M
Marisa Bortolussi
Researcher at University of Alberta
Publications - 37
Citations - 754
Marisa Bortolussi is an academic researcher from University of Alberta. The author has contributed to research in topics: Narrative & Reading (process). The author has an hindex of 12, co-authored 37 publications receiving 699 citations.
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Book
Psychonarratology: Foundations for the Empirical Study of Literary Response
Marisa Bortolussi,Peter Dixon +1 more
TL;DR: Bortolussi and Dixon as discussed by the authors provide a conceptual and empirical basis for an approach to the empirical study of literary response and the processing of narrative, drawing on the empirical methodology of cognitive psychology and discourse processing as well as the theoretical insights and conceptual analysis of literary studies.
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Literary processing and interpretation: Towards empirical foundations
TL;DR: In this paper, a framework for evaluating literary interpretation and critical analysis is presented, where one criterion for critical interpretation of a text is that it incorporate common literary effects within a given population; such an interpretation is termed a potent interpretation.
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Text Is Not Communication: A Challenge to a Common Assumption
Peter Dixon,Marisa Bortolussi +1 more
TL;DR: This paper argued that the text-as-communication model is inappropriate for many forms of written discourse and for fictional narrative in particular, and that it is more productive simply to view the text simply as a stimulus.
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Construction, integration, and mind wandering in reading.
Peter Dixon,Marisa Bortolussi +1 more
TL;DR: The results were interpreted in terms of a model in which recall is largely determined by the situation model representation of the narrative and in which engagement ratings (but not on-task ratings) provide a relatively pure index of the allocation of resources to processing of the situation models.
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The effects of formal training on literary reception
Marisa Bortolussi,Peter Dixon +1 more
TL;DR: The authors found that students were more likely to accept supernatural events as ordinary in the context of the story, in keeping with the instructional curriculum, and were less likely to dismiss events and existents as mere symbols or metaphors.