The memory and emotion in the acquisition of the reading habit. A case study

Abstract

The recent research carried out by neuroscience applied specifically to the educational field shows how our brain saves with greater precision and in a longer term those events, knowledge, experiences that are directly related to an emotion (either positive, or negative). We intend, through this study, to discover if the memories and emotions ascribed to reading in childhood directly infer the acquisition of the reading habit. To this end, a mixed investigation has been carried out (over 6 academic years) among fourth-year students from the faculties of education of the University of Valladolid (Valladolid and Segovia Campus) enrolled in the subject of Children's Literature and Knowledge of the Environment Through Children's Literature. The intention is to discern and show what types of emotions and memories directly affect reading and whether or not they have a proven relationship with the current reading habit.