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Essay / Research Paper Abstract
This is a 3 page paper that provides an overview of fiction's effects on cognition. Various scientific studies are considered. Bibliography lists 1 source.
Page Count:
3 pages (~225 words per page)
File: KW60_KFsci026.doc
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Unformatted sample text from the term paper:
in a pedagogical context, this dichotomous view of the liberal and scientific arts is given way to a more integrated understanding. In fact, recent scientific studies have examined the phenomenon
of what impact reading fiction has upon the brain of the reader and has determined in some cases that exposure to narrative can actually increase retention of factual information through
improving the process of "transportation", and also enhancing memory. Besides this pedagogical function, however, it may well be the case that fiction has the power to exert additional changes upon
the functioning of the brain. As such, scientists have begun to explore these possibilities as well, in research that further integrates the two sides of the academic coin. A recent
report collects data from several scientific studies that attempt to analyze effects on the brain that might be exerted by the experience of reading fiction. One such study by Norman
Holland concerns "readers and their selective reading" (Smith, 2009). In carrying out his study, Holland involved five undergrad students in a longitudinal survey that involved the administration of a variety
of personality metrics in conjunction with assigned reading of the William Faulkner short story, "A Rose for Emily" (Smith, 2009). Prior to the reading of the story, each student was
asked to fill out the psychological tests, and various measurements of their personality were assessed. Then, after reading the story, the tests were taken again, and Holland looked for significant
changes in the results. Holland found "that the students varied widely in their thinking about the storys content and which portions of the story were important" and that "these variations
correlated to the personality themes and issues identified in each students psychological profile" (Smith, 2009). It is thus clear from Hollands work that engagement with literature induces alterations in cognition,
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