Picture This: A Review of Research Relating to Narrative Processing by Moving Image Versus Language

Jajdelska, Elspeth; Anderson, Miranda; Butler, Christopher; Fabb, Nigel; Finnigan, Elizabeth; Garwood, Ian; Kelly, Stephen; Kirk, Wendy; Kukkonen, Karin; Mullally, Sinéad L.; Schwan, Stephan

doi:10.3389/fpsyg.2019.01161

Cited by 8 publications

(5 citation statements)

References 214 publications

(251 reference statements)

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“…For example, cognitive processing of images was found to be much faster and automatic compared to the slower and more controlled processing of printed text (Jabr, 2013;Powell et al, 2019). Likewise, a review of research comparing the processing of verbal and non-verbal narratives vs. moving images found viewing and reading narratives have different cognitive loads, with the former requiring greater cognitive investment (Jajdelska et al, 2019). As Greenfield (2009) sums up related research, 'reading is associated with reflection, television is associated with impulsivity' (p. 71).…”

Section: Educational Television and Associated Cognitive Processesmentioning

confidence: 99%

Media effects accompanying the use of recorded lecture videos in undergraduate mathematics instruction

Trenholm

2021

International Journal of Mathematical Education in Science and

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A review of related research found the use of recorded lecture videos (RLVs) in undergraduate mathematics to be negatively correlated with academic performance. To investigate this correlation, an initial study found students' regular RLV use to be linked to surface approaches to learning. The present study continued this investigation and was informed by cognitive research on the use of television which suggested framing learning using RLVs as a dual process system operating within a framework of self-regulated learning. Interviews were conducted with some initial study participants focusing on students' judgements of their learning when using RLVs. A dualprocess theoretical lens was used to analyse interview transcripts and determine the nature of student thinking processes. Overall, regular RLV users were found significantly more likely to exhibit judgements of learning associated with achieving 'feelings of rightness'. Across both studies, evidence suggests regular RLV use, overall, is depressing student learning.

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Section: Educational Television and Associated Cognitive Processesmentioning

confidence: 99%

Media effects accompanying the use of recorded lecture videos in undergraduate mathematics instruction

Trenholm

2021

International Journal of Mathematical Education in Science and

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“…In contrast, watching video is a more passive process due to the fact that there is less scope for personal interpretation. Indeed, Jajdelska et al 11 recently reviewed a wide field of evidence investigating the differences between narrative processing of spoken or written stories, and moving images. They concluded that, 'verbal narrative generates more diverse responses than moving image narrative, ' and recommend that future research focuses on differences in neural mechanism between the two.…”

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confidence: 99%

Engagement in video and audio narratives: contrasting self-report and physiological measures

Richardson

Griffin

Zaki

et al. 2020

Sci Rep

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Stories play a fundamental role in human culture. they provide a mechanism for sharing cultural identity, imparting knowledge, revealing beliefs, reinforcing social bonds and providing entertainment that is central to all human societies. Here we investigated the extent to which the delivery medium of a story (audio or visual) affected self-reported and physiologically measured engagement with the narrative. Although participants self-reported greater involvement for watching video relative to listening to auditory scenes, stronger physiological responses were recorded for auditory stories. Sensors placed at their wrists showed higher and more variable heart rates, greater electrodermal activity, and even higher body temperatures. We interpret these findings as evidence that the stories were more cognitively and emotionally engaging at a physiological level when presented in an auditory format. this may be because listening to a story, rather than watching a video, is a more active process of co-creation, and that this imaginative process in the listener's mind is detectable on the skin at their wrist. Stories help us make sense of the world. Narratives provide links to traditions, legends, archetypes, myths, and symbols and help connect us to others by forming and stabilizing social bonds, by reinforcing and enhancing the group's memory, and by providing shared entertainment. Our oldest narratives date back many thousands of years and pre-date the advent of writing. For the majority of human history, stories were synonymous with the oral tradition; audiences listened to a story teller imparting a tale. In modern cultures, stories are just as important but now are delivered in a variety of mediums including written books (both physical and digital), videos (TV and films), and as auditory narratives. Here we investigated the extent to which the medium of a story (audio or visual) affected one's engagement with the narrative. "Engagement" is construed very differently across the literature 1-4. In some cases, it refers to cognitive operations such as attention, effort or agency when performing a task 1,2 while in others it refers more generally to participation in activities 3,4. In this paper, we operationalize engagement in two ways: self-reported engagement of a narrative experience and physiological engagement as an indirect measure of the mental processing that generated that experience. A good story takes the listener on a journey, evoking cognitive and emotional responses such that the listener experiences the story through a process of mental simulation of the people, events, actions, places and emotions from the narrative, as if these were being experienced directly 5-7. Indeed, there is evidence that narratives recreate a similar pattern of brain activity in the listener that was produced by the storyteller. Silbert et al. 8 used functional magnetic resonance imaging (fMRI) to scan the brain of a volunteer speaking a 15-min personal story. Another set of volunteers then listened to this story while having...

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“…We removed the audio and edited some of the videos slightly to adjust the length (which varied from 57 to 63 s). We selected non-verbal narratives in video format because motion picture narratives are less susceptible to interindividual differences and generate more homogeneous experiences across individuals than verbal (oral) narratives ( Jajdelska et al, 2019 ). This may be because the visual images are directly related to the narrative content, which reduces personal interpretations of the story ( Richardson et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

Higher levels of narrativity lead to similar patterns of posterior EEG activity across individuals

Dini

Simonetti

Bigné

et al. 2023

Front. Hum. Neurosci.

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IntroductionThe focus of cognitive and psychological approaches to narrative has not so much been on the elucidation of important aspects of narrative, but rather on using narratives as tools for the investigation of higher order cognitive processes elicited by narratives (e.g., understanding, empathy, etc.). In this study, we work toward a scalar model of narrativity, which can provide testable criteria for selecting and classifying communication forms in their level of narrativity. We investigated whether being exposed to videos with different levels of narrativity modulates shared neural responses, measured by inter-subject correlation, and engagement levels.MethodsThirty-two participants watched video advertisements with high-level and low-level of narrativity while their neural responses were measured through electroencephalogram. Additionally, participants’ engagement levels were calculated based on the composite of their self-reported attention and immersion scores.ResultsResults demonstrated that both calculated inter-subject correlation and engagement scores for high-level video ads were significantly higher than those for low-level, suggesting that narrativity levels modulate inter-subject correlation and engagement.DiscussionWe believe that these findings are a step toward the elucidation of the viewers’ way of processing and understanding a given communication artifact as a function of the narrative qualities expressed by the level of narrativity.

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Picture This: A Review of Research Relating to Narrative Processing by Moving Image Versus Language

Cited by 8 publications

References 214 publications

Media effects accompanying the use of recorded lecture videos in undergraduate mathematics instruction

Media effects accompanying the use of recorded lecture videos in undergraduate mathematics instruction

Engagement in video and audio narratives: contrasting self-report and physiological measures

Higher levels of narrativity lead to similar patterns of posterior EEG activity across individuals

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