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The role of empirical methods in investigating readers’ constructions of authorial creativity in literary reading

Parente, Fabio; Conklin, Kathy; Guy, Josephine M; Scott, Rebekah

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Authors

Fabio Parente

KATHY CONKLIN K.CONKLIN@NOTTINGHAM.AC.UK
Professor of Psycholinguistics

Josephine M Guy



Abstract

The popularity of literary biographies and the importance publishers place on author publicity materials suggest the concept of an author’s creative intentions is important to readers’ appreciation of literary works. However, the question of how this kind of contextual information informs literary interpretation is contentious. One area of dispute concerns the extent to which readers’ constructions of an author’s creative intentions are text-centred and therefore can adequately be understood by linguistic evidence alone. The current study shows how the relationship between linguistic and contextual factors in readers’ constructions of an author’s creative intentions may be investigated empirically. We use eye-tracking to determine whether readers’ responses to textual features (changes to lexis and punctuation) are affected by prior, extra-textual prompts concerning information about an author’s creative intentions. We showed participants pairs of sentences from Oscar Wilde and Henry James while monitoring their eye movements. The first sentence was followed by a prompt denoting a different attribution (Authorial, Editorial/Publisher and Typographic) for the change that, if present, would appear in the second sentence. After reading the second sentence, participants were asked whether they had detected a change and, if so, to describe it. If the concept of an author’s creative intentions is implicated in literary reading this should influence participants’ reading behaviour and ability to accurately report a change based on the prompt. The findings showed that readers’ noticing of textual variants was sensitive to the prior prompt about its authorship, in the sense of producing an effect on attention and re-reading times. But they also showed that these effects did not follow the pattern predicted of them, based on prior assumptions about readers’ cultures. This last finding points to the importance, as well as the challenges, of further investigating the role of contextual information in readers’ constructions of an author’s creative intentions.

Citation

Parente, F., Conklin, K., Guy, J. M., & Scott, R. (2021). The role of empirical methods in investigating readers’ constructions of authorial creativity in literary reading. Language and Literature, 30(1), 21-36. https://doi.org/10.1177/0963947020952200

Journal Article Type Article
Acceptance Date Aug 3, 2020
Online Publication Date Sep 30, 2020
Publication Date Feb 1, 2021
Deposit Date Apr 21, 2021
Publicly Available Date Mar 28, 2024
Journal Language and Literature
Print ISSN 0963-9470
Electronic ISSN 1461-7293
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 30
Issue 1
Pages 21-36
DOI https://doi.org/10.1177/0963947020952200
Keywords Linguistics and Language; Literature and Literary Theory; Language and Linguistics
Public URL https://nottingham-repository.worktribe.com/output/5487119
Publisher URL https://journals.sagepub.com/doi/10.1177/0963947020952200

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