The Power of Fiction: Reading Stories in Abnormal Psychology

Janit, Adrian S.; Hammock, Georgina S.; Richardson, Deborah South

doi:10.20429/ijsotl.2011.050116

Cited by 6 publications

(2 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Others stress the effects of transport, including increased appreciation and deeper processing (Craik and Lockhart 1972;Busselle and Bilandzic 2009), although some have reported that cognitive depth and transport are conflicting processes (Green and Brock 2000). More recently, Janit (2011) suggested that transportation might lead to better memory for text. However, since the materials used in Janit's study were stories in textbooks, more research with literary narratives is needed before we can reliably conclude that transport into fictional worlds has a beneficial effect on memory for text more generally.…”

Section: Text Processing In Contextmentioning

confidence: 99%

Investigations into the phenomenology and the ontology of the work of art

Mäcklin

2016

Journal of Aesthetics and Phenomenology

View full text Add to dashboard Cite

show abstract

Section: Text Processing In Contextmentioning

confidence: 99%

Investigations into the phenomenology and the ontology of the work of art

Mäcklin

2016

Journal of Aesthetics and Phenomenology

View full text Add to dashboard Cite

show abstract

“…Narratives, or what are commonly referred to as stories, can provide powerful learning tools by providing students with a mechanism for encoding and retrieving factual information. When expository content is presented through narratives, students become engaged emotionally and cognitively with the content, thereby increasing their retention of this information [27,28]. Thus, supplementing expository information through the presentation of accompany complementary narratives is an effective instructional technique.…”

Section: Learning Strategiesmentioning

confidence: 99%

The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content

Moukperian¹,

Woloshyn²

2013

ujer

View full text Add to dashboard Cite

Using self-study methodology, we describe one professor's efforts to support students' academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.

show abstract

Memory and Mental States in the Appreciation of Literature

Bortolussi

Dixon

2015

Investigations Into the Phenomenology and the Ontology of the Work of Art

View full text Add to dashboard Cite

An implicit supposition in literary studies is that ideal readers have unconstrained access to the text. However, we argue instead that the processing of literary narrative must be mediated by the fragmentary and distorted memory of real readers. In the present chapter, we focus on an important determinant of memory: the variation in readers' mental states during reading. In particular, we identify two prevalent fluctuations that have critical implications for memory and literary appreciation: mind wandering, in which the reader momentarily gives relatively little priority to processing the text; and engagement, in which the reader constructs elaborate and personally meaningful representations of the story world. We describe how the variation in these mental states over the course of reading affects reading processes and determines memory for both text and aesthetic reactions. This analysis is supported by the results of two experiments in which readers' mental states were probed online during reading.

show abstract

The Power of Fiction: Reading Stories in Abnormal Psychology

Cited by 6 publications

References 31 publications

Investigations into the phenomenology and the ontology of the work of art

Investigations into the phenomenology and the ontology of the work of art

The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content

Memory and Mental States in the Appreciation of Literature

Contact Info

Product

Resources

About