Wyślij tekst przez e-mail Wyrażanie emocji przez antropomorfizowane zwierzęta i przez ludzi w literaturze dziecięcej. Studium porównawcze kilku albumów
Streszczenie w języku polskim
Słowa kluczowe
Pełny tekst:
PDF (Français (France))Bibliografia
Bejanin, A., Laillier, R., Caillaud, M. Eustache, F., Desgrandes, B. (2016). Les substrats cérébraux de la théorie de l’esprit. Revue de neuropsychologie, vol. 8, no 1, 6–15, DOI : https://doi.org/10.3917/rne.081.0006.
Bender, P.K., Pons, F., Harris, P.L., Esbjørn, B.H., Reinholdt-Dunne, M.L. (2015). Emotion Understanding in Clinically Anxious Children: A Preliminary Investigation. Frontiers in Psychology, vol. 6, 1–10, DOI: https://doi.org/10.3389/fpsyg.2015.01916.
Burke, C., Copenhaver, J. (2004). Animals as People in Children’s Literature. Language Arts, vol. 81, no. 3, 205–213.
Buttelman, D., Over, H., Carpenter, M., Tomasello, M. (2014). Eighteen-Month-Olds Understand False Beliefs in an Unexpected-Contents Task. Journal of Experimental Child Psychology, vol. 119, 120–126, DOI: https://doi.org/10.1016/j.jecp.2013.10.002.
Carr, N. (2010). The Shallows: How the Internet Is Changing the Way We Read, Think and Remember. New York: Atlantic Books.
Cassidy, J., Parke, R.D., Butkowsky, L., Braungart, J.M. (1992). Family-Peer Connections: The Roles of Emotional Expressiveness within the Family and Children’s Understanding of Emotions. Child Development, vol. 63, no. 3, 603–618, DOI: https://doi.org/10.2307/1131349.
Cassidy, K.W., Ball, L.V., Rourke, M.T., Werner, R.S., Feeny, N., … Perkins, A. (1998). Theory of Mind Concepts in Children’s Literature. Applied Psycholinguistics, vol. 19, no. 3, 463–470, DOI: https://doi.org/10.1017/S0142716400010274.
Cellier, M. (2015). Guide pour enseigner le vocabulaire à l’école élémentaire. Paris : Éditions Retz.
DeLoache, J.S., Bloom Pickard, M., LoBue, V. (2010). How Very Young Children Think about Animals. In : P. McCardle, S. McCune, J.A. Griffin, V. Maholmes (Eds.), How Animals Affect Us: Examining the Influence of Human-Animal Interaction on Child Development and Human Health (pp. 85–99). Washington: American Psychological Association, DOI: https://doi.org/10.1037/12301-004.
Denham, S.A. (2007). Dealing with Feelings: How Children Negotiate the Worlds of Emotions and Social Relationships. Cognition, Brain, Behavior, vol. 11, no. 1, 1–48.
Dyer, J.R., Shatz, M., Wellman, H.M. (2000). Young Children’s Storybooks as a Source of Mental State Information. Cognitive Development, vol. 15, no. 1, 17–37, DOI: https://doi.org/10.1016/S0885-2014(00)00017-4.
Edwards, R., Manstead, A., Macdonald, C.J. (1984). The Relationship Between Children’s Sociometric Status and Ability to Recognize Facial Expressions of Emotion. European Journal of Social Psychology, vol. 14, no. 2, 235–238, DOI: https://doi.org/10.1002/ejsp.2420140212.
Ganea, P.A., Canfield, C.F., Simon-Ghafari, K., Chou, T. (2014). Do Cavies Talk? The Effect of Anthropomorphic Picture Books on Children’s Knowledge about Animals. Frontiers in Psychology, vol. 5, no. 283, 1–9, DOI: https://doi.org/10.3389/fpsyg.2014.00283.
Geerdts, M.S., Van de Walle, G.A., LoBue, V. (2016). Learning about Real Animals from Anthropomorphic Media. Imagination, Cognition and Personality: Consciousness in Theory, Research, and Clinical Practice, vol. 36, no. 1, 5–26, DOI: https://doi.org/10.1177/0276236615611798.
Gombert, A., Bernat, V., Roussey, J.-Y. (2016). Albums de jeunesse pour le développement d’une théorie de l’esprit. Enfance, vol. 3, no 3, 329–345, DOI : https://doi.org/10.4074/S0013754516003050.
Houdé, O., Leroux, G. (2013). Psychologie du développement cognitif. Paris : Presses Universitaire de France, DOI : https://doi.org/10.3917/puf.houde.2013.02.
Hughes, C., Dunn, J., White, A. (1998). Trick or Treat? Uneven Understanding of Mind and Emotion and Executive Dysfunction in “Hard-To-Manage” Preschoolers. Journal of Child Psychology and Psychiatry, vol. 39, no. 7, 981–994, DOI: https://doi.org/10.1111/1469-7610.00401.
Lafarge, C., Perron, M., Roy-Charland, A., Carignan, I. (2018). Contributing to Children’s Early Comprehension of Emotions: A Picture Book Approach. Canadian Journal of Education, vol. 41, no. 1, 301–328.
Lansford, J.E., Yu, T., Pettit, G.S., Bates, J.E., Dodge, K.A. (2014). Pathways of Peer Relationships from Childhood to Young Adulthood. Journal of Applied Developmental Psychology, vol. 35, no. 2, 111–117, DOI: https://doi.org/10.1016/j.appdev.2013.12.002.
Larsen, N.E., Lee, K., Ganea, P.A. (2018). Do Storybooks with Anthropomorphized Animal Characters Promote Prosocial Behaviors in Young Children? Developmental Science, vol. 21, no. 3, 1–9, DOI: https://doi.org/10.1111/desc.12590.
Leclaire-Halté, A. (2014). Valeurs et rapport texte/image dans l’album de littérature de jeunesse : étude d’un exemple, Le Génie du pousse-pousse. Pratique. Linguistique, littérature, didactique, vol. 163–164, 1–23, DOI : https://doi.org/10.4000/pratiques.2259.
Lépine, M. (2012). Étude théorique des relations texte-images dans l’album pour adolescents. Nouveaux c@hiers de la recherche en éducation, vol. 15, no 2, 97–118, DOI : https://doi.org/10.7202/1018458ar.
Marriott, S. (2002). Red in Tooth and Claw? Images of Nature in Modern Picture Books. Children’s Literature in Education, vol. 33, no. 3, 175–183, DOI: https://doi.org/10.1023/A:1019677931406.
Mélançon, J. (2015). Le potentiel des albums jeunesse pour soutenir la compréhension du monde de la pensée chez l’enfant d’âge préscolaire. Revue de recherches en LMM (r2lmm.ca), no 2, 1–34, DOI : https://doi.org/10.7202/1047310ar.
Melson, G.F. (2002). Why the Wild Things Are: Animals in the Lives of Children. Cambridge: Harvard University Press.
Moors, A., Ellsworth, P.C., Scherrer, K.R., Frijda, N.H. (2013). Appraisal Theories of Emotion: State of the Art and Future Development. Emotion Review, vol. 5, no. 2, 119–124, DOI: https://doi.org/10.1177/1754073912468165.
Nikolajeva, M. (2014). Picturebooks and Emotional Literacy. The Reading Teacher, vol. 67, no. 4, 249–254, DOI: https://doi.org/10.1002/trtr.1229.
Pons, F., Harris, P.L., Doudin, P. (2002). Teaching Emotion Understanding. European Journal of Psychology of Education, vol. 17, no. 3, 293–304, DOI: https://doi.org/10.1007/BF03173538.
Pons, F., Doudin, P., Harris, P.L. (2004). La compréhension des émotions : développement, différences individuelles, causes et interventions. In : L. Lafortune, P. Doudin, F. Pons, D.-R. Hancock (Eds.), Les émotions à l’école (pp. 6–31). Sainte-Foy : Presses de l’Université du Québec, DOI : https://doi.org/10.2307/j.ctv18pgxjg.4.
Premack, D., Woodruff, G. (1978). Does the Chimpanzee Have a Theory of Mind? Behavioral and Brain Sciences, vol. 1, no. 4, 515–526, DOI: https://doi.org/10.1017/S0140525X00076512.
Richert, R.A., Smith, E.I. (2011). Preschoolers’ Quarantining of Fantasy Stories. Child Development, vol. 82, no. 4, 1106–1119, DOI: https://doi.org/10.1111/j.1467-8624.2011.01603.x.
Richert, R.A., Shawber, A.B., Hoffman, R.E., Taylor, M. (2009). Learning from Fantasy and Real Characters in Preschool and Kindergarten. Journal of Cognition and Development, vol. 10, no. 1–2, 41–61, DOI: https://doi.org/10.1080/15248370902966594.
Wellman, H., Cross, D., Watson, J. (2001). Meta-Analysis of Theory-of-Mind Development: The Truth about False Belief. Child Development, vol. 72, no. 3, 655–684, DOI: https://doi.org/10.1111/1467-8624.00304.
Wolf, M. (2007). Proust and the Squid: The Story of Science and the Reading Brain. New York: HarperCollins.
DOI: http://dx.doi.org/10.17951/en.2022.7.265-282
Data publikacji: 2022-12-28 15:44:13
Data złożenia artykułu: 2022-01-30 20:34:14
Statystyki
Wskaźniki
Odwołania zewnętrzne
- Brak odwołań zewnętrznych
Prawa autorskie (c) 2022 Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova
Powyższa praca jest udostępniana na lcencji Creative Commons Attribution 4.0 International License.