http://www.bibsonomy.org/burst/user/yish/narrativeBibSonomy BuRST Feed for /user/yish/narrative2008-07-21T01:56:31+02:00http://www.bibsonomy.org/bibtex/24855e915ac970698e478567ced2fb76f/yishyish2008-05-30T05:59:38+02:00mythesis cognition narrative CiHB neurology IJCEELL <span style="color:#555555;">Kay <a href="http://www.bibsonomy.org/author/Young">Young</a> and Jeffrey <a href="http://www.bibsonomy.org/author/Saver">Saver</a> </span><em>SubStance</em><em>30(1&amp;2):72-84</em>(<em>2001</em>)Fri May 30 05:59:38 CEST 2008SubStance1&272-84The Neurology of Narrative302001mythesis cognition narrative CiHB neurology IJCEELL http://www.bibsonomy.org/bibtex/2099a94c2ce08878db6d03b02d6673075/yishyish2008-05-30T05:58:38+02:00narrative mythesis computer design IJCEELL learning ijceell06 <span style="color:#555555;">Fran&#231;oise <a href="http://www.bibsonomy.org/author/Decortis">Decortis</a> and Antonio <a href="http://www.bibsonomy.org/author/Rizzo">Rizzo</a> </span><em>Personal Ubiquitous Comput.</em><em>6(5-6):416-429</em>(<em>2002</em>)Fri May 30 05:58:38 CEST 2008Personal Ubiquitous Comput.5-6416-429New Active Tools for Supporting Narrative Structures62002narrative mythesis computer design IJCEELL learning ijceell06 http://www.bibsonomy.org/bibtex/2e020e567607ef9dbcbfecafca557f206/yishyish2008-05-30T05:57:10+02:00ijceell06 narrative mythesis agents hci interface intelligence ijce ai artificial design <span style="color:#555555;">Chrystopher L. <a href="http://www.bibsonomy.org/author/Nehaniv">Nehaniv</a> </span><em>Narrative Intelligence: Papers from the 1999 AAAI Fall Symposium, (5-7 November 1999 - North Falmouth, Massachusetts), </em><em>page101-104. </em><em>AAAI Press, Technical Report FS-99-01, </em>(<em>1999</em>)Fri May 30 05:57:10 CEST 2008Narrative Intelligence: Papers from the 1999 AAAI Fall Symposium, (5-7 November 1999 - North Falmouth, Massachusetts)101-104Narrative for Artifacts: Transcending Context and Self1999ijceell06 narrative mythesis agents hci interface intelligence ijce ai artificial design http://www.bibsonomy.org/bibtex/28a1f2f2b36ec43bdb0949376714ce981/yishyish2008-05-30T05:30:00+02:00review mythesis narrative metaanalysis cognitive neuroscience neuropsychology <span style="color:#555555;">R Nathan <a href="http://www.bibsonomy.org/author/Spreng">Spreng</a> and Raymond A. <a href="http://www.bibsonomy.org/author/Mar">Mar</a> and Alice S.N. <a href="http://www.bibsonomy.org/author/Kim">Kim</a> </span><em>Journal of Cognitive Neuroscience</em>(<em>in press</em>)Fri May 30 05:30:00 CEST 2008Journal of Cognitive NeuroscienceThe common neural basis of autobiographical memory, prospection, navigation, theory of mind and the default mode: a quantitative meta-analysisin pressreview mythesis narrative metaanalysis cognitive neuroscience neuropsychology A core brain network has been proposed to underlie a number of different processes, including remembering, prospection, navigation and theory-of-mind (Buckner RL, Carroll DC. 2007. Trends in Cognitive Sciences, 11: 49–57). This purported network—medial prefrontal, medial temporal, and medial and lateral parietal regions—is similar to that observed during default-mode processing and has been argued to represent self projection (Buckner & Carroll, 2007) or scene-construction (Hassabis D. Maguire EA. 2007. Trends in Cognitive Sciences, 11: 299-306). To date, no systematic and quantitative demonstration of evidence for this common network has been presented. Using the activation likelihood estimation (ALE) approach, we conducted four separate quantitative meta-analyses of neuroimaging studies on: (a) autobiographical memory, (b) navigation, (c) theory-of-mind, and (d) default mode. A conjunction analysis between these domains demonstrated a high degree of correspondence. We compared these findings to a separate ALE analysis of prospection studies and found additional correspondence. Across all domains, and consistent with the proposed network, correspondence was found within the medial temporal lobe, precuneus, posterior cingulate, retrosplenial cortex and the temporoparietal junction. Additionally, this study revealed that the core network extends to lateral prefrontal and occipital cortices. Autobiographical memory, prospection, theory-of-mind and default mode demonstrated further reliable involvement of the medial prefrontal cortex and lateral temporal cortices. Autobiographical memory and theory-of-mind, previously studied as distinct, exhibited the most extensive functional overlap. These findings represent quantitative evidence for a core network underlying a variety of cognitive domains.http://www.bibsonomy.org/bibtex/23b8814c8320159bdfe8c3ae43fd24dd2/yishyish2008-05-30T05:27:16+02:00knowledge jime08 CiHB learning narrative IJCEELL mythesis intelligence AI artificial <span style="color:#555555;">Roger <a href="http://www.bibsonomy.org/author/Schank">Schank</a> </span><em>Northwestern University Press, </em><em>Evanston, IL, </em>(<em>1995</em>)Fri May 30 05:27:16 CEST 2008Evanston, ILTell Me a Story: Narrative and Intelligence1995knowledge jime08 CiHB learning narrative IJCEELL mythesis intelligence AI artificial How are our memories, our narratives, and our intelligence interrelated? What can artificial intelligence and narratology say to each other? In this pathbreaking study by an expert on learning and computers, Roger C. Schank argues that artificial intelligence must be based on real human intelligence, which consists largely of applying old situations, and our narratives of them, to new situations in less than obvious ways.http://www.bibsonomy.org/bibtex/23fe381beb8b1704ea928a557d44a4d63/yishyish2008-05-30T04:35:36+02:00mythesis investigation narrative IJCEELL writing learning mathematics discourse <span style="color:#555555;">Candia <a href="http://www.bibsonomy.org/author/Morgan">Morgan</a> </span><em>Falmer, </em><em>London, </em>(<em>1998</em>)Fri May 30 04:35:36 CEST 2008LondonWriting Mathematically: The Discourse of Investigation1998mythesis investigation narrative IJCEELL writing learning mathematics discourse http://www.bibsonomy.org/bibtex/21346854c89aca373393e25423666ef24/yishyish2008-05-30T04:13:51+02:00CSCL mythesis narrative elearning learning affordances multimedia IJCEELL <span style="color:#555555;">Diana <a href="http://www.bibsonomy.org/author/Laurillard">Laurillard</a> and Matthew <a href="http://www.bibsonomy.org/author/Stratfold">Stratfold</a> and Rose <a href="http://www.bibsonomy.org/author/Luckin">Luckin</a> and Lydia <a href="http://www.bibsonomy.org/author/Plowman">Plowman</a> and Josie <a href="http://www.bibsonomy.org/author/Taylor">Taylor</a> </span><em>Journal of Interactive Media in Education</em>(<em>2000</em>)Fri May 30 04:13:51 CEST 2008Journal of Interactive Media in EducationAffordances for Learning in a Non-Linear Narrative Medium22000CSCL mythesis narrative elearning learning affordances multimedia IJCEELL A multimedia CD makes an impressive resource for the scholar-researcher, but students unfamiliar with the subject-matter may not always work so effectively with such a resource. Without any narrative structure, how does the novice cope? The paper describes how we are investigating the design features that 'afford' activities that generate learning: What are the design features that encourage students to practise the role of the scholar? What encourages them to explore, but also to reflect on their analysis of the data they find? What kind of learning takes place when students are allowed to explore at will? The paper goes on to compare the learning experiences of students using commercial CDs with those using material with contrasting designs, in an attempt to identify the design features that afford constructive learning activities. It concludes with an interpretation of the findings, comparing them with work in related educational media, and situating the findings in the context of a conversational framework for learning.http://www.bibsonomy.org/bibtex/2ccfb211b0de4557391765fb3f8ef732b/yishyish2008-05-30T02:21:30+02:00mythesis seminar narrative CiHB constructivist social constructivism perspectives reading jime08 ijceell <span style="color:#555555;">Jerome <a href="http://www.bibsonomy.org/author/Bruner">Bruner</a> </span><em>Harvard University Press, </em><em>Cambridge, MA, </em><em>July1990. </em>Fri May 30 02:21:30 CEST 2008Cambridge, MAPaperbackJulyActs of Meaning : Four Lectures on Mind and Culture (Jerusalem-Harvard Lectures)1990mythesis seminar narrative CiHB constructivist social constructivism perspectives reading jime08 ijceell Jerome Bruner argues that the cognitive revolution, with its current fixation on mind as "information processor;" has led psychology away from the deeper objective of understanding mind as a creator of meanings. Only by breaking out of the limitations imposed by a computational model of mind can we grasp the special interaction through which mind both constitutes and is constituted by culture.http://www.bibsonomy.org/bibtex/2b09b4594bd0b4f8b8bc63592fc16374d/yishyish2008-05-30T02:21:19+02:00narrative mythesis <span style="color:#555555;">Jerome <a href="http://www.bibsonomy.org/author/Bruner">Bruner</a> and Joan <a href="http://www.bibsonomy.org/author/Lucariello">Lucariello</a> </span><em>Narratives from the Crib, </em><em>Harvard University Press, </em><em>Cambridge, MA, </em>(<em>1989</em>)Fri May 30 02:21:19 CEST 2008Cambridge, MANarratives from the Crib73-97Monolouge as Narrative Recreation of the World1989narrative mythesis http://www.bibsonomy.org/bibtex/2ec71b98d2110275f51579211c5244265/yishyish2008-05-30T01:28:19+02:00mathematics learning mythesis communicational cognition discourse approach narrative <span style="color:#555555;">Miriam <a href="http://www.bibsonomy.org/author/Ben-Yehuda">Ben-Yehuda</a> and Ilana <a href="http://www.bibsonomy.org/author/Lavy">Lavy</a> and Liora <a href="http://www.bibsonomy.org/author/Linchevski">Linchevski</a> and Anna <a href="http://www.bibsonomy.org/author/Sfard">Sfard</a> </span><em>The Journal for Research in Mathematics Education</em><em>36(3):176&#8211;247</em>(<em>2005</em>)Fri May 30 01:28:19 CEST 2008The Journal for Research in Mathematics Education3176–247Doing wrong with words or What bars students’ access to arithmetical discourses362005mathematics learning mythesis communicational cognition discourse approach narrative http://www.bibsonomy.org/bibtex/20eb5c6d0cc3ef0f6b6e1bc91d2b3f25e/yishyish2008-05-30T00:49:28+02:00Hippocampus narrative situated IJCEELL abstraction Multivariate neuroimaging neurology mythesis memory events autobiographical CiHB fMRI <span style="color:#555555;">Donna Rose <a href="http://www.bibsonomy.org/author/Addis">Addis</a> and Anthony R. <a href="http://www.bibsonomy.org/author/McIntosh">McIntosh</a> and Morris <a href="http://www.bibsonomy.org/author/Moscovitch">Moscovitch</a> and Adrian P. <a href="http://www.bibsonomy.org/author/Crawley">Crawley</a> and Mary Pat <a href="http://www.bibsonomy.org/author/McAndrews">McAndrews</a> </span><em>NeuroImage</em>(<em>2004</em>)Fri May 30 00:49:28 CEST 2008NeuroImage1460-1471Characterizing spatial and temporal features of autobiographical memory retrieval networks: a partial least squares approach232004Hippocampus narrative situated IJCEELL abstraction Multivariate neuroimaging neurology mythesis memory events autobiographical CiHB fMRI Conway (Conway, M.A., 1992. A structural model of autobiographical memory. In: Conway, M.A., Spinnler, H., Wagenaar, W.A. (Eds.), Theoretical Perspectives on Autobiological Memory. Kluwer Academic Publishers, Dordrecht, The Netherlands, pp. 167–194) proposed that two types of autobiographical memories (AMs) exist within a hierarchical AM system: unique, specific events and repeated, general memories. There is little research on whether retrieval of these AMs relies on different neural substrates. To investigate this issue, we used a multivariate image analysis technique, spatiotemporal partial least squares (PLS), to identify distributed patterns of activity most related to AM tasks that we have found to be associated with a medial and left-lateralized network. Using PLS, specific and general memories were more strongly associated with different parts of this retrieval network. Specific AM retrieval was associated more with activation of regions involved in imagery in episodic memory, including the left precuneus, left superior parietal lobule and right cuneus, whereas general AM retrieval was associated with activation of the right inferior temporal gyrus, right medial frontal cortex, and left thalamus. These two patterns emerged at different lags after stimulus onset, with the general AM pattern peaking between 2 and 6 s, and the specific AM pattern between 6 and 8 s. These lag differences are consistent with Conway’s theory which posits that general AMs are the preferred level of entry to the AM system. A seed PLS analysis revealed that the regions functionally connected to the hippocampus during retrieval did not differentiate specific from general AM retrieval, which confirms our earlier univariate analysis indicating that some aspects of the memory retrieval network are shared by these memories.http://www.bibsonomy.org/bibtex/2d9eef255d42acefff227ab162d785060/yishyish2008-05-28T01:14:03+02:00construction cognition psychology philosophy narrative identity text <span style="color:#555555;">Csaba <a href="http://www.bibsonomy.org/author/Pléh">Pl&#233;h</a> </span><em>Neohelicon</em><em>30(1):187&#8211;205</em>(<em>2003</em>)Wed May 28 01:14:03 CEST 2008Neohelicon1187–205Narrativity in Text Construction and Self Construction302003construction cognition psychology philosophy narrative identity text The paper tries to suggest parallels between the study of narrative organization in psychology and the philosophical trends towards a decomposed view of the human mind. It starts off from an analysis of narrative organization in modern memory research. The substantial message of this research from the point of view of narrative studies is threefold: it emphasizes the importance of schematization in memory, as opposed to mere associative structures; it shows that among the possible schemata narrative organization is the most available and most universal one; as to the content of narrative schemata it shows that they are closely tied to our naive theories of human action. In a psychological sense, the cohesion of narratives is tied to their use of intentional attribution. We apply our schemata of human action to understand the plot of narratives. The Hume-Mach style empiricists, and later on modern novelists have been struggling for a long time with the place of Subjects in a totally decomposed vision of the world and the mind. This modern emphasis on a lack of coherence is recently becoming connected to the issue of narrativity in non-trivial ways by philosophers like Daniel Dennett. This trend accepts the idea of decomposing the self and other unifying constructions. However, the human need for coherence is accepted by them, and rather than proposing cohesion based on solid Egos, they propose different varieties of narrative theories regarding the self. These proposals have a strong Humeian flavor with their emphasis on the constructed but useful nature of the self concept. Their intellectual novelty is, however, that they try to find the sources for constructed coherence in narrativity. The paper argues that the philosophical and psychological narrative theories of the self have relevance to the study of literary narratives. Part of modern literature in this regard can be seen as a human experiment in facing the lability and soft construal of human integrity.http://www.bibsonomy.org/bibtex/221c0a2236b13b05af62a672e5c09a68a/yishyish2008-05-27T23:49:15+02:00theoryofmind metaphor language cognitive narrative philosophy conceptual metarepresentation meaning skills social intention <span style="color:#555555;">Zsuzsanna <a href="http://www.bibsonomy.org/author/Schnell">Schnell</a> </span><em>Acta Linguistica Hungarica</em><em>54(1):73-104</em>(<em>2007</em>)Tue May 27 23:49:15 CEST 2008Acta Linguistica Hungarica173-104Metaphor processing and the acquisition of idioms: A mentalistic model542007theoryofmind metaphor language cognitive narrative philosophy conceptual metarepresentation meaning skills social intention In this paper I review some of the theoretical issues surrounding metaphor, investigating the understanding of metaphor-based constructions from a developmental psycholinguistic view. Reviewing the classification of metaphorical expressions, I elaborate on the morphological aspect of idioms; thus on the typology of metaphors, distinguishing them on the basis of their decomposability and conventionality (Gibbs 1994). I hypothesize a new, mentalistic model of interpretation, in which our mentalizing, intention-reading skills play a key role in deciphering intended (figurative) meaning. Furthermore, I point out the importance of decomposability and conventionality determining our interpretative processes; both factors playing a facilitating role in interpretation.http://www.bibsonomy.org/bibtex/2f1520eb0556c1a70e2d57b3b027fe45d/yishyish2008-05-27T18:10:04+02:00context reading brain FMRI mythesis Functional neuroscience imaging narrative resonance neuropsychology human magnetic <span style="color:#555555;">Jiang <a href="http://www.bibsonomy.org/author/Xu">Xu</a> and Stefan <a href="http://www.bibsonomy.org/author/Kemeny">Kemeny</a> and Grace <a href="http://www.bibsonomy.org/author/Park">Park</a> and Carol <a href="http://www.bibsonomy.org/author/Frattali">Frattali</a> and Allen <a href="http://www.bibsonomy.org/author/Braun">Braun</a> </span><em>Neuroimage</em><em>25(3):1002-1015</em>(<em>2005</em>)Tue May 27 18:10:04 CEST 2008Neuroimage31002-1015Language in context: emergent features of word, sentence, and narrative comprehension252005context reading brain FMRI mythesis Functional neuroscience imaging narrative resonance neuropsychology human magnetic Context exerts a powerful effect on cognitive performance and is clearly important for language processing, where lexical, sentential, and narrative contexts should differentially engage neural systems that support lexical, compositional, and discourse level semantics. Equally important, but thus far unexplored, is the role of context within narrative, as cognitive demands evolve and brain activity changes dynamically as subjects process different narrative segments. In this study, we used fMRI to examine the impact of context, comparing responses to a single, linguistically matched set of texts when these were differentially presented as random word lists, unconnected sentences and coherent narratives. We found emergent, context-dependent patterns of brain activity in each condition. Perisylvian language areas were always active, consistent with their supporting core linguistic computations. Sentence processing was associated with expanded activation of the frontal operculum and temporal poles. The same stimuli presented as narrative evoked robust responses in extrasylvian areas within both hemispheres, including precuneus, medial prefrontal, and dorsal temporo-parieto-occipital cortices. The right hemisphere was increasingly active as contextual complexity increased, maximal at the narrative level. Furthermore, brain activity was dynamically modulated as subjects processed different narrative segments: left hemisphere activity was more prominent at the onset, and right hemisphere more prominent at the resolution of a story, at which point, it may support a coherent representation of the narrative as a whole. These results underscore the importance of studying language in an ecologically valid context, suggesting a neural model for the processing of discourse.http://www.bibsonomy.org/bibtex/29764eb15c308d4b8d22f2138e2d5be9a/yishyish2008-05-27T17:13:04+02:00Story IJCEELL mythesis Non-fiction cognition Fiction CiHB abilities Theory-of-mind reading Simulation Empathy narrative Social <span style="color:#555555;">Raymond A. <a href="http://www.bibsonomy.org/author/Mar">Mar</a> and Keith <a href="http://www.bibsonomy.org/author/Oatley">Oatley</a> and Jacob <a href="http://www.bibsonomy.org/author/Hirsh">Hirsh</a> and Jennifer dela <a href="http://www.bibsonomy.org/author/Paz">Paz</a> and Jordan B. <a href="http://www.bibsonomy.org/author/Peterson">Peterson</a> </span><em>Journal of Research in Personality</em>(<em>2006</em>)Tue May 27 17:13:04 CEST 2008Journal of Research in Personality694–712Bookworms versus nerds: Exposure to fiction versus non-fiction, divergent associations with social ability, and the simulation of fictional social worlds402006Story IJCEELL mythesis Non-fiction cognition Fiction CiHB abilities Theory-of-mind reading Simulation Empathy narrative Social While frequent readers are often stereotyped as socially awkward, this may only be true of non-fiction readers and not readers of fiction. Comprehending characters in a narrative fiction appears to parallel the comprehension of peers in the actual world, while the comprehension of expository non-Wction shares no such parallels. Frequent Wction readers may thus bolster or maintain their social abilities unlike frequent readers of non-fiction. Lifetime exposure to fiction and non-fiction texts was examined along with performance on empathy/social-acumen measures. In general, fiction print-exposure positively predicted measures of social ability, while non-fiction print-exposure was a negative predictor. The tendency to become absorbed in a story also predicted empathy scores. Participant age, experience with English, and intelligence (g) were statistically controlled.THE MAR LAB | papershttp://www.bibsonomy.org/bibtex/245c646d5d83188871b9f0badbc36164c/yishyish2008-05-27T16:58:17+02:00psychology fiction neuropsychology personality narrative empathy change theory-of-mind reading simulation neuroscience <span style="color:#555555;">Raymond <a href="http://www.bibsonomy.org/author/Mar">Mar</a> and Maja <a href="http://www.bibsonomy.org/author/Djikic">Djikic</a> and Keith <a href="http://www.bibsonomy.org/author/Oatley">Oatley</a> </span><em>Directions in Empirical Literary Studies: In honor of Willie van Peer, </em><em>John Benjamins, </em>(<em>in press</em>)Tue May 27 16:58:17 CEST 2008Directions in Empirical Literary Studies: In honor of Willie van PeerEffects of reading on knowledge, social abilities, and selfhood: Theory and empirical studiesin presspsychology fiction neuropsychology personality narrative empathy change theory-of-mind reading simulation neuroscience Reading exhibits a principle of expertise: the more one does it the more skilled one is likely to become both in the activity and in content knowledge. Our experiences with text lead to the acquisition of both vocabulary and general knowledge. Research from our group examines how reading can have other outcomes. With a starting point of fiction as an entryway into simulations of social interactions, we review empirical studies of how the reading of fiction can improve empathy and other social abilities, and prompt changes in personality.http://www.bibsonomy.org/bibtex/2a33731e49b47a47f2420f9435ba5ca28/yishyish2008-05-26T18:38:55+02:00illness mental therapy psychology narrative mythesis <span style="color:#555555;">Glenn A. <a href="http://www.bibsonomy.org/author/Roberts">Roberts</a> </span><em>Advances in Psychiatric Treatment</em><em>6(6):432-441</em>(<em>2000</em>)Mon May 26 18:38:55 CEST 2008Advances in Psychiatric Treatment6432-441Narrative and severe mental illness: what place do stories have in an evidence-based world?62000illness mental therapy psychology narrative mythesis http://www.bibsonomy.org/bibtex/252d157471466f7d004d8dc3a678ee51a/yishyish2008-05-26T18:34:18+02:00mythesis psychology narrative therapy <span style="color:#555555;">Michael <a href="http://www.bibsonomy.org/author/White">White</a> and David <a href="http://www.bibsonomy.org/author/Epston">Epston</a> </span><em>WW Norton &amp; Company, </em>(<em>1990</em>)Mon May 26 18:34:18 CEST 2008Narrative Means to Therapeutic Ends1990mythesis psychology narrative therapy This book presents a respectful, often playful approach to serious problems, with groundbreaking theory as a backdrop. The authors start with the assumption that people experience problems when the stories of their lives, as they or others have invented them, do not sufficiently represent their lived experience. In this way narrative comes to play a central role in therapy.http://www.bibsonomy.org/bibtex/2d107339f7c5b013f6c270af0fe1b7c83/yishyish2008-04-28T08:22:07+02:00mythesis cognition social discourse mathematics learning communicational narrative approach <span style="color:#555555;">Anna <a href="http://www.bibsonomy.org/author/Sfard">Sfard</a> </span><em>Educational Studies in Mathematics</em><em>46(1-3):13-57</em>(<em>2001</em>)Mon Apr 28 08:22:07 CEST 2008Educational Studies in Mathematics1-313-57There is More to Discourse than Meets the Ears: Looking as Thinking as Communicating to Learn more about Mathematical Learning462001mythesis cognition social discourse mathematics learning communicational narrative approach Traditional approaches to research into mathematical thinking, such as the study of misconceptions and tacit models, have brought significant insight into the teaching and learning of mathematics, but have also left many important problems unresolved. In this paper, after taking a close look at two episodes that give rise to a number of difficult questions, I propose to base research on a metaphor of thinking-as-communicating. This conceptualization entails viewing learning mathematics as an initiation to a certain well defined discourse. Mathematical discourse is made special by two main factors: first, by its exceptional reliance on symbolic artifacts as its communication-mediating tools, and second, by the particular meta-rules that regulate this type of communication. The meta-rules are the observer’s construct and they usually remain tacit for the participants of the discourse. In this paper I argue that by eliciting these special elements of mathematical communication, one has a better chance of accounting for at least some of the still puzzling phenomena. To show how it works, I revisit the episodes presented at the beginning of the paper, reformulate the ensuing questions in the language of thinking-ascommunication, and re-address the old quandaries with the help of special analytic tools that help in combining analysis of mathematical content of classroom interaction with attention to meta-level concerns of the participants.http://www.bibsonomy.org/bibtex/280f493c0a1a4089a3b6a462f51c1f022/yishyish2008-04-27T20:18:21+02:00narrative abstraction situated mythesis discourse neuroscience neurocognition <span style="color:#555555;">Robert A. <a href="http://www.bibsonomy.org/author/Mason">Mason</a> and Marcel Adam <a href="http://www.bibsonomy.org/author/Just">Just</a> </span><em>Psychological Science</em><em>15(1):1-7</em>(<em>2004</em>)Sun Apr 27 20:18:21 CEST 2008Psychological Science11-7How the Brain Processes Causal Inferences in Text152004narrative abstraction situated mythesis discourse neuroscience neurocognition Theoretical models of text processing, such as the construction-integration framework, pose fundamental questions about causal inference making that are not easily addressed by behavioral studies. In particular, a common result is that causal relatedness has a different effect on text reading times than on memory for the text: Whereas reading times increase linearly as causal relatedness decreases, memory for the text is best for events that are related by a moderate degree of causal relatedness and is poorer for events with low and high relatedness. Our functional magnetic resonance imaging study of the processing of two-sentence passages that varied in their degree of causal relatedness suggests that the inference process can be analyzed into two components, generation and integration, that are subserved by two large-scale cortical networks (a reasoning system in dorsolateral prefrontal cortex and the right-hemisphere language areas). These two cortical networks, which are distinguishable from the classical left-hemisphere language areas, approximately correspond to the two functional relations observed in the behavioral results.