Joseph P Magliano
Biographic Data
| ID | 1091304 |
|---|---|
| NAME | Joseph P Magliano |
| GIVEN NAMES | Joseph P |
| FAMILY NAME | Magliano |
| SIGNATURE | MAGLIANO J P |
| AFFILIATIONS | Georgia State University |
| ORCID | 0000-0001-6545-6525 |
| VERIFIED | Yes |
| TOTAL WORKS | 39 |
| TOTAL CITATIONS | 224 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 7 |
A Call for Interdisciplinary Film Research in the Psychological Sciences
David Bordwell tirelessly championed interdisciplinary approaches to the cognitive study of cinema, which inspired generations of film and media scholars. While his impact on cognitive psychologists is indelible, we are at an inflection point in the field of film psychology. Many psychological researchers now use fiction film as experimental material because it arguably mimics a naturalistic context to study attention, perception, and cognition. …
Guarding against misinformation: A case study of the text processing patterns for those who did and did not acquire misinformation
Cognitivism in Film and Media Studies: A Reappraisal
As we assume our roles as editors of Projections: The Journal for Movies and Mind , we take this opportunity to reflect upon the nature of cognitivism in the study of the moving image. We reflect upon five areas of scholarship that are demonstrative of the wide range of epistemological approaches that represent our field, and in doing so affirm our commitment to the pluralistic nature of the cognitive studies of the moving image. We invite schola…
Quantitative Studies on Color and Film Genres: A Systematic Review
This study conducts a systematic review of quantitative research examining the relationship between color and film genres, specifically focusing on the attributes of hue, saturation, and brightness. An extensive search of Web of Science and Scopus identified eight important articles on US film productions published in English. Given that most prior studies in this domain have been qualitative, the advent of quantitative studies offers novel insig…
Processing of Facial Information Related to Emotional Inferences During Reading of Text and Graphic Narratives
We investigated the extent to which media affords emotional inferences. We first test media affordances for emotional inferences between text and graphic narratives and then test features of each medium to support the generation of emotional inferences. For graphic narratives, we investigated varying shot scales of panels to highlight characters’ facial expressions, and for text narratives, we investigated the explicit descriptions of characters’…
Think-aloud verbal protocols and natural language processing to capture coherence building across narrative media
Constructed responses as a window into strategic processing: The role of prompts in multiple-document reading
American sign Language as a second language: Assessing sensitivity to situational continuities when processing narratives in ASL and spoken English
Narrative Experience Taxonomy: Expanding think-aloud analysis for narrative experiences
Understanding the Role of Cinematic Features on the Experience of Filmed Events
The goal of the present study was to explore the impact of cinematic features on the comprehension of fiction film. Professional filmmakers filmed an event (a dance performance) to create three versions of a film (one objective long shot version, two versions edited to focus on one of the characters). Participants “thought aloud” as they watched one of the versions of the film. Think-aloud responses were coded on the cognitive framing (e.g., desc…
Differentiating less-prepared from more-prepared college readers
This study was conducted to better understand the difficulties faced by underprepared college readers, including those enrolled in Developmental Education (DE) programs. The Reading Systems Framework was used as a theoretical motivation. Participants (n = 258) completed a measure of component reading skills (Study Aid and Reading Assessment, word recognition/decoding, vocabulary, morphology, sentence processing) and a think-aloud measure wherein …
Exploring the affordances of text and picture stories
We often talk about our narrative experiences with others. For example, we might talk about the latest TV show or book in a series with friends. How does the media of a narrative (text, picture story) affect how we talk about it? Despite the fact that narratives can be experienced across different media, few studies have addressed the impacts of varied media. This study explored similarities and differences in how narratives are experienced acros…
Exploring inferences across media: An application of Kintsch’s framework of inference processes
Walter Kintsch proposed a very different framework of inferences than what is reflected in other classification systems. His framework focused on the extent that processes are automatic or controlled and whether inferences involve the retrieval of existing propositions or the generation of new propositions. In contrast, other classification systems of inferences focused on specifying types of inferences (goal, causal antecedent) or function (brid…
Further Thoughts on Measuring Narrational Complexity in Fiction Film
Cutting (2021) argues that the narrational complexity of fiction film can be quantified similarly to computational measures of text complexity. Narrational complexity refers to the structure that arises from how a story is told. This article expands upon Cutting's proposal by taking inspiration from contemporary approaches for measuring text complexity. These approaches reject the notion that complexity can be measured via a limited set of indice…
Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers
Background A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to account for a large portion of variance in reading comprehension. This study used the Reading Systems Frame…
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whet…
Anchoring your bridge: The importance of paraphrasing to inference making in self-explanations
Analyzing constructed responses, such as think-alouds or self-explanations, can reveal\nvaluable information about readers’ comprehension strategies. The current study\nexpands upon the extant work by (1) investigating combinations and patterns of\ncomprehension strategies that readers use and (2) examining the extent to which\nthese patterns relate to individual differences and comprehension outcomes. We\nleveraged archival data from three datas…
Integration in Multiple-Document Comprehension: A Natural Language Processing Approach
The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think aloud, self-explain, or evaluate the sources while reading and then write an integrated essay based on …
“This Ticking Noise in My Head”: How Sound Design, Dialogue, Event Structure, and Viewer Working Memory Interact in the Comprehension of Touch of Evil (1958)
This study tested the role of the audio soundtrack in the opening scene of Orson Welles’s Touch of Evil (Orson Welles and Albert Zugsmith, 1958) in supporting a predictive inference that a time bomb will explode, as the filmmakers intended. We designed two experiments and interpreted their results using the Scene Perception and Event Comprehension Theory (SPECT). Across both experiments, viewers watched the scene, we manipulated their knowledge o…
A Message From the Editors for the 2020 Conference Special Issue
The year 2020 will certainly be remembered as the year the citizens of the globe fought a deadly pandemic. Besides the horrors of illness and personal loss, travel was severely limited; economies w
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
Understanding How Language-Specific and Domain-General Resources Support Comprehension
A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension proficiency. The current study proposes an extension of DIME, the Inferential Mediation Model (IMM), …
Processing the Outcomes of Characters’ Actions: The Impacts of Character Goals and Situational Context
This study was conducted to investigate two factors that affect the processing of the outcomes of intentional actions. Participants read three-sentence stories that varied the presence of an explicit goal and the semantic association between the outcome and its situational context (i.e., physical or virtual location). The ease of processing outcomes (as measured by sentence reading times) was facilitated by having an explicitly stated goal (e.g.,…
Factors That Affect Crossover Between Multiple Worlds Within a Narrative
In some narratives one world is embedded within the main world of the story, which we refer to as the base world, and elements from one world can cross over into the other. This study explored the conditions in which readers perceive character crossover as being likely to occur. Participants read stories that set up the potential for a character from an embedded world to cross over into the base world. Across four experiments we varied the simila…
Filling in the Gaps: Memory Implications for Inferring Missing Content in Graphic Narratives
Visual narratives, including graphic novels, illustrated instructions, and picture books, convey event sequences constituting a plot but cannot depict all events that make up the plot. Viewers must generate inferences that fill the gaps between explicitly shown images. This study explored the inferential products and memory implications of processing gaps in visual narratives. Participants viewed picture-stories containing event sequences compris…
Conscious understanding during comprehension
This study investigated conscious understanding during narrative comprehension as revealed through the use of think‐aloud methodology. An analytical model of conscious understanding is presented, which assumes that inference and memory processes function together in order to construct a coherent, mental representation of a text. Three working memory operations were operationally identified in the think‐aloud protocols: (1) activation of relevant …
A three-pronged method for studying inference generation in literary text
The time course of generating causal antecedent and causal consequence inferences
The present study tested whether causal antecedent and causal consequence inferences are generated on‐line during comprehension and also determined the time course of their activation. The study manipulated inference category, the rate of word presentation in a rapid serial visual presentation (RSVP) format, and the delay between the last word in a sentence and the test word (i.e., SOA interval). Lexical decision latencies were collected on test …
Verb Aspect and Situation Models
The role of verb aspect in the construction of situation models was examined in this study. Participants read stories that contained a sentence that described an activity that either was completed (i.e., perfective aspect) or was in progress (i.e., imperfective aspect), and three subsequent sentences that could be interpreted as either subsequent to or concurrent with the target sentence activity. Experiments 1 and 2 indicated that in-progress ac…
Generating predictive inferences while viewing a movie
This study investigated conditions that enable viewers to predict future events while viewing a movie. Predictions about future events can be supported by visual, auditory, and discourse information. These information sources serve to emphasize or introduce the individually necessary, and jointly sufficient, conditions that support predictive inference processes. They may also introduce new, anomalous information that can be understood in terms o…
Causal and Semantic Relatedness in Discourse Understanding and Representation
Processing time and memory for sentences were examined as a function of the degree of semantic and causal relatedness between sentences in short narratives. In Experiments 1-2B, semantic and causal relatedness between sentence pairs was independently manipulated. Causal relatedness was assessed through pretesting and semantic relatedness was assessed with Latent Semantic Analysis. Causal relatedness influenced processing time and memory. Semantic…
Character and reader emotions in literary texts
Understanding How Language-Specific and Domain-General Resources Support Comprehension
A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension proficiency. The current study proposes an extension of DIME, the Inferential Mediation Model (IMM), …
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
Anchoring your bridge: The importance of paraphrasing to inference making in self-explanations
Analyzing constructed responses, such as think-alouds or self-explanations, can reveal\nvaluable information about readers’ comprehension strategies. The current study\nexpands upon the extant work by (1) investigating combinations and patterns of\ncomprehension strategies that readers use and (2) examining the extent to which\nthese patterns relate to individual differences and comprehension outcomes. We\nleveraged archival data from three datas…
Integration in Multiple-Document Comprehension: A Natural Language Processing Approach
The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think aloud, self-explain, or evaluate the sources while reading and then write an integrated essay based on …
Filling in the Gaps: Memory Implications for Inferring Missing Content in Graphic Narratives
Visual narratives, including graphic novels, illustrated instructions, and picture books, convey event sequences constituting a plot but cannot depict all events that make up the plot. Viewers must generate inferences that fill the gaps between explicitly shown images. This study explored the inferential products and memory implications of processing gaps in visual narratives. Participants viewed picture-stories containing event sequences compris…
Bridging Skill and Task-Oriented Reading
Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates read science texts using two research tools. The Reading Strategy-Assessment Tool provided a measure o…
Differentiating less-prepared from more-prepared college readers
This study was conducted to better understand the difficulties faced by underprepared college readers, including those enrolled in Developmental Education (DE) programs. The Reading Systems Framework was used as a theoretical motivation. Participants (n = 258) completed a measure of component reading skills (Study Aid and Reading Assessment, word recognition/decoding, vocabulary, morphology, sentence processing) and a think-aloud measure wherein …
The Effect of Diagrams on Online Reading Processes and Memory
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate…
The Ability of High Function Individuals With Autism to Comprehend Written Discourse
This study assessed whether high functioning readers with autism are capable of drawing on prior knowledge during reading. Readers with autism and matched normal readers read ambiguous texts that described well-known historical events. The presence of an informative or noninformative title and primer texts that explicitly described the referenced events were manipulated. Story recall was collected. The results indicated that readers with autism w…
Exploring the affordances of text and picture stories
We often talk about our narrative experiences with others. For example, we might talk about the latest TV show or book in a series with friends. How does the media of a narrative (text, picture story) affect how we talk about it? Despite the fact that narratives can be experienced across different media, few studies have addressed the impacts of varied media. This study explored similarities and differences in how narratives are experienced acros…
Processing the Outcomes of Characters’ Actions: The Impacts of Character Goals and Situational Context
This study was conducted to investigate two factors that affect the processing of the outcomes of intentional actions. Participants read three-sentence stories that varied the presence of an explicit goal and the semantic association between the outcome and its situational context (i.e., physical or virtual location). The ease of processing outcomes (as measured by sentence reading times) was facilitated by having an explicitly stated goal (e.g.,…
Think-aloud verbal protocols and natural language processing to capture coherence building across narrative media
Constructed responses as a window into strategic processing: The role of prompts in multiple-document reading
Exploring inferences across media: An application of Kintsch’s framework of inference processes
Walter Kintsch proposed a very different framework of inferences than what is reflected in other classification systems. His framework focused on the extent that processes are automatic or controlled and whether inferences involve the retrieval of existing propositions or the generation of new propositions. In contrast, other classification systems of inferences focused on specifying types of inferences (goal, causal antecedent) or function (brid…
Factors That Affect Crossover Between Multiple Worlds Within a Narrative
In some narratives one world is embedded within the main world of the story, which we refer to as the base world, and elements from one world can cross over into the other. This study explored the conditions in which readers perceive character crossover as being likely to occur. Participants read stories that set up the potential for a character from an embedded world to cross over into the base world. Across four experiments we varied the simila…
Effect Logical Relatedness and Semantic Overlap on Argument Evaluation
In two studies we examined the extent to which skilled and less-skilled reasoners of arguments relied on relevance relations (semantic and logical relatedness) between claims and reasons when evaluating arguments. College students, selected as having high or low analytical reasoning skill, evaluated the quality of a set of two sentence arguments and rated the strength of their agreement with them. The arguments were structured to vary in their de…
Answering when questions about future events in the context of a calendar system
Three experiments tested a model of question answering called WHEN, which explains the answer descriptions that are generated when adults answer when questions (Golding, Magliano, & Hemphill, 1992). College students answered questions about future events in the context of a 12‐month calendar year. The WHEN model specifies how the time of the future event is expressed as a function of the temporal interval between the present point in time and the…
A three-pronged method for studying inference generation in literary text
The time course of generating causal antecedent and causal consequence inferences
The present study tested whether causal antecedent and causal consequence inferences are generated on‐line during comprehension and also determined the time course of their activation. The study manipulated inference category, the rate of word presentation in a rapid serial visual presentation (RSVP) format, and the delay between the last word in a sentence and the test word (i.e., SOA interval). Lexical decision latencies were collected on test …
Dimensions of situation model construction in narrative comprehension.
Answering when questions about future events in the context of a calendar system
Three experiments tested a model of question answering called WHEN, which explains the answer descriptions that are generated when adults answer when questions (Golding, Magliano, & Hemphill, 1992). College students answered questions about future events in the context of a 12‐month calendar year. The WHEN model specifies how the time of the future event is expressed as a function of the temporal interval between the present point in time and the…
Character and reader emotions in literary texts
Generating predictive inferences while viewing a movie
This study investigated conditions that enable viewers to predict future events while viewing a movie. Predictions about future events can be supported by visual, auditory, and discourse information. These information sources serve to emphasize or introduce the individually necessary, and jointly sufficient, conditions that support predictive inference processes. They may also introduce new, anomalous information that can be understood in terms o…
Conscious understanding during comprehension
This study investigated conscious understanding during narrative comprehension as revealed through the use of think‐aloud methodology. An analytical model of conscious understanding is presented, which assumes that inference and memory processes function together in order to construct a coherent, mental representation of a text. Three working memory operations were operationally identified in the think‐aloud protocols: (1) activation of relevant …
Verb Aspect and Situation Models
The role of verb aspect in the construction of situation models was examined in this study. Participants read stories that contained a sentence that described an activity that either was completed (i.e., perfective aspect) or was in progress (i.e., imperfective aspect), and three subsequent sentences that could be interpreted as either subsequent to or concurrent with the target sentence activity. Experiments 1 and 2 indicated that in-progress ac…
The Ability of High Function Individuals With Autism to Comprehend Written Discourse
This study assessed whether high functioning readers with autism are capable of drawing on prior knowledge during reading. Readers with autism and matched normal readers read ambiguous texts that described well-known historical events. The presence of an informative or noninformative title and primer texts that explicitly described the referenced events were manipulated. Story recall was collected. The results indicated that readers with autism w…
Causal and Semantic Relatedness in Discourse Understanding and Representation
Processing time and memory for sentences were examined as a function of the degree of semantic and causal relatedness between sentences in short narratives. In Experiments 1-2B, semantic and causal relatedness between sentence pairs was independently manipulated. Causal relatedness was assessed through pretesting and semantic relatedness was assessed with Latent Semantic Analysis. Causal relatedness influenced processing time and memory. Semantic…
Causal and Semantic Relatedness in Discourse Understanding and Representation
The Effect of Diagrams on Online Reading Processes and Memory
This work examined how adjunct displays influence college readers' moment-by-moment processing of text and the products of reading, using reading time (Experiments 1 & 2), and think-aloud methodologies (Experiment 3). Participants did or did not study a diagram before reading a text. Overall, the reading time data, think-aloud data, and recall data were consistent with the no-increased-effort hypothesis, which states that a diagram can facilitate…
Effect Logical Relatedness and Semantic Overlap on Argument Evaluation
In two studies we examined the extent to which skilled and less-skilled reasoners of arguments relied on relevance relations (semantic and logical relatedness) between claims and reasons when evaluating arguments. College students, selected as having high or low analytical reasoning skill, evaluated the quality of a set of two sentence arguments and rated the strength of their agreement with them. The arguments were structured to vary in their de…
Filling in the Gaps: Memory Implications for Inferring Missing Content in Graphic Narratives
Visual narratives, including graphic novels, illustrated instructions, and picture books, convey event sequences constituting a plot but cannot depict all events that make up the plot. Viewers must generate inferences that fill the gaps between explicitly shown images. This study explored the inferential products and memory implications of processing gaps in visual narratives. Participants viewed picture-stories containing event sequences compris…
Bridging Skill and Task-Oriented Reading
Some individual difference factors are more strongly correlated with performance on postreading questions when the text is not available than when it is. The present study explores if similar interactions occur with bridging skill, which refers to a reader's propensity to establish connections between explicit text during reading. Undergraduates read science texts using two research tools. The Reading Strategy-Assessment Tool provided a measure o…
Processing the Outcomes of Characters’ Actions: The Impacts of Character Goals and Situational Context
This study was conducted to investigate two factors that affect the processing of the outcomes of intentional actions. Participants read three-sentence stories that varied the presence of an explicit goal and the semantic association between the outcome and its situational context (i.e., physical or virtual location). The ease of processing outcomes (as measured by sentence reading times) was facilitated by having an explicitly stated goal (e.g.,…
Factors That Affect Crossover Between Multiple Worlds Within a Narrative
In some narratives one world is embedded within the main world of the story, which we refer to as the base world, and elements from one world can cross over into the other. This study explored the conditions in which readers perceive character crossover as being likely to occur. Participants read stories that set up the potential for a character from an embedded world to cross over into the base world. Across four experiments we varied the simila…
Understanding How Language-Specific and Domain-General Resources Support Comprehension
A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension proficiency. The current study proposes an extension of DIME, the Inferential Mediation Model (IMM), …
Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers
This study was conducted to understand the reading challenges of underprepared college students. A sample of the participants was enrolled in supplemental literacy programs because they were deemed not ready for reading and writing in college. Community college participants completed a series of measures that assessed foundational skills for reading, bridging and elaborative inferences processes, a comprehension measure that reflected close compr…
“This Ticking Noise in My Head”: How Sound Design, Dialogue, Event Structure, and Viewer Working Memory Interact in the Comprehension of Touch of Evil (1958)
This study tested the role of the audio soundtrack in the opening scene of Orson Welles’s Touch of Evil (Orson Welles and Albert Zugsmith, 1958) in supporting a predictive inference that a time bomb will explode, as the filmmakers intended. We designed two experiments and interpreted their results using the Scene Perception and Event Comprehension Theory (SPECT). Across both experiments, viewers watched the scene, we manipulated their knowledge o…
A Message From the Editors for the 2020 Conference Special Issue
The year 2020 will certainly be remembered as the year the citizens of the globe fought a deadly pandemic. Besides the horrors of illness and personal loss, travel was severely limited; economies w
Integration in Multiple-Document Comprehension: A Natural Language Processing Approach
The constructed responses individuals generate while reading can provide insights into their coherence-building processes. The current study examined how the cohesion of constructed responses relates to performance on an integrated writing task. Participants (N = 95) completed a multiple document reading task wherein they were prompted to think aloud, self-explain, or evaluate the sources while reading and then write an integrated essay based on …
Further Thoughts on Measuring Narrational Complexity in Fiction Film
Cutting (2021) argues that the narrational complexity of fiction film can be quantified similarly to computational measures of text complexity. Narrational complexity refers to the structure that arises from how a story is told. This article expands upon Cutting's proposal by taking inspiration from contemporary approaches for measuring text complexity. These approaches reject the notion that complexity can be measured via a limited set of indice…
Exploring moderational and mediational relations among word reading, vocabulary, sentence processing and comprehension for struggling adult readers
Background A significant portion of adults struggle to read at a basic level. Word reading (defined here as decoding and word recognition) appears to play a pivotal role for this population of readers; however, less is known about how word reading relates to other important semantic processes (e.g., vocabulary, sentence processing) known to account for a large portion of variance in reading comprehension. This study used the Reading Systems Frame…
Exploring Thresholds in the Foundational Skills for Reading and Comprehension Outcomes in the Context of Postsecondary Readers
There is a range of reasons why college students may be underprepared to read, but one possibility is that some college students are below a threshold of proficiency in the component skills of reading. The presence of thresholds means that when students fall below that threshold, their proficiency in that component skill of reading is not sufficient for there to be a relationship with comprehension performance. The present study assessed (a) whet…
Psychology (28 works) · Computer Science (26 works) · Linguistics (24 works) · Cognitive psychology (20 works) · Natural language processing (17 works) · Reading and Literacy Development (17 works) · Comprehension (16 works) · Artificial Intelligence (15 works) · Narrative (10 works) · Reading (process (10 works)