Afflerbach, P. P.
(1990) The influence of prior knowledge on expert readers’ main idea of construction strategies. Reading Research Quarterly, 25 , 31–46. DOI logoGoogle Scholar
Alexander, P. A.
(2003) The development of expertise: The journey from acclimation to proficiency. Educational Researcher, 32 (8), 10–14. DOI logoGoogle Scholar
Allen, J. W. P., & Bickhard, M. H.
(2013) Stepping off the pendulum: Why only an action-based approach can transcend the nativist-empiricist debate. Cognitive Development, 28 (2), 96–133. DOI logoGoogle Scholar
Anderson, J. R.
(2013) The architecture of cognition. Psychology Press. DOI logoGoogle Scholar
Anderson, R. C., & Pearson, P. D.
(1984) A schema-theoretic view of basic processes in reading comprehension. In P. D. Pearson (Ed.), Handbook of reading research (pp. 255–291). Longman.Google Scholar
Andrews-Hanna, J. R., Smallwood, J., & Spreng, R. N.
(2014) The default network and self-generated thought: Component processes, dynamic control, and clinical relevance. Annals of the New York Academy of Sciences, 1316 (1), 29–52. DOI logoGoogle Scholar
Andringa, E.
(1990) Verbal data on literary understanding: A proposal for literary analysis on two levels. Poetics, 19 , 231–257. DOI logoGoogle Scholar
Applebee, A. N.
(1978) The child’s concept of story: Ages two to seventeen. The Chicago University Press.Google Scholar
Aravani, E.
(2012) The role of teaching poetry in developing literacy in Greek primary school: A case study. Australasian Journal of Early Childhood, 37 (4), 51–58. DOI logoGoogle Scholar
Armstrong, C.
(1984) A process perspective in poetic discourse (Report No. CS 208–227). New York: Conference on College Composition and Communication. (Eric Document Reproduction Service No. ED 243 108).Google Scholar
(1985) Tracking the muse: The writing processes of poets (Report No. CS 209–683). Cambridge: Conference on College Composition and Communication. Eric Document Reproduction Service No. ED 276 003.Google Scholar
(1986) The poetic dimensions of revision. New Orleans: Conference on College Composition and Communication. (Eric Document Reproduction Service No. ED278 024).Google Scholar
Aryani, A., & Jacobs, A. M.
(2018) Affective congruence between sound and meaning of words facilitates semantic decision. Behavioral Science, 8 (56), 1–11.Google Scholar
Astington, J. W., Harris, & Olson, D. R.
(Eds.) 1988Developing theories of mind. Cambridge University Press.Google Scholar
Auracher, J.
(2012) Sound of emotion – Synesthetic sound iconicity. Doshisha Studies in Language and Culture, 14 (2), 147–161.Google Scholar
Auracher, J., Albers, S., Zhai, Y., Ullrich, S., Jacobs, A. M., & Conrad, W.
(2010) P is for happiness, N is for sadness: Universals in sounds iconicity to detect emotions in poetry. Discourse Processes, 48 , 1–25. DOI logoGoogle Scholar
Auracher, J.
(2019) Commentary on Tsur and Gafni: Methodological issues in the study of phonetic symbolism. Scientific Study of Literature, 9 (2), 229–238. DOI logoGoogle Scholar
Baber, C., & Butler, M.
(2012) Expertise in crime scene examination: Comparing search strategies of expert and novice crime scene examiners in simulated crime scenes. Human Factors, 54 (3), 413–424. DOI logoGoogle Scholar
Barlee, D. M.
(2011) The publishing of a poet: An empirical examination of the social characteristics of Canadian poets as revealed in small press literary magazines (Unpublished MA thesis). University of Victoria.
Barratt, L. F., Tugade, M. M., & Engle, R. W.
(2004) Individual differences in working memory, capacity and dual-process theories of mind. Psychological Bulletin, 130 , 553–573. DOI logoGoogle Scholar
Bartlett, F. C.
(1932) Remembering: A study in experimental and social psychology. Cambridge University Press.Google Scholar
Beal, C. R.
(1990) Development of knowledge about the role of inference in text comprehension. Child Development, 61 , 1011–1023. DOI logoGoogle Scholar
Beaty, R. E., Benedek, M., Silvia, P. J., & Schacter, D. L.
(2016) Creative cognition and brain network dynamics. Trends in Cognitive Sciences, 20 (2), 87–95. DOI logoGoogle Scholar
Beebee, T.
(1994) The fiction of translation: Abdelkebir Khatibi’s “Love in Two Languages”. SubStance, 23 (1), 63–78. DOI logoGoogle Scholar
Bereiter, C., & Scardamalia, M.
(1987) The psychology of written composition. Lawrence Erlbaum Associates.Google Scholar
(1993) Surpassing ourselves: An inquiry into the nature and implications of expertise. Open Court.Google Scholar
Berman, R. A., & Ravid, D.
(2010) Interpretation and recall of proverbs in three school-age populations. First Language, 30 (20), 155–173. DOI logoGoogle Scholar
Billow, R. M.
(1981) Observing spontaneous metaphor in children. Journal of Experimental Child Psychology, 31 (3), 430–445. DOI logoGoogle Scholar
Bischoff, T., Thiruchselvam, R. & Peskin, J.
(2008, July). Conceptualizing and composing poetry: Developmental trends in adolescence. Presented at the International Association for the Empirical Studies of Literature, Art, and Media (IGEL), Memphis, TN.
Bizzaro, P.
(1990) Evaluating student poetry writing: A primary trait scoring model. Teaching English in the Two Year College, 17 (1), 54–61.Google Scholar
Blakemore, S., & Frith, U.
(2005) The learning brain. Blackwell.Google Scholar
Bleich, D.
(1975) Readings and feelings: An introduction to subjective criticism. National Council of Teachers.Google Scholar
(1978) Subjective criticism. Johns Hopkins University Press.Google Scholar
Blythe, H., & Sweet, C.
(2008) The writing community: A new model for the creative writing classroom. Pedagogy, 8 (2), 305–325. DOI logoGoogle Scholar
Bolton, G.
(1999) ‘Every poem breaks a silence that had to be overcome’: The therapeutic power of poetry writing. Feminist Review, 62 , 118–134. DOI logoGoogle Scholar
Bradburn, N., Parks, K., & Reynolds, M.
(2006) Poetry in America: A Summary of the Study. National Opinion Research Center.Google Scholar
Bradley, L., & Bryant, P. E.
(1983) Categorizing sounds and learning to read – A causal connection. Nature, 301 (5899), 419–421. DOI logoGoogle Scholar
Branch, J.
(2006) Using think alouds, think afters, and think togethers to research adolescents’ inquiry experiences. Alberta Journal of Educational Research, 52 (3), 148–159.Google Scholar
Bransford, J. D., Brown, A. L., & Cocking, R. R.
(1999) How people learn: Brain, mind, experience, and school. National Academy Press.Google Scholar
Britton, J.
(1984) Viewpoints: The distinction between participant and spectator role language in research and practice. Research in the Teaching of English, 18 , 320–331.Google Scholar
(1989) The spectator as theorist: A reply. English Education, 21 (1), 53–60.Google Scholar
(1993) Language and learning (2nd ed.). Boynton/Cook.Google Scholar
Britton, J., Burgess, T., Martin, N., McLeod, A., & Rosen, H.
(1975) The development of writing abilities (pp. 11–18). MacMillan Education.Google Scholar
Broekkamp, H., Janssen, T., & van den Bergh, H.
(2009) Is there a relationship between literature reading and creative writing. Journal of Creative Behavior, 43 (4), 281–297. DOI logoGoogle Scholar
Bronfenbrenner, U., & Morris, P. A.
(1998) The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993–1028). John Wiley & Sons.Google Scholar
Brown, J. S., Collins, A., & Duguid, P.
(1988) Situated cognition and the culture of learning (pp. 1–37F, Tech. No. 6886). Institute for Research on Learning. (NTIS). DOI logoGoogle Scholar
Bruhn, M.
(2018) Citation analysis: An empirical approach to professional literary interpretation. Scientific Study of Literature, 8 (1), 77–113. DOI logoGoogle Scholar
Bruner, J.
(1986) Actual minds, possible worlds. Harvard University Press. DOI logoGoogle Scholar
Bryant, P., & Bradley, L.
(1985) Children’s reading problems: Psychology and education. Blackwell.Google Scholar
Buckner, R. L., Andrews-Hanna, J. R., & Schacter, D. L.
(2008) The brain’s default network. Annals of the New York Academy of Sciences, 1124 (1), 1–38. DOI logoGoogle Scholar
Bugeja, M. J.
(1992) Why we stop reading poetry. The English Journal, 81 (3), 32–42. DOI logoGoogle Scholar
Burnaford, G., Brown, S., Doherty, J., & McLaughlin, H. J.
(2007) Arts integration frameworks, research and practice: A literature review. Arts Education Partnership.Google Scholar
Carminati, M. N., Stabler, J., Robert, A. M., & Fischer, M. H.
(2006) Reader’s responses to sub-genre and rhyme scheme in poetry. Poetics, 34 (3), 204–218. DOI logoGoogle Scholar
Carter, R.
(2010) Methodologies for stylistic analysis: Practices and pedagogies. In D. McIntyre & B. Busse (Eds.), Language and style. In honour of Mick Short (pp. 55–68). Palgrave Macmillan. DOI logoGoogle Scholar
Case, R., Okamoto, Y., Griffin, S., McKeough, A., Bleiker, C., Henderson, B. &, Stephenson, K. M.
(1996) The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61 (1–2, Serial No. 246). DOI logoGoogle Scholar
Case, R.
(1992) The mind’s staircase: Exploring the conceptual underpinnings of children’s thought and knowledge. Lawrence Erlbaum Associates.Google Scholar
Casey, B. J., Giedd, J. N., & Thomas, K. M.
(2000) Structural and functional brain development and its relation to cognitive development. Biological Psychology, 54 , 241–257. DOI logoGoogle Scholar
Casteleyn, J., & Vandervieren, E.
(2018) Factors determining young adults’ appreciation of reading poetry. L1-Educational Studies in Language and Literature, 18 , 1–24. DOI logoGoogle Scholar
Certo, J.
(2015) Poetic language, interdiscursivity and intertextuality in fifth graders’ poetry: An interpretive study. Journal of Literacy Research, 47 (1), 49–82. DOI logoGoogle Scholar
Chi, M. T.
(2008) Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61–82). Lawrence Erlbaum Associates.Google Scholar
Chi, M. T., & Koeske, R. D.
(1983) Network representation of a child’s dinosaur knowledge. Developmental Psychology, 19 , 29–39. DOI logoGoogle Scholar
Chi, M. T., Glaser, R., & Farr, M. J.
(1988) The nature of expertise. Lawrence Erlbaum Associates.Google Scholar
Chukovsky, K.
(1963) From two to five. University of California Press. DOI logoGoogle Scholar
Collins, A., Brown, J. S., & Newman, S. E.
(1989) Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Lawrence Erlbaum Associates.Google Scholar
Comstock, M.
(1992) Poetry and process: The reading/writing connection. Language Arts, 69 (4), 261–267.Google Scholar
Creeley, R.
(1962) For love: Poems 1950–1960. Charles Scribner’s Sons.Google Scholar
Cronbach, L. J., & Meehl, P. E.
(1955) Construct validity in psychological tests. Psychological Bulletin, 52 (4): 281–302. DOI logoGoogle Scholar
Crystal, D.
(1998) Language play. Penguin.Google Scholar
Csikszentmihalyi, M.
(1997) Creativity: Flow and the psychology of discovery and invention. Harper Collins.Google Scholar
Culler, J.
(1975) Structuralist poetics: Structuralism, linguistics and the study of literature. Cornell University Press. DOI logoGoogle Scholar
(1994) Structuralism and literature. In D. Keesey (Ed.), Contexts for criticism. Mayfield.Google Scholar
Cumming, R.
(2007) Language play in the classroom: Encouraging children’s intuitive creativity with words through poetry. Literacy, 41 (2), 93–101. DOI logoGoogle Scholar
Cupchik, G. C., Leonard, G., Axelrad, E., & Kalin, J.
(1998) The landscape of emotion in literary encounters. Cognition and Emotion, 12 , 825–847. DOI logoGoogle Scholar
Darwin, C.
(1936) Biographical sketch of an infant. Mind, 2 , 285–294.Google Scholar
Deci, E. L., & Ryan, R. M.
(1985) Intrinsic motivation and self-determination in human behavior. Plenum. DOI logoGoogle Scholar
(2000) Self-determination Theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55 , 68–78. DOI logoGoogle Scholar
Denham, S. A., Zoller, D., & Couchoud, E.
(1994) Socialization of preschoolers’ emotion understanding. Developmental Psychology, 30 (6), 928–936. DOI logoGoogle Scholar
Derrida, J.
(1978) Writing and difference. The University of Chicago Press.Google Scholar
Dietrich, A.
(2004) The cognitive neuroscience of creativity. Psychonomic Bulletin & Review, 11 (6), 1011–1026. DOI logoGoogle Scholar
Donaldson, S. K., & Westerman, M. A.
(1986) Development of children’s understanding of ambivalence and causal theories of emotions. Developmental Psychology, 22 (5), 655–662. DOI logoGoogle Scholar
Donovan, M. S., Bransford, J. D., & Pellegrino, J. W.
(1999) How people learn: Bridging research and practice. National Academies Press.Google Scholar
Dowker, A.
(1989) Rhyme and alliteration in poems elicited from young children. Journal of Child Language, 16 , 181–202. DOI logoGoogle Scholar
Dressman, M., & Faust, M.
(2014) On the teaching of poetry in English Journal, 1912–2005. Journal of Literacy Research, 46 (1), 39–67. DOI logoGoogle Scholar
Dweck, C. S.
(1999) Caution – Praise can be dangerous. American Educator, Spring, 4–9.Google Scholar
Dymoke, S.
(2003) Drafting and assessing poetry: A guide for teachers. Paul Chapman. DOI logoGoogle Scholar
Earthman, E. A.
(1992) Creating the virtual work: Reader’s processes in understanding literary texts. Research in the Teaching of English, 26 , 351–384.Google Scholar
Edelman, G. M.
(1987) Neural Darwinism: The theory of neuronal group selection. Basic Books.Google Scholar
Edelman, G. M., & Mountcastle, V. B.
(1978) The mindful brain: Cortical organization and the group-selective theory of higher brain function. The MIT Press.Google Scholar
Eden, G. F., Jones, K. M., Cappell, K., Gareau, L., Wood, F. B., Zeffiro, A. T., … Flowers, D. L.
(2004) Neural changes following remediation in adult developmental dyslexia. Neuron, 44 (3), 411–422. DOI logoGoogle Scholar
Egan, K.
(1997) The educated mind. The University of Chicago Press. DOI logoGoogle Scholar
(2005) An imaginative approach to teaching. John Wiley & Sons.Google Scholar
Egan, K., & Ling, M.
(2002) We begin as poets. In L. Bresler & C. M. Thompson (Eds.), The arts in children’s lives (pp. 93–102). Springer. DOI logoGoogle Scholar
Eliot, T. S., & Kermode, F.
(1988) Selected prose of T.S. Eliot. Harcourt Brace Jovanovich.Google Scholar
Ellamil, M., Dobson, C., Beeman, M., & Christoff, K.
(2011) Evaluative and generative modes of thought during the creative process. NeuroImage, 59 (2), 1783–1794. DOI logoGoogle Scholar
Ellenbogen, B.
(2009) Poetry composition and revision: An expert novice study (Unpublished master’s thesis). OISE, University of Toronto.
Ellenbogen, B., & Peskin, J.
(2012) Poetry composition and revision: An expert-novice study. Montreal, Canada and Quebec, Canada: Presented at the International Association for the Empirical Studies of Literature, Art, and Media (IGEL).Google Scholar
Elster, C. A., & Hanauer, D. I.
(2002) Voicing texts, voices around texts: Reading poems in elementary school classrooms. Research in the Teaching of English, 37 , 89–134.Google Scholar
Ely, R., & McCabe, A.
(1994) The language play of kindergarten children. First Language, 14 , 19–35. DOI logoGoogle Scholar
Emig, J.
(1971) The composing process: Review of the literature. In S. Perl (Ed.), Landmark essays on writing process (pp. 1–22). Hermagoras Press.Google Scholar
Engel, S.
(1988) Metaphors: How are they different for the poet, the child and the everyday adult? New Ideas in Psychology, 6 (3), 333–341. DOI logoGoogle Scholar
Ericsson, K.
(2006) The influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683 – 704). Cambridge University Press. DOI logoGoogle Scholar
Ericsson, K. A., & Charness, N.
(1994) Expert performance: Its structure and acquisition. American Psychologist, 9 , 725–747. DOI logoGoogle Scholar
Ericsson, K. A., & Smith, J.
(1991) Prospects and limits of the empirical study of expertise: An introduction. In K. A. Ericsson & J. Smith (Eds.). Toward a general theory of expertise: Prospects and limits (pp. 1–38). Cambridge University Press.Google Scholar
Eva-Wood, A. L.
(2004) Thinking and feeling poetry: Exploring meanings aloud. Journal of Educational Psychology, 96 (1), 182–191. DOI logoGoogle Scholar
(2008) Does feeling come first? How poetry can help readers broaden their understanding of metacognition. Journal of Adolescent & Adult Literacy, 51 (7), 564–576. DOI logoGoogle Scholar
Fahnestock, J., & Secor, M.
(1991) The rhetoric of literary criticism. Textual dynamics of the professions: Historical and contemporary studies of writing in professional communities, 76-96.Google Scholar
Faust, M. & Dressman, M.
(2009) The other tradition: Populist perspectives on teaching poetry, as published in ‘English Journal’, 1912 -2005. English Education, 41 (2), 114–134.Google Scholar
Fernandez-Duque, D., Baird, J. A., & Posner, M. I.
(2000) Executive attention and metacognitive regulation. Consciousness and Cognition, 9 (2), 288–307. DOI logoGoogle Scholar
Feuerstein, R., & Jensen, M. R.
(1980) Instrumental enrichment: Theoretical basis, goals, and instruments. The Educational Forum, 44 (4), 401–423. DOI logoGoogle Scholar
Fialho, O.
(2019) What is literature for? The role of transformative reading. Cogent Arts and Humanities 6 (1): 1–16. DOI logoGoogle Scholar
Finke, R., Ward, R., & Smith, S.
(1992) Creative cognition: Theory, research, and applications. The MIT Press.Google Scholar
Fish, S.
(1980) Is there a text in this class? The authority of interpretive communities. Harvard University Press.Google Scholar
Flower, L.
(1989) Taking thought: The role of conscious processing in the making of meaning. In E. P. Maimon, B. F. Nodine, & F. W. O’Connor (Eds.), Thinking, reasoning, and writing (pp. 185–212). Longman.Google Scholar
Flower, L. S., & Hayes, J. R.
(1981) A cognitive process theory of writing. College Composition and Communication, 32 , 365–387. DOI logoGoogle Scholar
(1986) Writing research and the writer. American Psychologist, 41 (10), 1106–1113. DOI logoGoogle Scholar
Fox, R.
(1995) Development and learning. In C. Desforges (Ed.). An introduction to teaching: Psychological perspectives. Blackwell.Google Scholar
Frye, N.
(1978) Anatomy of criticism: Four essays. Princeton University Press.Google Scholar
Gallate, J., Wong, C., Ellwood, S., Roring, R. W., & Snyder, A.
(2012) Creative people use nonconscious processes to their advantage. Creativity Research Journal, 24 (2–3), 146–151. DOI logoGoogle Scholar
Gardner, H., Winner, E., Bechhover, R., & Wolf, D.
(1978) The development of figurative language. In K. E. Nelson (Ed.), Children’s language (pp. 1–37). Gardner Press.Google Scholar
Garvey, C.
(1977) Play with language and speech. In S. Ervin-Tripp & C. Mitchell-Kernan (Eds.), Child discourse (pp. 27–47). Academic Press. DOI logoGoogle Scholar
Gatti, A.
(2011) Hume’s taste for standards: Experience and aestehtic judgment reconsidered. Castelli di Yale, XI (11), 134–143.Google Scholar
Gentner, D.
(1988) Metaphor as structure mapping: The relational shift. Child Development, 59 , 47–59. DOI logoGoogle Scholar
Gerrish, D. T.
(2004) An Examination of the processes of six published poets: Seeing beyond the glass darkly (Unpublished doctoral dissertation), Rutgers, State University of New Jersey.
Gibbs Jr., R. W.
(1994) The poetics of mind: Figurative thought, language, and understanding. Cambridge University Press.Google Scholar
Giedd, J. N., Lalonde, F. M., Celano, M. J., White, S. L., Wallace, G. L., Lee, N. R., … R. K.
(2009) Anatomical brain resonance imaging of typically developing children and adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 48 (5), 465–470. DOI logoGoogle Scholar
Gobbo, C., & Chi, M. T. H.
(1986) How knowledge is structured and used by expert and novice children. Cognitive Development, 1 , 221–237. DOI logoGoogle Scholar
Gombrich, E. H.
(1977) Art and illusion: A study in the psychology of pictorial representation. Phaidon.Google Scholar
Goodman, N.
(1976) Languages of art: An approach to a theory of symbols. Hackett. DOI logoGoogle Scholar
Goody, J.
(1987) The interface between the written and the oral. Cambridge University Press.Google Scholar
Gopnik, A., & Meltzoff, A. N.
(1997) Words, thoughts and theories. The MIT Press.Google Scholar
Goswami, U., & Bryant, P.
(1990) Phonological skills and learning to read. Lawrence Erlbaum Associates.Google Scholar
Granott, N., Fischer, K. W., & Parziale, J.
(2002) Bridging to the unknown: A transition mechanism in learning and problem-solving. In N. Granott & J. Parziale (Eds.), Microdevelopment: Transition process in development and learning (pp. 131–156). Cambridge University Press. DOI logoGoogle Scholar
Gray, J. R., Braver, T. S., & Raichle, M. E.
(2002) Integration of emotion and cognition in the lateral prefrontal cortex. Proceedings of the National Academy of Sciences, 99 (6), 4115–4120. DOI logoGoogle Scholar
Grice, H. P.
(1975) Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and semantics: Vol. 3, Speech acts (pp. 41–58). Academic Press.Google Scholar
Groeben, N., & Schreier, M.
(1998) Descriptive versus prescriptive aspects of the concept of literature: The example of the polyvalence convention. Poetics, 26 , 55–62. DOI logoGoogle Scholar
Groenendijk, T., Janssen, T., Rijlaarsdam, G., & van den Bergh, H.
(2008) How do secondary school students write poetry? How creative writing processes relate to final products. L1-Educational Studies in Language and Literature, 8 (3), 57–80. DOI logoGoogle Scholar
Hadwin, J., & Perner, J.
(1991) Pleased and surprised: Children’s cognitive theory of emotion. British Journal of Developmental Psychology, 9 (2), 215–234. DOI logoGoogle Scholar
Hall, G.
(2005) Literature in language education. Palgrave Macmillan. DOI logoGoogle Scholar
(2014) Pedagogical stylistics. In M. Burke (Ed.), The Routledge Handbook of Stylistics (pp. 239–252). Routledge.Google Scholar
Hanauer, D. I.
(1995) Literary and poetic text categorization judgments. Journal of Literary Semantics, 24 (3), 187–210. DOI logoGoogle Scholar
(1996) Integration of phonetic and graphic features in poetic text categorization judgments. Poetics, 23 , 363–380. DOI logoGoogle Scholar
Hanauer, D.
(1998a) Reading poetry: An empirical investigation of formalist, stylistic, and conventionalist claims. Poetics Today, 19 (4), 565–580. DOI logoGoogle Scholar
Hanauer, D. I.
(1998b) The genre-specific hypothesis of reading: Reading poetry and encyclopedic items. Poetics, 26 (2), 63–80. DOI logoGoogle Scholar
(1999) Attention and literary education. Language Awareness, 8 , 1–15. DOI logoGoogle Scholar
(2001) What we know about reading poetry: Theoretical positions. The Psychology and Sociology of Literature, 35 , 107–128. DOI logoGoogle Scholar
(2004) Poetry and the meaning of life. Pippin Press.Google Scholar
(2007) Attention-directed literary education: An empirical investigation. In G. Watson & S. Zyngier (Eds.), Literature and stylistics for language learners: Theory and practice (pp. 169–180). Palgrave Macmillan. DOI logoGoogle Scholar
(2011a) Scientific study of literature, 1 (2). DOI logoGoogle Scholar
(2011b) Meaningful literacy: Writing poetry in the language classroom. Language Teaching: Surveys and Studies, 45 (1), 105–115. DOI logoGoogle Scholar
(2012) Growing up in the unseen shadow of the Kindertransport: A poetic-narrative autoethnography. Qualitative Inquiry, 18 (9), 845–851. DOI logoGoogle Scholar
(2015a) Measuring voice in poetry written by second language learners. Written Communication, 32 (1), 66–86. DOI logoGoogle Scholar
Hansson, G.
(1996) Emotions in poetry: Where are they and how do we find them? Advances in Discourse Processes, 52 , 275–290.Google Scholar
Harker, J. W.
(1994) “Plain sense” and “poetic significance”: Tenth-grade readers reading two poems. Poetics, 22 , 199–218. DOI logoGoogle Scholar
Harris, K. L.
(2018) The practices of exemplary teachers of poetry in the secondary English-language arts classroom (Doctoral dissertation). Boston University. Retrieved on 10 September 2022 from [URL]
Harris, P.
(1982) Cognitive prerequisites to language? British Journal of Psychology, 73 , 187–195. DOI logoGoogle Scholar
Harris, P. L.
(1989) Children and emotion: The development of psychological understanding. Basil Blackwell.Google Scholar
Harter, S., & Buddin, B. J.
(1987) Children’s understanding of the simultaneity of two emotions: A five-stage developmental acquisition sequence. Developmental Psychology, 23 , 388–399. DOI logoGoogle Scholar
Hawkins, L. K. & Certo, J. L.
(2014) It’s something that I feel like writing, instead of writing because I’m being told to: Elementary boys’ experiences writing and performing poetry. Pedagogies: An International Journal, 9 (3), 196–215. DOI logoGoogle Scholar
Heimes, S.
(2011) State of poetry therapy research (review). The Arts in Psychotherapy, 38 , 1–8. DOI logoGoogle Scholar
Hesse, D.
(2010) The place of creative writing in composition studies. College Composition and Communication, 62 (1), 31–52.Google Scholar
Hill, N. M., & Schneider, W.
(2006) Brain changes in the development of expertise: Neuroanatomical and neurophysiological evidence about skill-based adaptations. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 653–682). Cambridge University Press. DOI logoGoogle Scholar
Hinze, S. R., Rapp, D. N., Williamson, V. M., Schultz, M. J., Deslongchamps, G., & Williamson, K. C.
(2013) Beyond ball-and-stick: Students’ processing of novel STEM visualizations. Learning and Instruction, 26 , 12–21. DOI logoGoogle Scholar
Hmelo-Silver, C., Marathe, S., & Liu, L.
(2007) Fish swim, rocks sit, lungs breathe: Expert-novice understanding of complex systems. Journal of the Learning Sciences, 16 (3), 307–331. DOI logoGoogle Scholar
Hoffstaedter, P.
(1987) Poetic text processing and its empirical investigation. Poetics, 16 , 75–91. DOI logoGoogle Scholar
Holland, N. N.
(1973) Poems in Persons: An Introduction to the Psychoanalysis of Literature. Columbia University Press.Google Scholar
Hoorn, J.
(1996) Psychophysiology and literary processing: ERPs to semantic and phonological deviations in reading small verses. In R. J. Kruez & M. S. McNealy (Eds.), Empirical approaches to literature and aesthetics (pp. 338–358). Ablex.Google Scholar
Hume, D.
[1757] (1985)Of the standard of taste. In D. Hume & E. F. Miller (Ed.), Essays moral, political and literary (pp. 234–241). Liberty Classics.Google Scholar
Hunt, P., Stephens, J., Joyner, J., & English Centre (London, England)
(1987) The English curriculum: Poetry: Material for discussion. English Centre.Google Scholar
Hyde, K., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C., & Schlaug, G.
(2009) Musical training shapes structural brain development. The Journal of Neuroscience, 29 (10), 3010–3025. DOI logoGoogle Scholar
Immordino-Yang, M., & Yang, N.
(2011) Musings on the neurobiological and evolutionary origins of creativity via a developmental analysis of one child’s poetry. LEARNing Landscapes, 5 (1), 133–139. DOI logoGoogle Scholar
Inhelder, B., & Piaget, J.
(1958) The growth of logical thinking from childhood to adolescence. Basic Books. DOI logoGoogle Scholar
Jakobson, R.
(1960) Closing statement: Linguistics and poetics. In T. A. Sebeok (Ed.), Style in language (pp. 350–377). The MIT Press.Google Scholar
Janssen, T. M.
(1998) Approaches to literature teaching. An empirical study of the form and results of Dutch literature teaching in higher general secondary and pre-university education (Doctoral dissertation). University of Amsterdam. Thesis Publishers.
Jenkins, J. M., Turrell, S. L., Kogushi, Y., Lollis, S., & Ross, H. S.
(2003) A longitudinal investigation of the dynamics of mental state talk in families. Child Development, 74 (3), 905–920. DOI logoGoogle Scholar
Johnson-Laird, P. N. & Oatley, K.
(2022) How poetry evokes emotions. Acta Psychologica, 224 , 103506. DOI logoGoogle Scholar
Johnston, P. & Afflerbach, P.
(1985) The process of constructing main ideas from text. Cognition and Instruction, 2 , 207–232. DOI logoGoogle Scholar
Jong, E.
(2002) Conversations with Erica Jong. University of Mississippi Press.Google Scholar
Kallai, A. Y., & Reiner, M.
(2010) The source of misconceptions in physics: When event-related potential components N400 and P600 disagree. Front. Neurosci. Conference Abstract: EARLI SIG22 – Neuroscience and Education.Google Scholar
Kamberelis, G.
(1999) Genre development and learning: Children writing stories, science reports, and poems. Research in the Teaching of English, 33 , 403–460.Google Scholar
Kane-Mainier, S.
(2015) How the genre and work of poetry are represented by tenth grade literature anthologies (Unpublished doctoral dissertation). University of Pittsburgh.
Karmiloff-Smith, A.
(1992) Beyond modularity: A developmental perspective on cognitive science. The MIT Press.Google Scholar
Karpov, Y. V. & Bransford, J. D.
(1995) L.S. Vygotsky and the doctrine of empirical and theoretical learning. Educational Psychologist, 30 (2), 61–66. DOI logoGoogle Scholar
Kellogg, R. T., Whiteford, A. P., Turner, C. E., Cahill, M., & Mertens, A.
(2013) Working memory in written composition: an evaluation of the 1996 model. Journal of Writing Research, 5 , 159–190.Google Scholar
Kelly, A.
(2005) ‘Poetry? Of course we do it. It’s in the national curriculum.’ Primary children’s perceptions of poetry. Literacy, 39 (3), 129–34. DOI logoGoogle Scholar
Kintgen, R. K.
(1989) Researching responses to literature and the teaching of literature: Points of departure. Ablex.Google Scholar
Kintsch, W.
(1998) Comprehension: A paradigm for cognition. Cambridge University Press.Google Scholar
Kirkland, J. W., & Sanders, F. D.
(1982) Poetry: Sight and insight. Random House.Google Scholar
Knapp, J.
(2002) Teaching poetry via HEI (Hypothesis-Experiment-Instruction). Journal of Adolescent & Adult Literacy, 45 (8), 718–729.Google Scholar
(2004) Current conversations in the teaching of college-level literature. Style, 38 (1), 50–91.Google Scholar
Koops van’t Jagt, R., Hoeks, J. C., Dorleijn, G. J., & Hendriks, P.
(2014) Look before you leap: How enjambment affects the processing of poetry. Scientific Study of Literature, 4 (1), 3–24. DOI logoGoogle Scholar
Kraus, N., & Chandrasekaran, B.
(2010) Music training for the development of auditory skills. Nature Reviews/Neuroscience, 11 , 599–605. DOI logoGoogle Scholar
Kraxenberger, M., & Menninghaus, W.
(2016a) Mimological reveries? Disconfirming the hypothesis of phono-emotional iconicity in poetry. Frontiers in Psychology, 7 , article 1779. DOI logoGoogle Scholar
Kress, G.
(1999) Genre and the changing contexts for English language arts. Language Arts, 76 (6), 461–469.Google Scholar
Küçük, A., Gölgeli, A., Saraymen, R., & Koç, N.
(2008) Effects of age and anxiety on learning and memory. Behavioural Brain Research, 195 (1), 147–152. DOI logoGoogle Scholar
Kuhn, D.
(1999) A developmental model of critical thinking. Educational Researcher, 28 (2), 16–25. DOI logoGoogle Scholar
(2000) Metacognitive development. Current Directions in Psychological Science, 9 (5), 178–181. DOI logoGoogle Scholar
Lakoff, G., & Johnson, M.
(1980) Metaphors we live by. The University of Chicago Press.Google Scholar
Lakoff, G., & Turner, M.
(1989) More than cool reason: A field guide to poetic metaphor. The Chicago University Press. DOI logoGoogle Scholar
Langer, J. A.
(1995) Envisioning literature: Literary understanding and literature instruction. Teachers College Press.Google Scholar
(1998) Thinking and doing literature: An eight-year study. The English Journal, 87 (2), 16–23. DOI logoGoogle Scholar
Lausberg, H.
(1998) In clausulis. In H. Lausberg, D. E. Orton, & R. D. Anderson (Eds.). Handbook of literary rhetoric: A foundation of literary study (pp. 438–457). Brill.Google Scholar
Lea, R., Rapp, D. N., Elfenbein, A., Mitchel, A. D., & Swinburne Romine, R.
(2008) Sweet silent thought: Alliteration and resonance in poetry comprehension. Psychological Science, 19 (7), 709–716. DOI logoGoogle Scholar
Lee, S. S., & Dapretto, M.
(2006) Metaphorical vs. literal word meaning: fMRI evidence against a selective role of the right hemisphere. NeuroImage, 29 (2), 536–544. DOI logoGoogle Scholar
Lee, E., Torrance, N. G., & Olson, D. R.
(2001) Young children and the say/mean distinction: Verbatim and paraphrase recognition in narrative and nursery rhyme contexts. Journal of Child Language 28: 531–543. DOI logoGoogle Scholar
Lenel, J. C., & Cantor, J. H.
(1981) Rhyme recognition and phonemic perception in young children. Journal of Psycholinguistic Research, 10 (1), 57. DOI logoGoogle Scholar
Lenroot, R. K., & Giedd, J. N.
(2006) Brain development in children and adolescents: Insights from anatomical magnetic resonance imaging. Neuroscience and Behavioral Reviews, 30 (6), 718–729. DOI logoGoogle Scholar
Levine, S.
(2014) Making interpretation visible with an affect-based strategy. Reading Research Quarterly, 49 (3), 283–303. DOI logoGoogle Scholar
Levine, S., & Horton, W. S.
(2013) Using affective appraisal to help readers construct literary interpretations. The Scientific Study of Literature, 3 (1), 105–136. DOI logoGoogle Scholar
Levorato, M. C., & Cacciari, C.
(1995) The effects of different tasks on the comprehension and production of idioms in children. Journal of Experimental Child Psychology, 60 (2), 261–283. DOI logoGoogle Scholar
(2002) The creation of new figurative expressions: Psycholinguistic evidence in Italian children, adolescents and adults. Journal of Child Language, 29 , 127–150. DOI logoGoogle Scholar
Limb, C. J., & Braun, A. R.
(2008) Neural substrates of spontaneous musical performance: An fMRI study of jazz improvisation. PLoS ONE, 3 (2), 1–9. DOI logoGoogle Scholar
Liu, S., Erkkinen, M. G., Healey, M. L., Xu, Y., Swett, K. E., Chow, H. M., & Braun, A. R.
(2015) Brain activity and connectivity during poetry composition: Toward a multidimensional model of the creative process. Human Brain Mapping, 36 (9), 3351–3372. DOI logoGoogle Scholar
Locke, T.
(2010) Reading, writing and speaking poetry. In D. Wyse, R. Andrews, & J. Hoffman (Eds.), The Routledge international handbook of English, language and literacy teaching (pp. 367–378). Routledge.Google Scholar
Loughlin, S. M.
(2013) Examining trans-symbolic and symbol-specific processes in poetry and painting (Unpublished doctoral dissertation), University of Maryland.
Low, J., & Wang, B.
(2011) On the long road to mentalism in children’s spontaneous false-belief understanding: Are we there yet? Review of Philosophy and Psychology, 2 (3), 411–428. DOI logoGoogle Scholar
Lubart, T.
(2009) In search of the writer’s creative process. In S. B. Kaufman & J. C. Kaufman (Eds.), The psychology of creative writing (pp. 149–165). Cambridge University Press. DOI logoGoogle Scholar
Lüdtke, J., Meyer-Sickendieck, B., & Jacobs, A. M.
(2014) Immersing in the stillness of an early morning: Testing the mood empathy hypothesis of poetry reception. Psychology of Aesthetics, Creativity and the Arts, 8 (3), 363–377. DOI logoGoogle Scholar
Maley, A., & Duff, A.
(2007) Literature. Oxford University Press.Google Scholar
Maley, A., & Moulding, S.
(1985) Poem into poem. Cambridge University PressGoogle Scholar
Margulis, E. H., Levine, W. H., Simchy-Gross, R., & Kroger, C.
(2017) Expressive intent, ambiguity, and aesthetic experience of music and poetry. PLoS ONE, 12 (7), e0179145. DOI logoGoogle Scholar
Marzano, R. J.
(1991) Cultivating thinking in English and the language arts. National Council of Teachers.Google Scholar
(2003) Language, the language arts, and thinking. In J. Flood, D. Lapp, J. R. Squire & J. Jensen (Eds.), Handbook of research on teaching the language arts (2nd ed., pp. 687–716). Lawrence Erlbaum Associates.Google Scholar
Maxwell, J. A.
(2012) Qualitative research design: An interactive approach (3rd ed.). Sage.Google Scholar
Mazza, N.
(2003) Poetry therapy: Theory and practice. Brunner-Routledge.Google Scholar
McGraw, H. W.
(1929) Teaching the “Ancient Mariner”. English Journal, 18 , 732–738. DOI logoGoogle Scholar
McIntyre, C. J.
(2008) Olivia: A case study of one adolescent’s poetry writing processes. (Unpublished doctoral dissertation). The University of Oklahoma.
McKeough, A.
(1995) Teaching narrative knowledge for transfer in the early school years. In A. McKeough, J. Lupart, & A. Marini (Eds.), Teaching for transfer: Fostering generalization in learning. Lawrence Erlbaum Associates.Google Scholar
McKeough, A., Wigmore-MacLeod, B., & Genereux, R.
(2003) Narrative thought in childhood and adolescence hierarchical models of story composition and interpretation. In B. Apolloni, M. Marinaro, & R. Tagliaferri (Eds.), Neural nets (pp. 325–337). Lecture Notes in Computer Science, 2859 . DOI logoGoogle Scholar
Menninghaus, W., Wagner, V., Wassiliwizky, E., Jacobsen, T., & Knoop, C. A.
(2017) The emotional and aesthetic powers of parallelistic diction. Poetics, 63 , 47–59. DOI logoGoogle Scholar
Meutsch, D., & Schmidt, S. J.
(1985) On the role of conventions in understanding literary texts. Poetics, 14 (6), 551–574. DOI logoGoogle Scholar
Miall, D. S.
(2006) Literary reading: Empirical & theoretical studies. Peter Lang.Google Scholar
Miall, D. S., & Kuiken, D.
(1994) Foregrounding, defamiliarization and affect: Response to literary stories. Poetics, 22 , 389–407. DOI logoGoogle Scholar
(1995) Aspects of literary response: A new questionnaire. Research in the Teaching of English, 29 (1), 37–58.Google Scholar
(2001) Shifting perspectives: Readers’ feelings and literary response. In W. Van Peer & S. Chatman (Eds.), New perspectives on narrative perspective (pp. 289–301). SUNY Press.Google Scholar
Miller, J. H.
(1977) The critic as host. Critical Inquiry, 3 (3), 439–447. DOI logoGoogle Scholar
Miserandino, M.
(1996) Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88 (2), 203–214. DOI logoGoogle Scholar
Mitchell, A. H.
(2002) When I hear a poem, I want to write. In J. B. Elliott & M. M. Dupuis (Eds.), Young adult literature in the classroom (pp. 152–169). International Reading AssociationGoogle Scholar
Moreno, S., Marques, C., Santos, A., Santos, M., Castro, S. L., & Besson, M.
(2009) Musical training influences linguistic abilities in 8-year-old children: More evidence for brain plasticity. Cerebral Cortex, 19 (3), 712–723. DOI logoGoogle Scholar
Mueller, C. M., & Dweck, C. S.
(1998) Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75 (1), 33–52. DOI logoGoogle Scholar
Mukarovsky, J.
(1964) The esthetics of language. A Prague School Reader on Esthetics, Literary Structure, and Style, 31-69.Google Scholar
Murray, D.
(1978) Internal revision: A process of discovery. In C. R. Cooper & L. O’Dell (Eds.), Research on composing: Points of departure (pp. 85–103). NCTEGoogle Scholar
Myers, D.
(2006) The elephants teach: Creative writing since 1880. The University of Chicago Press.Google Scholar
National Endowment for the Arts
(2018) U.S. trends in arts attendance and literary reading: 2002–2017. National Endowment for the Arts.Google Scholar
Negretti, R.
(2017) Calibrating genre: Metacognitive judgments and rhetorical effectiveness in academic writing by L2 graduate students. Applied Linguistics, 38 (4), 512–539.Google Scholar
Nesi, B., Levorato, M. C., Roch, M., & Cacciari, C.
(2006) To break the embarrassment: Text comprehension skills and figurative competence in skilled and less-skilled text comprehenders. European Psychologist, 11 (2), 128–136. DOI logoGoogle Scholar
Newkirk, T.
(1991) The high school years. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (pp. 331–342). Routledge.Google Scholar
Oatley, K.
(2004) Emotions: A brief history. Blackwell. DOI logoGoogle Scholar
Oatley, K., Keltner, D., & Jenkins, J. M.
(2006) Understanding emotions. Blackwell.Google Scholar
Obermeier, C., Menninghaus, W., von Koppenfels, M., Raettig, T., Schmidt-Kassow, M., Otterbein, S., & Kots, S. A.
(2013) Aesthetic and emotional effects of meter and rhyme in poetry. Frontiers in Psychology, 4 , 1–10. DOI logoGoogle Scholar
Obermeier, C., Kotz, S. A., Jessen, S., Raettig, T., von Koppenfels, M., & Menninghaus, W.
(2016) Aesthetic appreciation of poetry correlates with ease of processing in even-related potentials. Cogn Affect Behav Neurosci, 16 , 362–373. DOI logoGoogle Scholar
Olson, D. R.
(1994) The world on paper: The conceptual and cognitive implications of reading and writing. Cambridge University Press.Google Scholar
Overton, W. F.
(2010) Life-span development: Concepts and issues. In W. F. Overton (Ed.) Cognition, biology, and methods across the lifespan (Vol. 1, pp. 1–29). John Wiley & Sons. DOI logoGoogle Scholar
Patel, V. L., & Groen, G. J.
(1991) The general and specific nature of medical expertise: A critical look. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 93–125). Cambridge University Press.Google Scholar
Perfect, K. A.
(1999) Rhyme and reason: Poetry for the heart and head. Reading Teacher, 52 (7), 728–737.Google Scholar
Perry, S.
(2009) Writing in flow. In S. C. Kaufman & J. C. Kaufman (Eds.), The psychology of creative writing (pp. 213–224). Cambridge University Press. DOI logoGoogle Scholar
Peskin, J.
(1998) Constructing meaning when reading poetry. Cognition and Instruction, 16 (3), 235–263. DOI logoGoogle Scholar
(2007) The genre of poetry: Secondary school students’ conventional expectations and interpretive operations. English in Education, 41 (3), 20–36. DOI logoGoogle Scholar
(2010) The development of poetic literacy through the school years. Discourse Processes, 47 , 77–103. DOI logoGoogle Scholar
Peskin, J., Allen, G., & Wells-Jopling, R.
(2010) “The Educated Imagination”: Applying instructional research to the teaching of symbolic interpretation of poetry. Journal of Adolescent and Adult Literacy, 53 (6), 498–507. DOI logoGoogle Scholar
Peskin, J., & Ellenbogen
(2019) Cognitive processes while writing poetry: An expert-novice study. Cognition and Instruction, 37 (2), 232–251. DOI logoGoogle Scholar
Peskin, J. & Olson, D. R.
(2004) On reading poetry: Implications for later language development. In R. Berman (ed.) Language development across childhood and adolescence: Psycholinguistic and crosslinguistic perspectives (pp. 211–232). John Benjamins. DOI logoGoogle Scholar
Peskin, J., & Wells-Jopling, R.
(2012) Fostering symbolic interpretation during adolescence. Journal of Applied Developmental Psychology, 33 (1), 13–23. DOI logoGoogle Scholar
Peskin, J., Comay, J., Chen, X., Prusky, C.
(2016) Does Theory of Mind in pre-kindergarten predict the ability to think about a reader’s mind in elementary school compositions? A longitudinal study. Journal of Cognition and Development, 17 (3), 396–417. DOI logoGoogle Scholar
Phelps, E. A.
(2006) Emotion and cognition: Insights from studies of the human amygdala. Annual Review of Psychology, 57 , 27–53. DOI logoGoogle Scholar
Phillips, A.
(1997) Feeling expressed: Portrait of a young poet. Language Arts, 74 (5), 325–331.Google Scholar
Piaget, J.
(1965) The moral judgment of the child. Free Press.Google Scholar
(1968) Six psychological studies. Random House.Google Scholar
([1935] 1971) The new methods: Their psychological foundations. In J. Piaget, Science of education and psychology of the child (pp. 135–180). Longman.Google Scholar
(1972) Intellectual evolution from adolescence to adulthood. Human Development, 51 , 40–57. DOI logoGoogle Scholar
([1954] 1981) Third stage: Affects regulating intentional behavior. In T. A. Brown & C. E. Kaegi (Trans. and Eds.), Intelligence and affectivity: Their relationship during child development (pp. 41). Annual Reviews.Google Scholar
Pieper, I., & Strutz, B.
(2018) Learners’ approaches to poetic metaphor: A think aloud study with secondary school students in Grade 6 and 9. L1- Educational Studies in Language and Literature, 18 , 1–35. DOI logoGoogle Scholar
Pieper, I., & Wieser, D.
(2012) Understanding metaphors in poetic texts: Towards a determination of interpretative operations in secondary school students’ engagement with imagery. L1-Educational Studies in Language and Literature, 12 , 1–26. DOI logoGoogle Scholar
Pirie, B.
(1997) Reshaping high school English. National Council of English Teachers.Google Scholar
(2002) Teenage boys and high school English. Heinemann.Google Scholar
Plaut, D. C., & Karmiloff-Smith, A.
(1993) Representational development and Theory-of-Mind computations. Behavioral and Brain Sciences, 16 , 70–71. DOI logoGoogle Scholar
Pons, F., Harris, P. L., & de Rosnay, M.
(2004) Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1 (2), 127–152. DOI logoGoogle Scholar
Pope, A.
(1711/1962) Essay on criticism. In D. J. Enright & E. Dechickera (Eds.), English critical texts (pp. 111–130). Oxford University Press.Google Scholar
Rabinowitz, P.
(1987) Before reading: Narrative conventions and the politics of interpretation. Cornell University Press.Google Scholar
Rapp, A. M., Leube, D. T., Erb, M., Grodd, W., & Kircher, T. T. J.
(2004) Neural correlates of metaphor processing. Cognitive Brain Research, 20 (3), 395–402. DOI logoGoogle Scholar
Rawlinson, M.
(2007) Wilfred Owen. In T. Kendall (Ed.), The Oxford handbook of British and Irish war poetry (pp. 114–133). Oxford University Press.Google Scholar
Richards, I. A.
(1924) The principles of literary criticism. Harcourt Brace. DOI logoGoogle Scholar
(1929) Practical criticism: A study of literary judgement. Harcourt, Brace & World.Google Scholar
Ritter, S. M., & Dijksterhuis, A.
(2015) Creativity – The unconscious foundations of the incubation period. Frontiers in Human Neuroscience, 8 , 215. DOI logoGoogle Scholar
Robinson, E., Goelman, H., & Olson, D. R.
(1983) Children’s relationship between expressions (what was said) and intentions (what was meant). British Journal of Developmental Psychology, 1 , 75–86. DOI logoGoogle Scholar
Roebuck, C. D.
(2015) Impact and import of poetry in high school pedagogy: A study of practice and student learning (Unpublished master’s thesis). Rutgers, The State University of New Jersey.
Rohrer, T.
(2005) Image schemata in the brain. In B. Hampe & J. Brady (Eds.), From perception to meaning: Image schemas in cognitive linguistics (pp. 165–196). Berlin: Mouton de Bruyter. DOI logoGoogle Scholar
Rosenblatt, L. M.
(1978) The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.Google Scholar
(1985) The transactional theory of the literary work: Implications for research. In C. R. Cooper (Ed.), Researching response to literature and the teaching of literature (pp. 32–53). Ablex.Google Scholar
(1995) Literature as exploration (5th ed.). Modern Language Association of America.Google Scholar
Ruffman, T., Olson, D. R., & Torrance, N.
(1990) Young children’s understanding of the relation between verbal ambiguity, visual ambiguity and false belief. Ms, Ontario Institute for Studies in Education, Toronto.Google Scholar
Sadler-Smith, E.
(2015) Wallas’ four-stage model of the creative process: More than meets the eye? Creativity Research Journal, 27 (4), 342–352. DOI logoGoogle Scholar
Scardamalia, M., & Bereiter, C.
(1991) Literate expertise. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 172–194). Cambridge University Press.Google Scholar
Scheepers, C., Mohr, S., Fischer, M. H., & Roberts, A. M.
(2013) Listening to limericks: A pupillometry investigation of perceivers’ expectancy. PLoS One, 8 (9), e74986. DOI logoGoogle Scholar
Schmidt, S. J.
(1989) On the construction of fiction and the invention of facts. Poetics, 18 , 319–335. DOI logoGoogle Scholar
Schwabe, L., & Wolf, O. T.
(2010) Learning under stress impairs memory formation. Neurobiology of Learning and Memory, 93 (2), 183–188. DOI logoGoogle Scholar
Schwartz, M.
(1983) Two journeys through the writing process. College Composition and Communication, 32 (2), 188–201. DOI logoGoogle Scholar
Schwartz, M. S., & Fischer, K. W.
(2004) Building general knowledge and skill: Cognition and microdevelopment in science learning. In A. Demetriou & A. Raftopoulos (Eds.), Cognitive development change: Theories, models, and measurement (pp. 157–185). Cambridge University Press.Google Scholar
Schwartz, M. S., & Sadler, P. M.
(2007) Empowerment in science curriculum development: A micro-developmental approach. International Journal of Science Education, 29 (8), 987–1017. DOI logoGoogle Scholar
Seeley, W. W., Menon, V., Schatzberg, A. F., Keller, J., Glover, G. H., Kenna, H., Reiss, A. L., & Grecius, M. D.
(2007) Dissociable intrinsic connectivity networks for salience processing and executive control. Journal of Neuroscience, 29 (9), 2349–2356. DOI logoGoogle Scholar
Shelley, P. B.
(1820/1962) A defence of poetry. In D. J. Enright & E. Dechickera (Eds.), English critical texts (pp. 225–255). Oxford University Press.Google Scholar
Shklovsky, V.
(1965) Art as technique. In L. T. Lemon & M. J. Reis (Eds.), Russian formalist criticism: Four essays (pp. 3–24). University of Nebraska Press.Google Scholar
Short, M.
(Ed.) (1989) Reading, Analysing and Teaching Literature. LongmanGoogle Scholar
Siegler, R. S., & Alibali, M.
(2005) Children’s thinking (4th ed.). Pearson/Prentice Hall.Google Scholar
Simpson, P.
(2004) Stylistics: A resource book for students. Routledge. DOI logoGoogle Scholar
Slater, F. C.
(1964) King’s ride. In B. W. Rose & R. S. Jones (Eds.), Modern narrative poetry (pp. 10–13). Thomas Nelson and Sons.Google Scholar
Sloan, G.
(2003) Give them poetry! Teachers College.Google Scholar
Slobin, D. I.
(1977) Language change in childhood and in history. In J. Macnamara (Ed.), Language learning and thought (pp.185–215). Academic Press.Google Scholar
Smith, M. W., & Wilhelm, J. D.
(2004) “I just like being good at it”: The importance of competence in the literate lives of young men. Journal of Adolescent & Adult Literacy, 47 (6), 454–461.Google Scholar
(2006) Going with the flow: How to engage boys (and girls) in their literacy learning. Heinemann.Google Scholar
Spender, S.
[1933] (2004)New collected poems. Faber and Faber.Google Scholar
Steinbergh, J. W.
(1999) Mastering metaphor through poetry. Language Arts, 76 (4), 324–331.Google Scholar
Steinley, G.
(1982) Symbologizing: Recognizing and naming symbols. College English, 44 (1), 44–56. DOI logoGoogle Scholar
Sternberg, R. J., & Horvath, J. A.
(1995) A prototype view of expert teaching. Educational Researcher, 24 , 9–17. DOI logoGoogle Scholar
Stevens, V.
(2014) To think without thinking: The implications of combinatory play and the creative process for neuroaesthetics. American Journal of Play, 7 (1), 99–119.Google Scholar
Stringaris, A. K., Nicholas, G. M., Giampietro, V., Brammer, A. J., & David, A. S.
(2007) Deriving meaning: Distinct neural mechanisms for metaphoric, literal, and non-meaning sentences. Brain and Language, 100 (2), 150–162. DOI logoGoogle Scholar
Sumpter, M.
(2016) Shared frequency: Expressivism, social constructionism, and the linked creative writing-composition class. College English, 78 (4), 340–363.Google Scholar
Svensson, C.
(1987) The construction of poetic meaning: A developmental study of symbolic and non-symbolic strategies in the interpretation of contemporary poetry. Poetics, 16 , 471–503. DOI logoGoogle Scholar
Thomas, D.
[1951] (2012)Dylan Thomas – poems. Poemhunter.com – The World’s Poetry Archive.Google Scholar
Tobin, J.
(2004) Creativity and the poetic mind. Peter Lang.Google Scholar
Tononi, G., Edelman, G. M., & Sporns, O.
(1998) Complexity and coherency: Integrating information in the brain. Trends in Cognitive Sciences, 2 (12), 474–484. DOI logoGoogle Scholar
Toohey, P.
(1996) Epic lessons: An introduction to ancient didactic poetry. Routledge.Google Scholar
Torrance, N., & Olson, D. R.
(1985) Oral and literate competencies in the early school years. In D. R. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 256–284). Cambridge University Press.Google Scholar
Tsur, R.
(1992) What makes sound patterns expressive? The poetic mode of speech perception. Duke University Press.Google Scholar
Tsur, R., & Gafni, C.
(2019) Methodological issues in the study of phonetic symbolism. Scientific Study of Literature, 9 (2), 194–228. DOI logoGoogle Scholar
Tudge, J., & Rogoff, B.
(1989) Peer influence on cognitive development: Piagetian and Vygotskian perspectives. In H. Bornstein & J. Bruner (Eds.), Interaction in human development (pp. 17–41). Lawrence Erlbaum Associates.Google Scholar
Tyson, L.
(2006) Critical theory today: A user-friendly guide. Routledge.Google Scholar
Vallerand, R. J., Fortier, M. S., & Guag, F.
(1997) Self-determination and persistence in real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72 (5), 1161–1176. DOI logoGoogle Scholar
van Dijk, T. A., & Kintsch, W.
(1983) Strategies for discourse comprehension. Academic Press.Google Scholar
Van Peer, W.
(1986) Stylistics and psychology: Investigations of foregrounding. Croom Helm.Google Scholar
(1990) The measurement of metre: Its cognitive and affective functions. Poetics, 19 , 259. DOI logoGoogle Scholar
Van Peer, W., & Hakemulder, J.
(2006) Foregrounding. In K. Brown (Ed.), Encyclopedia of language and linguistics (2nd ed., Vol. 4, pp. 546–551). Elsevier. DOI logoGoogle Scholar
van Schooten, E., & de Glopper, K.
(2003) The development of literary response in secondary education. Poetics, 31 , 155–187. DOI logoGoogle Scholar
van Schooten, E., de Glopper, K., & Stoel, R.
(2004) Development of attitude toward reading adolescent literature and literary reading behavior. Poetics, 32 (5), 343–386. DOI logoGoogle Scholar
Verdonk, P.
(2013) The stylistics of poetry: Context, cognition, discourse and history. Bloomsbury.Google Scholar
Veronneau, M. H., Koestner, R. F., & Abela, J. R. Z.
(2005) Intrinsic need satisfaction and well-being in children and adolescents: An application of the self-determination theory. Journal of Social and Clinical Psychology, 24 (2), 280–292. DOI logoGoogle Scholar
Vosniadou, S.
(1987) Children and metaphors. Child development, 870–885. DOI logoGoogle Scholar
Vygotsky, L. S.
(1978) Mind in society: The development of higher psychological processes. Harvard University Press.Google Scholar
(1987) The collected works of L. S. Vygotsky: Problems of general psychology, Plenum.Google Scholar
Wade, B., & Sideway, S.
(1990) Poetry in the curriculum: A crisis of confidence. Educational Studies, 16 (1), 75–83. DOI logoGoogle Scholar
Wainwright, J.
(2004) Poetry: The basics. Routledge. DOI logoGoogle Scholar
Wallas, G.
(1926) The art of thought. Jonathan Cape.Google Scholar
Warren, J. E.
(2011) “Generic” and “specific” expertise in English: An expert/expert study in poetry interpretation and academic argument. Cognition and Instruction, 29 , 349–374. DOI logoGoogle Scholar
(2006) Literary scholars processing poetry and constructing arguments. Written Communication, 23 (2), 202–226. DOI logoGoogle Scholar
Wassiliwizky, E., Koelsch, S., Wagner, V., Jacobsen, T., & Menninghaus, W.
(2017) The emotional power of poetry: Neural circuitry, psychophysiology and compositional principles. Social Cognitive and Affective Neuroscience, 12 (8), 1229–1240. DOI logoGoogle Scholar
Wexler, B.
(2003) Opinion: Poetry is dead. Does anybody really care? Newsweek, (May 5).Google Scholar
Widdowson, H.
(1975) Stylistics and the teaching of literature. Longman.Google Scholar
Wilder, L.
(2005) The rhetoric of literary criticism” revisited: Mistaken critics, complex contexts, and social justice. Written Communication, 22 , 76–119. DOI logoGoogle Scholar
Wimsatt, W. K., & Beardsley, M. C.
(1954) The verbal icon: Studies in the meaning of poetry. University of Kentucky Press.Google Scholar
Wineburg, S.
(1991a) On the reading of historical texts: Notes on the breach between school and academy. American Educational Research Journal, 28 , 495–519. DOI logoGoogle Scholar
(1991b) Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83 , 73–87. DOI logoGoogle Scholar
Winner, E., McCarthy, M., & Gardner, H.
(1980) The ontogenesis of metaphor. In R. Honeck & R. Hoffman (Eds.), Cognition and figurative language (pp. 341–361). Lawrence Erlbaum Associates.Google Scholar
Wischgoll, A.
(2016) Combined training of one cognitive and one metacognitive strategy improves academic writing skills. Frontiers in Psychology, 7 (Article 187), 1–13. DOI logoGoogle Scholar
Wood, D., Bruner, J. S., & Ross, G.
(1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17 , 89–100. DOI logoGoogle Scholar
Wordsworth, W.
(1802/1962) Preface to the lyrical ballads. In D. J. Enright & E. Dechickera (Eds.), English critical texts (pp. 162–189). Oxford University Press.Google Scholar
Yakolev, P. I., & Lecours, A. R.
(1967) The myelongenetic cycles of regional maturation of the brain. In A. Minkowki (Ed.), Regional development of the brain in early life (pp. 3–70). Blackwell Scientific.Google Scholar
Zimmerman, B. J., & Bandura, A.
(1994) Impact of self-regulatory influences on writing course attainment. American Educational Research Journal 31 (4), 845–862. DOI logoGoogle Scholar
Zimmerman, B. J., & Kitsantis, A.
(2002) Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94 (4), 660–668. DOI logoGoogle Scholar
Zimmerman, B. J., & Kitsantas, A.
(2007) A writer’s discipline: The development of self- regulatory skill. In P. Boscolo & S. Heidi (Eds.), Writing and Motivation (pp. 51–69). Elsevier.Google Scholar
Zyngier, S.
(2020) Postscript: Pedagogical stylistics: Past and future. Language and Literature, 29 (4), 446–453. DOI logoGoogle Scholar