ABSTRACT
K. Oatley outlines a study that investigated the ways in which emotions guide interpretation. Participants completed pre-reading emotions ratings, read a short story, and then completed a post-reading emotions rating. Oatley argues that feelings arise from readers identifying with characters and events through a process of simulation. It is important to remember that the mind-modelling of characters will vary from reader to reader. We can redefine the various representations of a fictional entity as ‘enactors’ of that entity and ‘character’ as the more holistic and overall impression gained from tracking and experiencing those enactors over the course of reading. Those readers who reported being more transported showed higher levels of empathy for the characters in the story but crucially were also more likely to engage in helpful behaviour towards others after reading. The chapter considers how engaging with characters can develop students’ empathetic skills and promote social justice.
