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Reading: How Readers Beget Imagining.

Sarah Bro Trasmundi1, Stephen J Cowley1

  • 1Centre for Human Interactivity, Faculty of Humanities, University of Southern Denmark, Odense, Denmark.

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Summary
This summary is machine-generated.

Reading is an embodied process where sensorimotor engagement with written artifacts, including eye movements and vocalizations, drives understanding and imagination. This research explores how physical interactions with texts enhance cognitive skills.

Keywords:
aisthesiscognitive ethnographydialogicalitydistributed languageembodied cognitionimaginationlanguagingreading

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Area of Science:

  • Cognitive Science
  • Embodied Cognition
  • Reading Research

Background:

  • Traditional reading studies often focus on texts, neglecting the embodied and sensorimotor aspects of the reading process.
  • Understanding how humans engage with written artifacts requires examining the interplay between physical actions and cognitive processes.

Purpose of the Study:

  • To investigate reading as an embodied synthetic process driven by sensorimotor engagement and rapid imaginative scales.
  • To explore how material engagement with written artifacts, including saccadic eye movements and vocalization, sharpens understanding.
  • To analyze the role of prereflective judgments and multiscalar coordination in the reading experience.

Main Methods:

  • Employed cognitive ethnography to trace reading processes through detailed observation of readers interacting with written artifacts.
  • Utilized fine-grained analysis of authentic data, focusing on kinesthetic experience and vocalizations in children's reading.
  • Examined the coordination of sensorimotor activity, including gaze, gesture, voice, and touch, with written signs.

Main Results:

  • Reading is fundamentally an embodied process integrating sensorimotor schemata with skilled use of written artifacts.
  • Fine multiscalar coordination enables readers to engage with texts, connecting understanding with saccadic eye movements and vocalization.
  • Imagining in reading arises from multiscalar dynamics that bind anticipated, perceived, and collective experiences.

Conclusions:

  • Material engagement with written artifacts, encompassing aisthesis (prereflective judgments), is central to reading comprehension and imagination.
  • The study moves beyond traditional interactional views of reading to an enactive-ecological perspective, emphasizing coordination with the environment.
  • Reading dynamically connects past collective experiences with present sensorimotor actions, bringing written signs to life.