Abstract
The present study attempted to provide empirical evidence for what type of impact, if any, is reported by college students concerning their reading of literary works they consider important. The effects reported were grouped into three major categories: no effect, behavioral effects, and cognitive effects, the latter being the most frequently reported. The results provide support for both the aesthetic (style-oriented) and moralistic (content-oriented) interpretation of the value of literature. Justification of literature might be most fruitfully approached via cognitive rather than behavioral impact.
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