Cargando…

Reading: How Readers Beget Imagining

We trace reading to an embodied synthetic process that drives the rapid scales of imagining. As sensorimotor engagement with written artifacts permeates experience, it sharpens the sensibility that brings forth understanding. We thus trace material engagement with written artifacts to fine control o...

Descripción completa

Detalles Bibliográficos
Autores principales: Trasmundi, Sarah Bro, Cowley, Stephen J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7575866/
https://www.ncbi.nlm.nih.gov/pubmed/33117216
http://dx.doi.org/10.3389/fpsyg.2020.531682
_version_ 1783597894116311040
author Trasmundi, Sarah Bro
Cowley, Stephen J.
author_facet Trasmundi, Sarah Bro
Cowley, Stephen J.
author_sort Trasmundi, Sarah Bro
collection PubMed
description We trace reading to an embodied synthetic process that drives the rapid scales of imagining. As sensorimotor engagement with written artifacts permeates experience, it sharpens the sensibility that brings forth understanding. We thus trace material engagement with written artifacts to fine control over saccadic eye movements and voicing that draws on humans or what the Greeks knew as aisthesis. In reading, we identify aisthesis in how prereflective judgments punctuate the flow of engagement with written documents. While the study of reading often begins with “texts,” we start with how written artifacts are put to use. We use cognitive ethnography to trace reading to how fine multiscalar coordination enables readers to engage with written artifacts such as books. Our ethnography of reading provides descriptions of how readers use sensorimotor activity to integrate understanding with saccading and actual or imagined vocalization in ways that show how reading connects sensorimotor schemata with highly skilled use of written artifacts. By pursuing the power of rapid multiscalar dynamics, we complement views of reading as slow-scale subjective experience. Rather than focus on interaction between a reader and an imagined author, we turn to coordinating with an affordance-rich environment. Human prereflective judgments demonstrably use collective experience with written signs. In fine-grained analysis of authentic data, we therefore track kinesthetic experience to how a child’s vocalizations beget understanding and, at once, imagining. These observations show how engagement brings life to written signs by connecting other peoples’ pasts with the use of gaze, gesture, voice, and touch. While describing saccades and bursts of vocalizing, we reach beyond analogies with interaction and, in so doing, the multiscalar approach takes enactive-ecological work beyond the slow interactional and social scales or reported experience. Imagining arises as readers use multiscalar happenings to bind the anticipated, the seen, and collective aspects of experience.
format Online
Article
Text
id pubmed-7575866
institution National Center for Biotechnology Information
language English
publishDate 2020
publisher Frontiers Media S.A.
record_format MEDLINE/PubMed
spelling pubmed-75758662020-10-27 Reading: How Readers Beget Imagining Trasmundi, Sarah Bro Cowley, Stephen J. Front Psychol Psychology We trace reading to an embodied synthetic process that drives the rapid scales of imagining. As sensorimotor engagement with written artifacts permeates experience, it sharpens the sensibility that brings forth understanding. We thus trace material engagement with written artifacts to fine control over saccadic eye movements and voicing that draws on humans or what the Greeks knew as aisthesis. In reading, we identify aisthesis in how prereflective judgments punctuate the flow of engagement with written documents. While the study of reading often begins with “texts,” we start with how written artifacts are put to use. We use cognitive ethnography to trace reading to how fine multiscalar coordination enables readers to engage with written artifacts such as books. Our ethnography of reading provides descriptions of how readers use sensorimotor activity to integrate understanding with saccading and actual or imagined vocalization in ways that show how reading connects sensorimotor schemata with highly skilled use of written artifacts. By pursuing the power of rapid multiscalar dynamics, we complement views of reading as slow-scale subjective experience. Rather than focus on interaction between a reader and an imagined author, we turn to coordinating with an affordance-rich environment. Human prereflective judgments demonstrably use collective experience with written signs. In fine-grained analysis of authentic data, we therefore track kinesthetic experience to how a child’s vocalizations beget understanding and, at once, imagining. These observations show how engagement brings life to written signs by connecting other peoples’ pasts with the use of gaze, gesture, voice, and touch. While describing saccades and bursts of vocalizing, we reach beyond analogies with interaction and, in so doing, the multiscalar approach takes enactive-ecological work beyond the slow interactional and social scales or reported experience. Imagining arises as readers use multiscalar happenings to bind the anticipated, the seen, and collective aspects of experience. Frontiers Media S.A. 2020-09-24 /pmc/articles/PMC7575866/ /pubmed/33117216 http://dx.doi.org/10.3389/fpsyg.2020.531682 Text en Copyright © 2020 Trasmundi and Cowley. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Trasmundi, Sarah Bro
Cowley, Stephen J.
Reading: How Readers Beget Imagining
title Reading: How Readers Beget Imagining
title_full Reading: How Readers Beget Imagining
title_fullStr Reading: How Readers Beget Imagining
title_full_unstemmed Reading: How Readers Beget Imagining
title_short Reading: How Readers Beget Imagining
title_sort reading: how readers beget imagining
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7575866/
https://www.ncbi.nlm.nih.gov/pubmed/33117216
http://dx.doi.org/10.3389/fpsyg.2020.531682
work_keys_str_mv AT trasmundisarahbro readinghowreadersbegetimagining
AT cowleystephenj readinghowreadersbegetimagining