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Towards a multi-dimensional model fo...

Cai, Mingshui.

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Towards a multi-dimensional model for the study of reader response to multicultural literature.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Towards a multi-dimensional model for the study of reader response to multicultural literature./
Author:	Cai, Mingshui.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
Description:	164 p.
Notes:	Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2719.
Contained By:	Dissertation Abstracts International53-08A.
Subject:	Language arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9238141

Towards a multi-dimensional model for the study of reader response to multicultural literature.
Cai, Mingshui.

Towards a multi-dimensional model for the study of reader response to multicultural literature. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 164 p.

Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2719.

Thesis (Ph.D.)--The Ohio State University, 1992.

This study proposes a multi-dimensional model for the study of reader response to multicultural literature--a model which goes beyond the widely applied schema theory in previous research to incorporate other current reader response theories. In addition to background knowledge, the model takes into consideration a reader's affect, stance, and beliefs that influence his/her transaction with the text. It explores the collective inquiry of multicultural interpretive communities, literary conventions for reading multicultural literature, and the development of literary competence in dealing with cross-cultural gaps in multicultural literature. The model has three dimensions: cognitive-developmental, affective-attitudinal, and social-political. To test the dimensions of the model, three empirical studies were undertaken. In Experiment 1, 12 Chinese and 12 American college students read a Chinese folk tale and a Chinese poem in English. The subjects then responded to questions regarding the characterization of the heroine in the tale and the style of the poem. The Chinese were found to appreciate both literary features more discriminatingly than the Americans. In experiment 2, two groups of 12 American college students read a chapter from a novel about Chinese Americans, one from an efferent stance and the other from an aesthetic stance. They were asked to give free written response to the text, recall information about the Chinese culture presented in it, and respond to probe statements. It was found that the aesthetic group used the monitoring strategy significantly more than the efferent group whereas the efferent group recalled more cultural information than the aesthetic group. In Experiment 3, 12 Chinese and 12 American college students read a text which is biased against the Chinese-Americans and then responded to open-ended questions and probe statements that test their sensitivity to the bias. The Chinese were more likely to discern and react strongly to the racial prejudice than the Americans. The findings of the three studies reveal (1) culturally specific schemata of literary forms affect readers' responses to literary features of a multicultural text; (2) readers' stances toward the text influence their use of reading strategies to deal with cultural gaps and recall of information; and (3) readers affectively interact with the implied author in ways consistent with their cultural backgrounds. The three experiments demonstrate that the proposed multidimensional model may open new channels for investigation.Subjects--Topical Terms:

532624
Language arts.

Towards a multi-dimensional model for the study of reader response to multicultural literature.
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100 1 $a Cai, Mingshui. $3 1008264
245 1 0 $a Towards a multi-dimensional model for the study of reader response to multicultural literature.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 164 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-08, Section: A, page: 2719.
500 $a Co-Advisers: Rudine Sims Bishop; Theresa Rogers.
502 $a Thesis (Ph.D.)--The Ohio State University, 1992.
520 $a This study proposes a multi-dimensional model for the study of reader response to multicultural literature--a model which goes beyond the widely applied schema theory in previous research to incorporate other current reader response theories. In addition to background knowledge, the model takes into consideration a reader's affect, stance, and beliefs that influence his/her transaction with the text. It explores the collective inquiry of multicultural interpretive communities, literary conventions for reading multicultural literature, and the development of literary competence in dealing with cross-cultural gaps in multicultural literature. The model has three dimensions: cognitive-developmental, affective-attitudinal, and social-political. To test the dimensions of the model, three empirical studies were undertaken. In Experiment 1, 12 Chinese and 12 American college students read a Chinese folk tale and a Chinese poem in English. The subjects then responded to questions regarding the characterization of the heroine in the tale and the style of the poem. The Chinese were found to appreciate both literary features more discriminatingly than the Americans. In experiment 2, two groups of 12 American college students read a chapter from a novel about Chinese Americans, one from an efferent stance and the other from an aesthetic stance. They were asked to give free written response to the text, recall information about the Chinese culture presented in it, and respond to probe statements. It was found that the aesthetic group used the monitoring strategy significantly more than the efferent group whereas the efferent group recalled more cultural information than the aesthetic group. In Experiment 3, 12 Chinese and 12 American college students read a text which is biased against the Chinese-Americans and then responded to open-ended questions and probe statements that test their sensitivity to the bias. The Chinese were more likely to discern and react strongly to the racial prejudice than the Americans. The findings of the three studies reveal (1) culturally specific schemata of literary forms affect readers' responses to literary features of a multicultural text; (2) readers' stances toward the text influence their use of reading strategies to deal with cultural gaps and recall of information; and (3) readers affectively interact with the implied author in ways consistent with their cultural backgrounds. The three experiments demonstrate that the proposed multidimensional model may open new channels for investigation.
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