This article suggests that comparative literature scholars may benefit from the awareness that different communities around the world subscribe to different models of mind and that works of fiction ...can thus be fruitfully analyzed in relation to those local ideologies of mind. Taking as her starting point the “opacity of mind” doctrine, found in the South Pacific and Melanesia, the author compares cultural practices originating in communities in which people think but do not talk publicly about others’ internal states, to those originating in communities in which people both think and talk about them, indeed, in which public speculation about other people’s intentions is (mostly) rewarded. While the immediate analysis centers on a very specific and limited set of case studies from English, Chinese, and Russian novels and Bosavi performance genres, the author’s larger goal is to begin to articulate opportunities and challenges of using research in theory of mind for the comparative study of literature.
Working within cognitive television and media studies, this essay explores social cognition and emotion regulation involved in watching the popular German television series Babylon Berlin.
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Dostopno za:
DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
There is a growing sense among scholars working in cognitive literary studies that their assumptions and methodologies increasingly align them with another paradigmatically interdisciplinary field: ...comparative literature. This introduction to the special issue on cognitive approaches to comparative literature explores points of alignment between the two fields, outlining possible cognitivist interventions into debates that have been animating comparative literature, such as those concerning “universals,” politics of translatability (especially in the context of world literature), and practices of thinking across the boundaries of media. It discusses both fields’ indebtedness to cultural studies, as well as cognitive literary theorists’ commitment to historicizing and their sustained focus on the embodied social mind.
The Oxford Handbook of Cognitive Literary Studies considers, via a variety of methodologies and combinations of interdisciplinary approaches, how the architecture that enables human cognitive ...processing interacts with cultural and historical contexts. Organized into five parts (Narrative, History, and Imagination; Emotions and Empathy; The New Unconscious; Empirical and Qualitative Studies of Literature; and Cognitive Theory and Literary Experience), the volume considers case studies from a wide range of historical periods (from the fourth century BCE to the twenty-first century) and national literary traditions (including South Asian, postcolonial anglophone and francophone, Chinese, Japanese, English, Iranian, Russian, Italian, French, German, and Spanish).
This essay brings together cognitive literary theory and Mikhail Bakhtin’s theory of dialogic imagination to illuminate the construction of social class in the eighteenth-century novel. It offers a ...close reading of selected passages from Frances Burney’s Evelina (1778), made possible by combining Bakhtinian and cognitive poetics. It also discusses the theoretical ramifications of this approach and demonstrates its use in an undergraduate classroom.
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DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Pt. 1. Attributing minds. Why did Peter Walsh tremble? -- What is mind-reading (also known as theory of mind)? -- Theory of mind, autism, and fiction : four caveats -- "Effortless" mind-reading -- ...Why do we read fiction? -- The novel as a cognitive experiment -- Can cognitive science tell us why we are afraid of Mrs. Dalloway? -- The relationship between a "cognitive" analysis of Mrs. Dalloway and the larger field of literary studies -- Woolf, Pinker, and the project of interdisciplinarity -- Pt. 2. Tracking minds. Whose thought is it, anyway? -- Metarepresentational ability and schizophrenia -- Everyday failures of source-monitoring -- Monitoring fictional states of mind -- "Fictional" and "history" -- Tracking minds in Beowulf -- Don Quixote and his progeny -- Source-monitoring, ToM, and the figure of the unreliable narrator -- Source-monitoring and the implied author -- Richardson's Clarissa : the progress of the elated bridegroom -- Nabokov's Lolita : the deadly demon meets and destroys the tenderhearted boy -- Pt. 3. Concealing minds. ToM and the detective novel : what does it take to suspect everybody? -- Why is reading a detective story a lot like lifting weights at the gym? -- Metarepresentationality and some recurrent patterns of the detective story -- A cognitive evolutionary perspective : always historicize! -- Conclusion : why do we read (and write) fiction? Authors meet their readers -- Is this why we read fiction? surely, there is more to it!
The Secret Life of Fiction ZUNSHINE, LISA
PMLA : Publications of the Modern Language Association of America,
05/2015, Letnik:
130, Številka:
3
Journal Article
Recenzirano
A troubling feature of the common core state standards initiative (CCSSI) for english language arts (ELA) is its failure to recognize literature as a catalyst of complex thinking in students. ...According to the CCSSI, to “prepare all students for success in college, career, and life,” children must read texts “more complex” than “stories and literature” (“English Language Arts Standards”). The assumption that “stories” are inferior to nonfiction has a long tradition in Western culture; tapping into that prejudice is easy, and no proof seems to be required.
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