Теория языка | Филологический аспект №04 (120) Апрель 2025

Когнитивные механизмы активации интертекстуальных фреймов: семиэтапная модель восприятия текста

Бозорова Дилшода Тулкин кизи
аспирант кафедры теории и практики иностранных языков, Российский университет дружбы народов имени Патриса Лумумбы, РФ, г. Москва, 1042225297@pfur.ru

Аннотация: Настоящая исследовательская работа основана на анализе процедуры активации интертекстуальных фреймов, которые могут активироваться читателем с помощью семиступенчатой модели. Исследование использует строгую аналитическую методологию, тщательно изучая когнитивные механизмы, лежащие в основе этого процесса. Это включает в себя всестороннее рассмотрение таких процедурных этапов, как выявление интертекстуальных подсказок, восстановление памяти, проведение сравнительного анализа, синтез смыслов, применение культурных фильтров, бессознательное влияние факторов и динамическая адаптация к внешним требованиям. Кроме того, процесс анализа подчеркивает ключевую роль фоновых знаний, аналитических навыков и культурного капитала в установлении интертекстуальных связей. Результаты исследования показывают, что процесс активации интертекстуальных фреймов является нелинейным и зависит от индивидуальных и социокультурных факторов. Данная модель расширяет концепцию интертекстуальности в когнитивной сфере и предлагает новый взгляд на взаимодействие читателя с текстом.
Ключевые слова: когнитивные механизмы, сравнительный анализ, культурная фильтрация, динамическая корректировка, интертекстуальные фреймы, активация схемы, семиэтапная модель

Bozorova Dilshoda Tulkin kizi
postgraduate student of Theory and practice of foreign languages department, Patrice Lumumba Peoples’ Friendship University of Russia, Russia, Moscow

Abstract: The present research paper is grounded in the analysis of the activation procedure of intertextual frames, with such frames capable of being activated by the reader through the medium of a seven-stage model. The study employs a rigorous analytical methodology, meticulously examining the underlying cognitive mechanisms that underpin this process. This includes a comprehensive examination of procedural steps such as the identification of intertextual hints, the retrieval of memories, the execution of comparative analyses, the synthesis of meanings, the application of cultural filters, the unconscious influence of factors, and the dynamic adjustment to external demands. Moreover, the analysis process underscores the pivotal role of background knowledge, analytical skills and cultural capital in the establishment of intertextual connections. The results of the study demonstrate that the activation process of intertextual frames is non-linear and contingent on individual and socio-cultural factors. This model extends the concept of intertextuality in the cognitive sphere and offers a novel perspective on the reader's interaction with the text.
Keywords: cognitive mechanisms, comparative analysis, cultural filtering, dynamic adjustment, intertextual frames, schema activation, seven-stage model

Introduction

Intertextuality is now widely accepted as a fundamental component of literary analysis [4], involving a multifaceted interaction between texts and their readers [1]. Nevertheless, the mechanisms of cognitive processing of intertextual connections remain to be extensively studied. In consideration of the aforementioned, the primary objective of this study is to propose a seven-stage model of the process of intertextual frame activation, thereby elucidating the relationship between cognitive processes and cultural-subjective factors. The relevance of the study can be attributed to the necessity of comprehending how readers construct meaning through the lens of their prior experiences and sociocultural influences.

The innovative aspect of the present study lies in the unification of seven stages of activation within intertextual frames: namely, conscious (analysis, synthesis) and unconscious (archetypal resonance, genre expectations) cognitive processes. The focus of this study is the dynamic adjustment of frames, with consideration given to the concepts of neuroplasticity and cognitive dissonance. It is also noteworthy that intertextual frames have received comparatively little academic attention, with the extant research being limited in number. This underscores the significance of the present study, which seeks to address this research gap. Moreover, this study is pioneering in its exploration of the cognitive mechanisms underlying intertextual frames, thus underscoring its innovative nature.

U. Eco, the seminal theorist who advanced the notion of intertextuality as the impossibility of reading one text without being influenced by another [3], was among the first to utilize the concept of 'intertextual frames.' Subsequently, M.E. Panagiotidou advanced this research by exploring the types of intertextual frames and their relationship to intertextual knowledge [5]. Furthermore, this research was expanded upon, with the concept of intertextual frames, their types and features being investigated through the utilization of literary examples [2]. This study, a logical progression from the preceding studies, aims to investigate the mechanism of frame activation.

Discussion and results

The activation of intertextual frames by the reader is a multifaceted and complex process involving various interrelated mechanisms. Firstly, the reader is required to identify intertextual cues, which may be either explicit or implicit. Examples of explicit intertextual cues include direct references, while implicit ones are thematic parallels and genre conventions. Cognitive mechanisms such as pattern recognition and pre-assessment have been shown to facilitate the identification and comprehension of such instructions by the reader.

In the subsequent stage of the cognitive process, the reader retrieves text from memory, accessing it consciously or unconsciously. Moreover, cognitive mechanisms such as schema activation and spreading activation facilitate the establishment of a link between the current text and prior knowledge. This, in turn, facilitates a more profound comprehension of intertextuality.

The subsequent stage in the examination process is known as comparative analysis, and it is at this point that students are required to equate elements and identify contradictions between texts. By maintaining a critical distance through analogue reasoning, the reader will be able to comprehend the purpose of the reference and establish connections between the texts.

The fourth stage is that of meaning synthesis, which involves the combination of elements from both texts and the filling in of gaps using intertextual knowledge. The synthesis of meaning is achieved through cognitive mechanisms such as integration and recontextualization, which collectively generate a novel interpretation that encompasses both texts.

Consequently, the subsequent phase entails subjective and cultural filtration. In this process, the reader identifies and activates the priorities of the cultural schema based on their gender, race, ideology, and other personal factors. Accordingly, the interpretation of the text is subject to the influence of the reader's personal views and cultural background. Mechanisms such as assertion bias and meaning negotiation are extensively employed in this process. At this stage, the influence of factors such as cultural capital and social status should be emphasized.

The subsequent sixth stage of the researched model encompasses archetypal resonance and the unconscious influence of genre expectations. The formation of unconscious expectations is facilitated by the effects of implicit memory and primal remembering, which in turn elicit reciprocal emotional states. Readers who are well-versed in a particular genre possess the capacity for spontaneous prediction, utilizing unconscious cognitive shortcuts when confronted with information that is deemed superfluous.

The final stage, that is to say the dynamic adjustment stage, requires readers to revise their perceptions and interpretations based on new indicators. The process engenders cognitive dissonance and neuroplasticity by way of the updating of frames and the creation of a more complex network of intertextual thinking. Furthermore, it is imperative for the reader to engage in constant re-evaluation and re-examination of the text, thereby demonstrating an openness to novel concepts, a dedication to reading and research, and a commitment to attaining a more profound comprehension of the text.

It is evident that the activation of intertextual frames represents a multifaceted process for the reader. This process encompasses the identification of intertextual instructions, the retrieval of relevant information from memory, a comparative analysis, the synthesis of meaning, subjective and cultural filtering, unconscious influence, and dynamic correction (see Table 1 for further details). The activation of intertextual frames is carried out by readers in an active or passive manner through various cognitive mechanisms, taking into account prior knowledge and underlying factors. It is important to note that the stages of this process do not constitute a rigid sequence; they depend to a large extent on the individual reader and may not evolve at all.

Table 1. Seven-stage process of intertextual frame activation.

Conclusion

The proposed seven-stage model of intertextual frame activation demonstrated that the reader's perception of the text is a dynamic, multi-component process that combines analytical and intuitive cognitive mechanisms. In addition, the study indicates that the primary stages – from instructional identification to dynamic adjustment – are not contingent on a rigid sequence, but rather on personal experience, cultural capital, and cognitive adaptation. The amalgamation of conscious processes (e.g. comparative analysis, synthesis of meaning) with unconscious processes (e.g. archetypal resonance, genre expectations) demonstrates the complexity of the reader's interaction with the text. In such cases, the phase of dynamic adjustment assumes particular significance, reflecting the individual's capacity to amend interpretations in response to novel information. This, in turn, serves to substantiate the role of neuroplasticity in cognitive development.

The practical significance of the model is reflected in the possibility of its application in pedagogy, literary analysis and digital media studies. To illustrate this point, the enhancement of students' intertextual thinking skills can be facilitated by emphasizing the stages of comparative analysis and cultural filtering. It is suggested that future studies should be directed towards empirically validating this model, exploring the influence of emotional intelligence on meaning synthesis, and investigating cross-cultural variations in intertextual interpretation. Such studies have the potential to enhance our comprehension of the role of cognitive mechanisms in the construction of meaning, thereby expanding the boundaries of the model's application in interdisciplinary research.

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3. Eco U. The role of the reader: explorations in the semiotics of texts / U. Eco, Bloomington: Indiana University Press, 1979. – 273 c.
4. O’Rourke D., Pelttari A. Intertextuality ed. by R. Gibson, C. Whitton, Cambridge: Cambridge University Press, 2024. C. 208–271.
5. Panagiotidou M. E. Intertextuality and literary reading: a cognitive poetic approach 2012.