Once known, twice hedonic: Enjoying Shakespeare’s sonnets through rereading—A deep learning perspective.

Xue, Shuwei; Lüdtke, Jana; Jacobs, Arthur M.

doi:10.1037/aca0000621

Psychology of Aesthetics, Creativity, and the Arts

2023

DOI: 10.1037/aca0000621

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Once known, twice hedonic: Enjoying Shakespeare’s sonnets through rereading—A deep learning perspective.

Shuwei Xue,

Jana Lüdtke,

Arthur M. Jacobs

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2024

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Cited by 2 publications

References 96 publications

(186 reference statements)

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Effects of Theme, Form, and Language on Poetry Reading: Evidence From Chinese ESL Learners

Xue,

Gao,

et al. 2024

Empirical Studies of the Arts

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While much remains unexplored about what influences how poetry is perceived, this study investigates how themes, form, and language interact in poetry perception, shedding light on their effects on the reading responses of Chinese ESL learners. Findings showed: (1) Versified form and L1 poems were more comprehensible; (2) Idyll and L1 poems were perceived as having richer imagery; (3) Form and language interact for rhythmicity, favoring L1 poems, especially the paragraphed L1 ones; (4) Language influenced perceived beauty, with L1 poems, especially love poems in versified form, rated as exceptionally beautiful; (5) Theme and language impacted perceived valence, with idyll and L2 poems being viewed more positively; form affected the perceived arousal, with versified poems rated as more exciting; (6) Form and language interacted, affecting reading time; versified L2 poems were read faster than paragraphed L1 and L2 poems. These findings hold significance for literary education and cross-cultural understanding.

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Effects of Theme, Form, and Language on Poetry Reading: Evidence From Chinese ESL Learners

Xue,

Gao,

et al. 2024

Empirical Studies of the Arts

View full text Add to dashboard Cite

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Predicting subjective ratings of affect and comprehensibility with text features: a reader response study of narrative poetry

Tilmatine,

Lüdtke,

Jacobs

2024

Front. Psychol.

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Literary reading is an interactive process between a reader and a text that depends on a balance between cognitive effort and emotional rewards. By studying both the crucial features of the text and of the subjective reader reception, a better understanding of this interactive process can be reached. In the present study, subjects (N=31) read and rated a work of narrative fiction that was written in a poetic style, thereby offering the readers two pathways to cognitive rewards: Aesthetic appreciation and narrative immersion. Using purely text-based quantitative descriptors, we were able to independently and accurately predict the subjective ratings in the dimensions comprehensibility, valence, arousal, and liking across roughly 140 pages of naturalistic text. The specific text features that were most important in predicting each rating dimension are discussed in detail. In addition, the implications of the findings are discussed more generally in the context of existing models of literary processing and future research avenues for empirical literary studies.

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Once known, twice hedonic: Enjoying Shakespeare’s sonnets through rereading—A deep learning perspective.

Cited by 2 publications

References 96 publications

Effects of Theme, Form, and Language on Poetry Reading: Evidence From Chinese ESL Learners

Effects of Theme, Form, and Language on Poetry Reading: Evidence From Chinese ESL Learners

Predicting subjective ratings of affect and comprehensibility with text features: a reader response study of narrative poetry

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