Download e-book for iPad: Reading for Learning: Cognitive approaches to children's by Maria Nikolajeva

By Maria Nikolajeva

ISBN-10: 9027201579

ISBN-13: 9789027201577

How does analyzing fiction have an effect on children? How can they move fictional event into actual lifestyles? Why do they care approximately fictional characters? How does fiction improve younger people's experience of self-hood? Supported by way of cognitive psychology and mind examine, this ground-breaking e-book is the 1st examine of younger readers' cognitive and emotional engagement with fiction. It explores how fiction stimulates belief, awareness, mind's eye and different cognitive task, and opens substantially new methods of puzzling over literature for younger readers. interpreting quite a lot of texts for a tender viewers, from picturebooks to younger grownup novels, the combo of cognitive feedback and children’s literature conception additionally bargains major insights for literary experiences past the scope of children’s fiction. a massive milestone in cognitive feedback, the booklet offers convincing proof that analyzing fiction is integral for younger people’s highbrow, emotional and social maturation.

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Extra info for Reading for Learning: Cognitive approaches to children's literature

Sample text

G. Gibbs 1994; Turner, 1996; Hogan 2003b). This line of thought seems to be particularly appealing to children’s literature scholars (Stephens 2011; Shonoda 2012), not least to explore Chapter 1. Knowledge of the world the metaphor of growth (Trites 2012, 2014). In my study of temporality in children’s fiction, From Mythic to Linear (2000), I identified three patterns of spatiotemporal constructions which, with cognitive terminology, could be labelled scripts: prelapsarian, carnivalesque and postlapsarian.

Postmodern theory would add an artistic construction or a game. Again, the implication is seemingly that readers cannot learn anything about the actual world from fiction. This is where cognitive criticism, with its strong anti-postmodern thrust, proves helpful, since it suggests that we can engage with the fictional world independently of our purported knowledge of the actual world and without questioning the authenticity of our perception of the latter. The novice reader’s limited experience of the actual world may even be advantageous.

According to Jakobson, especially in his “On Realism in Art” (1971), realism seems to be a matter of perception rather than of inherent textual qualities. In plain words, we believe that a work of art is a realistic representation of the actual world either because we want to believe it or because we are coaxed to believe it (see also Lodge 1977). Paul Harris (2012) argues that children tend to believe what they are told. ” becomes not only a matter of verifying facts with someone with authority, but also a test of one’s own metacritical skill.

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Reading for Learning: Cognitive approaches to children's literature by Maria Nikolajeva

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