Predicting cinematic engagement and reflection EEG intercorrelation
Poster No:
2027
Submission Type:
Abstract Submission
Authors:
Daniel Levin1, Kathryn Sam1, Joe Jackowski1, Ralf Schmaelzle2
Institutions:
1Vanderbilt University, Nashville, TN, 2Michigan State University, East Lansing, MI
First Author:
Co-Author(s):
Introduction:
On-line engagement is crucial for the impact of fiction narratives such as feature films, but for real-world impact, the work's reflective afterlife is also important. This afterlife includes individuals' continued thoughts about the work in the weeks after they have experienced it (Kivy, 1997). Under some conditions, engagement with a film may lead to richer reflections (Plantinga, 2018), but previous research has not extensively assessed how measures of on-line engagement may predict reflection. We therefore assessed whether intersubject correlations based on viewer EEG recordings (ISCs; Dmochowski et al., 2012) could predict both engagement and subsequent reflection. ISCs measure the extent to which viewers' brains respond similarly to the same film, and they have been used to assess viewer engagement and memory for short films, but this research has rarely assessed links with reflection, especially for full length feature films. In this experiment we recorded EEG while viewing the The Truman Show, and we tested whether individual-to-group ISC correlations could predict narrative engagement and subsequent reflection. We also assessed the nature of reflection by analyzing the thoughts that viewers had about the movie, and the cues that led them to think about it.
Methods:
27 adults watched The Truman Show while their EEG was recorded using a 64-channel system. They then completed the Narrative Engagement Scale (Busselle & Bilandzic, 2009), and received follow-up surveys every two days for two weeks. At each time point, participants rated how much they thought about the film that day on a scale from 0 (not at all) to 100 (very often). They also described the triggers for, and content of, their reflections.
ISCs were calculated using correlated components analysis (Dmochowski et al., 2012). The top four components were selected for further analysis. Pearson's correlations were computed between component ISC scores and (a) average reflection across two weeks and (b) narrative engagement scores. A thematic analysis was performed on reflection triggers and content.
ISCs were calculated using correlated components analysis (Dmochowski et al., 2012). The top four components were selected for further analysis. Pearson's correlations were computed between component ISC scores and (a) average reflection across two weeks and (b) narrative engagement scores. A thematic analysis was performed on reflection triggers and content.
Results:
Watching the film evoked robust ISCs. The top four components, which resemble those seen in prior work with film stimuli (fig 1). Individual ISC scores correlated with the overall score on the Narrative Engagement Scale for components two (r = .36, p = .062) and three (r = .43, p = .025). These correlations were significant for the Narrative Understanding subscale (component two, r=.46, p=.02; component 3, r=.45, p=.02), but not for the Attentional Focus, Narrative Presence, or Emotional Engagement subscales. No significant relationships were observed between ISC scores and post-viewing reflection.
Only 5 of 27 participants reported no reflection. However, reflection was not, overall, frequent, ranging from a mean rating of 19 in the days immediately after viewing to a mean rating of 3.5 in the next to last report. Factors inducing reflection included experiences that reminded participants of the movie, social interactions about relevant topics, and cues by media reports that reminded participants about the movie. Reflection content included reflections on key movie themes such as the nature of reality, and specific contents and events in the movie, characters feelings and relationships.
Only 5 of 27 participants reported no reflection. However, reflection was not, overall, frequent, ranging from a mean rating of 19 in the days immediately after viewing to a mean rating of 3.5 in the next to last report. Factors inducing reflection included experiences that reminded participants of the movie, social interactions about relevant topics, and cues by media reports that reminded participants about the movie. Reflection content included reflections on key movie themes such as the nature of reality, and specific contents and events in the movie, characters feelings and relationships.
Conclusions:
These data suggest that EEG predictors of on-line processing are likely more robust than predictions of subsequent reflection, but they also demonstrate that this reflection does occur to a measurable degree, and our thematic analysis suggests potentially interesting hypotheses for future research. In particular, it may be useful to assess how ISC-Reflection link may be assessed with analyses that focus on more cognitive factors related specifically to narrative understanding, and possibly reflections that reflect this form of understanding.
Emotion, Motivation and Social Neuroscience:
Social Cognition 2
Learning and Memory:
Learning and Memory Other
Perception, Attention and Motor Behavior:
Perception and Attention Other 1
Keywords:
Cognition
Electroencephaolography (EEG)
Perception
Vision
Other - Film
1|2Indicates the priority used for review
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Provide references using APA citation style.
Dmochowski, J. P., Sajda, P., Dias, J., & Parra, L. C. (2012). Correlated Components of Ongoing EEG Point to Emotionally Laden Attention – A Possible Marker of Engagement? Frontiers in Human Neuroscience, 6. https://doi.org/10.3389/fnhum.2012.00112
Kivy, P. (1997). Philosophies of arts: An essay in differences. Cambridge University Press.
Plantinga, C. (2018). Screen stories: Emotion and the ethics of engagement. Oxford University Press. https://doi.org/10.1093/oso/9780190867133.001.0001