The Wonder of Empathy: Using Palacio’s Novel to Teach Perspective Taking

Freeman, Louise M.; Guarisco, Martha

doi:10.21061/alan.v43i1.a.6

Cited by 5 publications

(22 citation statements)

References 20 publications

(55 reference statements)

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“…Replication of previous Wonder study. The increase in Perspective Taking after reading Wonder replicates our previous study (Guarisco & Freeman, 2015), even though the current sample was much smaller. Replication of findings is essential in all social sciences (Amir & Sharon, 1990).…”

Section: Changes In Empathy and Theory Of Mind After The Reading Unitsupporting

confidence: 88%

“…Researchers have found consistent gender differences in IRI scores by age 13 (Hawk et al, 2014; Van der Graaf et al, 2013), although we did not see such differences in our previous Wonder study (Guarisco & Freeman, 2015). Gender differences in Eyes-C scores (Baron-Cohen et al, 1999) have been reported in early adolescence.…”

Section: Baseline Differencescontrasting

confidence: 55%

“…Replication of findings is essential in all social sciences (Amir & Sharon, 1990). In addition, this finding eliminates the possibility that the students in the previous study, who were atypical in lacking the expected gender differences in empathy (Guarisco & Freeman, 2015) were also atypical in their response to Wonder.…”

Section: Changes In Empathy and Theory Of Mind After The Reading Unitmentioning

confidence: 75%

“…Cameron, Rutland, Brown & Douch, 2006;Vezzali, Stathi & Giovannini, 2012;Vezzali et al, 2014) Insights from the previous Wonder study. In our earlier study (Guarisco & Freeman, 2015), we measured general empathy rather than attitudes towards a stigmatized group. We tested students before and after an academic unit that was part of the planned English curriculum.…”

Section: )mentioning

confidence: 99%

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Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind

2017

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We tested sixth graders for empathy and theory of mind before and after an academic unit on either Wonder or The Crossover. Wonder was associated with improved perspective-taking; students who read The Crossover increased in concern for others. Faux pas detection increased in both genders with Wonder, and in girls with The Crossover. Students who read The Crossover in print showed improved understanding of facial expressions, while students who used iPads declined. Young adult fiction is associated with improved social cognitive skills, but effects depend on gender and reading format, as well as on the choice of individual book.

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Section: Changes In Empathy and Theory Of Mind After The Reading Unitsupporting

confidence: 88%

Section: Baseline Differencescontrasting

confidence: 55%

Section: Changes In Empathy and Theory Of Mind After The Reading Unitmentioning

confidence: 75%

Section: )mentioning

confidence: 99%

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Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind

2017

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“…When reading about others, particularly in literary fiction, we come to know ourselves better in relation to the characters we read about; the characters speak both to and for us (Bloom, 2011, p.275). We increase our empathy for others (Kidd & Castano, 2013;Stansfield & Bunce, 2014;Guarisco & Freeman, 2015;Pino & Mazza, 2016;Guarisco, Brooks & Freeman, 2017), which boosts self-esteem. We enlarge "our knowledge and understanding of the world" (Lodge, 1992, p.10), improve memory function, analytical skills, ability to concentrate (Pettigrew, 2015, p.157) and creativity (Kelly & Kneipp, 2009), and our overall acquisition of language (Dickinson, Griffith, Golinkoff & Hirsh-Pasek, 2012), particularly vocabulary (Sullivan & Brown, 2013).…”

Section: Book Readingmentioning

confidence: 99%

Book Reading Choices of University Students in Jordan

Kamhieh¹

2018

IJL

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It is widely believed that today’s university students are so enamoured of social media and other online attractions that book reading is no longer included in their leisure-time activities, particularly in the Arab world where smartphone penetration is high and interest in reading is perceived to be low. As teachers, we have an obligation to ensure our students are reading books of their own choosing. This study investigates the book-reading choices of a convenience sample of 100 male and female students attending a private university in Jordan to determine 1) what those choices are, 2) what patterns we can detect among their choices and 3) what language and format they prefer to read in. Results show that students look West for most of their book choices, at the expense of their own literature and authors, that their gendered choices reflect many of the patterns already established in the literature, that they prefer to read printed rather than digital books and that third-person narrator voice is most commonly used in the novels they read. The study also suggests that book choice may have less to do with book-based appeal factors (such as, author, protagonist, etc.,) and more to do with the overall reading experience, and that the narrator voice used in the novels students read can contribute to the richness and overall value of that reading experience.

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Teaching And Designing Culturally Responsive Experiences Using Cross-Media Film In Higher Education

Cromarty¹,

Young²,

Elias³

2022

The IJARE

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This paper examined the pedagogical use of cross-media film in higher education, as it highlighted cross-media in implementing a Culturally Responsive approach to enhance social justice learning in the classroom. The findings demonstrated the potential of cross-media film to engage learners through cultural relevance for the 21st century. The findings also considered that the Culturally Responsive approach may constitute a fourth pillar of the three epistemologies through research and suggestions for culturally responsive teaching practices. Keywords: cross-media, culturally responsive teaching, empathy, pedagogy, social justice, https://orcid.org/0000-0002-5147-157X, https://orcid.org/0000-0003-1321-1870, https://orcid.org/0000-0001-8478-2537

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The Wonder of Empathy: Using Palacio’s Novel to Teach Perspective Taking

Cited by 5 publications

References 20 publications

Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind

Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind

Book Reading Choices of University Students in Jordan

Teaching And Designing Culturally Responsive Experiences Using Cross-Media Film In Higher Education

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