Mental Imagery and Poetry

Liu, Michelle

doi:10.1093/jaac/kpac052

Cited by 2 publications

(1 citation statement)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…For instance, the comprehension of some metaphors arguably requires the construction of conscious mental imagery (Carston, 2010;Green, 2017). In relation to poetry, it is thought that perceptual simulation not only serves as a powerful effect, but also an efficient means for understanding and appreciation (Liu, 2023). Going beyond the domain of novel and poetic language, recent psycholinguistic literature, inspired by the work of cognitive linguists such as Leonard Talmy (1983Talmy ( , 1988 and Ronald Langacker (1987Langacker ( , 1991, suggests that simulation is also important for comprehending ordinary, literal language, and that perceptualmotor simulations are often constitutively involved in language comprehension (e.g., Barsalou, 2008;Bergen, 2012Bergen, , 2015Zwaan, 2003Zwaan, , 2009.…”

Section: Introductionmentioning

confidence: 99%

Mental simulation and language comprehension: The case of copredication

Liu

2023

Mind & Language

Self Cite

View full text Add to dashboard Cite

Empirical evidence suggests that perceptual‐motor simulations are often constitutively involved in language comprehension. Call this “the simulation view of language comprehension”. This article applies the simulation view to illuminate the much‐discussed phenomenon of copredication, where a noun permits multiple predications which seem to select different senses of the noun simultaneously. On the proposed account, the (in)felicitousness of a copredicational sentence is closely associated with the perceptual simulations that the language user deploys in comprehending the sentence.

show abstract

Section: Introductionmentioning

confidence: 99%

Mental simulation and language comprehension: The case of copredication

Liu

2023

Mind & Language

Self Cite

View full text Add to dashboard Cite

show abstract

Immersive poetry learning: a field study with middle school students

Reynaert,

Possik,

Demarey

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

IntroductionThe field of poetry learning is currently facing significant challenges, primarily due to a lack of motivation and interest among students. This has resulted in educators encountering difficulties in identifying suitable educational alternatives. To address the latter issue, immersive learning has emerged as a potential solution, as it has been demonstrated to enhance motivation and learning outcomes in a multitude of fields.MethodsIn light of the aforementioned considerations, this field study seeks to examine the potential of virtual reality (VR) tools in enhancing the memorization of poetry by increasing the engagement of the participants. The study concentrated on the acquisition of a French poem by a group of middle school students. A virtual environment has been developed for this purpose, tailored to the poem in question. The experimental design included a pretest, segmented learning sessions, a posttest, and a retention test. To evaluate student engagement, both motivation and sense of presence were measured using Likert-scale questionnaires, while memorization performance was assessed through a scoring system based on recall accuracy.ResultsThe findings reveal that the VR group demonstrated significantly higher motivation than the control group, with a mean difference of 12.626 on a 7-point Likert scale (six items), indicating that VR is a notably more effective tool for enhancing motivation in poetry learning than traditional methods. Additionally, the VR group reported a significantly stronger sense of presence, with a mean difference of 6.111 on the same questionnaire scale, further suggesting that VR enhances students’ sense of immersion in the learning experience. These results indicate that students using VR exhibited higher levels of overall engagement than those in the control group.DiscussionHowever, this increased engagement did not lead to improved memorization outcomes, as there was no significant difference in recall accuracy between the two groups. A potential explanation for this discrepancy is the “novelty effect” of VR, which may have distracted students from focusing fully on the memorization task. The implications of integrating VR in educational settings are thus discussed.

show abstract

Mental Imagery and Poetry

Cited by 2 publications

References 33 publications

Mental simulation and language comprehension: The case of copredication

Mental simulation and language comprehension: The case of copredication

Immersive poetry learning: a field study with middle school students

Contact Info

Product

Resources

About