Reading for learning :: cognitive approaches to children's literature /
How 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 th...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2014]
|
| Schriftenreihe: | Children's literature, culture, and cognition ;
v. 3. |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | How 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 aud. |
| Beschreibung: | 1 online resource (viii, 247 pages) |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9789027269959 9027269955 9781306841900 1306841909 |
| ISSN: | 2212-9006 ; |
Internformat
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| 100 | 1 | |a Nikolajeva, Maria, |e author. | |
| 245 | 1 | 0 | |a Reading for learning : |b cognitive approaches to children's literature / |c Maria Nikolajeva, University of Cambridge. |
| 264 | 1 | |a Amsterdam ; |a Philadelphia : |b John Benjamins Publishing Company, |c [2014] | |
| 264 | 4 | |c ©2014 | |
| 300 | |a 1 online resource (viii, 247 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a Children's literature, culture, and cognition, |x 2212-9006 ; |v volume 3 | |
| 520 | |a How 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 aud. | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Reading 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? -- Empathy 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 -- Deleted 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 -- Primary sources -- Children's books discussed. | |
| 505 | 8 | |a Other primary texts mentioned -- Secondary sources -- Index. | |
| 650 | 0 | |a Language awareness in children. |0 http://id.loc.gov/authorities/subjects/sh85074556 | |
| 650 | 0 | |a Reading, Psychology of. |0 http://id.loc.gov/authorities/subjects/sh85111673 | |
| 650 | 0 | |a Cognitive styles in children. |0 http://id.loc.gov/authorities/subjects/sh88004658 | |
| 650 | 0 | |a Reading |x Social aspects. | |
| 650 | 0 | |a Psychology and literature. |0 http://id.loc.gov/authorities/subjects/sh85108486 | |
| 650 | 0 | |a Children's literature |x History and criticism. | |
| 650 | 6 | |a Conscience linguistique chez l'enfant. | |
| 650 | 6 | |a Lecture |x Psychologie. | |
| 650 | 6 | |a Styles cognitifs chez l'enfant. | |
| 650 | 6 | |a Lecture |x Aspect social. | |
| 650 | 6 | |a Psychologie et littérature. | |
| 650 | 7 | |a BIOGRAPHY & AUTOBIOGRAPHY |x Literary. |2 bisacsh | |
| 650 | 7 | |a Children's literature |2 fast | |
| 650 | 7 | |a Cognitive styles in children |2 fast | |
| 650 | 7 | |a Language awareness in children |2 fast | |
| 650 | 7 | |a Psychology and literature |2 fast | |
| 650 | 7 | |a Reading, Psychology of |2 fast | |
| 650 | 7 | |a Reading |x Social aspects |2 fast | |
| 653 | |a børne- og ungdomslitteratur. | ||
| 655 | 7 | |a Criticism, interpretation, etc. |2 fast | |
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| 776 | 0 | 8 | |i Print version: |a Nikolajeva, Maria. |t Reading for learning |z 9789027201577 |w (DLC) 2014012492 |w (OCoLC)875742534 |
| 830 | 0 | |a Children's literature, culture, and cognition ; |v v. 3. | |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn881732976 |
|---|---|
| _version_ | 1816882276431036416 |
| adam_text | |
| any_adam_object | |
| author | Nikolajeva, Maria |
| author_facet | Nikolajeva, Maria |
| author_role | aut |
| author_sort | Nikolajeva, Maria |
| author_variant | m n mn |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | P - Language and Literature |
| callnumber-label | P118 |
| callnumber-raw | P118.3 .N55 2014eb |
| callnumber-search | P118.3 .N55 2014eb |
| callnumber-sort | P 3118.3 N55 42014EB |
| callnumber-subject | P - Philology and Linguistics |
| collection | ZDB-4-EBA |
| contents | Reading 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? -- Empathy 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 -- Deleted 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 -- Primary sources -- Children's books discussed. Other primary texts mentioned -- Secondary sources -- Index. |
| ctrlnum | (OCoLC)881732976 |
| dewey-full | 809/.89282019 |
| dewey-hundreds | 800 - Literature (Belles-lettres) and rhetoric |
| dewey-ones | 809 - History, description & criticism |
| dewey-raw | 809/.89282019 |
| dewey-search | 809/.89282019 |
| dewey-sort | 3809 889282019 |
| dewey-tens | 800 - Literature (Belles-lettres) and rhetoric |
| discipline | Literaturwissenschaft |
| format | Electronic eBook |
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| genre | Criticism, interpretation, etc. fast |
| genre_facet | Criticism, interpretation, etc. |
| id | ZDB-4-EBA-ocn881732976 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:26:02Z |
| institution | BVB |
| isbn | 9789027269959 9027269955 9781306841900 1306841909 |
| issn | 2212-9006 ; |
| language | English |
| oclc_num | 881732976 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (viii, 247 pages) |
| psigel | ZDB-4-EBA |
| publishDate | 2014 |
| publishDateSearch | 2014 |
| publishDateSort | 2014 |
| publisher | John Benjamins Publishing Company, |
| record_format | marc |
| series | Children's literature, culture, and cognition ; |
| series2 | Children's literature, culture, and cognition, |
| spelling | Nikolajeva, Maria, author. Reading for learning : cognitive approaches to children's literature / Maria Nikolajeva, University of Cambridge. Amsterdam ; Philadelphia : John Benjamins Publishing Company, [2014] ©2014 1 online resource (viii, 247 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Children's literature, culture, and cognition, 2212-9006 ; volume 3 How 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 aud. Includes bibliographical references and index. Print version record. Reading 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? -- Empathy 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 -- Deleted 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 -- Primary sources -- Children's books discussed. Other primary texts mentioned -- Secondary sources -- Index. Language awareness in children. http://id.loc.gov/authorities/subjects/sh85074556 Reading, Psychology of. http://id.loc.gov/authorities/subjects/sh85111673 Cognitive styles in children. http://id.loc.gov/authorities/subjects/sh88004658 Reading Social aspects. Psychology and literature. http://id.loc.gov/authorities/subjects/sh85108486 Children's literature History and criticism. Conscience linguistique chez l'enfant. Lecture Psychologie. Styles cognitifs chez l'enfant. Lecture Aspect social. Psychologie et littérature. BIOGRAPHY & AUTOBIOGRAPHY Literary. bisacsh Children's literature fast Cognitive styles in children fast Language awareness in children fast Psychology and literature fast Reading, Psychology of fast Reading Social aspects fast børne- og ungdomslitteratur. Criticism, interpretation, etc. fast has work: Reading for learning (Text) https://id.oclc.org/worldcat/entity/E39PCGMYJ9dtgtR4HJtT3HDyVC https://id.oclc.org/worldcat/ontology/hasWork Print version: Nikolajeva, Maria. Reading for learning 9789027201577 (DLC) 2014012492 (OCoLC)875742534 Children's literature, culture, and cognition ; v. 3. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=787359 Volltext |
| spellingShingle | Nikolajeva, Maria Reading for learning : cognitive approaches to children's literature / Children's literature, culture, and cognition ; Reading 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? -- Empathy 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 -- Deleted 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 -- Primary sources -- Children's books discussed. Other primary texts mentioned -- Secondary sources -- Index. Language awareness in children. http://id.loc.gov/authorities/subjects/sh85074556 Reading, Psychology of. http://id.loc.gov/authorities/subjects/sh85111673 Cognitive styles in children. http://id.loc.gov/authorities/subjects/sh88004658 Reading Social aspects. Psychology and literature. http://id.loc.gov/authorities/subjects/sh85108486 Children's literature History and criticism. Conscience linguistique chez l'enfant. Lecture Psychologie. Styles cognitifs chez l'enfant. Lecture Aspect social. Psychologie et littérature. BIOGRAPHY & AUTOBIOGRAPHY Literary. bisacsh Children's literature fast Cognitive styles in children fast Language awareness in children fast Psychology and literature fast Reading, Psychology of fast Reading Social aspects fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85074556 http://id.loc.gov/authorities/subjects/sh85111673 http://id.loc.gov/authorities/subjects/sh88004658 http://id.loc.gov/authorities/subjects/sh85108486 |
| title | Reading for learning : cognitive approaches to children's literature / |
| title_auth | Reading for learning : cognitive approaches to children's literature / |
| title_exact_search | Reading for learning : cognitive approaches to children's literature / |
| title_full | Reading for learning : cognitive approaches to children's literature / Maria Nikolajeva, University of Cambridge. |
| title_fullStr | Reading for learning : cognitive approaches to children's literature / Maria Nikolajeva, University of Cambridge. |
| title_full_unstemmed | Reading for learning : cognitive approaches to children's literature / Maria Nikolajeva, University of Cambridge. |
| title_short | Reading for learning : |
| title_sort | reading for learning cognitive approaches to children s literature |
| title_sub | cognitive approaches to children's literature / |
| topic | Language awareness in children. http://id.loc.gov/authorities/subjects/sh85074556 Reading, Psychology of. http://id.loc.gov/authorities/subjects/sh85111673 Cognitive styles in children. http://id.loc.gov/authorities/subjects/sh88004658 Reading Social aspects. Psychology and literature. http://id.loc.gov/authorities/subjects/sh85108486 Children's literature History and criticism. Conscience linguistique chez l'enfant. Lecture Psychologie. Styles cognitifs chez l'enfant. Lecture Aspect social. Psychologie et littérature. BIOGRAPHY & AUTOBIOGRAPHY Literary. bisacsh Children's literature fast Cognitive styles in children fast Language awareness in children fast Psychology and literature fast Reading, Psychology of fast Reading Social aspects fast |
| topic_facet | Language awareness in children. Reading, Psychology of. Cognitive styles in children. Reading Social aspects. Psychology and literature. Children's literature History and criticism. Conscience linguistique chez l'enfant. Lecture Psychologie. Styles cognitifs chez l'enfant. Lecture Aspect social. Psychologie et littérature. BIOGRAPHY & AUTOBIOGRAPHY Literary. Children's literature Cognitive styles in children Language awareness in children Psychology and literature Reading, Psychology of Reading Social aspects Criticism, interpretation, etc. |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=787359 |
| work_keys_str_mv | AT nikolajevamaria readingforlearningcognitiveapproachestochildrensliterature |