Black, J. E., & Barnes, J. L. (2021). Fiction and morality: Investigating the associations between reading exposure, empathy, morality, and moral judgment. Psychology of Popular Media, 10(2), 149–164. https://doi.org/10.1037/ppm0000281
Wednesday, 7 February 2024
Research Bulletin: Does Reading Foster Morality or Lead to Moral Erosion?
Black, J. E., & Barnes, J. L. (2021). Fiction and morality: Investigating the associations between reading exposure, empathy, morality, and moral judgment. Psychology of Popular Media, 10(2), 149–164. https://doi.org/10.1037/ppm0000281
Wednesday, 13 December 2023
Research Bulletin: Who Is More Likely To Help You In A Video Game?
Johnson, D., Zhao, X., White, K. M., & Wickramasinghe, V. (2021). Need satisfaction, passion, empathy and helping behaviour in videogame play. Computers in Human Behavior, 122, 106817.
Post by Claire Regina Kurniawan
Photo by Matilda Wormwood via Pexels
Wednesday, 15 February 2023
Research Bulletin: Are Meaningful Narratives More Likely to Promote Social Cognition?
References
De Mulder, H. N. M., Hakemulder, F., Klaassen, F., Junge, C. M. M., Hoijtink, H., & van Berkum, J. J. A. (2022). Figuring Out What They Feel: Exposure to eudaimonic narrative Fiction is related to mentalizing ability. Psychology of Aesthetics, Creativity, and the Arts, 16, 242–258.
Oliver, M. B., & Raney, A. A. (2011). Entertainment as pleasurable and meaningful: Identifying hedonic and eudaimonic motivations for entertainment consumption. Journal of Communication, 61, 984–1004.
Post by Raymond Mar
* For a copy of the original article, please contact R. Mar (see profile for e-mail).
Photo by Tima Miroshnichenko on Pexels
Thursday, 26 January 2023
Health from Fiction
A parallel set of arguments has been offered in our understanding of human health and illness. Among the foremost contributors here has been Ad Kaptain, a medical psychologist at Leiden University Medical Centre in Belgium. Some of his articles are listed below.
Among Kaptein’s interests is in how people experience being ill. One of his ideas is that empathy from doctors and nursing staff can have a beneficial effect on the wellbeing and recovery of patients. Kaptein is convinced that literature can help to improve empathy in those working in healthcare.
One of the works that Kaptain discusses in an article that he published in 2022, in the Journal of Health Psychology, is Margaret Edson’s Wit: “the Pulitzer prize winning novel/play about coping with ovarian cancer and the associated struggle between patient and health care providers” (p. 1618). Another work that he discusses is Thomas Bernhard’s The Breath, from which he quotes this: “ … but it was impossible to speak to them …The doctors on the ward-round never did anything to enlighten their patients in the death ward, and in consequence all three patients were effectively abandoned, both medically and morally.” Then comes the following: “Every day they appeared in front of my bed, a white wall of unconcern in which no trace of humanity was discernable” (p. 1619).
Kaptain refers to the work of our research group, in which we have found that engaging with fiction can enable people to increase their empathy (see e.g. Mar 2018). Perhaps “people” might include health care providers of the kind that are referred to in works such as Edson’s Wit and Bernhard’s The Breath.
Kaptein A. A. et al. (2018) Start making sense: Art informing health psychology. Health Psychology Open 5: 1–13.
Kaptein A. A. et al. (2020) Heart in Art: cardiovascular diseases in novels, films, and paintings. Philosophy, Ethics, and Humanities in Medicine 15: 2.
Kaptain, A. A. (2022). Novels as data: Health humanities and health psychology. Journal of Health Psychology, 27, 1615-1625.
Mar, R. A. (2018). Evaluating whether stories can promote social cognition: Introducing the Social Processes and Content Entrained by Narrative (SPaCEN) framework. Discourse Processes, 5/6, 454–479.
Tuesday, 29 November 2022
Research Bulletin: Fiction and Mental Inferencing in a Latin American Sample
References:
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The “Reading the Mind in the Eyes” Test revised version: a study with normal adults, and adults with Asperger syndrome or high-functioning autism. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 42(2), 241-251.
Post by Valeria Hernandez
* For a copy of the original article, please contact R. Mar (see profile for e-mail).
Monday, 1 June 2020
Lives of Characters
Wednesday, 6 May 2020
The Wire
Monday, 9 March 2020
Andrea Levy's Short Stories
Tuesday, 28 January 2020
Will and Testament
Wednesday, 6 June 2018
The Lowbrow Status of Science Fiction
Gavaler, C., & Johnson, D. R. (2017). The genre effect. A science fiction (vs. realism)
manipulation decreases inference effort, reading comprehension, and perceptions of
literary merit. Scientific Study of Literature, 7(1), 79-108. doi:10.1075/ssol.7.1.04gav
Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science,
342, 377–380. doi: 10.1126/science.1239918
Post by Krithika Sukumar
* For a copy of the original article, please contact R. Mar (see profile for e-mail).
Monday, 5 February 2018
Can Children's Storybooks Teach Morality?
To test this idea, 5 and 6 year-old children were read stories that had a moral. As the story was read, children were either asked to recall surface details (e.g., "was Jocko sad?"), asked to explain an event (e.g., "why was Jocko sad"), or were simply told the lesson (e.g., "Jocko was sad because…"). Afterwards, the children were asked what the moral of the story was, and if they could name other stories with similar moral lessons. Children who were asked to explain the events of the story were better able to extract the story's moral. In the second study, the children asked to explain the story were also better able to apply the lessons to a real life example.
These two studies suggest that children can extract moral lessons from stories at much earlier ages than previously thought, but that they may need a little help. A key insight is that parents may be able to aid their children by asking questions about the story that direct their attention to important plot points, such as character motivation. Although more research is necessary to understand why these kinds of questions help children, these studies highlight the importance of interactive learning and provide promising evidence that storybooks may be more educational than previously thought.
Walker, C. M., & Lombrozo, T. (2017). Explaining the moral of the story. Cognition, 167, 266-281. https://doi.org/10.1016/j.cognition.2016.11.007
Post by Joseph Hoyda.
* For a copy of the original article, please contact R. Mar (see profile for e-mail).