图片和想象:阅读插图小说时的心理意象

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2022-06-15 DOI:10.1080/0305764X.2022.2081669

Jen Aggleton

{"title":"图片和想象:阅读插图小说时的心理意象","authors":"Jen Aggleton","doi":"10.1080/0305764X.2022.2081669","DOIUrl":null,"url":null,"abstract":"ABSTRACT The medium of illustrated novels has been neglected by educational research, and the limited current research on the influence of illustrations on a reader’s mental images is largely negative in tone. However, by adopting a participatory multiple case study methodology, this research provides a new understanding of the nature of mental picturing when reading illustrated novels. In exploring the responses of five 9–10-year-old participants to three illustrated novels, this study demonstrates that the interactions between illustrations and mental pictures are more complex than previously theorised. In addition, far from having a negative impact upon mental picturing, the potential of illustrations to interact with mental pictures should be embraced by practitioners as an opportunity for growth, enjoyment, and increased criticality and creativity.","PeriodicalId":47730,"journal":{"name":"Cambridge Journal of Education","volume":"53 1","pages":"79 - 95"},"PeriodicalIF":1.8000,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Pictures and picturing: mental imagery whilst reading illustrated novels\",\"authors\":\"Jen Aggleton\",\"doi\":\"10.1080/0305764X.2022.2081669\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT The medium of illustrated novels has been neglected by educational research, and the limited current research on the influence of illustrations on a reader’s mental images is largely negative in tone. However, by adopting a participatory multiple case study methodology, this research provides a new understanding of the nature of mental picturing when reading illustrated novels. In exploring the responses of five 9–10-year-old participants to three illustrated novels, this study demonstrates that the interactions between illustrations and mental pictures are more complex than previously theorised. In addition, far from having a negative impact upon mental picturing, the potential of illustrations to interact with mental pictures should be embraced by practitioners as an opportunity for growth, enjoyment, and increased criticality and creativity.\",\"PeriodicalId\":47730,\"journal\":{\"name\":\"Cambridge Journal of Education\",\"volume\":\"53 1\",\"pages\":\"79 - 95\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2022-06-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Cambridge Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/0305764X.2022.2081669\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cambridge Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/0305764X.2022.2081669","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

摘要

摘要插图小说的媒介一直被教育研究所忽视，而目前关于插图对读者心理形象影响的研究在很大程度上是负面的。然而，通过采用参与式多案例研究方法，本研究对阅读插图小说时心理想象的本质提供了新的理解。在探索五名9-10岁的参与者对三本插图小说的反应时，这项研究表明，插图和心理画面之间的互动比以前的理论更复杂。此外，插图与心理画面互动的潜力远不会对心理画面产生负面影响，从业者应该将其视为成长、享受、提高批判性和创造力的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Pictures and picturing: mental imagery whilst reading illustrated novels

ABSTRACT The medium of illustrated novels has been neglected by educational research, and the limited current research on the influence of illustrations on a reader’s mental images is largely negative in tone. However, by adopting a participatory multiple case study methodology, this research provides a new understanding of the nature of mental picturing when reading illustrated novels. In exploring the responses of five 9–10-year-old participants to three illustrated novels, this study demonstrates that the interactions between illustrations and mental pictures are more complex than previously theorised. In addition, far from having a negative impact upon mental picturing, the potential of illustrations to interact with mental pictures should be embraced by practitioners as an opportunity for growth, enjoyment, and increased criticality and creativity.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.