LEADER 04596nam 2200709 450 001 9910825645603321 005 20230516111547.0 010 $a90-272-6995-5 035 $a(CKB)3710000000121904 035 $a(EBL)1715259 035 $a(SSID)ssj0001225232 035 $a(PQKBManifestationID)12504531 035 $a(PQKBTitleCode)TC0001225232 035 $a(PQKBWorkID)11268115 035 $a(PQKB)10047246 035 $a(MiAaPQ)EBC1715259 035 $a(Au-PeEL)EBL1715259 035 $a(CaPaEBR)ebr10878525 035 $a(CaONFJC)MIL615441 035 $a(OCoLC)881732976 035 $a(EXLCZ)993710000000121904 100 $a20140618h20142014 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aReading for learning $ecognitive approaches to children's literature /$fMaria Nikolajeva 210 1$aAmsterdam, Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2014. 210 4$d©2014 215 $a1 online resource (255 p.) 225 1 $aChildren's Literature, Culture, and Cognition,$x2212-9006 ;$vVolume 3 300 $aIncludes index. 311 $a90-272-0157-9 327 $aReading for Learning; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; What is cognitive criticism and what's in it for children's literature research?; Assumptions and reservations; Chapter 1. Knowledge of the world; Fact and fiction; Realism, authenticity and representation; Social knowledge and intentionality; Possible worlds; Cognitive strategies; Chapter 2. Three possible worlds; An impossible world; A probable world; An improbable world; Chapter 3. Knowledge of other people; Why do we care about literary characters?; Where do emotions come from? 327 $aEmpathy and identification Representation and metarepresentation; Higher-order mind-reading; Emotions and empathy in multimedial narratives; Chapter 4. Creative mind-reading; Emotion ekphrasis: Emotions in multimedial texts; Diegetic and extradiegetic emotions; Reading non-human faces; Higher-cognitive emotions; Emotions and power hierarchies; In defence of action-oriented texts; Multiple protagonists and mind-reading; Emotions, empathy and embodiment; Chapter 5. Knowledge of self; The self-reflective mind; Retrospection; Memory and narration; The here and now; Chapter 6. Memory of the present 327 $aDeleted memory Amplified memory; Distorted memory; Chapter 7. Ethical knowledge; Can children's literature be ethically neutral?; Ethics and genre; Breaking rules; Whose ethics?; Can fictional characters have a free will?; The ethics of happy endings; Intentionality, revisited; Chapter 8. The ethics of address and the ethics of response; Being guilty and feeling guilty; Desire and duty; The guiltless trickster; "Time out of joint"; First comes food, ethics later; How to read a children's book and why; Children's books discussed; Primary sources; Other primary texts mentioned; Secondary sources 327 $aIndex 330 $aHow does reading fiction affect young people? How can they transfer fictional experience into real life? Why do they care about fictional characters? How does fiction enhance young people's sense of self-hood? Supported by cognitive psychology and brain research, this ground-breaking book is the first study of young readers' cognitive and emotional engagement with fiction. It explores how fiction stimulates perception, attention, imagination and other cognitive activity, and opens radically new ways of thinking about literature for young readers. Examining a wide range of texts for a young 410 0$aChildren's literature, culture, and cognition ;$vVolume 3. 606 $aLanguage awareness in children 606 $aReading, Psychology of 606 $aCognitive styles in children 606 $aReading$xSocial aspects 606 $aPsychology and literature 606 $aChildren's literature$xHistory and criticism 610 $abørne- og ungdomslitteratur. 615 0$aLanguage awareness in children. 615 0$aReading, Psychology of. 615 0$aCognitive styles in children. 615 0$aReading$xSocial aspects. 615 0$aPsychology and literature. 615 0$aChildren's literature$xHistory and criticism. 676 $a809/.89282019 700 $aNikolajeva$b Maria$0603751 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910825645603321 996 $aReading for learning$94056933 997 $aUNINA