Coverart for item
The Resource Reading for learning : cognitive approaches to children's literature, Maria Nikolajeva, University of Cambridge

Reading for learning : cognitive approaches to children's literature, Maria Nikolajeva, University of Cambridge

Label
Reading for learning : cognitive approaches to children's literature
Title
Reading for learning
Title remainder
cognitive approaches to children's literature
Statement of responsibility
Maria Nikolajeva, University of Cambridge
Creator
Author
Subject
Genre
Language
eng
Summary
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
Member of
Cataloging source
N$T
http://library.link/vocab/creatorName
Nikolajeva, Maria
Dewey number
809/.89282019
Index
index present
LC call number
P118.3
LC item number
.N55 2014eb
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
Series statement
Children's literature, culture, and cognition,
Series volume
volume 3
http://library.link/vocab/subjectName
  • Language awareness in children
  • Reading, Psychology of
  • Cognitive styles in children
  • Reading
  • Psychology and literature
  • Children's literature
  • BIOGRAPHY & AUTOBIOGRAPHY
  • Children's literature
  • Cognitive styles in children
  • Language awareness in children
  • Psychology and literature
  • Reading, Psychology of
  • Reading
Label
Reading for learning : cognitive approaches to children's literature, Maria Nikolajeva, University of Cambridge
Instantiates
Publication
Copyright
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
mixed
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
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
Control code
881732976
Dimensions
unknown
Extent
1 online resource (viii, 247 pages)
Form of item
online
Isbn
9781306841900
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
http://library.link/vocab/ext/overdrive/overdriveId
615441
Specific material designation
remote
System control number
(OCoLC)881732976
Label
Reading for learning : cognitive approaches to children's literature, Maria Nikolajeva, University of Cambridge
Publication
Copyright
Bibliography note
Includes bibliographical references and index
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
mixed
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
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
Control code
881732976
Dimensions
unknown
Extent
1 online resource (viii, 247 pages)
Form of item
online
Isbn
9781306841900
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
http://library.link/vocab/ext/overdrive/overdriveId
615441
Specific material designation
remote
System control number
(OCoLC)881732976

Library Locations

    • Thomas Jefferson LibraryBorrow it
      1 University Blvd, St. Louis, MO, 63121, US
      38.710138 -90.311107
Processing Feedback ...