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- W2321825605 abstract "Over two decades ago, in an influential discussion of literary interpretation, E. D. Hirsch, Jr., argued that the standpoint of interpretation as discipline, the psychological process of understanding is neither theoretical nor practical problem.1 Twelve years later, in their widely read textbook on cognitive psychology, Roy and Janet L. Lachman and Earl D. Butterfield wrote that most students of higher mental processes ... have made commitment to the observational methods of science rather than to literary, intuitive, or humanistic point of view.2 The conceptual gulf existing between these two views of human mental activity remains largely unbridged. Today, as for the past two decades and beyond, the two cultures of the scientist and the humanist exist as discrete entities on the intellectual landscape, their respective orientations to the investigation of human mental activity seemingly irreconcilable. It is surprising, therefore, that in the areas of literary theory and cognitive psychology as each applies to the reading process, an apparently coincidental rapprochement has occurred that provides foundation for assessing the validity of studies of reader response to literature. There are two aspects of this rapprochement. The first is that both literary theory and cognitive psychology represent understanding to result from an interactive engagement between the reader and the text wherein the reader constructs meaning from information brought to the text as well as information found there. In cognitive psychology, this formulation is to be seen in the work of such researchers as David E. Rumelhart, Alan M. Lesgold and Charles R. Perfetti, Marcel Adam Just and Patricia A. Carpenter, Keith E. Stanovich, and Tuen A. van Dijk and Walter Kintsch.3 In literary theory, with varying degrees of relative emphasis attributed to the reader and the text, this same formulation is apparent in the work of such writers as Stanley S. Fish, Louise M. Rosenblatt, and Wolfgang Iser,4 the latter, for example, describing the function of the text as a frame within which the" @default.
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- W2321825605 date "1994-01-01" @default.
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- W2321825605 title "Reader Response and the Act of Reading: Seven Studies in Review" @default.
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- W2321825605 doi "https://doi.org/10.2307/3333365" @default.
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