Chapter II: Changing Conceptions of Learning: A Century of Progress in the Scientific Study of Education

Mayer, Richard E.

doi:10.1177/016146810110300702

Cited by 2 publications

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References 34 publications

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“…This is the case for emotion labels as well (Doyle & Lindquist, 2017), and it results in greater emotion recognition skills (for a review, see Lindquist & Gendron, 2013). Although we cannot discount that some learning occurs through this process, this passive view of the learner has long been challenged in both psychology and education (e.g., Dewey, 1912;Piaget, 1972;Vygotsky, 1978; for a review, see Mayer, 2001). Furthermore, as I elaborate below, sharpening emotion recognition skills is not just about acquiring conceptual knowledge about emotions.…”

Section: How Does It Work?mentioning

confidence: 99%

Less Is More: How the Language of Fiction Fosters Emotion Recognition

Castano

2024

Emotion Review

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Stories, in pictorial format, orally narrated, and later on as narrative texts, have played a key role in human evolution and to this day continue to surreptitiously teach us things and skills. In recent decades, psychologists and cognitive scientists have begun documenting the role of stories, and particularly fiction, in refining our sociocognitive skills. In this essay, I focus specifically on how stories, particularly written fiction, hone our emotion recognition skills. I present a brief overview of existing theorizing and research findings, and propose the less-is-more hypothesis, according to which emotion recognition skills are sharpened by stories that do not tell us, but rather show us the emotional life of fictional characters.

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