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Re: [xmca] Re: fiction as simulation
"Play, too, furnishes a similar distraction from the commonplace world, and after this inquiry we are able to understand why it is persisted in to the point of exhaustion. Especially is this the case with children, who more readily and completely lose themselves in present enjoyment. Every one who has had much to do with these little people will recall with feelings of not unmixed pleasure how everlastingly the little tyrants insist on hearing the same story over and over, and playing the same games"
Groos, Karl. (1901) Play in man. Appleton. p. 367.
On Dec 21, 2009, at 11:55 AM, mike cole wrote:
> Yes it applies to little kids!
> I LOVE the Stevenson quote in response to H. James (who seems to have gotten
> wrapped up in an odd place in the quote).
> Sheila and i were discussing last night the phenomenon of little kids like
> to hear the same story read over and over and over and over again and young
> teens reading, for example, Lord of the Rings several times.
> And adults going to Operas or listening to music they particularly love
> There is an age-related component to these phenomena -- parents go nuts on
> the 300th reading of *Where the Wild Things Are* or
> *Goodnight Moon*, little kids cannot stand, as a rule, listening to the
> Goldberg variations, etc.
> Has anyone written about this phenomeon and what means?
> Thanks for the *Educated Mind* tip, David C. Sound relevant to ongoing
> discussion re goals of education that might guide reform
> On Mon, Dec 21, 2009 at 8:08 AM, Ageliki Nicolopoulou <firstname.lastname@example.org>wrote:
>> Thanks, Mike, for this very useful article. This relates a lot to what I
>> have been trying to do these past few years and it pulls the adult
>> literature well together. My work has centered more on preschoolers
>> spontaneous (fantasy) stories and I have tried to find ways to analyze them,
>> which goes beyond just using structural criteria but also incorporates
>> content in a serious way (that is, it incorporates content and structure).
>> I have also argued (as do Mar & Oatley, but for adults) for the significant
>> of character in children's narratives (whether for learning to comprehend or
>> tell stories) and I'm continuing to think about these issues. More recently,
>> I have devoted my attention/effort in creating an intervention programs
>> using commercially available children's books to promote narrative
>> comprehension as well as social understanding, especially for low-income
>> children. As I'm in the midst of writing about these issues, this article
>> is very useful.
>> Thanks again,
>> Ageliki Nicolopoulou
>> Professor, Department of Psychology
>> Lehigh University
>> 17 Memorial Drive East
>> Bethlehem, PA 18015-3068
>> Personal Webpage: http://www.lehigh.edu/~agn3/index.htm<http://www.lehigh.edu/%7Eagn3/index.htm>
>> Departmental Webpage: http://www.lehigh.edu/~inpsy/nicolopoulou.html<http://www.lehigh.edu/%7Einpsy/nicolopoulou.html>
>> mike cole wrote:
>>> Of course, i *would *forget to attach the article. Here it is.
>>> On Sun, Dec 20, 2009 at 4:56 PM, mike cole<email@example.com> wrote:
>>>> Sorting through all the unread journals and seeking to bring order to the
>>>> of my intellectual meanderings, i came across this article that I think
>>>> should hold some
>>>> interest for xmca-o-philes.
>>>> As some of you know, I have an abiding interest in the idea of tertiary
>>>> artifacts, works of
>>>> art, for Wartofsky (so I learned from Yrjo), play, "alternative worlds"
>>>> like the 5th Dimension
>>>> that Peg Griffin invented and I have played in for a long time. But I
>>>> teach and think (think and
>>>> teach?) about various communication media including novels and sitcoms.
>>>> This article caught
>>>> my attention in that odd nexus of interests: fiction as "simulations,"
>>>> we might say, tertiary artifacts, or we might say, "tools to think with."
>>>> Delete or read along, as the mood catches you.
>>>> xmca mailing list
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