ABSTRACT
This article thematizes the interrelation between reading processing and memory, as well as its relevance to the teaching-learning process of reading. After discussing individual memory (cognitive psychology), the point of view of Stern (2002) on social memory is presented, addressing yet, the discourse analysts perspective. Neuroscientific studies are also mentioned due to its theoretical and methodological contribution to research on memory. Followed by the presentation of the memory models stated, the featured problem - thematic distortion - is introduced. The hypothesis is that one of the individual memory types most recently investigated - the false memories - may be constituted in the core of this interpretative issue. Thus, the fact that a certain reader X interprets a text differently from most readers of the same text leads to consider a possible interference regarding individual factor and social factor over the course of reading, both conditions of interpretation / comprehension. According to the author, reading the text might have mobilized false memories of the divergent reader, leading him/her to a different interpretation from the others. This hypothesis was confirmed in a conducted exploratory study, yet it cannot be generalized without further investigations.
Keywords:
reading; memories; false memories