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Writing a Literature Review

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

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• Primary vs secondary sources: The differences explained 

Can something be both a primary and secondary source?

Research for your literature review can be categorised as either primary or secondary in nature. The simplest definition of primary sources is either original information (such as survey data) or a first person account of an event (such as an interview transcript). Whereas secondary sources are any publshed or unpublished works that describe, summarise, analyse, evaluate, interpret or review primary source materials. Secondary sources can incorporate primary sources to support their arguments.

Ideally, good research should use a combination of both primary and secondary sources. For example, if a researcher were to investigate the introduction of a law and the impacts it had on a community, he/she might look at the transcripts of the parliamentary debates as well as the parliamentary commentary and news reporting surrounding the laws at the time. 

Examples of primary and secondary sources

Primary vs secondary sources: The differences explained

Finding primary sources

• VU Special Collections  - The Special Collections at Victoria University Library are a valuable research resource. The Collections have strong threads of radical literature, particularly Australian Communist literature, much of which is rare or unique. Women and urban planning also feature across the Collections. There are collections that give you a picture of the people who donated them like Ray Verrills, John McLaren, Sir Zelman Cowen, and Ruth & Maurie Crow. Other collections focus on Australia's neighbours – PNG and Timor-Leste.
• POLICY - Sharing the latest in policy knowledge and evidence, this database supports enhanced learning, collaboration and contribution.
• Indigenous Australia  -  The Indigenous Australia database represents the collections of the Aboriginal and Torres Strait Islander Commission Library.
• Australian Heritage Bibliography - Aboriginal and Torres Strait Islander Subset (AHB-ATSIS)  - AHB is a bibliographic database that indexes and abstracts articles from published and unpublished material on Australia's natural and cultural environment. The AHB-ATSIS subset contains records that specifically relate to the Aboriginal and Torres Strait Islander peoples.include journal articles, unpublished reports, books, videos and conference proceedings from many different sources around Australia. Emphasis is placed on reports written or commissioned by government and non-government heritage agencies throughout the country.
• ATSIhealth  - The Aboriginal and Torres Strait Islander Health Bibliography (ATSIhealth), compiled by Neil Thomson and Natalie Weissofner at the School of Indigenous Australian Studies, Kurongkurl Katitjin, Edith Cowan University, is a bibliographic database that indexes published and unpublished material on Australian Indigenous health. Source documents include theses, unpublished articles, government reports, conference papers, abstracts, book chapters, books, discussion and working papers, and statistical documents. 
• National Archive of Australia  - The National Archives of Australia holds the memory of our nation and keeps vital Australian Government records safe. 
• National Library of Australia: Manuscripts  - Manuscripts collection that is wide ranging and provides rich evidence of the lives and activities of Australians who have shaped our society.
• National Library of Australia: Printed ephemera  - The National Library has been selectively collecting Australian printed ephemera since the early 1960s as a record of Australian life and social customs, popular culture, national events, and issues of national concern.
• National Library of Australia: Oral history and folklore - The Library’s Oral History and Folklore Collection dates back to the 1950’s and includes a rich and diverse collection of interviews and recordings with Australians from all walks of life.
• Historic Hansard - Commonwealth of Australia parliamentary debates presented in an easy-to-read format for historians and other lovers of political speech.
• The Old Bailey Online - A fully searchable edition of the largest body of texts detailing the lives of non-elite people ever published, containing 197,745 criminal trials held at London's central criminal court.

Whether or not a source can be considered both primary and  secondary, depends on the context. In some instances, material may act as a secondary source for one research area, and as a primary source for another. For example, Niccolò Machiavelli’s The Prince , published in 1513, is an important secondary source for any study of the various Renaissance princes in the Medici family; but the same book is also a primary source for the political thought that was characteristic of the sixteenth century because it reflects the attitudes of a person living in the 1500s.

Source: Craver, 1999, as cited in University of South Australia Library. (2021, Oct 6).  Can something be a primary and secondary source?.  University of South Australia Library. https://guides.library.unisa.edu.au/historycultural/sourcetypes

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Literature review sources

Sources for literature review can be divided into three categories as illustrated in table below. In your dissertation you will need to use all three categories of literature review sources:

Sources for literature review and examples

Generally, your literature review should integrate a wide range of sources such as:

• Books . Textbooks remain as the most important source to find models and theories related to the research area. Research the most respected authorities in your selected research area and find the latest editions of books authored by them. For example, in the area of marketing the most notable authors include Philip Kotler, Seth Godin, Malcolm Gladwell, Emanuel Rosen and others.
• Magazines . Industry-specific magazines are usually rich in scholarly articles and they can be effective source to learn about the latest trends and developments in the research area. Reading industry magazines can be the most enjoyable part of the literature review, assuming that your selected research area represents an area of your personal and professional interests, which should be the case anyways.
• Newspapers can be referred to as the main source of up-to-date news about the latest events related to the research area. However, the proportion of the use of newspapers in literature review is recommended to be less compared to alternative sources of secondary data such as books and magazines. This is due to the fact that newspaper articles mainly lack depth of analyses and discussions.
• Online articles . You can find online versions of all of the above sources. However, note that the levels of reliability of online articles can be highly compromised depending on the source due to the high levels of ease with which articles can be published online. Opinions offered in a wide range of online discussion blogs cannot be usually used in literature review. Similarly, dissertation assessors are not keen to appreciate references to a wide range of blogs, unless articles in these blogs are authored by respected authorities in the research area.

Your secondary data sources may comprise certain amount of grey literature as well. The term grey literature refers to type of literature produced by government, academics, business and industry in print and electronic formats, which is not controlled by commercial publishers. It is called ‘grey’ because the status of the information in grey literature is not certain. In other words, any publication that has not been peer reviewed for publication is grey literature.

The necessity to use grey literature arises when there is no enough peer reviewed publications are available for the subject of your study.

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Harvey Cushing/John Hay Whitney Medical Library

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What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

APA7 Style resources

APA Style Blog - for those harder to find answers

1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
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A literature review surveys prior research published in books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have used in researching a particular topic and to demonstrate to your readers how your research fits within existing scholarship about the topic.

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . Fourth edition. Thousand Oaks, CA: SAGE, 2014.

Importance of a Good Literature Review

A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

• Give a new interpretation of old material or combine new with old interpretations,
• Trace the intellectual progression of the field, including major debates,
• Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
• Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

Given this, the purpose of a literature review is to:

• Place each work in the context of its contribution to understanding the research problem being studied.
• Describe the relationship of each work to the others under consideration.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.
• Resolve conflicts amongst seemingly contradictory previous studies.
• Identify areas of prior scholarship to prevent duplication of effort.
• Point the way in fulfilling a need for additional research.
• Locate your own research within the context of existing literature [very important].

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper. 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . Los Angeles, CA: SAGE, 2011; Knopf, Jeffrey W. "Doing a Literature Review." PS: Political Science and Politics 39 (January 2006): 127-132; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012.

Types of Literature Reviews

It is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the primary studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally among scholars that become part of the body of epistemological traditions within the field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews. Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are a number of approaches you could adopt depending upon the type of analysis underpinning your study.

Argumentative Review This form examines literature selectively in order to support or refute an argument, deeply embedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to make summary claims of the sort found in systematic reviews [see below].

Integrative Review Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses or research problems. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication. This is the most common form of review in the social sciences.

Historical Review Few things rest in isolation from historical precedent. Historical literature reviews focus on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review A review does not always focus on what someone said [findings], but how they came about saying what they say [method of analysis]. Reviewing methods of analysis provides a framework of understanding at different levels [i.e. those of theory, substantive fields, research approaches, and data collection and analysis techniques], how researchers draw upon a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection, and data analysis. This approach helps highlight ethical issues which you should be aware of and consider as you go through your own study.

Systematic Review This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyze data from the studies that are included in the review. The goal is to deliberately document, critically evaluate, and summarize scientifically all of the research about a clearly defined research problem . Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?" This type of literature review is primarily applied to examining prior research studies in clinical medicine and allied health fields, but it is increasingly being used in the social sciences.

Theoretical Review The purpose of this form is to examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review helps to establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

NOTE : Most often the literature review will incorporate some combination of types. For example, a review that examines literature supporting or refuting an argument, assumption, or philosophical problem related to the research problem will also need to include writing supported by sources that establish the history of these arguments in the literature.

Baumeister, Roy F. and Mark R. Leary. "Writing Narrative Literature Reviews."  Review of General Psychology 1 (September 1997): 311-320; Mark R. Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Kennedy, Mary M. "Defining a Literature." Educational Researcher 36 (April 2007): 139-147; Petticrew, Mark and Helen Roberts. Systematic Reviews in the Social Sciences: A Practical Guide . Malden, MA: Blackwell Publishers, 2006; Torracro, Richard. "Writing Integrative Literature Reviews: Guidelines and Examples." Human Resource Development Review 4 (September 2005): 356-367; Rocco, Tonette S. and Maria S. Plakhotnik. "Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions." Human Ressource Development Review 8 (March 2008): 120-130; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

Structure and Writing Style

I.  Thinking About Your Literature Review

The structure of a literature review should include the following in support of understanding the research problem :

• An overview of the subject, issue, or theory under consideration, along with the objectives of the literature review,
• Division of works under review into themes or categories [e.g. works that support a particular position, those against, and those offering alternative approaches entirely],
• An explanation of how each work is similar to and how it varies from the others,
• Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research.

The critical evaluation of each work should consider :

• Provenance -- what are the author's credentials? Are the author's arguments supported by evidence [e.g. primary historical material, case studies, narratives, statistics, recent scientific findings]?
• Methodology -- were the techniques used to identify, gather, and analyze the data appropriate to addressing the research problem? Was the sample size appropriate? Were the results effectively interpreted and reported?
• Objectivity -- is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
• Persuasiveness -- which of the author's theses are most convincing or least convincing?
• Validity -- are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

II.  Development of the Literature Review

Four Basic Stages of Writing 1.  Problem formulation -- which topic or field is being examined and what are its component issues? 2.  Literature search -- finding materials relevant to the subject being explored. 3.  Data evaluation -- determining which literature makes a significant contribution to the understanding of the topic. 4.  Analysis and interpretation -- discussing the findings and conclusions of pertinent literature.

Consider the following issues before writing the literature review: Clarify If your assignment is not specific about what form your literature review should take, seek clarification from your professor by asking these questions: 1.  Roughly how many sources would be appropriate to include? 2.  What types of sources should I review (books, journal articles, websites; scholarly versus popular sources)? 3.  Should I summarize, synthesize, or critique sources by discussing a common theme or issue? 4.  Should I evaluate the sources in any way beyond evaluating how they relate to understanding the research problem? 5.  Should I provide subheadings and other background information, such as definitions and/or a history? Find Models Use the exercise of reviewing the literature to examine how authors in your discipline or area of interest have composed their literature review sections. Read them to get a sense of the types of themes you might want to look for in your own research or to identify ways to organize your final review. The bibliography or reference section of sources you've already read, such as required readings in the course syllabus, are also excellent entry points into your own research. Narrow the Topic The narrower your topic, the easier it will be to limit the number of sources you need to read in order to obtain a good survey of relevant resources. Your professor will probably not expect you to read everything that's available about the topic, but you'll make the act of reviewing easier if you first limit scope of the research problem. A good strategy is to begin by searching the USC Libraries Catalog for recent books about the topic and review the table of contents for chapters that focuses on specific issues. You can also review the indexes of books to find references to specific issues that can serve as the focus of your research. For example, a book surveying the history of the Israeli-Palestinian conflict may include a chapter on the role Egypt has played in mediating the conflict, or look in the index for the pages where Egypt is mentioned in the text. Consider Whether Your Sources are Current Some disciplines require that you use information that is as current as possible. This is particularly true in disciplines in medicine and the sciences where research conducted becomes obsolete very quickly as new discoveries are made. However, when writing a review in the social sciences, a survey of the history of the literature may be required. In other words, a complete understanding the research problem requires you to deliberately examine how knowledge and perspectives have changed over time. Sort through other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to explore what is considered by scholars to be a "hot topic" and what is not.

III.  Ways to Organize Your Literature Review

Chronology of Events If your review follows the chronological method, you could write about the materials according to when they were published. This approach should only be followed if a clear path of research building on previous research can be identified and that these trends follow a clear chronological order of development. For example, a literature review that focuses on continuing research about the emergence of German economic power after the fall of the Soviet Union. By Publication Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on environmental studies of brown fields if the progression revealed, for example, a change in the soil collection practices of the researchers who wrote and/or conducted the studies. Thematic [“conceptual categories”] A thematic literature review is the most common approach to summarizing prior research in the social and behavioral sciences. Thematic reviews are organized around a topic or issue, rather than the progression of time, although the progression of time may still be incorporated into a thematic review. For example, a review of the Internet’s impact on American presidential politics could focus on the development of online political satire. While the study focuses on one topic, the Internet’s impact on American presidential politics, it would still be organized chronologically reflecting technological developments in media. The difference in this example between a "chronological" and a "thematic" approach is what is emphasized the most: themes related to the role of the Internet in presidential politics. Note that more authentic thematic reviews tend to break away from chronological order. A review organized in this manner would shift between time periods within each section according to the point being made. Methodological A methodological approach focuses on the methods utilized by the researcher. For the Internet in American presidential politics project, one methodological approach would be to look at cultural differences between the portrayal of American presidents on American, British, and French websites. Or the review might focus on the fundraising impact of the Internet on a particular political party. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed.

Other Sections of Your Literature Review Once you've decided on the organizational method for your literature review, the sections you need to include in the paper should be easy to figure out because they arise from your organizational strategy. In other words, a chronological review would have subsections for each vital time period; a thematic review would have subtopics based upon factors that relate to the theme or issue. However, sometimes you may need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. However, only include what is necessary for the reader to locate your study within the larger scholarship about the research problem.

Here are examples of other sections, usually in the form of a single paragraph, you may need to include depending on the type of review you write:

• Current Situation : Information necessary to understand the current topic or focus of the literature review.
• Sources Used : Describes the methods and resources [e.g., databases] you used to identify the literature you reviewed.
• History : The chronological progression of the field, the research literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
• Selection Methods : Criteria you used to select (and perhaps exclude) sources in your literature review. For instance, you might explain that your review includes only peer-reviewed [i.e., scholarly] sources.
• Standards : Description of the way in which you present your information.
• Questions for Further Research : What questions about the field has the review sparked? How will you further your research as a result of the review?

IV.  Writing Your Literature Review

Once you've settled on how to organize your literature review, you're ready to write each section. When writing your review, keep in mind these issues.

Use Evidence A literature review section is, in this sense, just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence [citations] that demonstrates that what you are saying is valid. Be Selective Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the research problem, whether it is thematic, methodological, or chronological. Related items that provide additional information, but that are not key to understanding the research problem, can be included in a list of further readings . Use Quotes Sparingly Some short quotes are appropriate if you want to emphasize a point, or if what an author stated cannot be easily paraphrased. Sometimes you may need to quote certain terminology that was coined by the author, is not common knowledge, or taken directly from the study. Do not use extensive quotes as a substitute for using your own words in reviewing the literature. Summarize and Synthesize Remember to summarize and synthesize your sources within each thematic paragraph as well as throughout the review. Recapitulate important features of a research study, but then synthesize it by rephrasing the study's significance and relating it to your own work and the work of others. Keep Your Own Voice While the literature review presents others' ideas, your voice [the writer's] should remain front and center. For example, weave references to other sources into what you are writing but maintain your own voice by starting and ending the paragraph with your own ideas and wording. Use Caution When Paraphrasing When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. Even when paraphrasing an author’s work, you still must provide a citation to that work.

V.  Common Mistakes to Avoid

These are the most common mistakes made in reviewing social science research literature.

• Sources in your literature review do not clearly relate to the research problem;
• You do not take sufficient time to define and identify the most relevant sources to use in the literature review related to the research problem;
• Relies exclusively on secondary analytical sources rather than including relevant primary research studies or data;
• Uncritically accepts another researcher's findings and interpretations as valid, rather than examining critically all aspects of the research design and analysis;
• Does not describe the search procedures that were used in identifying the literature to review;
• Reports isolated statistical results rather than synthesizing them in chi-squared or meta-analytic methods; and,
• Only includes research that validates assumptions and does not consider contrary findings and alternative interpretations found in the literature.

Cook, Kathleen E. and Elise Murowchick. “Do Literature Review Skills Transfer from One Course to Another?” Psychology Learning and Teaching 13 (March 2014): 3-11; Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . London: SAGE, 2011; Literature Review Handout. Online Writing Center. Liberty University; Literature Reviews. The Writing Center. University of North Carolina; Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: SAGE, 2016; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012; Randolph, Justus J. “A Guide to Writing the Dissertation Literature Review." Practical Assessment, Research, and Evaluation. vol. 14, June 2009; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016; Taylor, Dena. The Literature Review: A Few Tips On Conducting It. University College Writing Centre. University of Toronto; Writing a Literature Review. Academic Skills Centre. University of Canberra.

Writing Tip

Break Out of Your Disciplinary Box!

Thinking interdisciplinarily about a research problem can be a rewarding exercise in applying new ideas, theories, or concepts to an old problem. For example, what might cultural anthropologists say about the continuing conflict in the Middle East? In what ways might geographers view the need for better distribution of social service agencies in large cities than how social workers might study the issue? You don’t want to substitute a thorough review of core research literature in your discipline for studies conducted in other fields of study. However, particularly in the social sciences, thinking about research problems from multiple vectors is a key strategy for finding new solutions to a problem or gaining a new perspective. Consult with a librarian about identifying research databases in other disciplines; almost every field of study has at least one comprehensive database devoted to indexing its research literature.

Frodeman, Robert. The Oxford Handbook of Interdisciplinarity . New York: Oxford University Press, 2010.

Another Writing Tip

Don't Just Review for Content!

While conducting a review of the literature, maximize the time you devote to writing this part of your paper by thinking broadly about what you should be looking for and evaluating. Review not just what scholars are saying, but how are they saying it. Some questions to ask:

• How are they organizing their ideas?
• What methods have they used to study the problem?
• What theories have been used to explain, predict, or understand their research problem?
• What sources have they cited to support their conclusions?
• How have they used non-textual elements [e.g., charts, graphs, figures, etc.] to illustrate key points?

When you begin to write your literature review section, you'll be glad you dug deeper into how the research was designed and constructed because it establishes a means for developing more substantial analysis and interpretation of the research problem.

Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1 998.

Yet Another Writing Tip

When Do I Know I Can Stop Looking and Move On?

Here are several strategies you can utilize to assess whether you've thoroughly reviewed the literature:

• Look for repeating patterns in the research findings . If the same thing is being said, just by different people, then this likely demonstrates that the research problem has hit a conceptual dead end. At this point consider: Does your study extend current research?  Does it forge a new path? Or, does is merely add more of the same thing being said?
• Look at sources the authors cite to in their work . If you begin to see the same researchers cited again and again, then this is often an indication that no new ideas have been generated to address the research problem.
• Search Google Scholar to identify who has subsequently cited leading scholars already identified in your literature review [see next sub-tab]. This is called citation tracking and there are a number of sources that can help you identify who has cited whom, particularly scholars from outside of your discipline. Here again, if the same authors are being cited again and again, this may indicate no new literature has been written on the topic.

Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: Sage, 2016; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

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• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

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Table of contents

Why write a literature review, examples of literature reviews, step 1: search for relevant literature, step 2: evaluate and select sources, step 3: identify themes, debates and gaps, step 4: outline your literature review’s structure, step 5: write your literature review, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

When you write a dissertation or thesis, you will have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. We’ve written a step-by-step guide that you can follow below.

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Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research objectives and questions .

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

Start by creating a list of keywords related to your research topic. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list if you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can use boolean operators to help narrow down your search:

Read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models and methods? Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible, and make sure you read any landmark studies and major theories in your field of research.

You can find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It’s important to keep track of your sources with references to avoid plagiarism . It can be helpful to make an annotated bibliography, where you compile full reference information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

You can use our free APA Reference Generator for quick, correct, consistent citations.

To begin organising your literature review’s argument and structure, you need to understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly-visual platforms like Instagram and Snapchat – this is a gap that you could address in your own research.

There are various approaches to organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarising sources in order.

Try to analyse patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organise your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text, your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, make sure to follow these tips:

• Summarise and synthesise: give an overview of the main points of each source and combine them into a coherent whole.
• Analyse and interpret: don’t just paraphrase other researchers – add your own interpretations, discussing the significance of findings in relation to the literature as a whole.
• Critically evaluate: mention the strengths and weaknesses of your sources.
• Write in well-structured paragraphs: use transitions and topic sentences to draw connections, comparisons and contrasts.

In the conclusion, you should summarise the key findings you have taken from the literature and emphasise their significance.

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a dissertation , thesis, research paper , or proposal .

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarise yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your  dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

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Literature Reviews

What this handout is about.

This handout will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.

Introduction

OK. You’ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a “thumbs up” or “thumbs down” as you leaf through the pages. “Literature review” done. Right?

Wrong! The “literature” of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. “Literature” could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.

What is a literature review, then?

A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.

A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.

But how is a literature review different from an academic research paper?

The main focus of an academic research paper is to develop a new argument, and a research paper is likely to contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.

Why do we write literature reviews?

Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.

Who writes these things, anyway?

Literature reviews are written occasionally in the humanities, but mostly in the sciences and social sciences; in experiment and lab reports, they constitute a section of the paper. Sometimes a literature review is written as a paper in itself.

Let’s get to it! What should I do before writing the literature review?

If your assignment is not very specific, seek clarification from your instructor:

• Roughly how many sources should you include?
• What types of sources (books, journal articles, websites)?
• Should you summarize, synthesize, or critique your sources by discussing a common theme or issue?
• Should you evaluate your sources?
• Should you provide subheadings and other background information, such as definitions and/or a history?

Find models

Look for other literature reviews in your area of interest or in the discipline and read them to get a sense of the types of themes you might want to look for in your own research or ways to organize your final review. You can simply put the word “review” in your search engine along with your other topic terms to find articles of this type on the Internet or in an electronic database. The bibliography or reference section of sources you’ve already read are also excellent entry points into your own research.

Narrow your topic

There are hundreds or even thousands of articles and books on most areas of study. The narrower your topic, the easier it will be to limit the number of sources you need to read in order to get a good survey of the material. Your instructor will probably not expect you to read everything that’s out there on the topic, but you’ll make your job easier if you first limit your scope.

Keep in mind that UNC Libraries have research guides and to databases relevant to many fields of study. You can reach out to the subject librarian for a consultation: https://library.unc.edu/support/consultations/ .

And don’t forget to tap into your professor’s (or other professors’) knowledge in the field. Ask your professor questions such as: “If you had to read only one book from the 90’s on topic X, what would it be?” Questions such as this help you to find and determine quickly the most seminal pieces in the field.

Consider whether your sources are current

Some disciplines require that you use information that is as current as possible. In the sciences, for instance, treatments for medical problems are constantly changing according to the latest studies. Information even two years old could be obsolete. However, if you are writing a review in the humanities, history, or social sciences, a survey of the history of the literature may be what is needed, because what is important is how perspectives have changed through the years or within a certain time period. Try sorting through some other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to consider what is currently of interest to scholars in this field and what is not.

Strategies for writing the literature review

Find a focus.

A literature review, like a term paper, is usually organized around ideas, not the sources themselves as an annotated bibliography would be organized. This means that you will not just simply list your sources and go into detail about each one of them, one at a time. No. As you read widely but selectively in your topic area, consider instead what themes or issues connect your sources together. Do they present one or different solutions? Is there an aspect of the field that is missing? How well do they present the material and do they portray it according to an appropriate theory? Do they reveal a trend in the field? A raging debate? Pick one of these themes to focus the organization of your review.

Convey it to your reader

A literature review may not have a traditional thesis statement (one that makes an argument), but you do need to tell readers what to expect. Try writing a simple statement that lets the reader know what is your main organizing principle. Here are a couple of examples:

The current trend in treatment for congestive heart failure combines surgery and medicine. More and more cultural studies scholars are accepting popular media as a subject worthy of academic consideration.

Consider organization

You’ve got a focus, and you’ve stated it clearly and directly. Now what is the most effective way of presenting the information? What are the most important topics, subtopics, etc., that your review needs to include? And in what order should you present them? Develop an organization for your review at both a global and local level:

First, cover the basic categories

Just like most academic papers, literature reviews also must contain at least three basic elements: an introduction or background information section; the body of the review containing the discussion of sources; and, finally, a conclusion and/or recommendations section to end the paper. The following provides a brief description of the content of each:

• Introduction: Gives a quick idea of the topic of the literature review, such as the central theme or organizational pattern.
• Body: Contains your discussion of sources and is organized either chronologically, thematically, or methodologically (see below for more information on each).
• Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so far. Where might the discussion proceed?

Organizing the body

Once you have the basic categories in place, then you must consider how you will present the sources themselves within the body of your paper. Create an organizational method to focus this section even further.

To help you come up with an overall organizational framework for your review, consider the following scenario:

You’ve decided to focus your literature review on materials dealing with sperm whales. This is because you’ve just finished reading Moby Dick, and you wonder if that whale’s portrayal is really real. You start with some articles about the physiology of sperm whales in biology journals written in the 1980’s. But these articles refer to some British biological studies performed on whales in the early 18th century. So you check those out. Then you look up a book written in 1968 with information on how sperm whales have been portrayed in other forms of art, such as in Alaskan poetry, in French painting, or on whale bone, as the whale hunters in the late 19th century used to do. This makes you wonder about American whaling methods during the time portrayed in Moby Dick, so you find some academic articles published in the last five years on how accurately Herman Melville portrayed the whaling scene in his novel.

Now consider some typical ways of organizing the sources into a review:

• Chronological: If your review follows the chronological method, you could write about the materials above according to when they were published. For instance, first you would talk about the British biological studies of the 18th century, then about Moby Dick, published in 1851, then the book on sperm whales in other art (1968), and finally the biology articles (1980s) and the recent articles on American whaling of the 19th century. But there is relatively no continuity among subjects here. And notice that even though the sources on sperm whales in other art and on American whaling are written recently, they are about other subjects/objects that were created much earlier. Thus, the review loses its chronological focus.
• By publication: Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on biological studies of sperm whales if the progression revealed a change in dissection practices of the researchers who wrote and/or conducted the studies.
• By trend: A better way to organize the above sources chronologically is to examine the sources under another trend, such as the history of whaling. Then your review would have subsections according to eras within this period. For instance, the review might examine whaling from pre-1600-1699, 1700-1799, and 1800-1899. Under this method, you would combine the recent studies on American whaling in the 19th century with Moby Dick itself in the 1800-1899 category, even though the authors wrote a century apart.
• Thematic: Thematic reviews of literature are organized around a topic or issue, rather than the progression of time. However, progression of time may still be an important factor in a thematic review. For instance, the sperm whale review could focus on the development of the harpoon for whale hunting. While the study focuses on one topic, harpoon technology, it will still be organized chronologically. The only difference here between a “chronological” and a “thematic” approach is what is emphasized the most: the development of the harpoon or the harpoon technology.But more authentic thematic reviews tend to break away from chronological order. For instance, a thematic review of material on sperm whales might examine how they are portrayed as “evil” in cultural documents. The subsections might include how they are personified, how their proportions are exaggerated, and their behaviors misunderstood. A review organized in this manner would shift between time periods within each section according to the point made.
• Methodological: A methodological approach differs from the two above in that the focusing factor usually does not have to do with the content of the material. Instead, it focuses on the “methods” of the researcher or writer. For the sperm whale project, one methodological approach would be to look at cultural differences between the portrayal of whales in American, British, and French art work. Or the review might focus on the economic impact of whaling on a community. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed. Once you’ve decided on the organizational method for the body of the review, the sections you need to include in the paper should be easy to figure out. They should arise out of your organizational strategy. In other words, a chronological review would have subsections for each vital time period. A thematic review would have subtopics based upon factors that relate to the theme or issue.

Sometimes, though, you might need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. Put in only what is necessary. Here are a few other sections you might want to consider:

• Current Situation: Information necessary to understand the topic or focus of the literature review.
• History: The chronological progression of the field, the literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
• Methods and/or Standards: The criteria you used to select the sources in your literature review or the way in which you present your information. For instance, you might explain that your review includes only peer-reviewed articles and journals.

Questions for Further Research: What questions about the field has the review sparked? How will you further your research as a result of the review?

Begin composing

Once you’ve settled on a general pattern of organization, you’re ready to write each section. There are a few guidelines you should follow during the writing stage as well. Here is a sample paragraph from a literature review about sexism and language to illuminate the following discussion:

However, other studies have shown that even gender-neutral antecedents are more likely to produce masculine images than feminine ones (Gastil, 1990). Hamilton (1988) asked students to complete sentences that required them to fill in pronouns that agreed with gender-neutral antecedents such as “writer,” “pedestrian,” and “persons.” The students were asked to describe any image they had when writing the sentence. Hamilton found that people imagined 3.3 men to each woman in the masculine “generic” condition and 1.5 men per woman in the unbiased condition. Thus, while ambient sexism accounted for some of the masculine bias, sexist language amplified the effect. (Source: Erika Falk and Jordan Mills, “Why Sexist Language Affects Persuasion: The Role of Homophily, Intended Audience, and Offense,” Women and Language19:2).

Use evidence

In the example above, the writers refer to several other sources when making their point. A literature review in this sense is just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence to show that what you are saying is valid.

Be selective

Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the review’s focus, whether it is thematic, methodological, or chronological.

Use quotes sparingly

Falk and Mills do not use any direct quotes. That is because the survey nature of the literature review does not allow for in-depth discussion or detailed quotes from the text. Some short quotes here and there are okay, though, if you want to emphasize a point, or if what the author said just cannot be rewritten in your own words. Notice that Falk and Mills do quote certain terms that were coined by the author, not common knowledge, or taken directly from the study. But if you find yourself wanting to put in more quotes, check with your instructor.

Summarize and synthesize

Remember to summarize and synthesize your sources within each paragraph as well as throughout the review. The authors here recapitulate important features of Hamilton’s study, but then synthesize it by rephrasing the study’s significance and relating it to their own work.

Keep your own voice

While the literature review presents others’ ideas, your voice (the writer’s) should remain front and center. Notice that Falk and Mills weave references to other sources into their own text, but they still maintain their own voice by starting and ending the paragraph with their own ideas and their own words. The sources support what Falk and Mills are saying.

Use caution when paraphrasing

When paraphrasing a source that is not your own, be sure to represent the author’s information or opinions accurately and in your own words. In the preceding example, Falk and Mills either directly refer in the text to the author of their source, such as Hamilton, or they provide ample notation in the text when the ideas they are mentioning are not their own, for example, Gastil’s. For more information, please see our handout on plagiarism .

Revise, revise, revise

Draft in hand? Now you’re ready to revise. Spending a lot of time revising is a wise idea, because your main objective is to present the material, not the argument. So check over your review again to make sure it follows the assignment and/or your outline. Then, just as you would for most other academic forms of writing, rewrite or rework the language of your review so that you’ve presented your information in the most concise manner possible. Be sure to use terminology familiar to your audience; get rid of unnecessary jargon or slang. Finally, double check that you’ve documented your sources and formatted the review appropriately for your discipline. For tips on the revising and editing process, see our handout on revising drafts .

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Jones, Robert, Patrick Bizzaro, and Cynthia Selfe. 1997. The Harcourt Brace Guide to Writing in the Disciplines . New York: Harcourt Brace.

Lamb, Sandra E. 1998. How to Write It: A Complete Guide to Everything You’ll Ever Write . Berkeley: Ten Speed Press.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

Troyka, Lynn Quittman, and Doug Hesse. 2016. Simon and Schuster Handbook for Writers , 11th ed. London: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Literature Review - what is a Literature Review, why it is important and how it is done

• Strategies to Find Sources

Evaluating Literature Reviews and Sources

Reading critically, tips to evaluate sources.

• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings
• Useful Resources

A good literature review evaluates a wide variety of sources (academic articles, scholarly books, government/NGO reports). It also evaluates literature reviews that study similar topics. This page offers you a list of resources and tips on how to evaluate the sources that you may use to write your review.

• A Closer Look at Evaluating Literature Reviews Excerpt from the book chapter, “Evaluating Introductions and Literature Reviews” in Fred Pyrczak’s Evaluating Research in Academic Journals: A Practical Guide to Realistic Evaluation , (Chapter 4 and 5). This PDF discusses and offers great advice on how to evaluate "Introductions" and "Literature Reviews" by listing questions and tips. First part focus on Introductions and in page 10 in the PDF, 37 in the text, it focus on "literature reviews".
• Tips for Evaluating Sources (Print vs. Internet Sources) Excellent page that will guide you on what to ask to determine if your source is a reliable one. Check the other topics in the guide: Evaluating Bibliographic Citations and Evaluation During Reading on the left side menu.

To be able to write a good Literature Review, you need to be able to read critically. Below are some tips that will help you evaluate the sources for your paper.

Reading critically (summary from How to Read Academic Texts Critically)

• Who is the author? What is his/her standing in the field.
• What is the author’s purpose? To offer advice, make practical suggestions, solve a specific problem, to critique or clarify?
• Note the experts in the field: are there specific names/labs that are frequently cited?
• Pay attention to methodology: is it sound? what testing procedures, subjects, materials were used?
• Note conflicting theories, methodologies and results. Are there any assumptions being made by most/some researchers?
• Theories: have they evolved overtime?
• Evaluate and synthesize the findings and conclusions. How does this study contribute to your project?

Useful links:

• How to Read a Paper (University of Waterloo, Canada) This is an excellent paper that teach you how to read an academic paper, how to determine if it is something to set aside, or something to read deeply. Good advice to organize your literature for the Literature Review or just reading for classes.

Criteria to evaluate sources:

• Authority : Who is the author? what is his/her credentials--what university he/she is affliliated? Is his/her area of expertise?
• Usefulness : How this source related to your topic? How current or relevant it is to your topic?
• Reliability : Does the information comes from a reliable, trusted source such as an academic journal?

Useful site - Critically Analyzing Information Sources (Cornell University Library)

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• Last Updated: Apr 10, 2024 3:27 PM
• URL: https://lit.libguides.com/Literature-Review

The Library, Technological University of the Shannon: Midwest

• Subject guides
• Researching for your literature review
• Literature sources

Researching for your literature review: Literature sources

• Literature reviews
• Before you start
• Develop a search strategy
• Keyword search activity
• Subject search activity
• Combined keyword and subject searching
• Online tutorials
• Apply search limits
• Run a search in different databases
• Supplementary searching
• Save your searches
• Manage results

Scholarly databases

It's important to make a considered decision as to where to search for your review of the literature. It's uncommon for a disciplinary area to be covered by a single publisher, so searching a single publisher platform or database is unlikely to give you sufficient coverage of studies for a review. A good quality literature review involves searching a number of databases individually.

The most common method is to search a combination of large inter-disciplinary databases such as Scopus & Web of Science Core Collection, and some subject-specific databases (such as PsycInfo or EconLit etc.). The Library databases are an excellent place to start for sources of peer-reviewed journal articles.

Depending on disciplinary expectations, or the topic of our review, you may also need to consider sources or search methods other than database searching. There is general information below on searching grey literature. However, due to the wide varieties of grey literature available, you may need to spend some time investigating sources relevant for your specific need.

Grey literature

Grey literature is information which has been published informally or non-commercially (where the main purpose of the producing body is not commercial publishing) or remains unpublished. One example may be Government publications.

Grey literature may be included in a literature review to minimise publication bias . The quality of grey literature can vary greatly - some may be peer reviewed whereas some may not have been through a traditional editorial process.

See the Grey Literature guide for further information on finding and evaluating grey sources.

See the Moodle book MNHS: Systematically searching the grey literature for a comprehensive module on grey literature for systematic reviews.

In certain disciplines (such as physics) there can be a culture of preprints being made available prior to submissions to journals. There has also been a noticeable rise in preprints in medical and health areas in the wake of Covid-19.

If preprints are relevant for you, you can search preprint servers directly. A workaround might be to utilise a search engine such as Google Scholar to search specifically for preprints, as Google Scholar has timely coverage of most preprint servers including ArXiv, RePec, SSRN, BioRxiv, and MedRxiv.

Articles in Press are not preprints, but are accepted manuscripts that are not yet formally published. Articles in Press have been made available as an early access online version of a paper that may not yet have received its final formatting or an allocation of a volume/issue number. As well as being available on a journal's website, Articles in Press are available in databases such as Scopus and Web of Science, and so (unlike preprints) don't necessarily require a separate search.

Conference papers

Conference papers are typically published in conference proceedings (the collection of papers presented at a conference), and may be found on an organisation or Society's website, as a journal, or as a special issue of journal.

In certain disciplines (such as computer science), conference papers may be highly regarded as a form of scholarly communication; the conferences are highly selective, the papers are generally peer reviewed, and papers are published in proceedings affiliated with high-quality publishing houses.

Conference papers may be indexed in a range of scholarly databases. If you only want to see conference papers, database limits can be used to filter results, or try a specific index such as the examples below:

• Conference proceedings citation index. Social science & humanities (CPCI-SSH)
• Conference proceedings citation index. Science (CPCI-S)
• ASME digital library conference proceedings

Honours students and postgraduates may request conference papers through Interlibrary Loans . However, conference paper requests may take longer than traditional article requests as they can be difficult to locate; they may have been only supplied to attendees or not formally published. Sometimes only the abstract is available.

If you are specifically looking for statistical data, try searching for the keyword statistics in a Google Advanced Search and limiting by a relevant site or domain. Below are some examples of sites, or you can try a domain such as .gov for government websites.

Statistical data can be found in the following selected sources:

• Australian Bureau of Statistics
• World Health Organization: Health Data and statistics
• Higher Education Statistics
• UNESCO Institute for Statistics
• Tourism Australia Statistics

For a list of databases that include statistics see: Databases by Subject: Statistics .

If you are specifically looking for information found in newspapers, the library has a large collection of Australian and overseas newspapers, both current and historical.

To search the full-text of newspapers in electronic format use a database such as  Newsbank.

Alternatively, see the Newspapers subject guide for comprehensive information on newspaper sources available via Monash University library and open source databases, as well as searching tips, online videos and more.

Dissertations and theses

The Monash University Library Theses subject guide provides resources and guidelines for locating and accessing theses (dissertations) produced by Monash University as well as other universities in Australia and internationally.  

International theses:

There are a number of theses databases and repositories.

A popular source is:

• ProQuest Dissertations & Theses Global  which predominantly, covers North American masters and doctoral theses. Full text is available for theses added since 1997. 

Australia and New Zealand theses:

Theses that are available in the library can be found using the  Search catalogue.

These include:

• Monash doctoral, masters and a small number of honours theses 
• other Australian and overseas theses that have been purchased for the collection.

Formats include print (not available for loan), microfiche and online (some may have access restrictions).

Trove includes doctoral, masters and some honours theses from all Australian and New Zealand universities, as well as theses awarded elsewhere but held by Australian institutions.

Tips:  

• Type in the title, author surname and/or keywords. Then on the results page refine your search to 'thesis'.
• Alternatively, use the Advanced search and include 'thesis' as a keyword or limi t your result to format = thesis
• << Previous: Literature reviews
• Next: Before you start >>

• University of La Verne
• Subject Guides

Literature Review Basics

• Primary & Secondary Sources
• Literature Review Introduction
• Writing Literature Reviews
• Tutorials & Samples

The Literature

The Literature refers to the collection of scholarly writings on a topic. This includes peer-reviewed articles, books, dissertations and conference papers.

• When reviewing the literature, be sure to include major works as well as studies that respond to major works. You will want to focus on primary sources, though secondary sources can be valuable as well.

Primary Sources

The term primary source is used broadly to embody all sources that are original. P rimary sources provide first-hand information that is closest to the object of study. Primary sources vary by discipline.

• In the natural and social sciences, original reports of research found in academic journals detailing the methodology used in the research, in-depth descriptions, and discussions of the findings are considered primary sources of information.
• Other common examples of primary sources include speeches, letters, diaries, autobiographies, interviews, official reports, court records, artifacts, photographs, and drawings.  

Galvan, J. L. (2013). Writing literature reviews: A guide for students of the social and behavioral sciences . Glendale, CA: Pyrczak.

Secondary Sources

A secondary source is a source that provides non-original or secondhand data or information. 

• Secondary sources are written about primary sources.
• Research summaries reported in textbooks, magazines, and newspapers are considered secondary sources. They typically provide global descriptions of results with few details on the methodology. Other examples of secondary sources include biographies and critical studies of an author's work.

Secondary Source. (2005). In W. Paul Vogt (Ed.), Dictionary of Statistics & Methodology. (3 rd ed., p. 291). Thousand Oaks, CA: SAGE Publications, Inc.

Weidenborner, S., & Caruso, D. (1997). Writing research papers: A guide to the process . New York: St. Martin's Press.

More Examples of Primary and Secondary Sources

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• Last Updated: Jun 28, 2023 9:19 AM
• URL: https://laverne.libguides.com/litreviews

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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

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How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.   

Here’s how to use the Research feature:  

• Ask a question: Get started with a new document on paperpal.com. Click on the “Research” feature and type your question in plain English. Paperpal will scour over 250 million research articles, including conference papers and preprints, to provide you with accurate insights and citations. 
• Review and Save: Paperpal summarizes the information, while citing sources and listing relevant reads. You can quickly scan the results to identify relevant references and save these directly to your built-in citations library for later access. 
• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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Literature Review: Lit Review Sources

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• GRADE System
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• Lit Review Sources

Where do I find information for a literature review?

Research is done by...

...by way of...

...communicated through...

...and organized in...

Types of sources for a review...

• Primary source: Usually a report by the original researchers of a study (unfiltered sources)
• Secondary source: Description or summary by somebody other than the original researcher, e.g. a review article (filtered sources)
• Conceptual/theoretical: Papers concerned with description or analysis of theories or concepts associated with the topic
• Anecdotal/opinion/clinical: Views or opinions about the subject that are not research, review or theoretical (case studies or reports from clinical settings)

A Heirarchy of research information:

Source: SUNY Downstate Medical Center. Medical Research Library of Brooklyn. Evidence Based Medicine Course. A Guide to Research Methods: The Evidence Pyramid: http://library.downstate.edu/EBM2/2100.htm

Life Cycle of Publication

Click image to enlarge

Scientific information has a ‘life cycle’ of its own… it is born as an idea, and then matures and becomes more available to the public. First it appears within the so-called ‘invisible college’ of experts in the field, discussed at conferences and symposia or posted as pre-prints for comments and corrections. Then it appears in the published literature (the primary literature), often as a journal article in a peer-reviewed journal.

Researchers can use the indexing and alerting services of the secondary literature to find out what has been published in a field. Depending on how much information is added by the indexer or abstracter, this may take a few months (though electronic publication has sped up this process). Finally, the information may appear in more popular or reference sources, sometimes called the tertiary literature.

The person beginning a literature search may take this process in reverse: using tertiary sources for general background, then going to the secondary literature to survey what has been published, following up by finding the original (primary) sources, and generating their own research Idea.

(Original content by Wade Lee-Smith)

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Literature reviews, what is a literature review, learning more about how to do a literature review.

• Planning the Review
• The Research Question
• Choosing Where to Search
• Organizing the Review
• Writing the Review

A literature review is a review and synthesis of existing research on a topic or research question. A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the literature you have read. 

• Sage Research Methods Core Collection This link opens in a new window SAGE Research Methods supports research at all levels by providing material to guide users through every step of the research process. SAGE Research Methods is the ultimate methods library with more than 1000 books, reference works, journal articles, and instructional videos by world-leading academics from across the social sciences, including the largest collection of qualitative methods books available online from any scholarly publisher. – Publisher

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Literature Reviews

• What is a literature review?
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• Determine inclusion and exclusion criteria
• Choose databases and search
• Review Results
• Synthesize Results
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What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

Carolyn Cunningham : Human Development & Family Sciences, Psychology, Sociology

Larayne Dallas : Engineering

Janelle Hedstrom : Special Education, Curriculum & Instruction, Ed Leadership & Policy ​

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
• Last Updated: Oct 26, 2022 2:49 PM
• URL: https://guides.lib.utexas.edu/literaturereviews

• Strategy: Literature Reviews

What is a literature review?

Typically, a literature review is a written discussion that examines publications about  a particular subject area or topic. 

A Literature Review provides an overview of selected sources on a topic.

Depending on disciplines, publications, or authors a literature review may be:  

a summary of sources an organized presentation of sources a synthesis or interpretation of sources an evaluative analysis of sources

A Literature Review may be part of a process or a product . 

It may be: 

a part of your research process a part of your final research publication an independent publication

Why do a literature review?

The Literature Review will place your research in context . 

It will help you and your readers: 

Locate   patterns, relationships, connections, agreements, disagreements, & gaps in understanding Identify methodological and theoretical foundations Identify landmark and exemplary works Situate your voice in a broader conversation with other writers, thinkers, and scholars

The Literature Review will aid your research process. 

It will help you to: 

establish your knowledge understand what has been said define your questions establish a relevant methodology refine your voice situate your voice in the conversation

What does a literature review look like?

The Literature Review structure and organization . 

an introduction or overview a body or organizational sub-divisions a conclusion or an explanation of significance

The body of a literature review may be organized: 

chronologically: organized by date of publication  methodologically: organized by type of research method used  thematically: organized by concept, trend, or theme  ideologically: organized by belief, ideology, or school of thought

• Find a focus
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• Literature Review
• Managing Sources

More sources

• Byrne, D. (2017). Reviewing the literature. Project Planner. 10.4135/9781526408518.
• Literature Review: By UNC Writing Center
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Literature Review

• Starting the literature review
• Sources and strategy
• Writing the review
• Examples of dissertations
• Helpful guides

Quick Links

Identifying sources

It's easy to think that the best way to search for sources is to use the Internet - to 'Google it'. However, while you will get many thousands of results, it is unlikely they will be academic sources.

For most literature reviews you will need to focus on academically authoritative, peer-reviewed texts such as academic books, journals, research reports and conference proceedings. You will find these in the library in print and online.

You can still use Google, but use it for general or background reading or to find information on corporations, organisations, for news and current events. If you use Google or any internet search engine alongside the Library resources they can complement each other. 

Where to start? It is important to identify where you will search for information.

• Search  FINDit . This is the library search engine, it will help you discover print and online materials from our subscription databases.  
• Identify the key databases for your subject area. Select the area of study from the subject pull-down menu in the A-Z of Datab ases . You will then have a list of all the core and useful databases for that subject area.   
• Find your subject guide . Every course has a subject guide packed with information and resources for that subject area.   
• Use academic search engines such as Google Scholar   
• Make an appointment or email your Faculty Librarian. He or she will be able to give you lots of advice and help you with the literature review.

Searching strategies

• 1. Search strategy
• 2. Search terms
• 3. Searching techniques
• 4. Combining your words
• 5. Example searches

Step 1  Start by identifying the key concepts/words in your research question. 

Once you have identified where you can search for good quality, relevant information the next step is to develop a search strategy. Searching in a consistent, focused, and structured manner will save you time and give you the best results.  

Example research question: " Does the use of social media in the classroom  help students learn? "

What are the keywords?

Step 2 Search terms: keywords and alternative words

Using your first set of keywords try and think of alternative words, similar words - synonyms, different spellings, words that are broader or narrower.

For example:

'Twitter' is narrower in focus than 'social media. 'University' is broader in focus than 'student'.

Using our research question example, below is a list of alternative search terms for the initial keywords identified.

Example research question: " Does the use of social media in higher education help students learn? "

What are the alternative keywords we can use?

Tip: If you can't think of any alternatives use an online thesaurus.  

Step 3 - Searching Techniques

Using these techniques or a combination of these techniques can really help find the most relevant information.

Phrase searching

This technique can be used to ensure your results are as relevant as possible.  It can be very useful if the number of results retrieved is very high. Simply place double quotation marks around keywords that are phrases, i.e. two or more words.   For example: "Social Media" " Higher Education" 

Truncation 

Using truncation and wildcard symbols allows you to simultaneously search for different spellings of a word, various word endings, and plurals. For example student* = will find the words student and students (don't assume the database looks for both singular and plural unless you ask it to)

Similar to truncation, wildcards substitute a symbol for one letter of a word. It can occur in the middle, as well as at the end of the word This is useful if a word is spelled in different ways, but still has the same meaning. Examples: wom!n = woman, women colo?r = color, colour organi#ation = organization, organisation

NB: Different databases use different truncation and wildcard symbols, check before searching. 

Step 4 - Boolean Operators 

One of the most important aspects of a successful search is the search string. You can combine your keywords and search terms, 'string' them together to form a comprehensive search.

You can do this by using Boolean Operators. They are used to connect your search words together to either narrow or broaden your set of results. 

They help you get the maximum relevant information and the least amount of irrelevant information.

There are 3 main operators AND, OR, NOT. Use capital letters to let the search engine know we are using Boolean Operators.

Why not use a phrase search as well.

Example:  "Social Media" AND "Higher Education"  Your results will contain both these phrases. 

The NOT operator

Example: Instagram NOT Facebook Your results will not include the word Facebook

FINDit - Advanced search example using AND and a phrase search.

A Database search - Academic Search Complete using AND and a phrase search

Google scholar - advanced search example using and and a phrase search..

Peer Review

The peer review process.

In academic publishing, the aim of peer review is to assess the quality of articles submitted for publication in a scholarly, academic journal. This means articles found in peer-reviewed journals are good quality, reliable sources. 

How the process works

• The researcher/s writes the paper and submits it to the journal they would like to publish their work.
• The editor decides to accept or reject the paper.  If she/he accepts the paper is given to the reviewers, sometimes called referees.
• The reviewers will have specialist knowledge of the subject area. They will be experts in their field.
• They will make a decision to accept, reject or revise. 
• If the paper needs revision it is sent back to the researcher/s with the reviewer's feedback. 
• The paper is resubmitted and the editor makes the final decision to publish or not. 

FINDit makes it easy to find peer reviewed articles

• Investigate

SIFT - The four moves

Determining if resources are credible or reliable can be a challenge. Whatever the source, it could be a book, a journal article, a website, a newspaper article, the SIFT Test can help you evaluate the source to determine if the information you have found is of good quality.

S: Stop I: Investigate the source F:  Find better coverage T:  Trace information back to the source

This is a quick and simple approach that can be applied to all sorts of sources that will help you judge the quality of the information you're looking at. It gives you things  to do,  specifically,  four moves you should make , whenever you find a piece of information you want to use or share

Remember, you can always ask your Librarian for help with evaluating information.

The  SIFT method was created by Mike Caulfield . All SIFT information on this page is adapted from his materials with a  CC BY 4.0  license.

Move 1 - Stop 

If you don't, use the other moves to get a sense of what you're looking at.

• Don't read it or share it until you know what it is.
• Do you know the website or source of information?
• Check your bearings and consider what you want to know and your purpose.
• Usually, a quick check is enough to establish whether you trust the source and it is suitable for your purpose. Sometimes you'll want a deep investigation to verify all claims made and check all the sources.
• Make sure you approach the problem in the right amount of depth for your purpose.

Move 2 - Investigate the Source

This initial step can also help you better understand its significance and trustworthiness.

• Know the expertise and agenda of your source so you can interpret it. 
• Consider what other sites say about your source. Search for information about the website you are looking at, the person giving an opinion or the organisation providing the information. A fact-checking site may help.
• Read carefully and consider while you click.    

Move 3 - Find trusted coverage

• Find trusted reporting or analysis, look for the best information on a topic, or scan multiple sources to see what consensus is.
• Find something more in-depth and read about more viewpoints.
• Look beyond the first few results, use Ctrl + F to search within a page to reach relevant sections quickly, and remember to stop and investigate the source of all the sites you find in your search. Even if you don't agree with the consensus, it will help you investigate further.  

Move 4  - Trace

Trace claims, quotes, and media back to the original context

What was clipped out of a story/photo/video and what happened before or after?

When you read the research paper mentioned in a news story, was it accurately reported?

Find the original source to see the context, so you can decide if the version you have is accurately presented.

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Literature Review: The What, Why and How-to Guide: Evaluating Sources & Literature Reviews

• Literature Reviews?
• Strategies to Finding Sources
• Keeping up with Research!
• Evaluating Sources & Literature Reviews
• Organizing for Writing
• Writing Literature Review
• Other Academic Writings

Evaluating Literature Reviews and Sources

• Tips for Evaluating Sources (Print vs. Internet Sources) Excellent page that will guide you on what to ask to determine if your source is a reliable one. Check the other topics in the guide: Evaluating Bibliographic Citations and Evaluation During Reading on the left side menu.

Criteria to evaluate sources:

• Authority : Who is the author? What are the author's credentials and areas of expertise? Is he or she affiliated with a university?
• Usefulness : How this source related to your topic? How current or relevant it is to your topic?
• Reliability : Does the information comes from a reliable, trusted source such as an academic journal?
• Critically Analyzing Information Sources: Critical Appraisal and Analysis (Cornell University Library) Ten things to look for when you evaluate an information source.

Reading Critically

Reading critically (summary from how to read academic texts critically).

• Who is the author? What is his/her standing in the field?
• What is the author’s purpose? To offer advice, make practical suggestions, solve a specific problem, critique or clarify?
• Note the experts in the field: are there specific names/labs that are frequently cited?
• Pay attention to methodology: is it sound? what testing procedures, subjects, materials were used?
• Note conflicting theories, methodologies, and results. Are there any assumptions being made by most/some researchers?
• Theories: have they evolved over time?
• Evaluate and synthesize the findings and conclusions. How does this study contribute to your project?
• How to Read Academic Texts Critically Excellent document about how best to read critically academic articles and other texts.
• How to Read an Academic Article This is an excellent paper that teach you how to read an academic paper, how to determine if it is something to set aside, or something to read deeply. Good advice to organize your literature for the Literature Review or just reading for classes.
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• v.14(10); 2022 Oct

Increased Screen Time as a Cause of Declining Physical, Psychological Health, and Sleep Patterns: A Literary Review

Vaishnavi s nakshine.

1 Department of Public Health Sciences, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, IND

Preeti Thute

2 Department of Anatomy, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, IND

Mahalaqua Nazli Khatib

3 School of Epidemiology and Public Health, Jawaharlal Nehru Medical College, Datta Meghe Institute of Medical Sciences, Wardha, IND

Bratati Sarkar

4 Department of English, Jawaharlal Nehru University, Delhi, IND

Dependency on digital devices resulting in an ever-increasing daily screen time has subsequently also been the cause of several adverse effects on physical and mental or psychological health. Constant exposure to devices like smartphones, personal computers, and television can severely affect mental health- increase stress and anxiety, for example, and cause various sleep issues in both children as well as adults. Risk factors for obesity and cardiovascular disorders, including hypertension, poor regulation of stress, low HDL cholesterol, and insulin resistance are among the physical health repercussions we see. The psychological health effects comprise suicidal tendencies and symptoms of depression which are associated with digital device dependency, screen-time-induced poor sleep quality, and content-influenced negativity. Oftentimes it can cause the induction of a state of hyper-arousal, increase stress hormones, desynchronize the body clock or the circadian cycle, alter brain chemistry and create a drag on mental energy and development. With a focus on brain development in children and detrimental effects in both adults and children, this research article goes on to explore the various aspects of screen addiction and excessive screen exposure.

Introduction and background

Digital devices and online spaces, above all, are considered one of the fundamental aspects of the existence of this current generation. Rapid advancements in technology make it possible for consumers in any part of the world, regardless of age, to experience a wider variety of fast-acting stimuli that are available with similar accessibility, practically anywhere via mobile devices, enticing them to indulge in the use of screens for longer than the suggested two-three hours per day. Computers, phones, and tablets- the heralds of easy-to-use internet hosts- have seen increased purchase and usage in the present times, which has significantly reduced the distance that had once separated everything and instead turned the world into a community resembling a global village. Undoubtedly, individuals-cum-residents of this same global village have been spending an excessive amount of their time online, which has both positive as well as negative consequences, both short- and long-term. While the usage of the internet as a whole is rising, unnecessary and troublesome use of the internet has reached medically alarming levels, too. Numerous reports have highlighted the detrimental effects of its usage, such as issues that affect one's sleep, mood, and communal interactions [ 1 ]. Internet addiction (IA) is turning out to be a severe general health problem across various nations on various continents, including ours, i.e., Asia. It has been proven that one of the multiple reasons for more and more individuals being affected by depression and feeling further isolated is their addiction to mobile phones and other digital gadgets, their dependency on the presence of people on the internet, their views and values, which need not be the individual’s own. It increases dependence on validation from faceless people on the internet. It reduces the rate at which one physically interacts with others in real life, which also affects the release and maintenance of adequate doses of feel-good hormones like dopamine, serotonin, endorphins, and oxytocin, which are naturally required by all. Overuse of digital media is thought to be a significant drawback in the development of healthy psycho-physiological resilience [ 1 ]. FOMO (Fear of missing out) has also been identified as a risk factor for binge usage of the internet. The relationship between FOMO and internet usage has been extensively researched in recent studies, with younger persons more prone to the risk of the same. Along with the detrimental effect on mental health, excessive screen time is also responsible for multiple physical health deteriorations [ 1 ]. 

Effects on sleep

The use of digital media is thought to interfere with sleep in subsequent ways:

Displacing Other Activities

Screen time can replace time spent on performing physical activities, which are directly beneficial for sleep every night [ 1 ].

Time of Use

Exposure to blue and intense light in the evening and at night from self-luminous devices may prevent melatonin from being produced, alter its timings of production and retention, and thus disturb the circadian rhythm. Moreover, prolonged texting post-bedtime is likely to shorten high school kids' sleep cycles, resulting in daily drowsiness and subpar academic performance [ 1 ].

Small touch screens, contrary to TVs, might send audible notifications during sleep time, delaying or preventing sufficient sleep. Consequently, it was observed that 18% of teenagers reported being awakened by their cell phones at least a few times throughout the night [ 1 ].

Media Content

Teenagers that use the internet more frequently have lesser durations of sleep, delayed bedtimes and wake-up times, and more daytime fatigue [ 2 ]. Those accessing social networking sites at night are more likely to sleep poorly, particularly if there is emotional involvement in the same. Additionally, engaging in an exciting task while staring at a luminous cell phone screen may enhance psychophysiological arousal, disturbing sleep [ 1 ]. The duration of time which is devoted to social media also affects how much and how well one sleeps, and good sleep is essential for academic success [ 3 ]. In 2011, Espinoza and colleagues polled 268 young adolescents specifically about social media and discovered that 37% said they had trouble sleeping due to the use of social networking sites. Adolescents use social media for 54% of their internet time. As we know, social media entails incoming alerts at all hours of the day, unlike conventional internet usage. This distinct social media characteristic is fundamental to the quality of sleep for a couple of causes [ 4 ]. First of all, because 86 percent of teenagers sleep in bedrooms with their phones nearby, frequently in their hands or shoved under their pillows, notifications at night time have the ability to disrupt sleep. They have also reported being awakened by incoming text messages and face problems in sound sleeping which are probably caused by social media [ 5 ].

Moreover, FOMO (Fear of Missing Out) is exacerbated by continual notifications, which seems to place a significant amount of pressure on people to be online all the time. Individuals mention feeling pressured, overwhelmed, and guilty if they are unable to respond to a text right away and that they face a great deal of anxiety whenever their access to messaging becomes constrained. Hence, it's likely that young people have trouble unwinding before bed because they worry about losing out on new texts or material. These special features of the usage of social media give us yet another cause to anticipate a connection between it and bad sleep [ 3 ]. A stronger correlation with specific usage of the internet at night time would suggest that exposure to digital screens before sleeping may disrupt circadian rhythms or cause sleep disruptions from notifications [ 5 ].

In contrast, a relationship between inadequate sleep and emotional involvement on the internet, specifically social media, would imply that an individual's difficulty unwinding before the night is caused by anxiety over missing out on fresh information and their inability to relax and calm down [ 6 ]. Even young children who are subjected to night-time media consumption have considerably lower sleep durations than those who are not engaged with night-time screen media [ 7 ]. The stimulating content and inhibition of natural melatonin by blue light produced via screens are two primary mechanisms underpinning the above connection. Furthermore, a persistent online presence disrupts sleep habits, that in turn influences mood [ 1 ]. Last, but not least, those who tend to spend more time online have a higher mental workload due to multitasking, increased levels of stress, and comparatively poorer quality as well as quantity of sleep, all of which are related to the deteriorating state of health [ 3 ]. Location

Teenage media device ownership is linked to earlier bedtimes and shorter sleep duration, relatively high bedtime resistance, with increased levels of sleep disruption, especially when the devices were kept in the bedroom [ 1 , 8 ].

Light Is Perceived as Electromagnetic Radiation

The occurrence of sleep during the night and the production of pineal melatonin coincides, indicating a significant link between the two processes [ 1 ]. While sleep itself is not essential for the nocturnal generation of melatonin, it is unquestionably crucial that the night-time hours be completely dark. For instance, sleep loss alone does not stop the nocturnal, circadian secretion and manufacture of melatonin [ 9 ]. Regardless of the reason for sleep loss at night, the nocturnal, circadian melatonin signal should be unaffected as long as the person is exposed to complete darkness. The term "biological night" refers to the time when melatonin is synthesized and secreted into the bloodstream and has been defined by research on humans under normal, ongoing conditions [ 10 ]. Thus, the initiation of the melatonin surge, a concomitant rise in sleep propensity, and a reduction in core body temperature marks the beginning of this biological night; the opposite occurs at the end of the biological night and sleeps [ 10 ]. The melatonin-producing pineal gland may also interpret electromagnetic radiation as light. As a result, electromagnetic radiation emitted from digital gadgets may also cause melatonin production to be hindered, which disrupts sleep [ 1 ].

Cardiovascular system

It is asserted that sedentary behavior raises the likelihood of obesity, high-density lipoprotein (HDL) dysfunction, and hypertension, the three main cardiovascular morbidity risk factors [ 1 ].

Reduced sleep, physical inactivity, and exposure to excessive advertisements on various media have a detrimental impact on the dietary habits of the younger generation; also contributing to the correlation between screen time and obesity [ 11 ]. As far as digital media is concerned, watching television before one's bedtime is closely linked to the development of obesity during childhood and adolescence, which can further result in cardiometabolic risk [ 12 ]. In typical circumstances, a rise in satiety sensations is usually followed by an increase in plasma glucose; however, in the study, before eating, there was an increase in plasma glucose that peaked higher than it would have addressed. The findings, thus, revealed that video games are closely connected with acute stress (the fight-or-flight response). A release of glucose into the bloodstream seems to be related to this stress reaction [ 13 ].

Blood Pressure

One potential marker of future cardiovascular problems is retinal arteriolar constriction. The results show that children who spend more time outdoors tend to have bigger retinal arterioles than those who spend less time outside [ 14 ].

Cholesterol

Playing video games is the only form of sedentary activity that is associated with a decline in HDL cholesterol in obese teenagers [ 15 , 16 ]. Over three hours of screen usage is linked to a considerable reduction in HDL cholesterol. Mechanisms that explain this relation take into consideration the increased consumption of food advertised extensively, the decrease in food intake regulation during the time on screens, and stillness and loss of movement and physical activity. An example of this is a study that discovered that screen time leads to impairment in satiety signals through the system of mental reward, thereby directly affecting food intake [ 1 ]. 

Stress regulation

Sympathetic Arousal

Cardiovascular issues may be at risk due to chronic sympathetic arousal. Greater sympathetic arousal was observed in teenagers and youngsters who engaged in addictive online behavior. High arousal was suggested as one of the potential contributing factors to sleep disruption by researchers [ 1 ].

For pediatric investigations, cortisol, a hormone produced by the hypothalamic-pituitary-adrenal (HPA) axis, is a stress biomarker. Poor performance is linked to both low and elevated cortisol levels. During the nighttime, the cortisol levels are typically at their lowest. The rate of cortisol increases as the waking hours approach and undergoes a sharp spike after waking up [ 1 ]. As much as three hours per day of media usage by school-aged youngsters results in a lessened cortisol surge an hour after waking up which is detrimental [ 17 ]. Children who engage with digital media for less than three hours each day or have no digital media footprint show a regular increase in morning cortisol levels.

Insulin and Diabetes

The islets of Langerhans of the pancreas secrete the hormone insulin, which is vital for controlling metabolism and storing fat. Insulin resistance is a condition that occurs when cells are unable to use insulin effectively. It makes an essential contribution to the pathophysiology of diabetes and increases the risk of developing cardiovascular disease. According to some research, watching television, playing video games, or using the computer for more than an additional hour a day can result in a 5% reduction in insulin sensitivity. Other research linked as little as two hours of screen time per day to aberrant insulin levels [ 1 ].

Constantly staring at a PC screen can result in headaches, eye strain, impaired vision, dry eyes, and irritation. Such symptoms may be brought on by glare, inadequate illumination, or a wrong viewing angle. According to research, being in an outside environment stimulates the release of dopamine from the retina, which prevents myopia, or near-sightedness, from developing [ 18 ]. As a result, children who spend fewer hours outside have a higher chance of developing the same. Additionally, spending time outside can lessen and largely eliminate the factors that contribute to the development of myopia, such as prolonged close work or screen viewing. The participating young subjects who have been playing video games for more than 30 minutes nearly on a day-to-day basis reported headaches, vertigo, and eye strain. The dominant eye primarily experienced transient diplopia and refractive problems (such as short-sightedness), ultimately leading to vision loss [ 1 ].

Orthopedics

Sedentary habits, or sitting activities that don't involve exercise, can have a significant impact on one's joints and bones. It is argued that screen usage, especially on small-screen mobile devices, affects posture and causes musculoskeletal strain and pain sensations. Similar symptoms can be brought on by the frequent, repeated wrist and arm movements and head inclination typical of playing video games. Bone mineral density is found to be negatively correlated with boys' video gaming play time. The mineral composition of the femoral and spinal bones is inversely correlated with girls' screen time [ 1 ].

Depression and suicidal behavior

Depression, mainly social media-induced depression is a growing concern, particularly among today’s generation [ 19 ]. Those not aware of the usage of social media effectively can easily get trapped in a pattern of jealousy, envy, self-doubt, and poor self-esteem [ 20 ]. It is well known that sleep disturbance symptoms appear before symptoms of depression and suicidal thoughts. Therefore, it is proposed that a mediating element connecting night-time screen use to depressive symptoms and suicidal thoughts in adolescents is the lack of sleep [ 21 ]. The researchers further note that dependence on smartphones, frequent messaging, and protracted fear about not receiving back messages, particularly before bedtime, are likely associated with mood swings, suicidal thoughts, and self-injury. 

ADHD (attention deficit hyperactivity disorder)

Children in today's society may oftentimes exhibit different symptoms of ADHD, such as inattentiveness, hyperactivity, and impulsivity. This type of conduct is known as ADHD-related behavior and can be connected to one's screen time [ 22 ]. It has also been stated that excessive digital device usage is prevalent among younger children and teenagers who have either been already diagnosed with ADHD or who are regarded to be dealing with attention issues or impulsivity [ 23 ].

Addictive screen time behavior

While a substantial percentage of men seem to exhibit video game addiction, women on the other hand are primarily focused on social networking [ 1 ].

Neuropsychological Effects

Numerous investigations so far have concluded that any form of addiction to the internet causes structural changes in the brain, specifically in its frontal lobe. The ability to filter out irrelevant information and a reduced capacity for coping with demanding and complex tasks are related to such structural alterations. The frontal lobe is majorly concerned with controlling overly assertive and wrong, miscellaneous behaviors, as well as adjusting to environmental change [ 1 ]. Other research has shown that control over one’s emotions, visible discord during the decision-making process, and compulsively repetitive behaviors are linked to damaged white matter. Studies have examined the impact of screen multitasking when continuous attention across media devices becomes a substitute for "real world" behavior [ 4 ]. The anterior cingulate cortex, which is connected to cognitive control of performance and socioemotional regulation, is found to have less grey matter in college students with high multitasking scores. Poor performances have been recorded in college students who have been switching between tasks, working memory, and filtering through tests [ 24 ]. Another study on the same group found links between less grey matter and poorer conflict detection of conflict, increased neuroticism and impulsivity, poorer control over behavior that are goal-oriented, and increased conduct motivated by sensations [ 1 ].

Behavioral and Societal Aspects of Social Media Usage in Digital Spaces

This cohort is characterized by increased attentional lapses that have been self-reported regularly, a non-deliberate occasion of mental wandering, which is consistent with the result that grey matter decreases in heavy media multitasking young adults [ 25 ]. The main symptom of ADHD in university students is non-deliberate mind-wandering, which is linked to decreased levels of mindfulness and a higher prevalence of non-adaptive or negative thought patterns. Teenagers who are hooked to the internet and exhibit stronger depressive, hostile and ADHD-related symptoms are found to have non-adaptive/negative thinking patterns [ 26 ]. Therefore, it would seem that media addiction is correlated with increased mental wandering. Individuals who multitask frequently and are screen addicts were also discovered to have lower levels of social support and peer support or attachment to their families and relations. As a result, their level of life contentment is lowered. Teenagers are moving away from face-to-face connection, which is limiting offline social support even though it has increasingly been linked to positive social well-being [ 27 ]. They are more likely to get caught up in a dangerous cycle of continued usage of the internet and social networking websites in an effort to rekindle to social support that they crave when facing obstacles. However, the guise of support that individuals can receive online aids in sustaining their repetitive Internet usage even more [ 28 ]. On the other side, social support that is unrelated to screens may reduce internet addiction. A lack of societal support and increased mind wandering are likely to facilitate social functioning and raise the likelihood of more profound sadness, loneliness, and isolation, which may further enhance addictive behavior [ 29 , 30 ].

Additionally, it is highlighted that social support, attachment to materialistic or figurative objects, mindfulness of one’s surroundings and the feeling of others, and degree of life satisfaction are all psychological and social aspects that are adversely impacted by compulsive screen use and are essential to an individual's resilience in the face of adversities in life [ 31 ]. Furthermore, behavior resulting in incidents of cyberbullying and the social components of addicted internet use appears to be related [ 1 ]. Women in their early adolescence and early years of adulthood are more likely than men to spend more time on social media, be subjected to higher risks of cyberbullying, and experience detrimental mental health issues, the aforementioned are proving to be consistent with the recent epidemiologic trends illustrating that young females, in particular, are more likely to experience an increase in symptoms of depression, self-harm tendencies, and suicidal thoughts [ 32 ].

With children increasingly using wireless gadgets, worries about their susceptibility to radio-frequency electromagnetic radiation (RF-EMR) fields are growing. Kids' growing neurological systems are thought to be quite susceptible to RF-EMR fields, making them possibly more vulnerable. Moreover, compared to the size of their head, more RF-EMR can penetrate their brain tissue because it is better conductive. They will also be exposed to RF fields for more years than grown-ups [ 1 ].

Infertility

Infertility is a common condition that affects 7% of men and 11% of women in the U.S. [ 1 ]. There is a necessity to establish the links between environmental exposures and sperm quality indicators are given that there is evidence of a deterioration in semen quality in recent years [ 33 ]. Exposure to smartphones has been linked to reduced sperm viability and motility. Studies on experimental animals and people examined how RF-EMR also affected male reproductive function. On biological tissue, RF-EMR might have thermal and non-thermal effects both. Reactive oxygen species (ROS) may be produced more frequently as a result of nonthermal interactions, which may cause DNA damage. A little amount of ROS has a crucial functional role in the acrosome response, binding to the oocyte, as well as sperm capacitation. Since phones are frequently kept in pant pockets close to the reproductive organs, thermal impacts potentially raise the temperature of the testes, hampering spermatogenesis and sperm production [ 33 ]. Mobile phones are found to be a potential contributing factor in light of newly discovered evidence of a deterioration in the quality of male sperm. According to the findings of these studies, using a cell phone or a laptop, or a tablet when exposed to RF-EMR increases one's risk of developing cancer as well [ 1 ].

A decline in academic performance

The findings in a cohort study indicate that overall screen time, and the duration spent using a smartphone, are both strongly correlated with the academic stress score and increases the likelihood of abnormal academic stress. One explanation might be the use of cell phones and other electronic devices for homework. This is corroborated by a research study that found that children utilize smartphones and other devices mostly to complete their homework. Hence, the amount of time spent using a device may partly reflect how much schoolwork pupils have to do and the stress that comes with it [ 34 ]. Utilizing electronic devices for social interaction and entertainment may be another factor. More than 30% of teenagers, according to one research, use cell phones and other gadgets for social interaction. Spending a lot of time on social activities and entertainment might interfere with study time, hindering students' academic achievement and raising stress levels [ 35 ]. In the meantime, a bidirectional association has also been established between screen time and academic stress because of the slow progress of studies, which could lead to additional screen time. Furthermore, using a smartphone for social media and amusement might make it difficult for students to concentrate on their work, which could result in unsatisfactory academic results. A rise in academic stress could also eventually be triggered by inferior academic achievements [ 36 ]. The range of digital media devices is expanding rapidly, and improving digital media provides society with a more vibrant and quick-paced digital world. Children and teenagers in particular seem to adapt to modern technologies quickly. But, a growing body of literature associates excessive screen time with physical, psychological, social, and neurological adverse health consequences. Developmental, pornographic exposure and learning effects are additional effects of screen time that require further in-depth analysis and are beyond the scope of this review article. Until very recently, the majority of the literature on children and adolescents use of digital media focused on TV and computers. However, as people seem to utilize mobiles increasingly, studies are shifting their focus accordingly [ 1 ]. Even though the Internet continues to be a powerful and uplifting force in the lives of many, a percentage of users may develop an addiction. Due to their growing online usage and heightened susceptibility to the emergence of addictive behaviors, adolescents are a noteworthy worry in this regard [ 37 ]. Undoubtedly one of the most difficult problems facing the social sciences to this date is the increase in smartphone and social media use. Popular science books and news reports on the psychological effects of social media use are in high demand, and many of these works paint a very ominous picture: social media is often said to have a negative impact on people's lives and societies [ 3 ].

Excessive Internet use has negative effects that are obvious and detrimental, ranging from sleep deprivation, increased depression, and skipping school to family conflict. Comorbid depression, anxiety, ADHD, and other substance-use disorders are widespread. Various markers of individual personality, such as impulsivity, aggressiveness, sensation seeking, family conflicts, as well as inadequate parental supervision, also especially belonging to the male gender have proven to be additional risk factors [ 8 ]. Non-adaptive or negative thought patterns, a lower sense of fulfillment in life, and a propensity for health concerns throughout maturity are several other characteristics that one may notice appearing. The concluding results present that a lack of physical, real-life interaction, extensive multitasking, increased usage of social media websites, and interactive screen time through addictive web interfaces- mostly through the regular usage of video games that require online multiplayer interactions, which do not allow the players to pause the games or exit the rounds- all of these play a significant role in determining the emotional, psychological and physiological impacts on the population. According to research from the Centers for Disease Control and Prevention (Figure  1 ), children aged 8 to 10 spend six hours per day using screens, children aged 11 to 14 spend nine hours, and teenagers aged 15 to 25 spend seven and a half hours per day using screens (including television). The chart below (Figure  2 ) shows screen time recommendations by age, from infants to adults based on the study by the American academy of child and adolescent psychiatry.

This figure has been taken from an open-access journal under a CC-BY license.

Source: American Academy of Child and Adolescent Psychiatry [ 38 ].

Overusing digital screens during one's adolescence and young adulthood may result in their mind relating to outside stimuli rather readily and cause a lack of attention. Internal triggers such as unhelpful or negative thoughts and feelings of lower satisfaction levels regarding one's life can also be accompanied by an onset of health problems in adulthood, such as cardiovascular disease and infertility. It may cause one's stress to increase up to levels that would turn difficult for one to handle. These ailments can result in unhealthy coping mechanisms, which eventually might increase the likelihood of sadness, depression, and anxiety in one's later years. One can successfully deal with difficult life situations if they have a strong sense of personal resilience. Physical fitness, societal support, forms of attachment, the mindfulness towards issues, and the degree of life pleasure, both temporary and permanent, are some of the crucial components of resilience, which is a dynamic psychophysiological construct that can stand jeopardized by excessive screen time and digital footprints. Therefore, it indicates that individuals who use digital media excessively and compulsively have been compromising their ability to build solid psychophysiological foundations, which are essential for the development of resilient people in the future [ 1 ]. Moreover, the COVID-19 pandemic has significantly expanded the use of video conferencing. People of all ages are using video conferencing apps for regular social activities like meetings, birthdays, exercises, and so on due to social distance laws and travel limits. Such video conferencing apps have also made body dysmorphic disorder worsen and are very concerning in the long run. Patients with pre-existing BDD spend too much time and money on a variety of treatments to correct their perceived flaws [ 39 ]. Hence, excessive screen time, be it recreational or non-recreational, can result in a plethora of disadvantages and harm individuals in ways that could perhaps cause irreversible damage to them throughout their entire lifetime. According to numerous studies, time spent on screens irrefutably proves to be more harmful instead of beneficial. With the advancement of technology, it is to be acknowledged that individuals in the contemporary era are extensively involved with the digital world with or without their consent, with regard to their school and university studies or work responsibilities. It is thus necessary for one to recognize the opportunities and obstacles that social media and digital spaces offer and navigate them accordingly. 

Conclusions

This review article studied the relationships between screen time and digital device usage, precisely during the night times, the quality of sleep, anxiety causes, feelings of depression, and issues related to self-esteem, as well as physical effects in individuals. Results also show that exposure to mobile phones has a deleterious impact on the viability and motility of sperm. 

A strategy that would prohibit digital media usage would be ineffective given how crucial it is for one to be involved in digital spaces, specifically social media norms. That being said, in the context of numerous initiatives aimed at addressing the societal, environmental as well as economic factors that support the betterment of one's family and foster resilience in the youth, who could also readily benefit from proven systemic and specifically conducted individual interventions to assist them in navigating through the hurdles brought on by the usage of cell phones and social media, thus, protecting themselves from harm, and further using it in a certain way that maintains their emotional wellbeing above all. However, from the perspective of public health, screen time in general, and the time spent using a smartphone, should be limited in order to lessen and prevent several linked health issues.

The content published in Cureus is the result of clinical experience and/or research by independent individuals or organizations. Cureus is not responsible for the scientific accuracy or reliability of data or conclusions published herein. All content published within Cureus is intended only for educational, research and reference purposes. Additionally, articles published within Cureus should not be deemed a suitable substitute for the advice of a qualified health care professional. Do not disregard or avoid professional medical advice due to content published within Cureus.

The authors have declared that no competing interests exist.

• Open access
• Published: 10 November 2023

A scoping review of emotion regulation and inhibition in emotional eating and binge-eating disorder: what about a continuum?

• Mahé Arexis 1 , 2 ,
• Gilles Feron 1 ,
• Marie-Claude Brindisi 1 , 3 ,
• Pierre-Édouard Billot 2 &
• Stéphanie Chambaron 1  

Journal of Eating Disorders volume  11 , Article number:  197 ( 2023 ) Cite this article

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Emotional eating is defined as a nonpathological eating behavior, whereas binge-eating disorder (BED) is defined as a pathological eating behavior. While different, both share some striking similarities, such as deficits in emotion regulation and inhibition. Previous research has suggested the existence of an “eating continuum” that might reflect the increased severity of overeating behaviors, that is, from nonpathological overeating to BED. The main aims of this scoping review were to explore in the literature the idea of a continuum between emotional eating and BED and to observe whether deficits in emotion regulation and inhibition follow this continuum in terms of severity. The other aims were to hopefully clarify the ill-defined concept of overeating, to question the potential role of positive emotions and to identify potential knowledge gaps.

A systematic scoping review was conducted following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. Two databases (PubMed/Medline and PsycINFO) were examined in complete accordance with the beforehand sharply defined eligibility and exclusion criteria. The main criteria included adults (≥ 18) with emotional eating, BED or overeating and emotion regulation and inhibition as exposure criteria.

Thirty-two studies were included in this scoping review. If the results showed a link between emotional eating and BED, with the presence of inhibition and emotion regulation deficits in both eating behaviors, no mention of a continuum between emotional eating and BED was found.

In the absence of research directly comparing emotional eating and BED in the same studies and testing the potential increase in severity of emotion regulation and inhibition deficits along this continuum, there is currently no certainty that a continuum exists between emotional eating and BED. In the end, the idea of a continuum in terms of increased severity of overeating and in terms of emotion regulation and inhibition deficits between emotional eating and BED appears to be a gap in knowledge in the literature. This scoping review highlights the need for further research to identify knowledge gaps.

Plain English summary

Emotional eating (EE) is defined as a nonpathological eating behavior, whereas binge-eating disorder (BED) is defined as a pathological eating behavior. While different, both share some striking similarities, such as deficits in emotion regulation (ER) and inhibition. Previous research has suggested the existence of an “eating continuum” that might reflect the increased severity of overeating behaviors, that is, from nonpathological overeating to BED. The main aims of this scoping review were to explore in the literature the idea of a continuum between EE and BED and to observe whether deficits in ER and inhibition follow this continuum in terms of severity. A systematic scoping review was conducted, and thirty-two studies were included in this review. If the results showed a link between EE and BED, with the presence of inhibition and ER deficits in both eating behaviors, no mention of a continuum between EE and BED, or in relation to a continuum, was found. Thus, in the absence of research directly comparing EE and BED in the same studies and testing the potential increase in severity of ER and inhibition deficits along this continuum, there is currently no certainty about the existence or absence of such a continuum.

Introduction

Our scoping review mainly focused on emotional eating (EE) and binge-eating disorder (BED). EE is an eating behavior that can be defined as “the tendency to overeat in response to negative emotions […]” ([ 1 ], p. 106) but in a nonpathological way. It differs from BED, which was formally indexed in 2013 in the DSM-5 as a discrete eating disorder. BED symptoms include recurrent binge-eating episodes (i.e., eating a larger amount of food than most people do during a discrete period of time, with at least one episode per week for three months), “a sense of lack of control over eating during the episode” and “marked distress regarding binge eating”, but without compensatory behaviors as in anorexia nervosa or bulimia nervosa [ 2 ].

Although different, both EE and BED appear to be affected by deficits in emotion regulation (ER) and inhibition [ 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 ]. Indeed, both individuals with EE and BED present with overeating behaviors caused by emotion regulation difficulties and a lack of inhibition/greater impulsivity. For example, it has been shown that negative emotions act as a trigger for binge-eating episodes in BED [ 7 , 11 , 12 ], and some data also suggest that positive emotions may increase food consumption [ 7 ]. Binge eating can be seen as a way to regulate negative emotions (but it is yet uncertain if this strategy successfully improves mood, see Leehr et al. and Stein et al. [ 7 , 13 ]), and BED patients are more prone to use maladaptive strategies such as suppression or rumination [ 4 ].

Davis [ 14 ] suggested the existence of an “(over) eating continuum”: in some way, on one end of the continuum are nonpathological overeating behaviors and at the other end is BED, which is a pathological and extreme state of overeating. The evolution on this continuum, therefore, reflects the “increased severity and compulsiveness” of overeating behaviors. It is also important to emphasize that this idea of a continuum in severity and compulsiveness between those eating behaviors is also reported by clinicians and physicians. It is therefore reasonable to think that the severity of ER and inhibition deficits could increase along this continuum between EE and BED, as shown in Fig.  1 . Taken together, this information is a starting point to lead a systematic screening of the literature. Since our main goals are to clarify the concept of continuum and to identify knowledge gaps, we chose to conduct a scoping review following the guidelines of PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) [ 15 ].

Schematic view of increased emotion regulation and inhibition deficits along a continuum between nonpathological emotional eating and binge-eating disorder (BED)

The present scoping review aimed (1) to address the possible existence of a continuum between EE and BED; (2) to address the possibility of an increase in the severity of deficits in emotion regulation and inhibition; and (3) to address the ill-defined concept of overeating. Indeed, is overeating (OE) a symptom, an eating behavior, a synonymous concept of EE, or a synonym for binge eating? (4) The final aim was to potentially investigate whether positive emotions can, like negative emotions, trigger emotional eating episodes associated with emotion regulation and/or inhibition difficulties. Finally, this scoping review also aimed to identify gaps in knowledge.

The scoping review was conducted following the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines [ 15 ].

The review protocol can be accessed at HAL ( https://hal.science/hal-03643357v1 —HAL Id/Registration number: hal-03643357) [ 16 ].

Eligibility criteria

Studies were selected based on the following criteria:

The PICOS framework was used to highlight the main criteria. PICOS criteria: Populations : People (adult human subjects ≥ 18) with binge-eating disorder (BED) (and meeting the full DSM-IV-TR or DSM-5 criteria for BED) or subthreshold BED and people (adult human subjects, 18 +) presenting with emotional eating (EE) or emotional overeating (EO). Interventions/Exposures : Our review focused on the impact of “emotion regulation” and “inhibitory control” on BED and EE. Comparisons : Our review did not focus on studies with specific comparisons. Outcomes : Our review considered all types of outcomes related to emotion regulation and inhibitory control in BED, EE, and EO ( e.g. , deficit, level of attention, response impairment, and degree of compulsivity). Studies : All types of journal articles published in peer-reviewed scientific journals, either written in English or in French. The exclusion criteria were all types of reviews, book chapters, abstracts, preprints, theses, and articles focusing on therapies/treatments.

Only papers published between January 2009 and January 2022 were eligible for consideration. Although the MeSH (Medical Subject Headings) terms for binge-eating disorder were not introduced until 2010, the year 2009 was chosen because it was a “transition year” between the previous indexing of binge-eating disorder as bulimia nervosa and the introduction of the MeSH term BED in 2010.

Information sources and search

Two electronic bibliographic databases, PubMed/Medline and PsycINFO, were searched to identify references related to the scoping review topic. The search focused on articles published between January 2009 and January 2022. The following search equation was used in both databases: ("Binge-Eating Disorder"[Mesh] OR BED OR Binge eater OR Emotional Eating OR Emotional Overeating OR Overeater OR Emotional eater OR Overeating) AND ("Emotional Regulation"[Mesh] OR Emotion regulation OR Reappraisal OR Rumination OR Attentional deployment OR Mood regulation OR "Inhibition, Psychological"[Mesh] OR Inhibitory control).

This database search stage was conducted by one of the authors, M. A. No additional references were added from other sources at this stage.

Selection of sources of evidence

Duplicates were removed, and all references were imported into Rayyan, an online application for systematic reviews [ 17 ]. Figure  2 shows the flowchart of the literature search and screening/study selection process. During the successive screening stages, at least 2 authors (M. A., and P.-E. B. or S. C., up to 4 authors, M. A., P.-E. B., S. C. and M.-C. B.) screened each record. Disagreements regarding study selection were resolved by a third or even a fourth investigator, and discussions took place between the authors. In the first screening step, for each article, the inclusion criteria described in Sect. " Eligibility criteria " were applied to both titles and abstracts. In the second screening step (eligibility), for each article, the inclusion criteria described in Sect. " Eligibility criteria " were applied to the entire article (i.e., a complete reading of the article). Note that at this stage, we screened the bibliographic references of the included articles to identify potential new references. At the end of this screening, no new articles were included.

Flowchart of the literature search and screening/study selection process

Data charting process and data items

Three investigators (authors M. A., P.-E. B., and S. C.) developed a data charting form to extract the relevant data from each of the 32 included studies. For each study, author M. A. extracted the data according to the following variables of the chart: authors, title, year of publication, country of the study, journal of publication, type of study, method/study design, participants and sample sizes, type of interventions, comparisons, and outcomes/results. Table 1 shows the final version of the chart with the main characteristics of the studies included in the scoping review. We did not include in Table 1 the journal of publication or type of study variables of the chart, as they were deemed irrelevant for this table. Note that we added in Table 1 a new column “Outcomes/Results highlight” with a simplified overview of the results, as well as a “Limitations” column.

Critical analysis

Two authors (M. A. and P.-E. B.) listed the possible limitations of each study. The limitations identified by both authors were retained, and the others were either eliminated or retained after discussion. A third author (S. C.) checked this list, and her comments were considered. The limitations are summarized in the "Limitations" column of Table 1 and are discussed in Sect. " Critical analysis ".

Synthesis of results

Data were analyzed qualitatively. We first grouped the studies by the types of eating behaviors (emotional eating (EE), overeating (OE), and binge-eating disorder (BED)). Then, we addressed each of the topics formulated in our questions/hypotheses.

The source search in the electronic bibliographic databases retrieved 2596 records (2130 on PubMed/Medline and 466 on PsycINFO) (see Fig.  2 ). After removing 301 duplicate records, 2295 records were screened in the first screening step. During this first screening step, for each of the 2295 articles, the inclusion criteria described in the Eligibility criteria section of the Methods section were applied to both titles and abstracts, resulting in 110 records to be assessed for eligibility in the next step. Thus, in the second screening step (eligibility), for each of the 110 articles, the same inclusion criteria were applied to the entire article (i.e., a complete reading of the article). At the end of this second stage, 32 studies were selected to be included in the review. Table 1 shows the main characteristics of the 32 studies included in the scoping review, according to the variables described in Sect. " Data charting process and data items ".

Regarding the types of populations (cf. PICOS criteria), 9 studies out of 32 focused on emotional eating (EE), 21 studies out of 32 focused on binge-eating disorder (BED), and 2 out of 32 focused on overeating (OE). Regarding the types of intervention/exposure (cf. PICOS criteria), namely, ER and inhibition/impulsivity, 19 studies out of 32 focused on emotion regulation (ER), 18 studies out of 32 focused on inhibition/impulsivity, and 5 out of 32 focused on both ER and inhibition/impulsivity. More than a third of the included studies (11 studies out of 32, ≈ 34%) were conducted in Germany. Moreover, more than half of the studies (17 studies out of 32, ≈ 53%) were conducted in Germany or in countries bordering Germany (i.e., France, Switzerland, Belgium and Poland).

Summary of findings

Emotional eating and emotion regulation.

Studies confirm the existence of a link between ER and EE, including the fact that ER difficulties predict EE. For example, Stapleton and Whitehead [ 18 ] highlighted that “Emotion regulation difficulties was the greatest predictor of emotional eating, suggesting that individuals who have difficulty regulating their emotions are more likely to engage in emotional eating behavior”. Similarly, Crockett et al. [ 3 ] concluded that “In every model we tested, difficulties in emotion regulation predicted emotional eating”. Sultson and Akkermann [ 19 ] concluded that "Higher level of ER difficulties among obese and normal weight individuals with EE also lend further support for the assumption that emotion dysregulation might underlie EE". Kornacka et al. [ 20 ] highlighted the “[…] crucial role of ruminative thinking in the occurrence of emotional eating […]”. Regarding avoidance, Deroost and Cserjési [ 21 ] showed “[…] that people with a high degree of EM use avoidance as a primary coping strategy" and added that "avoidance coping also significantly predicted the level of EM” (EM = emotional eating).

Future studies focusing on EE and ER should separately test other specific types of emotional eating (e.g., EE in response to depression, to anxiety…). Indeed, Braden et al. [ 22 ] explained that “exploratory analyses suggest possible unique relationships between types of emotional eating and specific facets of emotion regulation”. The authors added that “[…] findings suggest that certain emotion regulation strategies may be more closely linked to various types of emotional eating”.

Emotional eating and inhibition

The studies included in this scoping review dealing with EE and inhibition/impulsivity confirmed the existence of an association between EE and some inhibition difficulties and impulsivity. For example, Wolz et al. [ 23 ] showed that “[…] emotional eating was not related to general inhibitory control deficits, but was associated with higher behavioral inhibitory control difficulties only while suppressing negative emotions. They added that “[…] the difficulty to inhibit behavioral responses while regulating negative emotions may contribute to disinhibited food intake while experiencing negative emotions”. Stapleton and Whitehead [ 18 ] revealed that emotional eating was related to high impulsivity and that impulsivity was the second greatest predictor of EE after emotion regulation difficulties. Regarding self-control, Wood et al. [ 24 ] showed “[…] an increase in activation across brain regions related to self-control and urges in response to high-calorie food associated with both emotional eating and routine restraint". Taken together, these findings confirm that emotional eaters are prone to inhibition impairments. Moreover, Wolz et al. [ 23 ] suggest that deficits in inhibition only appear when participants are regulating their emotions, highlighting an interesting link between ER and inhibition in EE.

BED and emotion regulation

Concerning BED and emotion regulation, most of the studies confirm the ER difficulties in BED. Leehr et al. [ 25 ] showed that individuals with BED have lower ER capacities. Limited access to ER strategies is also one of the ER difficulties met in BED [ 26 , 27 ], as well as nonacceptance of emotional responses [ 27 ] and lack of emotional clarity [ 26 , 27 ].

BED and inhibition

Overall, studies focusing on BED indicated a deficit in inhibition and increased impulsivity. Leehr et al. [ 25 ] concluded that “Overall, results support the assumption of inhibitory control deficiencies in BED on a behavioral level”. Grant and Chamberlain [ 28 ] underlined that “Binge-eating disorder was associated with impaired response inhibition and executive planning”. Schag et al. [ 29 ] said that “[…] BED represents a neurobehavioural phenotype of obesity that is characterized by increased impulsivity”, and Leehr et al. [ 30 ] showed that “the BED + sample showed higher trait and behavioural impulsivity”. Moreover, according to Aloi et al. [ 31 ], “[…] impaired self-monitoring metacognition and difficulties in impulse control are the central nodes in the psychopathological network of BED […]”.

Overeating and emotion regulation

One of the objectives of this scoping review was to clarify the ill-defined concept of overeating . In the eating disorders literature, overeating sometimes refers to a symptom of an eating disorder or as an eating behavior or is sometimes used as a synonym for emotional eating or binge eating.

Unfortunately, only two of the studies included in this scoping review focused on overeating [ 32 , 33 ], so we could not address this specific question. Nevertheless, similar to EE and BED, those studies highlighted the links between overeating and emotion regulation.

Positive emotions and emotional eating

We questioned the possibility of positive emotions causing emotional eating episodes associated with emotion regulation and/or inhibition difficulties (in the same way as negative emotions). Based on the studies included in our review, opinions differ regarding this point. Indeed, while an article highlights that “[…] positive EE was associated with elevated levels of ER difficulties, suggesting that overeating in response to positive emotions might also include some features of emotion dysregulation” [ 19 ], another article concludes, on the contrary, that “[…] eating in response to positive emotions was not significantly related to poorer psychological well-being, greater eating disorder symptoms, or emotion dysregulation” [ 22 ]. Since there is yet no consensus on the subject, further research on emotional eating needs to be conducted to separately test and dissociate positive and negative emotions.

Positive emotions and BED

We wondered about positive emotions as a possible cause of emotional eating episodes associated with emotion regulation and/or inhibition difficulties. We checked whether the BED studies included in this scoping review addressed the question of positive emotions/affect/mood. Loeber et al. [ 34 ] showed that “[…] restrained eating and mood are factors that moderate response inhibition to food-associated stimuli in obese patients with BED” and that “[…] apart from negative mood, positive mood might as well be a trigger for loss of control over eating behaviour”.

Finally, it is worth mentioning that one study showed that negative and positive mood levels are different during binge days, with an increasing negative mood and a decreasing positive mood at the first binge-eating episode (see Munsch et al. [ 35 ]).

Emotional eating and weight profiles

Studies included in this scoping review tended to show that the relationships between EE and emotion dysregulation (and anxiety, depression, and rumination) might be different according to the weight profile (i.e., normal weight, overweight, and with moderate or severe obesity) (see, for example, Willem et al. [ 36 ] or Kornacka et al. [ 20 ]). Willem et al. [ 36 ] highlighted that “emotion dysregulation, anxiety and depression have different impacts on emotional eating (EE) depending on obesity severity", while Kornacka et al. [ 20 ] underlined that “the role of emotional eating in the link between rumination and uncontrolled eating is different in overweight vs. healthy individuals”.

Emotional eating, BED and rumination

According to three of the studies included in this scoping review, rumination, a maladaptive emotion regulation strategy, is encountered in both EE and BED. Indeed, in EE, Kornacka et al. [ 20 ] highlight that rumination is a predictor of EE (“[…] the results of the two studies confirm the crucial role of ruminative thinking in the occurrence of emotional eating […]”. Similarly, people with BED are more inclined than healthy people to use rumination as a negative emotion regulation strategy [ 27 ]. Wang et al. [ 37 ] also highlighted that “[…] rumination is an important cognitive process associated with severity of eating-disorder psychopathology”.

The idea of a possible continuum

We hypothesized that there would be a continuum between EE (nonpathological eating behavior) and BED (pathological eating behavior). Three studies focusing on BED mentioned this idea of a continuum in the severity of eating disorders. Leehr et al. [ 25 ] stated that “From a clinical perspective eating behavior of the three groups can be seen on a continuum from normal eating behavior, to overeating, to binge eating”. Mobbs et al. [ 38 ] highlighted that “[…] these cognitive deficits are more severe in obese patients with binge eating disorder, which indicates that there is a continuum of increasing inhibition and cognitive problems with increasingly disordered eating”. Moreover, Svaldi et al. [ 39 ] underlined that “[…] the magnitude of the inhibitory deficit was found to be related to the reported severity of eating pathology”, which is compatible with the idea of a continuum.

However, none of the reviewed studies directly compared EE to BED regarding ER or inhibition performances, neither in a longitudinal nor cross-sectional design. Thus, a gap can clearly be identified in this specific field since there is a complete lack of experimental data about an increased severity in ER and inhibition deficit between EE and BED.

We identified some limitations between studies, and some of them were quite redundant in our corpus. First, half of the included studies recorded only self-reported data using scales, questionnaires, or interviews. These declarative measures often suffer from memory bias or social desirability concerns [ 40 ]. Moreover, these measures are often carried out for a particular purpose, and this purpose may differ from study to study, depending on the research question being asked [ 40 ]. Strikingly, 88.9% of papers addressing ER gathered only self-report measures (but only 11.8% for inhibition). Thus, there is a lack of experimental data to address the issue of ER in BED and EE.

Second, 43.8% of the articles with self-report measures only appeared to have rather small sample sizes and/or unbalanced groups and were therefore underpowered. Sample size is a critical issue for quantitative analysis. This sample size must be large enough to achieve the appropriate level of measurement precision. [ 41 ].

Third, most of the participants enrolled in these studies were women, compromising the generalizability to the global population (81.3% of studies had only women participants or an unbalanced sex ratio toward women). Eating disorders are more frequent among women, and for BED, the ratio varies between 1:2 and 1:6 [ 42 ]. Thus, while the lack of men in BED studies is understandable, future studies should consider recruiting more men to properly balance the experimental groups.

Finally, a recurring limitation emphasized by many authors of the included studies is that their research was cross-sectional. Indeed, given the short duration of these types of studies, it was impossible to reveal some causal links between different phenomena (e.g., between BED and impulsivity). However, in our opinion, this is not a limitation per se, as cross-sectional and longitudinal studies are two very different types of research. Therefore, we did not report this limitation in Table 1 .

The main objectives of this scoping review were to explore the idea of a continuum between EE and BED as well as explore the idea of a gradation in emotion regulation and inhibition deficits along this continuum. This hypothesis is supported by some authors and is widely discussed in Davis [ 14 ]. He developed the concept of an “eating continuum”, ranging from homeostatic eating (energy balance) to food addiction, with different levels of “overeating”, including BED-like symptoms and diagnosed BED. It should also be noted that this idea of a continuum is shared by many physicians in their daily clinical practice and that this idea needs to be verified.

The most striking result of our scoping review is that there are strong similarities between EE and BED, with emotional eaters and BED patients sharing the same difficulties in emotion regulation and inhibition. Some of the included studies seem to be compatible with the idea of a gradation of ER and inhibition deficits following this continuum. For instance, Mobbs et al.’s [ 38 ] conclusions strengthened the idea of a continuum of inhibition impairment, with BED patients living with obesity having more difficulties inhibiting their responses compared to controls living with obesity. Indeed, the authors concluded that “[…] these cognitive deficits are more severe in obese patients with binge eating disorder, which indicates that there is a continuum of increasing inhibition and cognitive problems with increasingly disordered eating”. Concerning EE, the results of Sultson and Akkermann [ 19 ] showed that participants with EE have more binge eating behaviors than participants without EE but do not meet all the DSM-5 criteria to be diagnosed with BED. These results suggest that EE could lead to BED and thus support the idea of a continuum. It is, however, crucial to remember that none of the articles included in this review directly compared EE and BED in the same study, neither in a longitudinal nor cross-sectional design. To ascertain the existence of a continuum between EE and BED, the increased severity of ER and inhibition deficits between EE and BED still need to be proven. One of the main goals of this scoping review was also to identify knowledge gaps, and indeed, we found a gap in the literature regarding the increased severity in ER and inhibition impairments from EE to BED. Such a lack of experimental work is truly surprising given the feelings shared by many caregivers in the field of eating disorders as well as the thoughts shared by some authors [ 14 , 25 , 38 , 39 ].

Among the thirty-two articles reviewed, only one focused on the relationship between ER and inhibition in EE. Indeed, Wolz et al. [ 23 ] showed that EE was associated with higher behavioral inhibitory control difficulties only while participants were suppressing negative emotions. This outcome should be taken into account in further studies, since ER and inhibition deficits are often studied separately [ 7 , 43 , 44 ]. Indeed, the direct relationship between ER and inhibition remains poorly studied in BED, as well as in EE, but is an important question to explore the idea of a continuum.

The third objective of this scoping review was to address the ill-defined concept of overeating. Unfortunately, only two studies focused on overeating [ 32 , 33 ], and it is thus difficult to clearly define this concept. For both authors, overeating is not an eating disorder per se since participants were healthy volunteers with no prior diagnosis of an eating disorder. However, in both studies, overeating is measured with questionnaires widely used in medical contexts to assess eating disorders, such as the Eating Disorder Examination-Questionnaire (EDE-Q) or the Binge Eating Scale (BES). Thus, overeating may be seen as pathological eating. Moreover, Racine and Horvath [ 33 ] used the Eating Disorder Diagnostic Scale and the Questionnaire on Eating and Weight Patterns-5 (QEWP-5) to determine experimental groups. Women included in the “overeating” group reported consuming an “unusually large amount of food unaccompanied by loss of control over the past 3 months” on both questionnaires. Thus, this inclusion criterion could be a suitable definition of the concept of overeating, but it must be emphasized that there is too little information to properly define this concept.

The fourth aim of this review was to determine whether positive emotions could trigger emotional eating or binge eating episodes associated with emotion regulation and/or inhibition difficulties. Most of the studies only measured EE and binge eating episodes in response to negative emotions. However, few articles specifically focused on positive mood or emotions. Due to a lack of consensus among studies, it was impossible to strongly conclude that positive emotions can affect eating behaviors. Indeed, some data support this idea [ 19 , 34 ], and others are less affirmative [ 22 , 35 ].

Last, concerning the weight profile, it was not one of the aims of this scoping review, but our results showed that emotion regulation deficits were more severe in obese participants than in normal weight or overweight volunteers. Thus, the weight profile seems to be an important parameter when addressing the question of an increased severity in ER deficits between EE and BED.

Limitations

This scoping review presents some limitations. First, regarding the selection phase, not all relevant studies may have been indexed in the two searched databases (PsycINFO and PubMed/Medline). Second, the examination was based on a list of terms describing emotional eating, binge-eating disorder, emotion regulation and inhibition. The possibility that additional articles would have been identified by adding other terms cannot be completely excluded, although the search was intended to be as extensive as possible. Third, a possible limitation of our scoping review is that we did not mention explicitly in our search equation the terms “positive emotions”. Indeed, given that one of our questions was about the possibility that positive emotions can, like negative emotions, trigger emotional eating episodes, we could have perhaps included it in our search equation. Nevertheless, given that we used the inclusive terms “Emotional Regulation”[Mesh]” and “Emotion regulation”, it is likely that we did not miss some interesting records focusing on positive emotions. Finally, in this review, only studies in French or English were included, which did not allow us to be exhaustive in our conclusions.

Conclusion and further directions

In conclusion, this scoping review fully confirmed the presence of inhibition and emotion regulation deficits in both EE and BED, showing strong similarities between these two eating behaviors. However, the lack of experimental data coming from direct comparisons between EE and BED did not make it possible either to confirm the existence or the absence of a possible continuum between EE and BED or an increased severity in ER and inhibition deficits between EE and BED. Thus, this scoping review helped to identify a knowledge gap, and the question of the existence of a continuum still needs to be addressed in further research.

If such a continuum exists, we think it could greatly impact the clinical care of eating disorders. Indeed, if EE can become BED, early care of emotional eaters becomes essential, and early diagnoses could be made. Additionally, prevention could be improved in emotional eaters and even in the general population to avoid progression to an eating disorder (i.e., subthreshold BED and BED) and could also reduce the risk of developing obesity and its comorbidities often associated with BED. Given the variety of symptoms (psychological and physical), monitoring of emotional eaters could be performed by a multidisciplinary medical team, especially for children and adolescents.

The existence of a continuum between EE and BED could also have implications for eating disorder research. In our view, this could lead to further research to develop more specific screening instruments, such as scales and questionnaires. Such instruments might indeed be helpful to classify emotional eater participants into more relevant experimental groups that take into account the severity of EE. To go even further, one could imagine a new scale that would assess the level of eating behaviors across the entire continuum. Moreover, regarding data analysis, data could be analyzed in a discrete way in addition to group comparisons between EE and BED. Last, if such a continuum was verified, it could guide the focus on future research, especially studies on the etiology of BED, and help to better define the concept of “emotional overeating”.

Moreover, to test the idea of a continuum from a different angle, it could be interesting to see if there is an evolution of some other markers between EE and BED, such as biomarkers. Some of them are well known in BED but remain rather poorly studied in EE. Several fMRI studies have shown that brain activation patterns are different in BED patients, especially in the reward system, which explains why this eating disorder is often associated with food addiction [ 14 ]. For example, the ventral striatum and the medial prefrontal cortex seem to be underactivated during a rewarding task. Moreover, the ventral putamen, orbitofrontal cortex, amygdala, and insula respond less in BED patients than in controls [ 8 ]. EEG studies have also provided a valuable understanding of neurophysiological markers. In their narrative review, Berchio et al. [ 45 ] found that behavioral traits of BED and bulimia nervosa, such as loss of control over eating and emotional eating, are associated with an increased attentional reactivity (P300 wave) to visual food stimuli. Finally, animal studies allow us to better understand the functioning of some molecules. For example, the role of dopamine, oxytocin, and opiate in eating disorders is well understood [ 46 ], and this could be an interesting focus to measure the gradation between EE and BED.

Availability of data and materials

Two electronic bibliographic databases, PubMed/Medline and PsycINFO, were searched to identify references related to the scoping review topic. The search focused on articles published between January 2009 and January 2022. Original records (before screening) can be found using the search equation that was used in both databases: ("Binge-Eating Disorder"[Mesh] OR BED OR Binge eater OR Emotional Eating OR Emotional Overeating OR Overeater OR Emotional eater OR Overeating) AND ("Emotional Regulation"[Mesh] OR Emotion regulation OR Reappraisal OR Rumination OR Attentional deployment OR Mood regulation OR "Inhibition, Psychological"[Mesh] OR Inhibitory control). The 32 articles included after the screening steps are listed in the References section.

Abbreviations

• Emotional eating
• Binge-eating disorder
• Emotion regulation

Preferred reporting items for systematic reviews and meta-analyses extension for scoping reviews

Populations, interventions, comparisons, outcomes, studies

Diagnostic and statistical manual of mental disorders Text Revision, or 5th edition

Electroencephalography

Magnetoencephalography

Normal weight controls

Food stroop task

Body mass index

Barratt impulsiveness scale

Ecological momentary assessment

Bulimia nervosa

Healthy controls

Eating disorders

Difficulties in emotion regulation scale

People living with BED (or subthreshold BED, depending on the studies)

People living without BED (or subthreshold BED, depending on the studies)

Loss of control

Objective binge episode

Late positive potential

Stop signal task

Stop signal reaction time

Functional magnetic resonance imaging

Healthy volunteers

Go-trial reaction time

Normal-weight people living with BED

Overweight people living with BED

Executive functioning

Non-BED obese individuals

Lean comparison

Ventromedial prefrontal cortex

Inferior frontal gyrus

Anorexia nervosa-restricting type

Anorexia nervosa–binge/purge type

Eating disorder, not otherwise specified

Emotional eating/eaters (depending on the studies)

Exogenous cueing task

Network analysis

Emotional overeating

Medical subject headings

Emotional eating (used in some of the included articles)

Eating disorder examination-questionnaire (EDE-Q)

Binge eating scale

Eating disorder diagnostic scale and the questionnaire on eating and weight patterns-5

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Acknowledgements

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This scoping review was supported by grants from the French National Research Agency [Agence Nationale de la Recherche (ANR): ImplicEAT project ANR-17-CE21-0001].

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Contributions

All authors participated in the conception of the study. Three investigators (authors MA, P-EB, and SC) developed a data charting form to extract the relevant data from each of the 32 included studies. For each study, author MA extracted the data according to the following variables of the chart: authors, title, year of publication, country of the study, journal of publication, type of study, method/study design, participants and sample sizes, type of interventions, comparisons, and outcomes/results. Two authors (MA and P-EB) listed the possible limitations of each study. The limitations identified by both authors were retained, and the others were either eliminated or retained after discussion. Two authors (SC and M-CB) checked this list, and their comments were considered. MA wrote the first draft of the article and MA, P-EB, SC and M-CB contributed to the final version. All authors proofread the final version.

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Correspondence to Pierre-Édouard Billot .

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This scoping review did not involve animals or human participants, and we did not use personal information. All data used in this review were extracted from published articles.

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This scoping review did not involve human participants, and we did not use personal information. Thus, consent for publication was unnecessary for this scoping review.

Competing interests

The authors declare that they have no competing interests.

The review protocol can be accessed at HAL ( https://hal.science/hal-03643357v1 —HAL Id/Registration number: hal-03643357). Protocol reference: Arexis, M., Feron, G., Brindisi, M.-C., Billot, P.-E., & Chambaron, S. (2022). Impacts of emotional regulation and inhibition on Emotional Eating (EE) and Binge Eating Disorder (BED): Protocol for a scoping review. Hal-03643357 .

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Alice Munro, Canadian author who mastered the short story, dead at 92

Munro, who won the nobel prize in 2013, acclaimed for blending ordinary lives with extraordinary themes.

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Alice Munro, a Canadian author who was revered worldwide as master of the short story and one of few women to win the Nobel Prize in Literature, has died at the age of 92.

Her publisher said she died at her home in Port Hope, Ont., on Monday evening.

"Alice Munro is a national treasure — a writer of enormous depth, empathy, and humanity whose work is read, admired, and cherished by readers throughout Canada and around the world," read a statement from Kristin Cochrane, CEO of McClelland & Stewart, which is owned by Penguin Random House Canada.

"Alice's writing inspired countless writers too, and her work leaves an indelible mark on our literary landscape."

Munro wrote more than a dozen acclaimed collections over the course of her career, seamlessly blending ordinary people with extraordinary themes — womanhood, restlessness, aging — to develop complex characters with the nuance, depth and clarity most writers can only find in the wider confines of a novel.

In honouring her with the Nobel Prize in Literature in 2013, the Swedish Academy hailed Munro as "master of the contemporary short story," affirming what her peers, critics and readers had proclaimed for years.

• Canadian authors remember the late Alice Munro — and the literary legacy she leaves behind
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"Alice Munro was one of the world's greatest storytellers. Her short stories about life, friendship, and human connection left an indelible mark on readers. A proud Canadian, she leaves behind a remarkable legacy," read a statement from Prime Minister Justin Trudeau on Tuesday.

"On behalf of the Government of Canada, I offer my condolences to Mrs. Munro's family, friends, and many fans. Her creativity, compassion, and gift for writing will remain an inspiration for generations."

Early years in small-town Ontario

Munro was born Alice Laidlaw in Wingham, Ont., on July 10, 1931. The eldest child of Robert and Anne Laidlaw, she was raised on what she described as a " collapsing enterprise of a fox and mink farm " in the throes of the Great Depression.

An avid reader by 11, Munro was drawn to the work of literary legends Lucy Maud Montgomery and Charles Dickens. She began "making up stories in her mind" after discovering the works of Alfred Tennyson, according to her official Nobel biography.

Alice Munro on the craft of writing

As the eldest child, Munro took on most of the domestic roles in the household after her mother, who had been a schoolteacher, was diagnosed with Parkinson's disease. Though only 12 or 13, Munro said the work gave her "a sense of responsibility, purpose, being important. It didn't bother me at all."

Despite the family challenges, she began writing short stories when she was a teenager. She graduated valedictorian of her high school class in 1949 with a two-year scholarship to the University of Western Ontario in London.

Her first published story, The Dimensions of a Shadow , appeared in Western's undergraduate creative writing magazine, Folio, in the spring of 1950 . Two more pieces followed, with all three receiving praise for their exploration of the lives of girls and women.

It was there that she met and began dating honours history student James Munro. She also noticed Gerald Fremlin, an older student and another contributor to Folio.  Laidlaw and Munro married at her parents' home in Wingham on Dec. 29, 1951. The following year, James gave his wife a typewriter as a 21st birthday present.

The Munros had three daughters — Sheila, Catherine and Jenny — in the early years of their marriage. (Catherine died the same day she was born.) Munro left university when the scholarship money ran out and the family eventually settled in West Vancouver's Dundarave neighbourhood.

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The monotony of the girls' early years was reflected in 1978's The Moons of Jupiter , which described "wives yawning, napping, visiting, drinking coffee, and folding diapers; husbands coming home at night from the city across the water."

"We had become a cartoon couple, more middle-aged in our twenties than we would be in middle age," she wrote.

5 coolest things Alice Munro told CBC about her writing

Devotion to the short story.

Munro later said she devoted her career to the short story medium — regarded by many as notoriously difficult and by others as inferior to the novel — because the demands of marriage and motherhood didn't allow her the time to complete longer works.

In 1963, the Munros moved to Victoria and opened Munro's Books on Yates Street. Munro credits the bookstore, which made a "marvellous" $175 on its first day and is still flourishing, as helping her overcome the writer's block she experienced from her mid-20s to her mid-30s: "The writing ceased to be this all-important thing that I had to prove myself with. The pressure came off."

"Just as she would shape Munro's, Munro's would shape Alice," the shop wrote in a tribute to its founder. "Jim enjoyed recounting his wife's urge to write something better than the 'crappy books' that sold alongside the store's more palatable titles."

Alice Munro remembered at the beloved Victoria book store she co-founded

Munro's first collection of stories, Dance of the Happy Shades , was published in 1968 — two years after she gave birth to her fourth daughter, Andrea. The anthology drew attention from other Canadian literary giants such as Margaret Atwood and earned her comparisons to the famed Russian short story writer Anton Chekhov.

After her marriage ended in 1972, Munro moved back to Ontario. She reconnected with Fremlin — whom she'd shared pages with in Folio back at Western — after he deduced from an interview of hers on CBC Radio in 1974 that she was back in Ontario. The pair married and moved to Clinton, Ont., not far from her hometown in Wingham.

Fremlin, a retired geographer and cartographer, was the one to use the office in the couple's home. Munro opted to write at a tiny desk facing a window overlooking the driveway from the corner of their dining room, according to a 2013 profile . 

Alice Munro amazed by Nobel win

International recognition came after the New Yorker bought its first Munro story, Royal Beatings , in 1977. Munro nurtured a decades-long publishing relationship with the magazine, cementing the Canadian author's status with an elite group of contributors who defined the American publication's celebrated love affair with short fiction .

An unapologetic revisionist, Munro was known to keep reworking stories even after her publisher had sent them back without asking for any changes.

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In one instance , she personally paid financial penalties in order to add an entirely new story and change the voice from first to third person after the printing deadline for Who Do You Think You Are? — a collection of short stories that went on to win Munro the Governor General's Award in 1978.

Munro won a litany of literary honours over the next decades of her career, including two more Governor General's Awards, two Giller Prizes and the Man Booker International Prize. She also received an honorary degree from her alma mater, Western University — the "only such honour" she ever accepted, the school has said .

In mid-2013, shortly after the death of her second husband, Munro told the National Post that she was content with her career and "probably not going to write anymore."

She won the Nobel Prize in Literature that October, becoming the 13th woman to receive the honour.

In an interview with CBC after her Nobel win, Munro said: "I think my stories have gotten around quite remarkably for short stories, and I would really hope that this would make people see the short story as an important art, not just something that you played around with until you'd got a novel written."

Munro's last collection of work, Dear Life , was published in 2012. She introduced the final four stories in its pages, called Finale , as "autobiographical in feeling", if only partly.

"I believe they are the first and last — and the closest — things I have to say about my own life."

ABOUT THE AUTHOR

Senior Writer

Rhianna Schmunk is a senior writer for CBC News based in Vancouver. Over a decade in journalism, she has reported on subjects including criminal justice, civil litigation and climate change. You can send story tips to [email protected].

• Send confidential story tips with SecureDrop
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With files from CBC Books

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Alice Munro, Nobel literature winner revered as short story master, dead at 92

FILE - Canadian author Alice Munro poses for a photograph at the Canadian Consulate’s residence in New York on Oct. 28, 2002. Munro, the Canadian literary giant who became one of the world’s most esteemed contemporary authors and one of history’s most honored short story writers, has died at age 92. (AP Photo/Paul Hawthorne, File)

FILE - Canadian author Alice Munro is photographed during an interview in Victoria, B.C. Tuesday, Dec.10, 2013. Munro, the Canadian literary giant who became one of the world’s most esteemed contemporary authors and one of history’s most honored short story writers, has died at age 92. (Chad Hipolito/The Canadian Press via AP, File)

FILE - Nobel Prize-winning Canadian author Alice Munro attends a ceremony held by the Royal Canadian Mint where they unveiled a 99.99% pure silver five-dollar coin in Victoria, B.C., on March 24, 2014. Munro, the Canadian literary giant who became one of the world’s most esteemed contemporary authors and one of history’s most honored short story writers, has died at age 92. (Chad Hipolito/The Canadian Press via AP, File)

FILE - Writer Alice Munro attends the opening night of the International Festival of Authors in Toronto on Wednesday Oct. 21, 2009. Munro, the Canadian literary giant who became one of the world’s most esteemed contemporary authors and one of history’s most honored short story writers, has died at age 92. (Chris Young/The Canadian Press via AP)

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Nobel laureate Alice Munro, the Canadian literary giant who became one of the world’s most esteemed contemporary authors and one of history’s most honored short story writers, has died at age 92.

A spokesperson for publisher Penguin Random House Canada said Munro, winner of the Nobel literary prize in 2013, died Monday at home in Port Hope, Ontario. Munro had been in frail health for years and often spoke of retirement, a decision that proved final after the author’s 2012 collection, “Dear Life.”

Often ranked with Anton Chekhov, John Cheever and a handful of other short story writers, Munro achieved stature rare for an art form traditionally placed beneath the novel. She was the first lifelong Canadian to win the Nobel and the first recipient cited exclusively for short fiction. Echoing the judgment of so many before, the Swedish academy pronounced her a “master of the contemporary short story” who could “accommodate the entire epic complexity of the novel in just a few short pages.”

Munro, little known beyond Canada until her late 30s, also became one of the few short story writers to enjoy ongoing commercial success. Sales in North America alone exceeded 1 million copies and the Nobel announcement raised “Dear Life” to the high end of The New York Times’ bestseller list for paperback fiction. Other popular books included “Too Much Happiness,” “The View from Castle Rock” and “The Love of a Good Woman.”

Over a half century of writing, Munro perfected one of the greatest tricks of any art form: illuminating the universal through the particular, creating stories set around Canada that appealed to readers far away. She produced no single definitive work, but dozens of classics that were showcases of wisdom, technique and talent — her inspired plot twists and artful shifts of time and perspective; her subtle, sometimes cutting humor; her summation of lives in broad dimension and fine detail; her insights into people across age or background, her genius for sketching a character, like the adulterous woman introduced as “short, cushiony, dark-eyed, effusive. A stranger to irony.”

Her best known fiction included “The Beggar Maid,” a courtship between an insecure young woman and an officious rich boy who becomes her husband; “Corrie,” in which a wealthy young woman has an affair with an architect “equipped with a wife and young family"; and “The Moons of Jupiter,” about a middle-aged writer who visits her ailing father in a Toronto hospital and shares memories of different parts of their lives.

“I think any life can be interesting,” Munro said during a 2013 post-prize interview for the Nobel Foundation. “I think any surroundings can be interesting.”

Disliking Munro, as a writer or as a person, seemed almost heretical. The wide and welcoming smile captured in her author photographs was complemented by a down-to-earth manner and eyes of acute alertness, fitting for a woman who seemed to pull stories out of the air the way songwriters discovered melodies. She was admired without apparent envy, placed by the likes of Jonathan Franzen, John Updike and Cynthia Ozick at the very top of the pantheon. Munro’s daughter, Sheila Munro, wrote a memoir in which she confided that “so unassailable is the truth of her fiction that sometimes I even feel as though I’m living inside an Alice Munro story.” Fellow Canadian author Margaret Atwood called her a pioneer for women, and for Canadians.

“Back in the 1950s and 60s, when Munro began, there was a feeling that not only female writers but Canadians were thought to be both trespassing and transgressing,” Atwood wrote in a 2013 tribute published in the Guardian after Munro won the Nobel. “The road to the Nobel wasn’t an easy one for Munro: the odds that a literary star would emerge from her time and place would once have been zero.”

Although not overtly political, Munro witnessed and participated in the cultural revolution of the 1960s and ‘70s and permitted her characters to do the same. She was a farmer’s daughter who married young, then left her husband in the 1970s and took to “wearing miniskirts and prancing around,” as she recalled during a 2003 interview with The Associated Press. Many of her stories contrasted the generation of Munro’s parents with the more open-ended lives of their children, departing from the years when housewives daydreamed “between the walls that the husband was paying for.”

Moviegoers would become familiar with “The Bear Came Over the Mountain,” the improbably seamless tale of a married woman with memory loss who has an affair with a fellow nursing home patient, a story further complicated by her husband’s many past infidelities. “The Bear” was adapted by Sarah Polley into the 2006 feature film “Away from Her,” which brought an Academy Award nomination for Julie Christie. In 2014, Kristen Wiig starred in “Hateship, Loveship,” an adaptation of the story “Hateship, Friendship, Courtship, Loveship, Marriage,” in which a housekeeper leaves her job and travels to a distant rural town to meet up with a man she believes is in love with her — unaware the romantic letters she has received were concocted by his daughter and a friend.

Even before the Nobel, Munro received honors from around the English-language world, including Britain’s Man Booker International Prize and the National Book Critics Circle award in the U.S., where the American Academy of Arts and Letters voted her in as an honorary member. In Canada, she was a three-time winner of the Governor’s General Award and a two-time winner of the Giller Prize.

Munro was a short story writer by choice, and, apparently, by design. Judith Jones, an editor at Alfred A. Knopf who worked with Updike and Anne Tyler, did not want to publish “Lives of Girls & Women,” her only novel, writing in an internal memo that “there’s no question the lady can write but it’s also clear she is primarily a short story writer.”

Munro would acknowledge that she didn’t think like a novelist.

“I have all these disconnected realities in my own life, and I see them in other people’s lives,” she told the AP. “That was one of the problems, why I couldn’t write novels. I never saw things hanging together too well.”

Alice Ann Laidlaw was born in Wingham, Ontario, in 1931, and spent much of her childhood there, a time and place she often used in her fiction, including the four autobiographical pieces that concluded “Dear Life.” Her father was a fox farmer, her mother a teacher and the family’s fortunes shifted between middle class and working poor, giving the future author a special sensitivity to money and class. Young Alice was often absorbed in literature, starting with the first time she was read Hans Christian Andersen’s “The Little Mermaid.” She was a compulsive inventor of stories and the “sort of child who reads walking upstairs and props a book in front of her when she does the dishes.”

A top student in high school, she received a scholarship to study at the University of Western Ontario, majoring in journalism as a “cover-up” for her pursuit of literature. She was still an undergraduate when she sold a story about a lonely teacher, “The Dimensions of a Shadow,” to CBC Radio. She was also publishing work in her school’s literary journal.

One fellow student read “Dimensions” and wrote to the then-Laidlaw, telling her the story reminded him of Chekhov. The student, Gerald Fremlin, would become her second husband. Another fellow student, James Munro, was her first husband. They married in 1951, when she was only 20, and had four children, one of whom died soon after birth.

Settling with her family in British Columbia, Alice Munro wrote between trips to school, housework and helping her husband at the bookstore that they co-owned and would turn up in some of her stories. She wrote one book in the laundry room of her house, her typewriter placed near the washer and dryer. Flannery O’Connor, Carson McCullers and other writers from the American South inspired her, through their sense of place and their understanding of the strange and absurd.

Isolated from the literary center of Toronto, she did manage to get published in several literary magazines and to attract the attention of an editor at Ryerson Press (later bought out by McGraw Hill). Her debut collection, “Dance of the Happy Shades,” was released in 1968 with a first printing of just under 2,700 copies. A year later it won the Governor’s General Award and made Munro a national celebrity — and curiosity. “Literary Fame Catches City Mother Unprepared,” read one newspaper headline.

“When the book first came they sent me a half dozen copies. I put them in the closet. I didn’t look at them. I didn’t tell my husband they had come, because I couldn’t bear it. I was afraid it was terrible,” Munro told the AP. “And one night, he was away, and I forced myself to sit down and read it all the way through, and I didn’t think it was too bad. And I felt I could acknowledge it and it would be OK.”

By the early ’70s, she had left her husband, later observing that she was not “prepared to be a submissive wife.” Her changing life was best illustrated by her response to the annual Canadian census. For years, she had written down her occupation as “housewife.” In 1971, she switched to “writer.”

Over the next 40 years, her reputation and readership only grew, with many of her stories first appearing in The New Yorker. Her prose style was straightforward, her tone matter of fact, but her plots revealed unending disruption and disappointments: broken marriages, violent deaths, madness and dreams unfulfilled, or never even attempted. “Canadian Gothic” was one way she described the community of her childhood, a world she returned to when, in middle age, she and her second husband relocated to nearby Clinton.

“Shame and embarrassment are driving forces for Munro’s characters,” Atwood wrote, “just as perfectionism in the writing has been a driving force for her: getting it down, getting it right, but also the impossibility of that.”

She had the kind of curiosity that would have made her an ideal companion on a long train ride, imagining the lives of the other passengers. Munro wrote the story “Friend of My Youth,” in which a man has an affair with his fiancee’s sister and ends up living with both women, after an acquaintance told her about some neighbors who belonged to a religion that forbade card games. The author wanted to know more — about the religion, about the neighbors.

Even as a child, Munro had regarded the world as an adventure and mystery and herself as an observer, walking around Wingham and taking in the homes as if she were a tourist. In “The Peace of Utrecht,” an autobiographical story written in the late 1960s, a woman discovers an old high school notebook and remembers a dance she once attended with an intensity that would envelop her whole existence.

“And now an experience which seemed not at all memorable at the time,” Munro wrote, “had been transformed into something curiously meaningful for me, and complete; it took in more than the girls dancing and the single street, it spread over the whole town, its rudimentary pattern of streets and its bare trees and muddy yards just free of the snow, over the dirt roads where the lights of cars appeared, jolting toward the town, under an immense pale wash of sky.”

This story has been updated to correct the title of “The Beggar Maid.”

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An Appraisal

Alice Munro, a Literary Alchemist Who Made Great Fiction From Humble Lives

The Nobel Prize-winning author specialized in exacting short stories that were novelistic in scope, spanning decades with intimacy and precision.

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By Gregory Cowles

Gregory Cowles is a senior editor at the Book Review.

The first story in her first book evoked her father’s life. The last story in her last book evoked her mother’s death. In between, across 14 collections and more than 40 years, Alice Munro showed us in one dazzling short story after another that the humble facts of a single person’s experience, subjected to the alchemy of language and imagination and psychological insight, could provide the raw material for great literature.

And not just any person, but a girl from the sticks. It mattered that Munro, who died on Monday night at the age of 92, hailed from rural southwestern Ontario, since so many of her stories, set in small towns on or around Lake Huron, were marked by the ambitions of a bright girl eager to leave, upon whom nothing is lost. There was the narrator of “Boys and Girls,” who tells herself bedtime stories about a world “that presented opportunities for courage, boldness and self-sacrifice, as mine never did.” There was Rose, from “The Beggar Maid,” who wins a college scholarship and leaves her working-class family behind. And there was Del Jordan, from “Lives of Girls and Women” — Munro’s second book, and the closest thing she ever wrote to a novel — who casts a jaundiced eye on her town’s provincial customs as she takes the first fateful steps toward becoming a writer.

Does it seem reductive or limiting to derive a kind of artist’s statement from the title of that early book? It shouldn’t. Munro was hardly a doctrinaire feminist, but with implacable authority and command she demonstrated throughout her career that the lives of girls and women were as rich, as tumultuous, as dramatic and as important as the lives of men and boys. Her plots were rife with incident: the threatened suicide in the barn, the actual murder at the lake, the ambivalent sexual encounter, the power dynamics of desire. For a writer whose book titles gestured repeatedly at love (“The Progress of Love,” “The Love of a Good Woman,” “Hateship, Friendship, Courtship, Loveship, Marriage”), her narratives recoiled from sentimentality. Tucked into the stately columns of The New Yorker, where she was a steady presence for decades, they were far likelier to depict the disruptions and snowballing consequences of petty grudges, careless cruelties and base impulses: the gossip that mattered.

Munro’s stories traveled not as the crow flies but as the mind does. You got the feeling that, if the GPS ever offered her a shorter route, she would decline. Capable of dizzying swerves in a line or a line break, her stories often spanned decades with intimacy and sweep; that’s partly what critics meant when they wrote of the novelistic scope she brought to short fiction.

Her sentences rarely strutted or flaunted or declared themselves; but they also never clanked or stumbled — she was an exacting and precise stylist rather than a showy one, who wrote with steely control and applied her ambitions not to language but to theme and structure. (This was a conscious choice on her part: “In my earlier days I was prone to a lot of flowery prose,” she told an interviewer when she won the Nobel Prize in 2013. “I gradually learned to take a lot of that out.”) In the middle of her career her stories started to grow roomier and more contemplative, even essayistic; they could feel aimless until you approached the final pages and recognized with a jolt that they had in fact been constructed all along as intricately and deviously as a Sudoku puzzle, every piece falling neatly into place.

There was a signature Munro tone: skeptical, ruminative, given to a crucial and artful ambiguity that could feel particularly Midwestern. Consider “The Bear Came Over the Mountain,” which — thanks in part to Sarah Polley’s Oscar-nominated film adaptation, “ Away From Her ” (2006) — may be Munro’s most famous story; it details a woman’s descent into senility and her philandering husband’s attempt to come to terms with her attachment to a male resident at her nursing home. Here the husband is on a visit, confronting the limits of his knowledge and the need to make peace with uncertainty, in a characteristically Munrovian passage:

She treated him with a distracted, social sort of kindness that was successful in holding him back from the most obvious, the most necessary question. He could not demand of her whether she did or did not remember him as her husband of nearly 50 years. He got the impression that she would be embarrassed by such a question — embarrassed not for herself but for him. She would have laughed in a fluttery way and mortified him with her politeness and bewilderment, and somehow she would have ended up not saying either yes or no. Or she would have said either one in a way that gave not the least satisfaction.

Like her contemporary Philip Roth — another realist who was comfortable blurring lines — Munro devised multilayered plots that were explicitly autobiographical and at the same time determined to deflect or undermine that impulse. This tension dovetailed happily with her frequent themes of the unreliability of memory and the gap between art and life. Her stories tracked the details of her lived experience both faithfully and cannily, cagily, so that any attempt at a dispassionate biography (notably, Robert Thacker’s scholarly and substantial “Alice Munro: Writing Her Lives,” from 2005) felt at once invasive and redundant. She had been in front of us all along.

Until, suddenly, she wasn’t. That she went silent after her book “Dear Life” was published in 2012, a year before she won the Nobel, makes her passing now seem all the more startling — a second death, in a way that calls to mind her habit of circling back to recognizable moments and images in her work. At least three times she revisited the death of her mother in fiction, first in “The Peace of Utrecht,” then in “Friend of My Youth” and again in the title story that concludes “Dear Life”: “The person I would really have liked to talk to then was my mother,” the narrator says near the end of that story, in an understated gut punch of an epitaph that now applies equally well to Munro herself, but she “was no longer available.”

Gregory Cowles is the poetry editor of the Book Review and senior editor of the Books desk. More about Gregory Cowles