Formazione & insegnamento
ISSN: 2279-7505 | Published: 2011-04-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/1147
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/1147/1112
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/1147/1112
Alternate URL (this mirror): https://formazione-insegnamento.eu/2011-9/1/1147-cognitive-neuroscience-reading-literary-texts-and-emoti
Title: Cognitive neuroscience, reading literary texts, and emotional education
Abstract: The three major jobs of the reading brain are recognizing patterns, planning strategy, and feeling (Wolf, 2007). When we read fiction, we expect to experience emotion (Johnson Laird, Oatley, 2008), and literature is probably the first home of the emotional intelligences (Mayer, Salovey, 1997). According to theseassumptions, this paper examines the connection between cognitive neurosciences and reading literature to verify whether the literary text can be used in the field of emotional education. The brain-based interaction between text and reader as an "immersed experiencer" (Zwaan, 2004), and therefore also the processes of comprehension will be synthetically analyzed in the light of recentneuroimaging research. How emotion, metaphor, and mental imagery are connected within the process of interpretation will be particularly investigated. The cognitive approach of embodiment and the emotional state of empathy are also involved in the analysis, because their neurocognitive role allows us to explainwhy the literary text can become a useful tool to enhance students' emotional competence.
Keywords:
Title: Neuroscienze cognitive, lettura dei testi letterari ed educazione emotiva
Abstract: "Le tre funzioni fondamentali del cervello che legge sono il riconoscimento di configurazioni, la progettazione di strategie e la percezione di sentimenti" (Wolf, 2007). Quando leggiamo un'opera di fantasia, ci aspettiamo di sperimentare un'emozione (Johnson Laird, Oatley, 2008) e "la letteratura è probabilmente la prima dimora delle intelligenze emotive" (Mayer, Salovey, 1997). Inconformità con questi assunti, il presente articolo esamina la relazione tra le neuroscienze cognitive e la lettura dell'opera letteraria, per verificare se il testo può essere utilizzato nel campo dell'educazione emotiva. Le interazioni, basate sull'attività del cervello, tra il testo e il lettore come uno "sperimentatore immerso"(Zwaan, 2004) e dunque anche i processi di comprensione saranno analizzati sinteticamente alla luce della ricerca recente che si serve di neuroimmagini.In particolare si indagherà sul modo in cui emozione, metafora e immaginazione mentale sono connesse all'interno del processo di interpretazione. Nell'analisi sono pure coinvolti l'approccio cognitivo dell'incorporazione e lo stato emotivo dell'empatia, dato che il loro ruolo neurocognitivo ci permette di spiegare perché il testo letterario può diventare un utile strumento per incrementarela competenza emotiva degli studenti.
Keywords:
Title: Neurosciences cognitives, lecture de textes littéraires et éducation émotionnelle
Abstract: Les trois principaux emplois du cerveau de lecture sont de reconnaître les modèles, la stratégie de planification et le sentiment (Wolf, 2007).Lorsque nous lisons la fiction, nous nous attendons à vivre l'émotion (Johnson Laird, Oatley, 2008), et la littérature est probablement la première maison des intelligences émotionnelles (Mayer, Salovey, 1997).Selon les hypothèses, cet article examine le lien entre les neurosciences cognitives et la littérature en lecture pour vérifier si le texte littéraire peut être utilisé dans le domaine de l'éducation émotionnelle.L'interaction basée sur le cerveau entre le texte et le lecteur en tant que «expérineur immergé» (Zwaan, 2004), et donc les processus de compréhension seront donc analysés synthétiquement à la lumière de la recherche récente des neuro-amélioration.La façon dont l'émotion, la métaphore et l'imagerie mentale sont liées dans le processus d'interprétation seront particulièrement étudiées.L'approche cognitive de l'incarnation et l'état émotionnel de l'empathie sont également impliqués dans l'analyse, car leur rôle neurocognitif nous permet d'expliquer le texte littéraire peut devenir un outil utile pour améliorer la compétence émotionnelle des élèves. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Neurociencia cognitiva, lectura de textos literarios y educación emocional
Abstract: Los tres principales trabajos del cerebro de lectura son reconocer patrones, estrategia de planificación y sentimiento (Wolf, 2007).Cuando leemos ficción, esperamos experimentar emoción (Johnson Laird, Oatley, 2008), y la literatura es probablemente el primer hogar de las inteligencias emocionales (Mayer, Salovey, 1997).Según estas supuestas, este documento examina la conexión entre las neurociencias cognitivas y la literatura de lectura para verificar si el texto literario puede usarse en el campo de la educación emocional.La interacción basada en el cerebro entre el texto y el lector como un "experimentador inmerso" (Zwaan, 2004), y por lo tanto también los procesos de comprensión se analizarán sintéticamente a la luz de la investigación reciente.Se investigará particularmente cómo la emoción, la metáfora y las imágenes mentales están conectadas dentro del proceso de interpretación.El enfoque cognitivo de la encarnación y el estado emocional de la empatía también están involucrados en el análisis, porque su papel neurocognitivo nos permite explicar por qué el texto literario puede convertirse en una herramienta útil para mejorar la competencia emocional de los estudiantes. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Title: Neurociência cognitiva, leitura de textos literários e educação emocional
Abstract: Os três principais empregos do cérebro de leitura estão reconhecendo padrões, estratégia de planejamento e sentimento (Wolf, 2007).Quando lemos ficção, esperamos experimentar emoção (Johnson Laird, Oatley, 2008), e a literatura é provavelmente a primeira casa das inteligências emocionais (Mayer, Salovey, 1997).De acordo com as suposições, este artigo examina a conexão entre neurociências cognitivas e a literatura de leitura para verificar se o texto literário pode ser usado no campo da educação emocional.A interação baseada no cérebro entre texto e leitor como um "experimentador imerso" (Zwaan, 2004) e, portanto, também os processos de compreensão serão analisados sinteticamente à luz da pesquisa recente de queneuroimagem.Como a emoção, a metáfora e as imagens mentais estão conectadas dentro do processo de interpretação serão particularmente investigadas.A abordagem cognitiva da modalidade e o estado emocional da empatia também estão envolvidos na análise, porque seu papel neurocognitivo nos permite explicar por que o texto literário pode se tornar uma ferramenta útil para aprimorar a competência emocional dos alunos. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords:
Ahrens K., Ho-Ling L., Chia-Ying L., Shu-Ping G., Shin-Yi F., Yuan-Yu H. (2007). Functional MRI of Conventional and Anomalous Metaphors in Mandarin Chinese. Brain and Language, 100(2), 163-171
Arzouan Y., (2009). Brain processes of creativity language. Electrophysiological correlates of novel metaphors comprehension. Saarbrucken: VDM.
Aziz-Zadeh L., Wilson S.M., Rizzolatti G., Iacoboni M. (2006). Congruent embodied representations for visually presented actions and linguistic phrases describing actions. Current Biology, 16, 1818-1823
Banich M.T., Compton R.J. (2010). Cognitive Neuroscience. United States of America: Wadsworth.
Battro A. M., Fischer K.W., Lena P. J. (eds.) (2008). The Educated Brain. Essays in Neuroeducation. Cambridge: Cambridge UP: 4
Bechara A., Damasio A.R., Bar On R. (2007). The Anatomy of Emotional Intelligence and Implications for Educating People to be Emotionally Intelligent. In R. Bar-On, Cognitive neuroscience 115
J.G. Maree, M.J. Elias (2007), Educating People to Be Emotionally Intelligent. Westport (CT): Praeger. Byatt A.S., From soul to heart to psyche to personality, Huizinga lecture 2004. In http://www.nrc.nl/redactie/Huizingalezing/byatt_engpdf Bottini G., Corcoran R., Sterzi R., Paulesu E., Schenone P., Scarpa P., Frackowiak R. S.
J., Frith C. D. (1994). The role of the right hemisphere in the interpretation of figurative aspects of language. A positron emission tomography activation study. Brain,117, 1241-1253
Bowdle G., Gentner D. (2005). The career of metaphor. Psychological Review, 112, 193216
Brackett M.A., Katulak N.A. (2007). Emotional Intelligence in the Classroom: SkillBased Training for Teachers and Students. In J. Ciarrochi, J.D. Mayer (2007). Applying Emotional Intelligence. A Practitioner’s Guide. New York, NY.: Psychology Press.
Brownell, H. (2000). Right hemisphere contributions to understanding lexical connotation and metaphor. In Grodzinsky, Y., Shapiro, L., Swinney, D. (eds.). Language and the brain, Representation and processing. Boston: Academic Press.
Carr, L., Iacoboni, M., Dubeau, M.C., Mazziotta, J.C., Lenzi, G.L. (2003). Neural mechanisms of empathy in humans: A relay from neural systems for imitation to limbic areas. Proceedings of the National Academy of Sciences USA, 100(9), 5497- 5502
Changeux, J. P. (2002). L’Homme de Veritè. Cambridge, MA – London: Harvard University Press (trad. it. Id. (2003). L’uomo di verità. Milano: Feltrinelli)
Brackett, M.A., Katulak, N.A. (2007). Emotional Intelligence in the Classroom: SkillBased Training for Teachers and Students. In Ciarrochi, J., Mayer, J.D. (eds.) (2007). Applying Emotional Intelligence. A Practioner’s Guide. New York: Psychology Press: 14
Cohen, J. (Ed.) (1999). Educating minds and hearts: Social emotional learning and the passage into adolescence. New York: Teachers College Press.
Damasio, A. (1999). The Feeling of What Happens. New York: Harcourt.
Fadiga, L., Craighero, L., Olivier, E. (2005). Human motor cortex excitability during the perception of others’ actions. Current Opinion in Neurobiology, 15, 213-218
Ferstl, E., (2007). Functional neuroanatomy of text comprehension: what’s the story so far? In Perfetti, C.A., Schmalhofer, F. (eds.) (2007). Higher level language processes in the brain. Inference and comprehension processes. Mahawah: Erlbaum.
Gardner, H. (1982). Art, mind and brain. A cognitive approach to creativity. Basic Books: New York: 311
Gibbs, R.W., Matlock, T. (2008). Metaphor, imagination, and simulation. Psycholinguistic evidence. In Gibbs, R.W., (ed.). The Cambridge handbook of metaphor and thought. Cambridge: Cambridge University Press: 161-176
Giora, R. (1997). Understanding figurative and literal language. The graded salience hypothesis. Cognitive Linguistics, 8, 183-206
Goldberg, E. (2009). The new executive brain. Frontal lobes in a complex word. Oxford: Oxford University Press.
Goldstein, A., Arzouan, Y., Faust, M. (2008). Timing the metaphoric brain. In Breznitz, Z. (Ed.). Brain Research in Language. New York: Springer: 211-219
Harris, P.L. (2000). The work of the imagination. Malden, MA: Blackwell: 48-66
Holland, N. N. (2009). Literature and the Brain. Gainesville, Florida: PsyArt Foundation.
Iacoboni, M. (2008). Mirroring People. The New Science of How We Connect with Others. Farrar, Straus, Giroux: New York. Iacoboni, M., Molnar-Szakas, I., Gallese, V., Buccino, G., Mazziotta, J., Rizzolatti, G. Giuseppe Longo 116 (2005). Grasping the intentions of others with one’s mirror neuron system. PLoS Biology, 3, 529-535
Immordino-Yang, M. H., McColl, A., Damasio, H., Damasio. A. (2009). Neural correlates of admiration and compassion. PNAS, vol. 106 no. 19, 8021-8026
Johnson Laird, P. N. (2008). How We Reason. Oxford: Oxford UP: 83-84
Johnson Laird, P. N., Oatley, K. (2008). Emotions, Music, and Literature. In Lewis, M., Haviland Jones, J.M., Felman Barret, L (eds.). Handbook of Emotions. New York: The Guilford Press, 108-111
Keen, S. (2007). Empathy and the novel. Oxford: Oxford University Press.
Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press.
Lakoff, G. (1993). The contemporary theory of Metaphor. In A. Ortony (Ed.), Metaphor and thought. New York: Cambridge UP.
Lakoff, G. (2008). The neural theory of metaphor. In Gibbs, R.W., (ed.). The Cambridge Handbook of Metaphor and Thought. Cambridge: Cambridge University Press: 17-38
Lakoff, G., Johnson, M. (1980). Metaphors We Live By. Chicago: The University of Chicago Press.
Larsen, R.J., Diener, E. (1987). Affect intensity as an individual difference characteristic: A review. Journal of Research in Personality, 21, 1-39
Lee, S. S., Dapretto, M. (2006). Metaphorical vs. literal word meanings: fMRI evidence against a selective role of the right hemisphere. Neuroimage, 29(2), 536-44. Life skills education for children and adolescents in schools – Programme on mental health – World Health Organization, Geneva 1997. In http://whqlibdoc.who.int/hq/1994/WHO_MNH_PSF_93.7A_Rev.2.pdf
Mashal, N., Faust, M., Hendler, T., Jung-Beeman, M. (2008). Hemispheric differences in processing the literal interpretation of idioms: Converging evidence from behavioral and fMRI studies. Cortex, 44(7), 848-60
Matthews, G., Zeidner, M., Roberts, R.D. (2004). Emotional Intelligence. Science and Myth. The MIT Press: Cambridge, MA.
Mayer, J. D., Salovey, P., Caruso, D.R.. (2000). Emotional Intelligence as Zeitgeist, as Personality, and as a Mental Ability. In Reuven Bar-On, James D.A. Parker (eds). The Handbook of Emotional intelligence. S. Francisco, CA: Jossey-Bass.
Mayer, J.D., Salovey, P. (1997) What is emotional intelligence? In Salovey, P., Sluyter, D.J. Emotional Development and Emotional Intelligence. New York: Basic Books: 20. Mazoyer, B., Mellet, E., Tzourio, N., Visual and Language Area interactions during.
Mental Imagery, in Galaburda, A.M., Kosslyn, S.M, Christen, I. (2002). The Languages of the Brain. Harvard University Press: Cambridge. Ma – London, pp. 211212
Oberman, L.M., Pineda, J. A., Ramachandran, V.S. (2007). The human mirror neuron system: a link between action observation system and social skills. Social, Cognitive, and Affective Neuroscience, 2, 62-66
Perfetti, C.A., Frishkoff, G.A. (2008). The neural Bases of text and discourse processing. In Handbook of the neuroscience of language. London: Academic Press.
Pfeifer, J.H., Dapretto, M. (2009). “Mirror, mirror in my Mind”: Empathy, Interpersonal Competence, and the Mirror Neuron System. In J. Decety, W. Ickes (eds.). The Social Neuroscience of Empathy. Cambridge (MA): MIT U.P.
Pinker, S. (2007). The Stuff of Thought. Language as a window into human nature. New York: Viking: 235-278. Cognitive neuroscience 117 Purves, D., Augustine, G.J., Fitzpatrick, D., Hall, W.C., LaMantia, A.S., McNamara, J.O.,.
White, L.E. (Eds.) (2008). Neuroscience. Sunderland (MA): Sinauer.
Ramachandran, V.S. (2004). A brief tour of human consciousness. New York: Pi Press: 71
Rapp, A. M., Leube, D. T., Erb, M., Grodd, W., Kircher, T. T. J. (2004). Neural correlates of metaphor processing. Cognitive Brain Research, 20, 395-402
Rapp, A.M., Leube, D.T., Erb, M., Grodd, W., Kircher, T.T. (2006). “Laterality in metaphor processing: Lack of evidence from functional magnetic resonance imaging for the right hemisphere theory”. Brain and Language, 100: 142–149
Robinson, J. (2007). Deeper than reason. Emotion and its role in literature, music, and art. Oxford: Clarendon Press.
Sabatinelli, D., Lang, P.J., Bradley, M.M., Flaisch, T. (2006). The neural basis of narrative imagery: emotion and action. In Anders, s., Ende, G., Junghofer, M., Kissler, J., Wildgruber, D. (eds.). Understanding emotions, Amsterdam: Elsevier.
Sadoski, M., Paivio, A. (2001). Imagery and text. A dual coding theory of reading and writing. London: Erlbaum.
Salovey, P., Mayer, J.D., Goldman, S.L., Turvey, C., Palfai, T.P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait MetaMood Scale. In Pennebaker, J.W. (Ed.), Emotion, Disclosure, and Health, (pp. 125154). Washington, D.C.: American Psychological Association.
Schmidt, G.L., Seger, C.A. (2009). Neural correlates of metaphor processing: The roles of figurativeness, familiarity and difficulty. Brain and Cognition 71 (2009) 375–386. Schutte, N.S., Malouff, J.M., Hall, L.E., Haggerty, D.J., Cooper, J.T., Golden, C.J., Dornheim, L. (1998). Developmnet and validation of a measure of emotional intelligence. Personality and Individual Differences, 167-177
Slotnick, S.D., Thompson, W.L., Kosslyn, S.M. (2005). Visual mental imagery induces retinotopically organized activation of early visual areas. Cerebral Cortex, 15(10), 1570-1583
Tapiero, I., Fillon, V. (2007). Hemispheric Asymmetry in the Processing of Negative and Positive Emotional Inferences. In Perfetti, C.A., Schmalhofer, F. (eds.) (2007). Higher level language processes in the brain. Inference and comprehension processes. Mahawah: Erlbaum.
Therriault, D.J., Rinck, M. (2007). Multidimensional Situation Models. In Perfetti, C.A.,.
Schmalhofer, F. (eds.) (2007). Higher level language processes in the brain. Inference and comprehension processes. Mahawah: Erlbaum.
Vartanian, O., Goel, V. (2007). Neural Correlates of Creative Cognition. In Martindale, C., Locher, P., Petrov, V. M. (eds.). Evolutionary and Neurocognitive Approaches to Aesthetics, Creativity, and the Arts. Amityville, NY: Baywood Publishing Company.
Wolf, M. (2007). Proust and the Squid. The Story and Science of the Reading Brain. New York: Harper Collins.
Zwaan R. (2004). The immersed experiencer: Toward an embodied theory of language comprehension. In B.H. Ross (ed.), Psychology of learning and motivation, 44, 3562. New York: Academic Press. Giuseppe Longo 118