Re-live and learn – Interlocutor-induced elicitation of phenomenal experiences in learning offline

Schilhab, Theresa

doi:10.1016/j.pbiomolbio.2015.08.006

Cited by 11 publications

(15 citation statements)

References 86 publications

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“…It can operate top-down and be voluntarily moved, for example, from the phone-borne e-book to the checkout line in order to see how far one has advanced while reading. Alternatively, it can operate bottom-up and be stimulus-driven (Schilhab, 2015b), for example, towards the same checkout line when two shoppers farther ahead suddenly begin to quarrel or towards a beep announcing an instant message. The main distinction between exogenous and endogenous attention has been corroborated by neuroimaging studies (Vanhaudenhuyse et al, 2011) that detected two separate cortical systems mediating conscious awareness, one for perception through the sensory modalities (e.g.…”

Section: Types Of Attentionmentioning

confidence: 99%

m-Reading: Fiction reading from mobile phones

2018

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Mobile phones are reportedly the most rapidly expanding e-reading device worldwide. However, the embodied, cognitive and affective implications of smartphone-supported fiction reading for leisure (m-reading) have yet to be investigated empirically. Revisiting the theoretical work of digitization scholar Anne Mangen, we argue that the digital reading experience is not only contingent on patterns of embodied reader–device interaction (Mangen, 2008 and later) but also embedded in the immediate environment and broader situational context. We call this the situation constraint. Its application to Mangen’s general framework enables us to identify four novel research areas, wherein m-reading should be investigated with regard to its unique affordances. The areas are reader–device affectivity, situated embodiment, attention training and long-term immersion.

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Section: Types Of Attentionmentioning

confidence: 99%

m-Reading: Fiction reading from mobile phones

2018

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“…It is possible then that when subjects experience the more reflective and mentally meta-aware cognitive empathy, they distance themselves from complete immersion in the affective state in question. Thus, top-down activation likely provides us with the option to switch from 12 Note that multiple experiences with different affective states are probably necessary ontogenetic preconditions for the later development of ToM (Schilhab, 2015a;2015b), rendering literature that prompts 'fresh emotions' (e.g. Cupchik et al, 1998) similarly important.…”

Section: Novel Empathy Interpretations: From Neuroscience To Empiricamentioning

confidence: 99%

“…This leaves open the question of whether subjects barred from extensive training of online mentalizing (e.g. Schilhab, 2015a) test lower on empathic skills despite the improvements expected as a result of reading (e.g. Mar et al, 2009;Djikic et al, 2013).…”

Section: Novel Empathy Interpretations: From Neuroscience To Empiricamentioning

confidence: 99%

“…Hence, the induction of empathy has to involve the perceiving or imagining of an emotional state in another person in the absence of any emotional or sensory stimulation to our own bodies. Though this imagined or perceived feeling is categorized as similar to what we experience ourselves, it is nevertheless distinguishable from feelings that originate in ourselves (Decety & Jackson, 2004;Schilhab, 2015a).…”

mentioning

confidence: 96%

“…Mentalizing is then accomplished top-down, associated with voluntary control; this appears to depend critically on training during ontogeny (Schilhab, 2015a;2015b).…”

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confidence: 99%

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Empathy at the confluence of neuroscience and empirical literary studies

Burke

Kuzmičová

Mangen

et al. 2016

SSOL

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The objective of this article is to review extant empirical studies of empathy in narrative reading in light of (i) contemporary literary theory, and (ii) neuroscientific studies of empathy, and to discuss how a closer interplay between neuroscience and literary studies may enhance our understanding of empathy in narrative reading. An introduction to some of the philosophical roots of empathy is followed by tracing its application in contemporary literary theory, in which scholars have pursued empathy with varying degrees of conceptual precision, often within the context of embodied/enactive cognition. The presentation of empirical literary studies of empathy is subsequently contextualized by an overview of psychological and neuroscientific aspects of empathy. Highlighting points of convergence and divergence, the discussion illustrates how findings of empirical literary studies align with recent neuroscientific research. The article concludes with some prospects for future empirical research, suggesting that digitization may contribute to advancing the scientific knowledge of empathy in narrative reading.

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Interactional Expertise as Primer of Abstract Thought

Schilhab

2019

The Third Wave in Science and Technology Studies

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Re-live and learn – Interlocutor-induced elicitation of phenomenal experiences in learning offline

Cited by 11 publications

References 86 publications

m-Reading: Fiction reading from mobile phones

m-Reading: Fiction reading from mobile phones

Empathy at the confluence of neuroscience and empirical literary studies

Interactional Expertise as Primer of Abstract Thought

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