The DOI matches its Crossref record; 24 of the 24 references it cites were found in a registry or an index.
Do readers mentally represent characters' emotional states?
Open accessAbstract
Subjects read stories that described concrete actions, such as a main character stealing money from a store where his best friend worked and later learning that his friend had been fired. Following each story, subjects read a target sentence that contained an emotion word that either matched the emotional state implied by the story (e.g. guilt) or mismatched that emotional state. In Experiment 1, target sentences were read more slowly when the mismatched emotion words were the perceived opposites of the emotional states implied by the stories (e.g. pride). In Experiment 2, target sentences were read more slowly when the mismatched emotion words shared the affective valence of the implied emotional state; therefore, readers must represent more than simply the affective valence of the emotional states. Instead of reading target sentences that contained matching versus mismatching emotion words, subjects in Experiment 3 simply pronounced matching versus mismatching emotion words. Mismatching emotion words were pronounced more slowly. These experiments suggest that readers form explicit, lifelike, mental representations of fictional characters' emotional states, and readers form these representations as a normal part of reading comprehension.
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Cites
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Cited by
Mar, R. A., Oatley, K., Hirsh, J., dela Paz, J., & Peterson, J. B. (2006) · Journal of Research in Personality · doi:10.1016/j.jrp.2005.08.002 · Cited by 614
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Tan, E. S.-H. (1995) · Poetics · doi:10.1016/0304-422x(94)00024-z · Cited by 221
Memory and comprehension of narrative versus expository texts: A meta-analysis
Mar, R. A., Li, J., Nguyen, A. T. P., & Ta, C. P. (2021) · Psychonomic Bulletin & Review · doi:10.3758/s13423-020-01853-1 · Cited by 175
Theory of Mind: a Hidden Factor in Reading Comprehension?
Dore, R. A., Amendum, S. J., Golinkoff, R. M., & Hirsh-Pasek, K. (2018) · Educational Psychology Review · doi:10.1007/s10648-018-9443-9 · Cited by 156
Nomura, K., & Akai, S. (2012) · Psychological Reports · doi:10.2466/02.07.09.11.pr0.110.1.304-314 · Cited by 57
Metadata
- Authors
- Gernsbacher, M. A., Goldsmith, H. H., & Robertson, R. R. W.
- Venue
- Cognition & Emotion
- Publisher
- Informa UK Limited
- Published
- 1992-03
- Volume
- 6
- Issue
- 2
- Pages
- 89-111
- ISSN
- 0269-9931 (ISSN-L)
- 1464-0600
- OpenAlex
- W2063324404
- Cited by
- 334
- References
- 24
- FWCI
- 105.67
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.