[PDF] The Reading Mind: A Cognitive Approach To Understanding How The Mind Reads ((INSTALL))
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A longitudinal study by Black & Barnes (2015a) on the same ART sample provided evidence for the idea that narrative exposure might have a lasting impact on social-cognitive skills. In two years, reading art increased the ability to understand the perspective of fictional characters, and led to a more interconnected understanding of emotional characters (i.e., the ability to infer emotional states from facial expressions). This study is in line with the findings from a longitudinal study by Black & Barnes (2015b) on the same sample of ART users and matched controls (where non-users read identical stories and pictures): ART users were more empathic and could better understand why others may behave the way they do, but also had more trouble in understanding why people behaved in a way that is different from their own. The authors conclude that ART might help children (and adults) to be more empathic by exposing them to all those different perspectives in narratives.
The connection between narrative exposure and prosocial behavior was recently extended to children in a large study conducted by Mumpunas et al. (2018). In this study, children with an ART exposure had significantly higher scores on several measures of social-cognitive skills, such as: empathy, perspective-taking, and social understanding. These results remained robust after controlling for socio-economic status, suggesting that ART is an effective way to foster social-cognitive skills in children.
While the evidence for the close connection between narrative exposure and social-cognitive skills is largely convincing, it is not entirely uncontroversial: a number of studies have failed to find such a relationship or have even found negative results (e.g., Green, 2004). These inconsistent findings could be due to the type of measures used and the way they are operationalized. As discussed earlier, many studies have used a diverse set of indices, such as the levels of empathic concern (Koopman, 2015) or a behavioral measure of perspective-taking (Black & Barnes, 2015b). A more direct measure of social cognition, such as a behavioral task (e.g., the Story Stem Task; Harmon-Jones, Inzlicht, & Ochsner, 2015) or a functional MRI task (e.g., Tamir et al., 2016), might be more sensitive in detecting differences in social cognition after narrative exposure.
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