The Science of Storytelling. Уилл Сторр

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СКАЧАТЬ no sound out there. If a tree falls in a forest and there’s no one around to hear it, it creates changes in air pressure and vibrations in the ground. The crash is an effect that happens in the brain. When you stub your toe and feel pain throbbing out of it, that, too, is an illusion. That pain is not in your toe, but in your brain.

      There’s no colour out there either. Atoms are colourless. All the colours we do ‘see’ are a blend of three cones that sit in the eye: red, green and blue. This makes us Homo sapiens relatively impoverished members of the animal kingdom: some birds have six cones; mantis shrimp have sixteen; bees’ eyes are able to see the electromagnetic structure of the sky. The colourful worlds they experience beggar human imagination. Even the colours we do ‘see’ are mediated by culture. Russians are raised to see two types of blue and, as a result, see eight-striped rainbows. Colour is a lie. It’s set-dressing, worked up by the brain. One theory has it that we began painting colours onto objects millions of years ago in order to identify ripe fruit. Colour helps us interact with the external world and thereby better control it.

      The only thing we’ll ever really know are those electrical pulses that are sent up by our senses. Our storytelling brain uses those pulses to create the colourful set in which to play out our lives. It populates that set with a cast of actors with goals and personalities, and finds plots for us to follow. Even sleep is no barrier to the brain’s story-making processes. Dreams feel real because they’re made of the same hallucinated neural models we live inside when awake. The sights are the same, the smells are the same, objects feel the same to the touch. Craziness happens partly because the fact-checking senses are offline, and partly because the brain has to make sense of chaotic bursts of neural activity that are the result of our state of temporary paralysis. It explains this confusion as it explains everything: by roughing together a model of the world and magicking it into a cause-and-effect story.

      One common dream has us falling off a building or tumbling down steps, a brain story that’s typically triggered to explain a ‘myoclonic jerk’, a sudden, jarring contraction of the muscles. Indeed, just like the stories we tell each other for fun, dream narratives often centre on dramatic, unexpected change. Researchers find the majority of dreams feature at least one event of threatening and unexpected change, with most of us experiencing up to five such events every night. Wherever studies have been done, from East to West, from city to tribe, dream plots reflect this. ‘The most common is being chased or attacked,’ writes story psychologist Professor Jonathan Gottschall. ‘Other universal themes include falling from a great height, drowning, being lost or trapped, being naked in public, getting injured, getting sick or dying, and being caught in a natural or manmade disaster.’

      So now we’ve discovered how reading works. Brains take information from the outside world – in whatever form they can – and turn it into models. When our eyes scan over letters in a book, the information they contain is converted into electrical pulses. The brain reads these electrical pulses and builds a model of whatever information those letters provided. So if the words on the page describe a barn door hanging on one hinge, the reader’s brain will model a barn door hanging on one hinge. They’ll ‘see’ it in their heads. Likewise, if the words describe a ten-foot wizard with his knees on back to front, the brain will model a ten-foot wizard with his knees on back to front. Our brain rebuilds the model world that was originally imagined by the author of the story. This is the reality of Leo Tolstoy’s brilliant assertion that ‘a real work of art destroys, in the consciousness of the receiver, the separation between himself and the artist.’

      A clever scientific study examining this process seems to have caught people in the act of ‘watching’ the models of stories that their brains were busily building. Participants wore glasses that tracked their saccades. When they heard stories in which lots of events happened above the line of the horizon, their eyes kept making micro-movements upwards, as if they were actively scanning the models their brains were generating of its scenes. When they heard ‘downward’ stories, that’s where their eyes went too.

      The revelation that we experience the stories we read by building hallucinated models of them in our heads makes sense of many of the rules of grammar we were taught at school. For the neuroscientist Professor Benjamin Bergen, grammar acts like a film director, telling the brain what to model and when. He writes that grammar ‘appears to modulate what part of an evoked simulation someone is invited to focus on, the grain of detail with which the simulation is performed, or what perspective to perform that simulation from’.

      According to Bergen, we start modelling words as soon as we start reading them. We don’t wait until we get to the end of the sentence. This means the order in which writers place their words matters. This is perhaps why transitive construction – Jane gave a Kitten to her Dad – is more effective than the ditransitive – Jane gave her Dad a kitten. Picturing Jane, then the Kitten, then her Dad mimics the real-world action that we, as readers, should be modelling. It means we’re mentally experiencing the scene in the correct sequence. Because writers are, in effect, generating neural movies in the minds of their readers, they should privilege word order that’s filmic, imagining how their reader’s neural camera will alight upon each component of a sentence.

      For the same reason, active sentence construction – Jane kissed her Dad – is more effective than passive – Dad was kissed by Jane. Witnessing this in real life, Jane’s initial movement would draw our attention and then we’d watch the kiss play out. We wouldn’t be dumbly staring at Dad, waiting for something to happen. Active grammar means readers model the scene on the page in the same way that they’d model it if it happened in front of them. It makes for easier and more immersive reading.

      A further powerful tool for the model-creating storyteller is the use of specific detail. If writers want their readers to properly model their story-worlds they should take the trouble to describe them as precisely as possible. Precise and specific description makes for precise and specific models. One study concluded that, to make vivid scenes, three specific qualities of an object should be described, with the researcher’s examples including ‘a dark blue carpet’ and ‘an orange striped pencil.’

      The findings Bergen describes also suggest the reason writers are continually encouraged to ‘show not tell’. As C. S. Lewis implored a young writer in 1956, ‘instead of telling us a thing was “terrible”, describe it so that we’ll be terrified. Don’t say it was “delightful”; make us say “delightful” when we’ve read the description.’ The abstract information contained in adjectives such as ‘terrible’ and ‘delightful’ is thin gruel for the model-building brain. In order to experience a character’s terror or delight or rage or panic or sorrow, it has to make a model of it. By building its model of the scene, in all its vivid and specific detail, it experiences what’s happening on the page almost as if it’s actually happening. Only that way will the scene truly rouse our emotions.

      Mary Shelley may have been a teenager writing more than 170 years before the discovery of our model-making processes, but when she introduces us to Frankenstein’s monster she displays an impressive instinct for its ramifications: filmic word order; specificity and show-not-tell.

       It was already one in the morning; the rain pattered dismally against СКАЧАТЬ