by Louise Shannon
Stories, both written and verbal, are one of the oldest forms of communication known to man, and whilst their benefits in learning have often been highlighted, the reasoning behind them has seldom been understood. As a voracious reader myself, I aim to draw attention to the scientific evidence that suggests that stories may be a more effective learning strategy than widely acknowledged, and how they may aid us in both academic education and general life.
It is proven that storytelling can be an asset in an educational environment. When listening to basic facts presented in a typical classroom setting, two specific areas of our brains have been found to respond: the Wernicke’s and Broca’s areas of our left temporal lobes. These areas are responsible for our language processing and language comprehension. However, this is full extent of the brain activity. When listening to the same facts embedded into a story, evidence suggests we will remember them much more effectively.
Storytelling increases our neural activity by stimulating the cerebral cortex. This outer layer of the brain is involved in a plethora of mental and physical processes, such as language, motor and sensory information. These processes combined are why we are capable of imagining visual and emotional aspects of story. But why is it exactly that stories allow us to learn more effectively? The hefty increase in motor activity in the brain increases our focus and attention to the details of the story, meaning we are more likely to recall them later. This serves as the scientific explanation as to why storytelling may be a hidden gem in education.
Additionally, there are many reasons to believe that the characters of stories may be an essential aspect of learning from life experiences. Our neurochemistry is also affected by stories. Listening to or reading a story stimulates the release of oxytocin, a hormone that plays an important role in forming in-group bonds with others. Oxytocin does this by increasing our positivity towards other individuals who share similar characteristics to our own, such as appearance or interests. This is the reason why we may often feel an emotional connection to fictional characters based off of their experiences in a story. The more attributes we share with the character, the more oxytocin is released, simulating how we bond to people in real life.
This hormonal effect can often lead us to perceive our favourite fictional characters as if they were real, and as a result we can find ourselves relating to their thoughts and actions. If we can relate to a fictional character’s reaction to a situation and its consequences, it may lead us to retain that reaction and utilise it ourselves in a similar, real-life situation. Therefore we can literally learn from the experience of fictitious characters. This explains why reading and the surge in young adult fiction has proven to be particularly beneficial for children and adolescents in terms of emotional development, as they especially will find these characters’ reactions understandable. I, for one, attribute this to be the basis behind my own love of stories.
In assessing this, it is clear that the benefits of storytelling encompass more than the standard verbal and imaginative skills that are frequently discussed. In both academic and everyday environments, stories allow us to not only recognise key points and their consequences, but to understand them as well, promoting our ability to recall and use them in the future.
Stories, both written and verbal, are one of the oldest forms of communication known to man, and whilst their benefits in learning have often been highlighted, the reasoning behind them has seldom been understood. As a voracious reader myself, I aim to draw attention to the scientific evidence that suggests that stories may be a more effective learning strategy than widely acknowledged, and how they may aid us in both academic education and general life.
It is proven that storytelling can be an asset in an educational environment. When listening to basic facts presented in a typical classroom setting, two specific areas of our brains have been found to respond: the Wernicke’s and Broca’s areas of our left temporal lobes. These areas are responsible for our language processing and language comprehension. However, this is full extent of the brain activity. When listening to the same facts embedded into a story, evidence suggests we will remember them much more effectively.
Storytelling increases our neural activity by stimulating the cerebral cortex. This outer layer of the brain is involved in a plethora of mental and physical processes, such as language, motor and sensory information. These processes combined are why we are capable of imagining visual and emotional aspects of story. But why is it exactly that stories allow us to learn more effectively? The hefty increase in motor activity in the brain increases our focus and attention to the details of the story, meaning we are more likely to recall them later. This serves as the scientific explanation as to why storytelling may be a hidden gem in education.
Additionally, there are many reasons to believe that the characters of stories may be an essential aspect of learning from life experiences. Our neurochemistry is also affected by stories. Listening to or reading a story stimulates the release of oxytocin, a hormone that plays an important role in forming in-group bonds with others. Oxytocin does this by increasing our positivity towards other individuals who share similar characteristics to our own, such as appearance or interests. This is the reason why we may often feel an emotional connection to fictional characters based off of their experiences in a story. The more attributes we share with the character, the more oxytocin is released, simulating how we bond to people in real life.
This hormonal effect can often lead us to perceive our favourite fictional characters as if they were real, and as a result we can find ourselves relating to their thoughts and actions. If we can relate to a fictional character’s reaction to a situation and its consequences, it may lead us to retain that reaction and utilise it ourselves in a similar, real-life situation. Therefore we can literally learn from the experience of fictitious characters. This explains why reading and the surge in young adult fiction has proven to be particularly beneficial for children and adolescents in terms of emotional development, as they especially will find these characters’ reactions understandable. I, for one, attribute this to be the basis behind my own love of stories.
In assessing this, it is clear that the benefits of storytelling encompass more than the standard verbal and imaginative skills that are frequently discussed. In both academic and everyday environments, stories allow us to not only recognise key points and their consequences, but to understand them as well, promoting our ability to recall and use them in the future.
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