Arts and Humanities in Higher Education 21 (1):94-110 (2022)
| Abstract |
Cognitive literary science has explored the the complex relationship between literary reading and social cognition. However, this insightful work about reading literature is frequently distanced from discussions about teaching literature. This essay discusses the results and ramifications of a pedagogical study conducted in two sections of an introductory literature course that was redesigned around cognitive literary studies. Qualitative and quantitative data is collected and analyzed in order to see if a pedagogy rooted in cognitive literary science affects students’ perspective-taking. The essay also illustrates how such a teaching practice might be incorporated into any undergraduate literature curriculum.
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| DOI | 10.1177/14740222211013757 |
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Experiencing Narrative Worlds: On the Psychological Activities of Reading.David Herman & Richard J. Gerrig - 1997 - Substance 26 (1):167.
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