Finding Truth in Fiction

Author(s):  
Karen E. Dill-Shackleford ◽  
Cynthia Vinney

Being a fan of a popular film, television, or book franchise is something most of us enjoy. But, we may not be familiar with the scientific study of fictional narrative or of fandom. In this book, two media psychologists reveal the sometimes-paradoxical idea that fiction helps us find truth in our real lives. Whether you consider yourself a fan or whether you find yourself thinking of a particular fictional scene for inspiration, you are not alone. Perfectly sane people regularly admit that their favorite stories are important to them. Although journalists sometimes assume that the interest in the fictional world is a sign of trouble, the authors enthusiastically disagree. Because story worlds are social simulations, people use them to work out their values, decide how to handle similar situations, and even decide what kind of person they want to be. Although films and shows are widely spoken of as diversions or as escapism, there are many ways that they aren’t trivial at all. In this book, the authors explore how to understand the identity of a favorite character and the actor who plays the character. Are they the same person? They also delve into the nitty gritty of mental models for story worlds and timeless story arcs such as the hero’s journey. The moments that strike people as important can change as they age and move through different life stages. The authors’ conclusion: fans are not crazy. What fans are is human.

2021 ◽  
pp. 147821032110499
Author(s):  
Petar Jandrić ◽  
Sarah Hayes

This paper explores a possible future of postdigital education in 2050 using the means of social science fiction. The first part of the paper introduces the shift from 20th century primacy of physics to 21st century primacy of biology with an accent to new postdigital–biodigital reconfigurations and challenges in and after the COVID-19 pandemic. The second part of the paper presents a fictional speech at the graduation ceremony of a fictional military academy in a fictional East Asian country in 2050. This fictional world is marked by global warfare and militarization, and addressed graduates are the first generation of artificially evolved graduates in human history. The third part of the paper interprets the fictional narrative, contextualizes it into educational challenges of today, and argues for a dialogical, humanistic conception of new postdigital education in a biotech future.


GeroPsych ◽  
2018 ◽  
Vol 31 (3) ◽  
pp. 151-162 ◽  
Author(s):  
Qiao Chu ◽  
Daniel Grühn ◽  
Ashley M. Holland

Abstract. We investigated the effects of time horizon and age on the socioemotional motives underlying individual’s bucket-list goals. Participants were randomly assigned to one of three time-horizon conditions to make a bucket list: (1) an open-ended time horizon (Study 1 & 2), (2) a 6-month horizon (i.e., “Imagine you have 6 months to live”; Study 1 & 2), and (3) a 1-week horizon (Study 2). Goal motives were coded based on socioemotional selectivity theory and psychosocial development theory. Results indicated that time horizon and age produced unique effects on bucket-list goal motives. Extending past findings on people’s motives considering the end of life, the findings suggest that different time horizons and life stages trigger different motives.


Author(s):  
Burkhard Müller ◽  
Jürgen Gehrke

Abstract. Planning interactions with the physical world requires knowledge about operations; in short, mental operators. Abstractness of content and directionality of access are two important properties to characterize the representational units of this kind of knowledge. Combining these properties allows four classes of knowledge units to be distinguished that can be found in the literature: (a) rules, (b) mental models or schemata, (c) instances, and (d) episodes or chunks. The influence of practicing alphabet-arithmetic operators in a prognostic, diagnostic, or retrognostic way (A + 2 = ?, A? = C, or ? + 2 = C, respectively) on the use of that knowledge in a subsequent test was used to assess the importance of these dimensions. At the beginning, the retrognostic use of knowledge was worse than the prognostic use, although identical operations were involved (A + 2 = ? vs. ? - 2 = A). This disadvantage was reduced with increased practice. Test performance was best if the task and the letter pairs were the same as in the acquisition phase. Overall, the findings support theories proposing multiple representational units of mental operators. The disadvantage for the retrognosis task was recovered in the test phase, and may be evidence for the importance of the order of events independent of the order of experience.


1979 ◽  
Vol 24 (11) ◽  
pp. 947-947
Author(s):  
RICHARD A. KASSCHAU

1992 ◽  
Vol 37 (5) ◽  
pp. 438-439
Author(s):  
Richard A. Griggs
Keyword(s):  

2007 ◽  
Author(s):  
Cristina Vargas ◽  
Sergio Moreno-Rios ◽  
Candida Castro ◽  
Geoffrey Underwood

2012 ◽  
Author(s):  
Pia Justen ◽  
Robert R. van Doorn ◽  
Fred Zijlstra ◽  
Jelke van der Pal

2011 ◽  
Author(s):  
Nicholas J. Arreola ◽  
Erika Robinson-Morral ◽  
Danielle A. S. Crough ◽  
Ben G. Wigert ◽  
Brad Hullsiek ◽  
...  

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