Cognitive perspectives on the role of genre in reading comprehension

Abstract

Although genres are conventionalized and culturally defined, the role of genre in cognition appears to be universal. Genres provide both implicit and explicit “processing instructions” that help readers to understand what they are reading more effectively and efficiently. This chapter examines how genre influences cognitive processes. Rather than providing a monodisciplinary perspective on genre, we draw on various fields of expertise (i.e., psycholinguistics, cognitive developmental science, educational science) to identify areas of convergence and highlight aspects of genre in which these fields vary – as opportunities for future research. We examine the research literature to identify how genre influences the processes and products of comprehension and the extent to which these processes and products are impacted by features of the text and aspects of the reader. We conclude with recommendations for how to develop a systematic and comprehensive approach to studying genre in cognition.