In movies belonging to the so-called ‘Berlin School’ information is withheld on purpose. The resulting information gaps are disruptive for the viewer. They complicate the reception, but at the same time the left-out information can increase the viewer’s cognitive processing. In an empirical study, 50 persons saw a movie of full length. Electromyographic measurements, changes in heart rate, and eye tracking data are related to scenes of the movie, in which information is intentionally withheld in different ways.
