Despite the centrality of the protagonist during narrative comprehension, evidence indicates that readers do not typically approach the text from the protagonist's point of view. Experiments 1a-1c demonstrated that both explicit task instructions and the first-person point of view resulted in comprehension being influenced by perspective-relevant information; this indicated that readers were adopting the perspective of the protagonist. However, Experiments 2a-3b showed that even when readers adopt the protagonist's perspective, they cannot do so to the exclusion of related perspective-irrelevant information. Results are discussed in the context of the RI-Val model of comprehension in which perspective-relevant information and perspective-irrelevant information are both available and compete for influence during comprehension.
Keywords: Reading comprehension; memory; perspective.