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Reading Literary Fiction Improves Theory of Mind
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Theory of Listen is the human capacity to comprehend that other people hold beliefs and desires and that these may differ from ane'southward own behavior and desires. The currently predominant view is that literary fiction—often described as narratives that focus on in-depth portrayals of subjects' inner feelings and thoughts—can be linked to theory of mind processes, especially those that are involved in the understanding or simulation of the affective characteristics of the subjects. Kidd and Castano (p. 377, published online 3 October) provide experimental evidence that reading passages of literary fiction, in comparing to nonfiction or popular fiction, does indeed enhance the reader's performance on theory of mind tasks.
Abstract
Understanding others' mental states is a crucial skill that enables the complex social relationships that characterize human being societies. Nonetheless little enquiry has investigated what fosters this skill, which is known as Theory of Listen (ToM), in adults. We nowadays five experiments showing that reading literary fiction led to better operation on tests of affective ToM (experiments 1 to five) and cognitive ToM (experiments 4 and 5) compared with reading nonfiction (experiments i), popular fiction (experiments 2 to 5), or aught at all (experiments 2 and 5). Specifically, these results show that reading literary fiction temporarily enhances ToM. More than broadly, they suggest that ToM may be influenced by engagement with works of art.
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References and Notes
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Volume 342 | Outcome 6156
18 October 2013
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Copyright © 2013, American Association for the Advocacy of Scientific discipline.
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Received: 1 May 2013
Accepted: 18 September 2013
Published in print: xviii October 2013
Acknowledgments
Information are available in spreadsheet format from authors past asking. This research was funded by a Prize Fellowship and a Dissertation Fellowship by the New School for Social Research to the first author, and a Faculty Development Laurels by the New School for Social Research to the second writer. Nosotros are grateful to Andrew Marzoni for his insight into literary criticism and pointing the states toward Barthes's S/Z (nineteen).
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