Poetry can be uplifting, showcasing the beauty of nature.
This article was submitted to Frontiers in Language Sciences, a specialty of Frontiers in Psychology. Received Aug 24; Accepted Jan 6.
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This article has been cited by other articles in PMC. Abstract Metrical patterning and rhyme are frequently employed in poetry but also in infant-directed speech, play, rites, and festive events.
Drawing on four line-stanzas from nineteenth and twentieth German poetry that feature end rhyme and regular meter, the present study tested the hypothesis that meter and rhyme have an impact on aesthetic liking, emotional involvement, and affective valence attributions.
Hypotheses that postulate such effects have been advocated ever since ancient rhetoric and poetics, yet they have barely been empirically tested. More recently, in the field of cognitive poetics, these traditional assumptions have been readopted into a general cognitive framework.
In the present experiment, we tested the influence of meter and rhyme as well as their interaction with lexicality in the aesthetic and emotional perception of poetry.
Participants listened to stanzas that were systematically modified with regard to meter and rhyme and rated them.
Both rhyme and regular meter led to enhanced aesthetic appreciation, higher intensity in processing, and more positively perceived and felt emotions, with the latter finding being mediated by lexicality. Together these findings clearly show that both features significantly contribute to the aesthetic and emotional perception of poetry and thus confirm assumptions about their impact put forward by cognitive poetics.
The present results are explained within the theoretical framework of cognitive fluency, which links structural features of poetry with aesthetic and emotional appraisal.
The current study draws on stanzas 1 from lyrical poetry to investigate the aesthetic and emotional effects of meter and rhyme. Two aspects of poetry may contribute to the emotional responses it may elicit: While there is substantial evidence that the valence of words can influence the way they are perceived and processed e.
Attempting to link poetic structure and its potential aesthetic or emotional effects is one of the central concerns in literary studies, but more recently also in cognitive research. The idea that poetic structure influences the reception of poetry is not new.
Since Greek antiquity, rhetoricians most notably Gorgias as in Aristotle, and philosophers e.
Furthermore, he already emphasized that poetry reception can be linked to memory formation. This rich tradition of rhetoric and poetics has influenced literary studies on rhetoric and poetry ever since.
For example, Jakobson essentially referred to these well-established concepts and further specified them in his seminal work on the processing of poetical language.
Yet like most of traditional rhetoric and poetics, Jakobson did not try to account for the effects of poetical language in terms of general psychological mechanisms, be they primarily cognitive or affective in nature. By contrast, some proponents of cognitive poetics e.
Our study continues and deepens this approach; specifically, we suggest that the cognitive fluency-hypothesis e. As described by Jakobsonmeter and rhyme are two of the most important and most characteristic features of poetry.
Not surprisingly, these two features have received much interest from literary and language researchers alike. Though being quite different in form, both features rely on a similar type of mechanism to structure poetry.
They represent patterns of recurrence or similarity, i. Rhymes represent pairs of words that are phonologically identical from the last accented vowel to the end of a word e. Besides their potential effect on aesthetic experience, they have been claimed to influence recall and comprehension of words e.
For instance, several studies have shown that target words rhyming with a preceding prime word are easier to process than non-rhyming target words e.
Furthermore, rhymes seem to contribute to the organization of lexico-semantic information in the mental lexicon e. In a word recognition experiment, the authors reported that not only target words, but also the rhyming competitors were activated to a similar degree.Like poetry itself, poetry analysis can take many forms, and be undertaken for many different reasons.
|Poetry - Wikipedia||Unit The Literature of War, taught by rural Colorado teacher Harvey Starbuck, uses the poetry segment of his class by the same name as an introduction to poetry for students who may not have had the opportunity for meaningful poetry exploration in the past.|
|Literary Effects in Poetry | HowStuffWorks||History[ edit ] The oldest love poem.|
|Recommended video||Poetry can be uplifting, showcasing the beauty of nature. It can be be dark, painting the corners of the human psyche we all know but may not discuss.|
A teacher might analyze a poem in order to gain a more conscious understanding of how the poem achieves its effects, in order to communicate this to his or her students. The Literature of War, taught by rural Colorado teacher Harvey Starbuck, uses the poetry segment of his class by the same name as an introduction to poetry for students who may not have had the opportunity for meaningful poetry exploration in the past.
He primarily examined the effects of poetry and prose on the brain, but also threw in the more dry and emotionless text of a heating installation manual for good measure.
Teaching Meter in Poetry for Middle School. In the class discussion after the reading period, lead students to talk about the sound of the poem, the language, the format (how it looks on the. Research by Dr. Janette Hughes at the University of Ontario, for example, demonstrates the positive effects of poetry on literacy development.
Hughes points out, "paying attention to vocabulary and rhythm develops oral language skills," (Hughes, , p. Jan 31, · The current study draws on stanzas 1 from lyrical poetry to investigate the aesthetic and emotional effects of meter and rhyme.
Two aspects of poetry may contribute to the emotional responses it may elicit: its lexical content and its structural features (i.e., poetic form).