Different fiction genres take children’s memories to different places
Open accessAbstract
Fiction, more than expository text, nurtures intimate connections between text and the reader’s life experiences. This dimension of reader response is underexplored in relation to children. Adapting methods from Empirical Literary Studies to educational research objectives, the authors employed the concept of ‘remindings’, i.e. reminiscing prompted by text, in studying children’s life-resonant responses to self-selected leisure books. Six workshops were run in primary classrooms during which participants (N = 148; age 8–11) engaged in remindings and mental imagery. Written remindings were then analysed for systematic variation across fiction book genres (Real-world vs. Fantasy; Relationships vs. Adventure). They found that Real-World Adventure books prompted remindings of discrete life events, while Real-World Relationships books prompted remindings of more diffuse experiences. Fantasy Adventure books were the least likely to prompt remindings. Further genre-based differences emerged in the distribution of themes within remindings. The authors consider the consequences of these insights for supporting young readers.
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Fiction genres more related to real life contexts, contemporary life experiences and/or characters' inner experiences may have more potential to support readers' empathy.
“Indeed, fiction genres that are more related to real life contexts, contemporary life experiences and/or characters ' inner experiences may have more potential to support readers ' empathy, as they allow readers to explore characters from within (Cupchik and László, 1994; Kuzmi č ová and Cremin, 2022; László and Cupchik, 1995).”
From Reading and Empathy: Qualitative insights into adolescents' experiences with fiction books (2025) · cites this paper as Kuzmičová and Cremin, 2022
The ‘Different genres of fiction’ section reports that Relationships fiction is associated with greater empathy development than Adventure fiction, plausibly because it portrays subtler social emotions. The Conclusion says Real-world Relationships books prompted reflection on children’s social and emotional experiences, but the paper does not establish that real-life or contemporary settings themselves increase empathy. Page numbers were not available in our copy. (LLM, conf=0.82)
Experimental — accuracy not yet measuredFiction books provide safe spaces for adolescents to work through negative or difficult emotions (personal growth) or empathize with characters (connection).
“as fiction books provide safe spaces for adolescents to work through negative or difficult emotions (personal growth) or empathize with characters (connection).”
From How Does Reading Fiction Support Adolescents’ Wellbeing? A Qualitative Study Examining Positive Affect, Connection and Personal Growth (2025) · cites this paper as Kuzmičová & Cremin, 2022
The ‘Different genres of fiction’ section says fiction can let readers simulate life situations without real-world consequences and reports an association between relationship-focused fiction and empathy development. The study itself concerns children aged 8–11, not adolescents, and its Discussion reports memories of adversity rather than showing that readers work through difficult emotions or achieve personal growth. Page numbers are unavailable in our copy. (LLM, conf=0.84)
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- Authors
- Kuzmičová, A., & Cremin, T.
- Affiliations
- Czech Academy of Sciences (CZ)
- The Open University (GB)
- Corresponding author
- Kuzmičová, Anežka
- Venue
- Cambridge Journal of Education
- Publisher
- Informa UK Limited
- Published
- 2021-07-12
- Volume
- 52
- Issue
- 1
- Pages
- 37-53
- ISSN
- 0305-764X (ISSN-L)
- 1469-3577
- OpenAlex
- W3178837324
- Cited by
- 22
- References
- 30
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 4 · 2023: 5 · 2022: 6
- FWCI
- 36.07
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Cambridge Journal of Education (publishedVersion, cc-by)
- Open Research Online (The Open University) (acceptedVersion)
- Funders
- Charles University (PRIMUS/20/HUM/005)
- Ministerstvo Školství, Mládeže a Telovýchovy (8F18003)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Themes in Literature Analysis
- Social Sciences › Education › Literacy and Educational Practices
- Social Sciences › Education › Educational Philosophies and Pedagogies
- Keywords
- children's reading, fiction genres, reader response, reminiscence, life events, mental imagery, fantasy fiction, adventure fiction, self-selected reading, elementary school students, young readers
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