental stewardship. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Letting Go: The Story of Zen Master TosuiDavid E. RiggsLetting Go: The Story of Zen Master Tosui. By Peter Haskel. Honolulu: University of Hawai'i Press. Pp. xv + 167. Hardcover $45.00. Paper $17.00.In his latest book, Letting Go: The Story of Zen Master Tōsui, Peter Haskel has taken on the task of translating the traditional biography of an obscure and eccentric Japanese Zen monk of (...) the seventeenth century, the Tōsui oshō densan, which was compiled by the celebrated scholar-monk Menzan Zuihō (1683-1769). Haskel has added an impressively comprehensive critical introduction, extensive footnotes, and a concluding essay. The translation of this collection of anecdotes is accurate and very readable, and the supporting critical apparatus is a concise survey of recent critical scholarship concerning the turbulent world of Zen Buddhism in early Tokugawa Japan.The first half of Tōsui's life was unremarkable: he traveled and met various teachers and then was recognized as a master in his own right. He was eventually invited to preside over a Sōtō Zen training temple, where he settled down and led meditation retreats for five years. By the end of this time he was attracting many disciples, including some very well known monks, when suddenly he simply disappeared. At the end of a training season, instead of presiding over the usual elaborate ceremonies, he stuck a poem to the wall, and without a word to anyone walked out with just the clothes on his back. Even the earlier facts of his life are sketchy, but from this time on all we have are stories that Menzan himself acknowledges cannot be arranged in a clear chronology. According to one tale, after an extensive search, two of his closest disciples found Tōsui living among beggars. His hair and beard were wild, his Buddhist robe was tattered, and his begging bowl was broken. Tōsui berated the two for interfering with his desire to be left alone and stalked off. One disciple continued to pester him; Tōsui relented, and they set off together. At the side of the road Tōsui discovered the body of a dead beggar and set about to bury him with his own hands. He then insisted that the disciple accompany him in eating what food remained in the beggar's bowl, but the disciple was overcome with disgust. Tōsui sent him off with instructions to go study under the émigré Chinese master Kao-ch'uan, an important teacher of the newly imported Chinese Buddhism (called Ōbaku Zen in Japan). As is always the case with these stories, there is no explanation of his actions: no indication of why Tōsui chose this teacher or if there was any significance to sending his student to a teacher in another lineage.Various people continued to attempt to find Tōsui over a span of many years, but he refused to teach or even talk to most of them. Besides anecdotes like this, we have only a few short poems and ripostes that give a flavor of his irreverent style. In response to a merchant who wanted to know how to do Zen meditation, Tōsui would only say, "Soy sauce should be made in midsummer; miso should be made in winter." If people persisted in trying to see him, he simply disappeared rather than deal with them. He lived in tiny rented rooms in towns working as a maker of straw sandals, doing day labor or simply begging for his sustenance. He rejected all offers of support, and if someone attempted to get around his refusals by leaving money or [End Page 132] clothes nearby, he distributed everything to the beggars among whom he lived. As he got older he relented a bit and allowed a follower to provide a meager living for him making vinegar, using the ruse that it wasn't patronage since the rice used for making the vinegar would otherwise have been discarded. When Tōsui died, his funeral was presided over by Kao-ch'uan (the Ōbaku teacher to whom he had entrusted his former students), and his remains were interred at Kao-ch... (shrink)

Plato's Atlantis Story is a revised edition of Gill's previous volume, Plato: The Atlantis Story, originally published by Bristol Press in 1980. This revised edition includes a new interpretive introduction, comprehensive bibliography, an original translation, Greek text with commentary, a glossary of Greek terms, an index of ancient passages, and a handful of helpful figures that portray the geography of Atlantis as well as the geography of the world as conceived by the Greeks. All the bases have certainly (...) been covered, and this wealth of resources should appeal to readers at any level of study. The nearly fifty-page interpretive introduction, however, will be of significant interest to scholars, and it will be... (shrink)

In this review article of Dan Hutto's bok Folk Psychological Narratives: The Sociocultural Basis of Understanding Reasons, I argue that we can take a functional approach to FP that identifies it with the practice of explaining behaviour -- that is, we can understand folk psychology as having the purpose of explaining behaviour and promoting social cohesion by making others’ behaviour comprehensible, without thinking that this ability must be limited to those with linguistic abilities. One reason for thinking that language must (...) be implicated in FP explanations arises from the history of theorizing about the nature of scientific explanation. I will show that there are other models of explanation that are free from the metaphysical linguistic baggage of the traditional models, and argue that such models can be profitably used to make sense of an explanation-centred FP that need not involve the attribution of propositional attitudes or a functioning linguistic competence. Further, I will argue that there is evidence that pre-linguistic human children engage in explanatory practices, and that some of these explanations may be seen as narrative explanations in an important sense. (shrink)

Recent work has shown that many problematic aspects of metaphor use and comprehension can be resolved through an account that includes both relevance and perceptual simulation. It has also been shown that metaphors often imply stories, and that stories are often metaphorical. Previous research on narratives has focused primarily on stories that appear either in formal literature or in structured interviews; this essay focuses on stories that occur as an integral part of conversation. It extends recent work on metaphor (...) comprehension to show how use and comprehension of stories in natural, informal conversations can be usefully analyzed in terms of perceptual simulations. Conversely, it extends previous work on storytelling to reveal the metaphorical element in many stories, and to emphasize the social (bonding through shared enjoyment) as well as informative and persuasive functions of storytelling. (shrink)

Religious texts seem to share a significant characteristic. They possess a narrative structure, as opposed to presenting a rational argument. This chapter analyzes how traditions develop around texts that have acquired such authoritative status as to become foundational. The New Testament, while fundamentally narrative in structure, encourages theological reflection, and that means, in other words, the penetration of the faith by means of reason. The chapter gives an overview of the theological debates and reflections of Latin Fathers, Church Fathers, and (...) other religious thinkers in Christian history. The century in which Peter Lombard was born and wrote his theology has become a subject largely taught by masters in their own schools. It has been reasoned that Peter Lombard created a system that would render the faith as intelligible as humanly possible through comprehensive coverage of all its major themes in a methodical order and the application of dialectical procedures to several layers of authoritative texts. (shrink)

From Plato to Postmodernism presents the cultural history of the West in one concise volume. Nearly four thousand years of Western history are woven together into an unfolding story in which we see how movements and individuals contributed to the philosophy, literature and art that have shaped today's world. The story begins with the West's Greco-Roman and Judeo-Christian origins, moving through the Middle Ages, Renaissance, Enlightenment and Romanticism to twenty-first century postmodernity. The author covers key figures such as (...) Moses, Michelangelo, Mozart and Marx, setting them in context and highlighting their main contributions. Illustrations and a comprehensive glossary help explain important terms such as ‘gothic', ‘baroque', ‘stream of consciousness' and ‘the death of God', and clarify movements such as Neoplatonism, Renaissance humanism and existentialism. -/- For students, this book bridges the gap between what is taught in schools and the cultural knowledge required at university, providing an indispensible grounding in the story of Western culture. For all readers, it offers an invitation to take an enjoyable tour through the fascinating history of Western thought, literature and art. (shrink)

Both linguistic and empirical evidence fail to support Grodzinsky's account of Broca's aphasics' comprehension problems. We address concerns regarding Grodzinsky's referring to the internal subject hypothesis, the importance of case information in thematic role assignment, the processing of passives, and the adequacy of Grodzinsky's linear strategy.

In light of the growing use of tablets for news reading and mobile news consumption behaviors, this study examined whether an innovative way of structuring news on the tablet that mimics mobile news behaviors reinforced attention for, and learning from, news. Specifically, it was theorized that the chronological and associative structuring of news articles into so-called developing news stories would lead to more attention for news, and better recall and comprehension of news, than the linear print newspaper structure that (...) newspaper publishers continue to copy from print to tablet. A multiple-day experiment was set up using the eye-tracking method to measure and control for attention. The results show that the developing news structure increased comprehension of news substantively, independently of attention effects; no effects were found on attention and factual recall. (shrink)

In Search of Truth presents a comprehensive story of the evolution of the School of Economic Science, now in its eighth decade. Brian Hodginkson brings his historian's skills and philosophic insight to bear in telling it in fascinating detail.

The new concept of embodied cognition theories has been enthusiastically studied by the cognitive sciences, by as well as such disparate disciplines as philosophy, anthropology, neuroscience, and robotics. Embodiment theory provides the framework for ongoing discussions on the linkage between “low” cognitive processes as perception and “high” cognition as language processing and comprehension, respectively. This review gives an overview along the lines of argumentation in the ongoing debate on the embodiment of language and employs an ALE meta-analysis to illustrate (...) and weigh previous findings. The collected evidence on the somatotopic activation of motor areas, abstract and concrete word processing, as well as from reported patient and timing studies emphasizes the important role of sensorimotor areas in language processing and supports the hypothesis that the motor system is activated during language comprehension. (shrink)

Facial electromyography research shows that corrugator supercilii ('frowning muscle') activity tracks the emotional valence of linguistic stimuli. Grounded or embodied accounts of language processing take such activity to reflect the simulation or ‘reenactment’ of emotion, as part of the retrieval of word meaning (e.g., of “furious”) and/or of building a situation model (e.g., for “Mark is furious”). However, the same muscle also expresses our primary emotional evaluation of things we encounter. Language-driven affective simulation can easily be at odds with the (...) reader’s affective evaluation of what language describes (e.g., when we like Mark being furious). To examine what happens in such cases, we independently manipulated simulation valence and moral evaluative valence in short narratives. Participants first read about characters behaving in a morally laudable or objectionable fashion: this immediately led to corrugator activity reflecting positive or negative affect. Next, and critically, a positive or negative event befell these same characters. Here, the corrugator response did not track the valence of the event, but reflected both simulation and moral evaluation. This highlights the importance of unpacking coarse notions of affective meaning in language processing research into components that reflect simulation and evaluation. Our results also call for a re-evaluation of the interpretation of corrugator EMG, as well as other affect-related facial muscles and other peripheral physiological measures, as unequivocal indicators of simulation. Research should explore how such measures behave in richer and more ecologically valid language processing, such as narrative; refining our understanding of simulation within a framework of grounded language comprehension. (shrink)

A number of criticisms of a recent paper byare made. (1) In attempting to assess the observational adequacy of story grammars, they state that a context‐free grammar cannot handle discontinuous elements; however, they do not show that such elements occur in the domain to which the grammars apply. Further, they do not present adequate evidence for their claim that there are acceptable stories not accounted for by existing grammars and that the grammars will accept nonstories such as procedures. (2) (...) They state that it has been proven that under natural conditions children cannot learn transformational grammars, which is a misrepresentation of the learnability proofs which have been offered. (3) Most important, they take an unduly narrow approach to story understanding by claiming that people only understand story content and do not have knowledge of story structure which is useful in comprehension or memory. Counterevidence from the literature is cited which indicates that such knowledge is both useful and used, and a number of methods for assessing the psychological adequacy of structural models are discussed. (shrink)

Although storybooks are often used as pedagogical tools for conveying moral lessons to children, the ability to spontaneously extract "the moral" of a story develops relatively late. Instead, children tend to represent stories at a concrete level - one that highlights surface features and understates more abstract themes. Here we examine the role of explanation in 5- and 6-year-old children's developing ability to learn the moral of a story. Two experiments demonstrate that, relative to a control condition, prompts (...) to explain aspects of a story facilitate children's ability to override salient surface features, abstract the underlying moral, and generalize that moral to novel contexts. In some cases, generating an explanation is more effective than being explicitly told the moral of the story, as in a more traditional pedagogical exchange. These findings have implications for moral comprehension, the role of explanation in learning, and the development of abstract reasoning in early childhood. (shrink)

Narratives, also called stories, can be found in conversations, children’s play interactions, reading material, and television programs. From infancy to adulthood, narrative comprehension processes interpret events and inform our understanding of physical and social environments. These processes have been extensively studied to ascertain the multifaceted nature of narrative comprehension. From this research we know that three overlapping processes (i.e., knowledge integration, goal structure understanding, and causal inference generation) proposed by the constructionist paradigm are necessary for narrative comprehension, (...) narrative comprehension has a predictive relationship with children’s later reading performance, and comprehension processes are generalizable to other contexts. Much of the previous research has emphasized internal and predictive validity; thus, limiting the generalizability of previous findings. We are concerned these limitations may be excluding underrepresented populations from benefits and implications identified by early comprehension processes research. This review identifies gaps in extant literature regarding external validity and argues for increased emphasis on externally valid research. We highlight limited research on narrative comprehension processes in children from low-income and minority populations, and argue for changes in comprehension assessments. Specifically, we argue both on- and off-line assessments should be used across various narrative types (e.g., picture books, televised narratives) with traditionally underserved and underrepresented populations. We propose increasing the generalizability narrative comprehension processes research can inform persistent reading achievement gaps, and have practical implications for how children learn from narratives. (shrink)

Reading is a complex cognitive task with the ultimate goal of comprehending the written input. For longer, connected text, readers generate a mental representation that serves as its basis. Due to limited cognitive resources, common models of discourse representation assume distinct processing levels, each relying on different processing mechanisms. However, only little research addresses distinct representational levels when text comprehension is assessed, analyzed or modelled. Moreover, current studies that tried to relate process measures of reading to comprehension did (...) not consider comprehension as a multi-faceted, but rather a uni-dimensional construct, usually assessed with one-shot items. Thus, the first aim of this paper is to use confirmatory factor analysis to test whether comprehension can be modelled as a uni-or multi-dimensional concept. The second aim is to investigate how well widely used one-shot items can be used to capture comprehension. 400 participants read one of three short stories of comparable length, linguistic characteristics, and complexity. Based on the evaluation of three independent raters per story, 16 wh-questions and 60 yes/no-statements were compiled in order to retrieve information at micro and inference level, and 16 main contents were extracted to capture information at the macro level in participants’ summaries. Still, only a fraction of these items showed satisfactory psychometric properties and factor loadings – a blatant result considering the common practice for item selection. For CFA, two models were set up that address text comprehension as either a one-dimensional construct, or a three-dimensional construct reflecting the three distinct representational levels. Across stories and item types, model fit was consistently better for the three-factor model providing evidence for a multi-dimensional construct of text comprehension. Our results provide concrete guidance for the preparation of comprehension measurements in studies investigating the reading process. (shrink)

The narratives studied by schema-based models or story grammars are generally simpler than those found in literary texts, such as short stones or novels. Literary narratives are indeterminate, exhibiting conflicts between schemata and frequent ambiguities in the status of narrative elements. An account of the process of comprehending such complex narratives is beyond the reach of purely cognitive models. It is argued that during comprehension response is controlled by affect, which directs the creation of schemata more adequate to (...) the text. Several properties of affect that make it appropriate for this model of narrative are discussed. A short story by Virginia Woolf is analysed in the light of the proposed model. A study with readers of the story is described, which illustrates the process of schema formation: Shifts in the relative importance of story phrases across the reading and the comments made by readers point to a process of schema creation under the control of affect. It is argued that affect may play a more productive role in cognitive processes than is generally acknowledged. (shrink)

This essay (written by Mark in dialogue with Stephan and including supporting commentary by Stanley Krippner and others1) is not a comprehensive survey of psi and anthropology, nor does it contain a thorough overview of Castaneda's work. Rather, it seeks to explore two primary questions. First, whatever became of the interest in psi and anthropology that led to the founding of the Society for the Anthropology of Consciousness? Second, what is the relationship between the anthropology of consciousness and transpersonal psychology? (...) Answers to these questions offer a glimpse into the historical origins of SAC as well as a historical understanding of the relationship between SAC and the Association for Transpersonal Psychology2. (shrink)

In volume 4, L’età hegeliana II, on the first half of the nineteenth century outside of Germany and Great Britain, the team of researchers raised by Santinello has provided a comprehensive investigation of the French Joseph-Marie Degérando and Victor Cousin ; of the Italians Baldassarre Poli, Vincenzo Gioberti, Pasquale Galluppi, and Antonio Rosmini ; of the Spaniards Tomás Lapeña, Sebastián Quintana, Victor Arnau y Lamea, Tomás García Luna, and Jaime Balmes, of the Austrians Michael Klaus, Eduard Job, Gottfried Immanuel Wenzel, (...) and Johann Pleithner, of the Ungarian historians of philosophy between 1740 and 1840, and finally of the Russians Aleksandr Ivanoviè Galiè and Gavriil the Archimandrite. (shrink)

The purpose of this study was to investigate experimentally the extent to which children’s novel word learning and story comprehension from eBooks depends on the relevance of interactive eBook features. A story was created in the lab to incorporate novel word-object pairs. The story was read to preschoolers (3-5 years old, N = 103) using one of the three books: noninteractive control, interactive-relevant, interactive-irrelevant. Novel word learning and story comprehension were assessed with posttests in (...) which children picked target objects from an array and sorted story events into sequences, respectively. Findings indicate that word learning and story comprehension were similar across all three books, suggesting that simple interactive features – whether relevant or irrelevant to the story – had little impact on learning in this controlled experiment. (shrink)

We examined the differences between estimating the emotions of protagonists and evaluating those of readers in narrative comprehension. Half of the participants read stories and rated the emotional states of the protagonists, while the other half of the participants rated their own emotional states while reading the stories. The results showed that reading comprehension was facilitated when highly extraverted participants read stories about, and rated the emotional experiences of, extraverted protagonists, with personalities similar to their own. However, the (...) same facilitative effect was not observed for less extraverted participants, nor was it observed for either type of participants under the condition in which participants rated their own emotional experiences. Thus, at least for highly extraverted participants, readers both facilitated the construction of a situation model and correctly estimated the emotional states of protagonists who were similar to themselves, perhaps due to empathy. (shrink)

Researchers in the field of discourse processing have investigated how mental models are constructed when adults comprehend stories. They have explored the process of encoding various classes of inferences “on-line” when these mental microworlds are constructed during comprehension. This commentary addresses the extent to which these inferences and mental microworlds are “embodied.”.

The volume contains Isaiah Berlin's letters to his Polish friend, Andrzej Walicki, and Walicki's detailed account of Berlin's role in his life. Berlin actively promoted Walicki's books on Russian intellectual history not only because of his own interest in the subject. Above all he wanted to promote Russian intellectual history as a separate, internationally recognized field of study and, therefore, warmly welcomed Walicki's firm intention to study it in a systematic way, with the aim of providing a comprehensive synthesis of (...) all important currents in pre-Revolutionary Russian thought. Already at their meeting Berlin discovered in Walicki a promising candidate to help him in laying foundations for Russian intellectual history as a legitimate part of the universal history of ideas; as a discipline rewarding in itself and particularly relevant for rediscovering the great traditions of the Russian intelligentsia and setting them against the stifling dogmas of Soviet totalitarianism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Storytelling and Narrative Knowing:An Examination of the Epistemic Benefits of Well-Told StoriesSarah E. Worth (bio)IntroductionPeople love to tell stories. When something scary, or funny, or out of the ordinary happens, we cannot wait to tell others about it. If it was really funny, etc., we tell the story repeatedly, embellishing as we see fit, shortening or lengthening it as the circumstances prescribe. When people are bad storytellers we (...) tend not to pay as close attention to their stories; our minds drift, and we hope for a swift conclusion. We tend not to remember those stories as well as the ones that were carefully constructed and skillfully delivered. Storytelling is one of our primary forms of communication with other people. Narrativity is the principle way that human beings order their experience in time. It is also one of the primary ways that humans make coherent sense out of seemingly unrelated sequences of events. Thus, an account of how this ordering works is essential to understanding one of the many ways of knowing used by humans, one that has been widely unaccounted for, I believe. What I will argue in this article is that reading, telling, and hearing well-constructed narratives are not just idle pastimes that we have created for entertainment purposes or even as a mere means of communication. Rather, there are epistemological benefits to reading, hearing, and telling well-constructed narratives. In particular, by practicing what I call narrative reasoning, we develop this skill, just as by practicing discursive reasoning we develop discursive reasoning skills. In turn, we develop an enhanced reasoning ability that arises from narrative reasoning and narrative meaning construction. Ultimately, I will argue that those who are able to develop the capacity to reason narratively will be able to have a more comprehensive understanding of the human experience. [End Page 42]Defining NarrativeTo begin, I will go into some detail about what I mean when I talk about narratives since the reasoning skills that will ultimately come from engaging with narratives will be related to the way that we come to understand and make sense of them. Since I do not intend to posit a theory of narrative, I will talk about what constitutes narrativity and what sort of features contribute to increasing the narrativity of a story. To begin, narrative is generally the representation of an event or sequence of events. It is closely tied to description, but it goes beyond description. "My cat has fleas" is a description of a state of affairs. "My cat was bitten by a flea" is a narrative about my cat, which includes a description. Some theorists (such as Barthes and Rimmon-Kenan) argue that a narrative must consist of more than one event or state of affairs in order to be minimally considered a narrative. For my purposes, the change in states of affairs from one to another will be essential for understanding the cognitive aspects that can be gained from engaging with narrative. Although I do not advocate a minimal requirement for something to be considered a narrative, at least two, if not multiple, states of affairs increase narrativity significantly. Narratives also have a unified subject and some relatively easily understood temporal structure. Although many narratives do not order all of their events sequentially, good narratives will have a temporal order that can be gleaned by its reader.1An annal might be something that is temporally ordered and likely have more than two events or states of affairs, and for this reason it might be put into a category of "story form." The primary principle of organization of an annal, however, is merely a temporal list of events. It cannot count as a full-fledged narrative since it may be a temporal list of events that has no unified subject. For example,A: "The Space shuttle Challenger explodes in 1988, the Berlin wall comes down in 1989, there is a massacre at Srebenica, Bosnia in 1995."B: "The Space Shuttle Columbia blows up upon reentry to Earth; the Space Shuttle Challenger explodes upon take off."A is a temporally ordered list of events and is an annal; B, however, is... (shrink)

While some aspects of pragmatic competence are known to decline with age, for metaphor skills the evidence is inconclusive, possibly due to heterogeneity in the assessment tools. Furthermore, the previous literature on age-related changes in pragmatic skills has rarely considered the role of Theory of Mind (ToM), which is described as one of the main factors affecting metaphor across theoretical and experimental studies in children and clinical populations. This study aimed at elucidating age-related differences in metaphor understanding and the interplay (...) between metaphor skills and ToM in middle-aged and older adults with a fine-grained approach. Participants (n = 201, age range 54–93) completed tasks assessing ToM and metaphor understanding. On the one side, we used the Physical and Mental Metaphors task, to distinguish between different types of metaphor (physical, such as “Lifeguards are lizards,” meaning that they lie in the sun, vs. mental, such as “Adolescents are pendulums,” meaning that they are emotionally unstable) and different aspects of metaphor understanding, namely, accuracy in finding a link between topic and vehicle versus type of interpretation (from physical to psychological). On the other side, we analyzed two aspects of ToM skills: the accuracy in mental state understanding and the intentionality, defined as the degree of mental state attribution, assessed with the Strange Stories and the Animated Social Triangles task, respectively. Structural equation models indicated a decline in metaphor skills with advancing age. Furthermore, we found that ToM is involved in metaphor understanding in a specific fashion. While higher ToM accuracy explained better metaphor accuracy, higher ToM intentionality explained better performance in the interpretation of mental, but not physical, metaphors. These findings suggest that age-related differences in pragmatics extend to metaphor skills and that ToM plays a role in metaphor comprehension in older age, with a division of labor where the ability to understand what others think is key to spotting a metaphorical link, but the greater tendency to attribute mental states is what specifically helps when it comes to grasping the psychological nuances of a metaphor. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Introduction: Conflicting Interest in Medicine: Stories by Physicians on How Financing Affects Their WorkJames M. DuBois, Symposium EditorPhysicians frequently enter into special relationships that establish personal financial interests that could conflict with their patients’ best interests. Examples include receiving gifts from drug companies, sharing a patent on a medical device, or accepting funding from industry to conduct a drug study. In recent years, such “conflicts of interests” in medicine (...) have received growing attention from medical associations (Association of American Medical Colleges, 2008, 2010), policy bodies (Institute of Medicine, 2009), industry (Pharmaceutical Research and Manufacturers of America, 2008), journalists (Caputo, 2009; Nguyen, Ornstein, & Weber, 2010), and even Congress, which included in the 2010 Patient Protection Affordable Care Act a Physician Payment Sunshine provision requiring industry to report a wide variety of ties to physicians. All of these efforts appear motivated by a similar assumption: Gifts and financially beneficial relationships can unconsciously motivate physicians to prioritize their own or industry’s interests over patients’ interests when providing care, conducting medical research, or educating physicians (American Association of Medical Colleges, 2008; Dana & Loewenstein, 2003).The call for stories produced for this narrative symposium provided the following request:We are interested in hearing about positive and negative experiences associated with a variety of financial relationships. The stories should give readers a sense of what it is like to be a physician in the midst of complex relationships to industry, physician practices, and third–party payers—relationships that go beyond ordinary reimbursement for care or research expenses.Obtaining stories proved more challenging than anticipated for reasons related to our theme. Precisely because access to physicians is considered valuable, it is highly restricted. Listservs and blogs that serve physicians typically prohibit postings from anyone except physician members, and even they are sometimes not allowed to post messages freely. While at least one listserv circulated our call to members (at the request of a member), others rejected our request, and one blog offered to post our call as a 1–month ad for $20,000. This contrasts radically with the relatively easy access we have had to other groups, including mental health consumers and living organ donors, who have broad grass root communication systems, and bioethicists, who have several listservs and blogs that readily share news about relevant scholarly opportunities.The collection of stories obtained resulted from extensive personal networking and a small amount of arm twisting. The collection was not what we expected to obtain, but is in many ways even more interesting. One story (Hodges) explicitly addresses the impact that pharmaceutical representatives can have on prescribing patterns—the classic, voluntary, conflicted relationship, insofar as sales reps are [End Page 65] welcomed in facilities, often bearing free samples, free lunches, and glossy articles on their products, all in the hopes of influencing prescribing patterns. But most stories do not fit the typical mold found in discussions of conflicts of interest. Among those expressing concerns about the impact of financial factors on medical practice, one focuses on the insufficient management of bias within the Food and Drug Administration (Perlmutter); three focus on the bias that is introduced through our current fee–for–service reimbursement system (Mikulec, Nagaldine, and Zientek)—of these, two illustrate ways that third parties seek to manipulate physician practices to maximize profits; one notes how any kind of clinical trial—whether government or industry sponsored—may affect patient care decisions (Cruz); while two argue that worries over industry sponsorship of research are disproportionate (Bierut and Sofair), and two address widespread concerns about industry sponsorship of educational activities, with one illustrating how bias might be reduced (Seitz & Diao), and another illustrating the potential harms of prohibiting educational sponsorship (Peppin).To be clear, all of these narratives are responsive to our call for stories that “describe positive and negative experiences associated with a variety of financial relationships.” Yet they are not classic conflict of interest stories; rather, they represent the conflicting interests that concern physicians today—conflicts that are often intrinsic to our current healthcare and research systems rather than special relationships courted by physicians.While making no pretense of representativeness or comprehensiveness, these stories provide fertile ground for reflection, as seen in our... (shrink)