The Cambridge Handbook of Communication Disorders examines the full range of developmental and acquired communication disorders and provides the most up-to-date and comprehensive guide to the epidemiology, aetiology and clinical features of these disorders.
This work seeks to chart what happens in the embodied minds of engaged
readers when they read literature. Despite the recent stylistic,
linguistic, and cognitive advances that have been made in text-processing
methodology and practice, very little is known about this
cultural-cognitive process and especially about the role that emotion
plays. Burke’s theoretical and empirical study focuses on three central
issues: the role emotions play in a core cognitive event like literary text
processing; the kinds of bottom-up and top-down inputs most prominently
involved in the literary reading process; and what might be happening in
the minds and bodies of engaged readers when they experience intense or
heightened emotions: a phenomenon sometimes labelled "reader epiphany."
This study postulates that there is a free-flow of bottom-up and top-down
affective, cognitive inputs during the engaged act of literary reading, and
that reading does not necessarily begin or end when our eyes apprehend the
words on the page. Burke argues that the literary reading human mind might
best be considered both figuratively and literally, not as computational or
mechanical, but as oceanic.