Given the fact that there are widely different types of text, it is unlikely that every text is processed in the same way. It is assumed here that for each text type, proficient readers have developed a particular cognitive control system, which regulates the basic operations of text comprehension. The book focuses on the comprehension of literary texts, which involves specific cognitive strategies that enable the reader to respond flexibly to the indeterminacies of the literary reading situation.
The study relies heavily on methods and theoretical conceptions from cognitive psychology and presents the results of experiments carried out with real readers. The results are not only relevant to research problems in literary theory, but also to the study of discourse comprehension in general.
2025. Empathisches Textverstehen und Transportation von Grundschulkindern in Abhängigkeit von ihren Eingangsvoraussetzungen, motivationalen Merkmalen und Formen der Textpräsentation. Unterrichtswissenschaft 53:1 ► pp. 73 ff.
Knoop, Christine A. & Stefan Blohm
2025. Literarinesses—A Bag of Three-Sided Coins. Literature 5:3 ► pp. 21 ff.
Kosch, Lukas
2025. Als die Texte das Laufen lernten – Über die Medialität des Lesens und digitale Lesemedien. In Schrift / Bild – Lesen [Abhandlungen zur Medien- und Kulturwissenschaft, ], ► pp. 99 ff.
Kosch, Lukas & Ute Schneider
2025. Lesen als Prozess: Ein Modell der transdisziplinären Leseforschung. Orbis Litterarum 80:3 ► pp. 185 ff.
2022. ‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language. Language and Literature: International Journal of Stylistics 31:3 ► pp. 345 ff.
2022. Reading Poetry and Prose: Eye Movements and Acoustic Evidence. Discourse Processes 59:3 ► pp. 159 ff.
HERMAN, ERIC & MICHAEL J. LEESER
2022. The Relationship Between Lexical Coverage and Type of Reading Comprehension in Beginning L2 Spanish Learners. The Modern Language Journal 106:1 ► pp. 284 ff.
Schwabe, Annika, Fabienne Lind, Lukas Kosch & Hajo G. Boomgaarden
2022. No Negative Effects of Reading on Screen on Comprehension of Narrative Texts Compared to Print: A Meta-analysis. Media Psychology 25:6 ► pp. 779 ff.
Heyne, Nora, Maximilian Pfost & Hanna Maria Heiler
2021. Affektive Perspektivenübernahme beim Verstehen literarischer Texte im Grundschulalter und ihre Bedeutung für Leseeinstellungen und Textverstehen. Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research 16:4-2021 ► pp. 496 ff.
Kosch, Lukas, Günther Stocker, Annika Schwabe & Hajo G. Boomgaarden
2021. Verwandtschaften, Wahlverwandtschaften und andere Beziehungskisten: Deutschdidaktik als transdisziplinäres Fach. Zeitschrift für Literaturwissenschaft und Linguistik 51:1 ► pp. 63 ff.
Schwabe, Annika, Lukas Brandl, Hajo G. Boomgaarden & Günther Stocker
2021. Experiencing literature on the e‐reader: the effects of reading narrative texts on screen. Journal of Research in Reading 44:2 ► pp. 319 ff.
2019. Neurohermeneutics A Transdisciplinary Approach to Literature. Gestalt Theory 41:2 ► pp. 185 ff.
Pérez, Francisco Antonio & Carolina Vargas-Daza
2019. Shaping Narrative Writing Skills Through Creating Picture Books. GIST – Education and Learning Research Journal :19 ► pp. 148 ff.
Bruhn, Mark J.
2018. Citation analysis. Scientific Study of Literature 8:1 ► pp. 77 ff.
Guy, Josephine M, Kathy Conklin & Jennifer Sanchez-Davies
2018. Literary stylistics, authorial intention and the scientific study of literature: A critical overview. Language and Literature: International Journal of Stylistics 27:3 ► pp. 196 ff.
Castiglione, Davide
2017. Difficult poetry processing: Reading times and the narrativity hypothesis. Language and Literature: International Journal of Stylistics 26:2 ► pp. 99 ff.
Castiglione, Davide
2019. Organisms of Difficulty: The Data. In Difficulty in Poetry, ► pp. 169 ff.
Castiglione, Davide
2019. New Coordinates of Difficulty: An Interdisciplinary Framework. In Difficulty in Poetry, ► pp. 65 ff.
Castiglione, Davide
2019. Genes of Difficulty: The Indicators. In Difficulty in Poetry, ► pp. 95 ff.
2017. An Extended Model of Literary Literacy. In Competence Assessment in Education [Methodology of Educational Measurement and Assessment, ], ► pp. 55 ff.
Schmitz, Anke, Cornelia Gräsel & Björn Rothstein
2017. Students’ genre expectations and the effects of text cohesion on reading comprehension. Reading and Writing 30:5 ► pp. 1115 ff.
Caro, Marina Ramos
2016. Testing audio narration: the emotional impact of language in audio description. Perspectives 24:4 ► pp. 606 ff.
2015. Neurocognitive poetics: methods and models for investigating the neuronal and cognitive-affective bases of literature reception. Frontiers in Human Neuroscience 9
Jacobs, Arthur M.
2015. Towards a neurocognitive poetics model of literary reading. In Cognitive Neuroscience of Natural Language Use, ► pp. 135 ff.
2015. Temporal Aspects of Literary Reading. In Investigations Into the Phenomenology and the Ontology of the Work of Art [Contributions To Phenomenology, 81], ► pp. 15 ff.
Nishihara, Takayuki
2015. Achievement Tests for Literary Reading in General EFL Reading Courses. In Literature and Language Learning in the EFL Classroom, ► pp. 115 ff.
2014. Lost in an iPad. Scientific Study of Literature 4:2 ► pp. 150 ff.
Banerjee, Konika, Omar S. Haque & Elizabeth S. Spelke
2013. Melting Lizards and Crying Mailboxes: Children's Preferential Recall of Minimally Counterintuitive Concepts. Cognitive Science 37:7 ► pp. 1251 ff.
Henschel, Sofie & Thorsten Roick
2013. Zusammenhang zwischen Empathie und dem Verstehen literarischer Texte. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 45:2 ► pp. 103 ff.
Henschel, Sofie, Thorsten Roick, Martin Brunner & Petra Stanat
2013. Leseselbstkonzept und Textart: Lassen sich literarisches und faktuales Leseselbstkonzept trennen?*. Zeitschrift für Pädagogische Psychologie 27:3 ► pp. 181 ff.
Hersh, Reuben
2013. Mathematical Intuition: Poincaré, Pólya, Dewey. In The Courant–Friedrichs–Lewy (CFL) Condition, ► pp. 9 ff.
Lin, Hui Wei & Mei Hua Hsu
2013. Exploring the Mystery of Literary Reading: A Psychophysiological Perspective. International Journal of Social Science and Humanity► pp. 459 ff.
McCarthy, Philip M., Shinobu Watanabe & Travis A. Lamkin
2012. The Gramulator. In Applied Natural Language Processing, ► pp. 312 ff.
McCarthy, Philip M., Shinobu Watanabe & Travis A. Lamkin
2014. The Gramulator. In Cross-Cultural Interaction, ► pp. 1673 ff.
Peskin, Joan
2010. The Development of Poetic Literacy During the School Years. Discourse Processes 47:2 ► pp. 77 ff.
Jiang, Qiuxia
2009. Aesthetic Progression in Literary Translation. Meta 53:4 ► pp. 860 ff.
Semino, Elena & Gerard Steen
2008. Metaphor in Literature. In The Cambridge Handbook of Metaphor and Thought, ► pp. 232 ff.
van Peer, Willie
2007. Review Article: Towards a new narratology. Language and Literature: International Journal of Stylistics 16:2 ► pp. 214 ff.
Elfenbein, Andrew
2006. Cognitive Science and the History of Reading. PMLA/Publications of the Modern Language Association of America 121:2 ► pp. 484 ff.
Hansen, Preben & Jussi Karlgren
2005. Effects of foreign language and task scenario on relevance assessment. Journal of Documentation 61:5 ► pp. 623 ff.
Schneider, Ralf
2005. Hypertext narrative and the reader: a view from cognitive theory. European Journal of English Studies 9:2 ► pp. 197 ff.
Persson, Per
2003. Understanding Cinema,
Sternberg, Meir
2003. Universals of Narrative and Their Cognitivist Fortunes (II). Poetics Today 24:3 ► pp. 517 ff.
Sternberg, Meir
2003. Universals of Narrative and Their Cognitivist Fortunes (I). Poetics Today 24:2 ► pp. 297 ff.
Carlsson, Maj Asplund, Márta Fülüp & Ference Marton
2001. Peeling the Onion: Student teachers' of literary understanding. Scandinavian Journal of Educational Research 45:1 ► pp. 5 ff.
Hall, Geoff
2000. Book Review: The year’s work in stylistics: 1999. Language and Literature: International Journal of Stylistics 9:4 ► pp. 361 ff.
Hall, Geoff
2003. The Year’s Work in Stylistics: 2002. Language and Literature: International Journal of Stylistics 12:4 ► pp. 353 ff.
Hall, Geoff
2007. Stylistics in Second Language Contexts: A Critical Perspective. In Literature and Stylistics for Language Learners, ► pp. 3 ff.
Hall, Geoff
2009. Texts, readers — and real readers. Language and Literature: International Journal of Stylistics 18:3 ► pp. 331 ff.
Horiba, Yukie
2000. Reader Control in Reading: Effects of Language Competence, Text Type, and Task. Discourse Processes 29:3 ► pp. 223 ff.
Forceville, Charles
1999. Educating the eye? Kress and Van Leeuwen’s Reading Images: The Grammar of Visual Design (1996). Language and Literature: International Journal of Stylistics 8:2 ► pp. 163 ff.
Hakala, Christopher M.
1999. Accessibility of spatial information in a situation model. Discourse Processes 27:3 ► pp. 261 ff.
Miall, David S. & Don Kuiken
1999. What is literariness? Three components of literary reading. Discourse Processes 28:2 ► pp. 121 ff.
Steen, Gerard
1999. Genres of discourse and the definition of literature. Discourse Processes 28:2 ► pp. 109 ff.
Brown, Carol M.
1998. L2 Reading: An Update on Relevant L1 Research. Foreign Language Annals 31:2 ► pp. 191 ff.
Worthmann, Friederike
1998. Literarische Kanones als Lektüremacht. Systematische Überlegungen zum Verhältnis von Kanon(isierung) und Wert(ung). In Kanon Macht Kultur, ► pp. 9 ff.
This list is based on CrossRef data as of 12 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.
