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ERIC Number: EJ1106402
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1356-9783
The Blended Space between Third and First Person Learning: Drama, Cognition and Transfer
Duffy, Peter B.
Research in Drama Education, v19 n1 p89-97 2014
This essay considers whether the neuroscientific concepts of conceptual blending (from cognitive linguistics) embodiment and analogy offer insights into why and how drama-based pedagogies strengthen classroom learning. Pilot writing samples from eight-and nine-year-old students suggest that conceptual blending is enhanced through drama-based instruction and that the process not only increases learning outcomes, but motivates to learn as well.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A