Cognitive literary science has explored the the complex relationship between literary reading and social cognition. However, this insightful work about reading literature is frequently distanced from discussions about teaching literature. This essay discusses the results and ramifications of a pedagogical study conducted in two sections of an introductory literature course that was redesigned around cognitive literary studies. Qualitative and quantitative data is collected and analyzed in order to see if a pedagogy rooted in cognitive literary science affects students’ perspective-taking. The essay also illustrates how such a teaching practice might be incorporated into any undergraduate literature curriculum.

认知文学科学探索了文学阅读与社会认知之间的复杂关系。但是，这项关于阅读文学的有见地的著作常常与关于文学教学的讨论相距甚远。本文讨论在针对认知文学研究重新设计的入门文学课程的两个部分中进行的教学研究的结果和结果。收集和分析定性和定量数据，以了解植根于认知文学的教学法是否会影响学生的观点采择。本文还说明了如何将这种教学实践纳入任何本科文学课程。