The role of processing foregrounding in empathic reactions in literary reading

Giulia Scapin; Cristina Loi; Frank Hakemulder; Kati Balint; E.A. Konijn

doi:10.1080/0163853X.2023.2198813

The role of processing foregrounding in empathic reactions in literary reading

Giulia Scapin^*, Cristina Loi, Frank Hakemulder, Kati Balint, E.A. Konijn

^*Corresponding author for this work

ICON - Media and Performance Studies

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

A considerable body of research has examined the age-old assertion that
reading literature enhances empathy, however, mixed results have been
found. The present study attempts to clarify such disparities, investigating
the role of foregrounding in possible differences in readers’ processing of
literary texts and its connection with readers’ empathic reactions. We asked
participants (N = 78) to mark parts of the text they considered as “foregrounding” (i.e., deviating from “normal” discourse), and we analyzed how
they processed these stylistic aspects. Participants’ open responses to one of
two selected texts were categorized as either Shallow, Failed, Partial, or Full
Processing of Foregrounding. Full processing was associated with higher
Comprehensive State Empathy Scale scores than Failed Processing. Stylistic
analysis of word combinations that participants marked as “striking” suggests
that, rather than stylistic devices per se, readers’ depth of processing
may enhance state empathy.

Original language	English
Pages (from-to)	273-293
Number of pages	21
Journal	Discourse Processes
Volume	60
Issue number	4-5
DOIs	https://doi.org/10.1080/0163853X.2023.2198813
Publication status	Published - May 2023

Bibliographical note

Publisher Copyright:
© 2023 The Author(s). Published with license by Taylor & Francis Group, LLC.

Funding

This work was supported by the VU Amsterdam, the Utrecht University, and the ELIT Network. We thank: all the participants for their precious contribution; Amir Harash for his input on his framework and the present adaptation; Jonathan Cohen for his valuable feedback in the designing process of this study; Kirren Chana for her precious proofreading. This work was supported by the European Union’s H2020 Marie Skłodowska-Curie Actions Research and Innovation Program No 860516. This work was supported by the VU Amsterdam, the Utrecht University, and the ELIT Network. We thank: all the participants for their precious contribution; Amir Harash for his input on his framework and the present adaptation; Jonathan Cohen for his valuable feedback in the designing process of this study; Kirren Chana for her precious proofreading.

Funders	Funder number
European Union’s H2020 Marie Skłodowska-Curie Actions Research and Innovation Program	860516
VU Amsterdam
Universiteit Utrecht

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The role of processing foregrounding in empathic reactions in literary readingFinal published version, 5.39 MBLicence: CC BY

Cite this

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abstract = "A considerable body of research has examined the age-old assertion thatreading literature enhances empathy, however, mixed results have beenfound. The present study attempts to clarify such disparities, investigatingthe role of foregrounding in possible differences in readers{\textquoteright} processing ofliterary texts and its connection with readers{\textquoteright} empathic reactions. We askedparticipants (N = 78) to mark parts of the text they considered as “foregrounding” (i.e., deviating from “normal” discourse), and we analyzed howthey processed these stylistic aspects. Participants{\textquoteright} open responses to one oftwo selected texts were categorized as either Shallow, Failed, Partial, or FullProcessing of Foregrounding. Full processing was associated with higherComprehensive State Empathy Scale scores than Failed Processing. Stylisticanalysis of word combinations that participants marked as “striking” suggeststhat, rather than stylistic devices per se, readers{\textquoteright} depth of processingmay enhance state empathy.",

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The role of processing foregrounding in empathic reactions in literary reading

Abstract

Bibliographical note

Funding

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