Cognitive science, neuroscience, narratology, emotion
Nineteenth-century French literature, the intellectual/social/political history of the July Monarchy, Caribbean Francophone Literature, Intercultural Communication Theory, cognitive-science-informed learning theories, Atlantic History, Julius T. Fraser’s “nested hierarchies” theory of time.
Elaine Auyoung is Associate Professor of English at the University of Minnesota and Affiliate Faculty of the Center for Cognitive Sciences. She is a scholar of nineteenth-century British literature, with research interests in the novel, the phenomenology of reading, and psychological approaches to the arts. She is the author of When Fiction Feels Real: Representation and the Reading Mind (Oxford, 2018).
British Romanticism, cognitive historicism, Romantic science, theories of mind and imagination, Romantic pedagogy, humanities advocacy, consilience between humanities and science
Literature and science, 19th-century European literature, history of the life sciences, Individual ways of thinking, visual mental imagery, cognitive approaches to literature, metaphor, emotions
Ph.D., Rutgers University, English. May 2015.
Certificate in Cognitive Science, Rutgers University Center for Cognitive Science. May 2015.
M.A., New York University, Humanities and Social Thought. May 2007.
B.A., Yale University, Philosophy. May 2001.
I am L.M. McKneeley Assistant Professor of English at the University of Louisiana at Monroe, where I specialize in British and American literature of the long eighteenth century. I work on the psychology of reading and imagination, especially experiences of literary transport, presence, and flow, which I study both historically and through cognitive and neuroaesthetic approaches.
I teach literature in the Department of English at Florida International University. My research interests include narrative theory, global science fiction and fantasy, philosophy of language, popular culture, cognition, spatial theory, science and literature, and biblical hermeneutics.
Dr. Carla Suhr joined the Spanish and Portuguese Department at UCLA in 2016 after finishing her PhD at the Universidad Complutense de Madrid. Professor Suhr focuses her academic work on the integration of culture, language, and cognition as a way to improve cross-cultural communication and inclusive teaching. She has worked in the field of Spanish linguistics and service-learning for the past 13 years at organizations such as Universidad Complutense de Madrid and University of New Haven, and her experience as a Spanish teacher trainer provides her the ability to implement diverse teaching strategies towards a specific project, program, and course. She cofounded IDESLI International Institute of Linguistics in San Francisco in 2009, where she directed the Language Courses and developed programs geared to industries conducting businesses with Spanish-speaking countries and professionals as well as non-profit organizations working with the Latino community. She currently teaches Spanish and Service-learning courses in the Department of Spanish and Portuguese at UCLA, from which she emphasizes the positive learning outcomes attained from connecting students with the community. Learn more about these courses here https://www.youtube.com/watch?v=hbXr-3-YXLI. Her current area of research is within the cognitive sciences, specifically on conceptualization processes and how this understanding enables us to acquire strategies as a valuable tool for Second Language Acquisition.
2012. Engaging in critical discussion: Some thoughts on literary interchanges. New Directions in Emily Dickinson Studies. July 2012: http://newdirectionsindickinsonstudies.org/
2011. The aesthetics of human experience: Minding, metaphor, and icon in poetic expression.. Special issue on Exchange Values: Poetics and Cognitive Science, ed. Mark Bruhn. Poetics Today 32.4: 717-752.
2012. Blending and beyond: Form and feeling in poetic iconicity. In Isabel Jaén and Julien Simon, eds. Cognitive Literary Studies: Current Themes and New Directions, 127-143. Texas University Press. CSN 1399751
2011. The role of meta…
Margaret H. Freeman is Professor Emerita, Los Angeles Valley College, and co-director of Myrifield Institute for Cognition and the Arts (myrifield.org). She was a founding member and first president (1988-1992) of the Emily Dickinson International Society and moderates the monthly meetings of the Emily Dickinson Reading Circle at Myrifield in Heath, MA. She is a co-editor of the Oxford University Press series in Cognition and Poetics. Her research interests include cognitive poetics, aesthetics, linguistics, and literature. A list of her scholarly publications may be found at http://margarethfreeman.wordpress.com/publications/.
I work primarily in early modern English poetry and non-dramatic prose, with a focus on Reformation politics and poetics; my Master’s thesis is on Donne’s first Satyre as prosopopoeia. My dissertation is titled _Making a Solemn Note: The Music and Meter of English Reformation Psalms_.Current (and ongoing) interests include the lyric poetry of Sidney and Donne, music in Milton, family dynamics in Shakespeare, Spenser’s shorter works and letters, and the science of cognitive poetics. My spare time is occupied by my beagle, Boswell, culinary debacles, penning a DIY column for thehairpin.com, and my violin.BM, Violin Performance, Florida State University (2005); MA, English and Comparative Literature, Columbia (2007); PhD, English Literature, University of Pennsylvania (2014).