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Journal mutations
Part of
A Life with Poetry: The development of poetic literacy
Joan Peskin and David I. Hanauer
[
Linguistic Approaches to Literature
41] 2023
► pp.
185
–
190
◄
previous
next
►
Subject index
A
absolutist level of epistemological understanding
111, 151
abstract thinking
21–25, 32, 62–63, 68–69, 151
aesthetic
2, 85–86, 114–121, 150–153
effectiveness
53, 104, 106–111
function of poetic elements
150, 158–162
judgements
45, 77, 116
response
7, 40, 42, 46
revising
78, 85, 121, 139, 140
understanding in revision
78–79, 121, 139–141
aesthetic appreciation
45
and binary oppositions
53
and sound patterns
42
in reading
78
aesthetic role of poetic elements
107, 159–160, 162
affective fallacy
36
age of readers
4
alliteration
41–42, 59, 67, 71, 98–101, 107–108, 121, 147–149
appearance-reality topos
136–139
applied cognitive science
134
applied linguistics
11, 113
assimilation and accommodation
13–15, 33
attention
and explicit teaching
160
culturally-related patterns direct
54
directed to language and textual features
19, 27, 39, 40, 43–46, 53, 62, 65–66, 72, 133, 135, 149, 158–162
directed to poets and historical knowledge
161
emotions in
29, 154
focused on non-literal interpretations
158
focused on revision
160
in research on creativity
83, 85, 89, 94–95, 97
proactive focusing of
156
to emotive aspects
146, 159
to how poetic techniques augment meaning
122
to multiple perspectives
50
to social contexts
125
to the gap between written form and intended meaning
59
see also
noticing
attentional control
26–27, 29, 94
auditory-experiential readers
68–69
automatic
processes in employing the non-literal
137
processing of meaning
37
thought in intimation
84
thought nurtured in incubation
86
automaticity
121, 122, 144 ;
see also
expert poets
B
beauty
12–13, 116–117, 139, 141
benefits of reading poetry
5
binary oppositions
8, 19, 25, 47, 53
braille readers
32
brain maturation
and socio-cultural environment
34
and sensory experiences
34
constrains say-mean distinction
58
facilitates response to phonology
150
facilitates working memory and automatization
23
in progress from concrete to abstract
68
see also
neurocognitive development
C
cadence theory
44
close reading
36, 39, 121, 123
cognitive
change
16
comfort level
151
control
85, 94–95, 97, 127, 143, 161
evaluation theory
29
psychology
6, 113
cognitive development
and sequence of understandings
24–25
early
13–16
effect of attitudes on
29–30
effect of emotions on
28–29
social interaction in
16–17, 33
stage theory of
21–23 ;
see also
neurocognitive development; conceptual understanding; representational redescription theory
communal meaning-making
152
competence
30
in fostering poetic literacy
34, 154
conceptual metaphors
60
conceptual understanding
15–16, 27, 137
and pseudo- versus true- concepts
25
from implicit to explicit
26–27, 48, 68, 111, 122, 157
nativist versus empiricist view on
13–14
of rules
106
of the poetic genre developmentally
103, 106–107
of theory of mind in oral versus written tasks
137
concrete
moving from the
68–69
objects in metaphor comprehension
60
operations/thinking
21–23, 101
thematic statements
133
understandings
148, 157
visible scaffolds
134, 158, 102
conscious reflection
26, 29, 48
constructivism
as acting on the environment
33
as active discovery
14
social
16
conventional expectations
33, 65, 85, 152
developmental understanding of
65–66, 69–70, 105, 108–109, 148–149, 158, 162
conventions
37, 45, 52, 70–71
expert understanding of
126
novice understanding of
54
rules as social
106
craft
3, 93–94, 115, 158
creativity
83–86, 88–90, 94
theories of across domains
82
cultural schemata
18–19, 51
cultural tools
17, 23, 33, 152
cultural understandings
125
culturally-situated practice
130
curriculum
arts-infused
139
poetry
7, 51, 133
D
deconstruction
38, 124
defamiliarization
29, 37, 104
deliberate practice
14, 20, 111, 159
expert use of
21, 29, 54, 71, 152
demographic characteristics
of poetry audience
3–5
of poetry writers
4–5
of published poets
6
demystify the creative process
56
developmentally based instruction
7, 145–146, 155–162
dialectics
53
didactic
2
dictations
121, 147, 153
discovery
see
writing process
disequilibrium
16
disguised symbolism
138
domain-general
18, 21, 26
domain-specific
18, 20, 26, 67–68, 70–71, 86, 142, 151
dorsolateral prefrontal and intraparietal sulcus regions (DLPFC/IPS)
93–95
dynamic system theory
27
dyslexic readers
32
E
early closure
55
education of poetry audience
3
elementary school
18, 59, 61, 99, 100, 103, 137, 138
emotion
and cognition
27–28
and socio-cultural factors
33
effect of in cognition developmentally
28–29
expression in students’ poems versus prose
104–10
hybrid
28
in metacognition
132
in understood feelings
29
role of in development of poetic literacy
154–155
emotional intent
44–45
emotional response
and graphic form
44
and phonology
40–42
and poetic content
44–45
emphasis on in pedagogy
131–132, 159
to poetry in young children
61–62
empathy
44, 132, 164
emulation
as stage in development of metacognition
144–145
great works approach as
121
mirror poems for
121, 138
enjambment
43
enjoyment of poetry
5
and developmental considerations
145–146
and the patterned language
155
competence and
154
children’s
154
fostering
156, 159, 160
in research
129, 134–136
enjoyment ratings
135, 154
evaluative epistemology
142
executive function
151
experiential learning
134, 142
expert poets
aesthetic evaluation of
93, 96
aesthetic understanding of
78
and automaticity in use of textual features
91, 96, 110, 122, 139, 141, 161–162
and mentor/instructor feedback
157
and playfulness in composition
89–90
as mentors
147, 161, 163
from novice writers to
87–95, 160–163
metacognition of
97, 143–145
neural correlates of
93–95, 152, 161
timing effects of
96
see also
writing process
expert readers
aesthetic response of
54, 72
and aesthetic effects
70–71
from novice readers to
49–57
specific knowledge of
161
expertise
acquisition of schemata in
46–48
and interaction between reading and writing
161
as on a continuum
54
development of
68, 71
study of
7, 13, 49
theories about
18–20 ;
see also
knowledge
expertise as specific or generic
54
explicit instruction in pedagogical research
47, 133–136, 142, 153, 154, 159
explicit representations
25, 38, 68, 111, 122, 124, 127
in conceptual understanding
26–27
exposure to poetry
5
expressivist and poetic functions of writing
114
eye movement measures
43, 45
F
feedback
102, 11, 117, 121, 125, 144, 147, 159, 161
foregrounding
29, 40, 43, 88, 104–105, 107–108, 115, 131
formalism
35–36
frame of reference
88, 161
free verse
14, 105, 110, 149
fusion
75–76
G
generative and exploratory modes
82
genre
and experts
56–57
and novices
51, 54
awareness during early years
59, 61, 64–66, 68, 101
awareness in older students' poems
69–71
categorization
43, 51
developing conceptions of poetic
103, 106–107
recognition
148, 66, 69
-specific nature of poetry
39–40
graduate school
127, 160
graphic form
43, 65, 67, 88, 105, 111, 155
as short lines and stanzas
43, 108–109, 111, 157, 162
deviation in as supporting meaning
67
in directing attention
43
H
high school students
5, 8, 154, 157
and acquisition of authorial schemata
72
as research participants in reading
51, 67, 70
becoming part of an interpretive community
71
conventional expectations of
149
difficulty with poetry of
30, 71, 145
emotional responses of
146
experience of reading versus writing of
137
increase in knowledge of
71
structural-analytic approach and
147
understanding of aesthetic effectiveness of
107, 141, 161
historical
context/period
126–127, 131, 142, 147, 163
knowledge
124, 126, 152, 161
historiometric citation analysis
43
holistic system
27, 34
horizontal decalage
22, 23, 70
humor
26, 99
hypothesis-experiment-instruction
142
I
illumination in creativity
83–4, 86, 89–90
image metaphors
99, 108, 134
imagery
8, 10, 94, 104 106, 132, 149
implicit beliefs
113
incubation stage in creativity
83–84, 86, 89–90
individualized voice
80, 141
information processing
20, 23, 151
intentional fallacy
36
interaction poetry, art, music
139
interaction poetic reading and writing
138–139, 147, 158, 160–161, 163
internalization
16, 33, 117, 118, 121, 122, 139, 141, 144, 163
interpretive community
17, 19, 38, 45, 47, 49, 71, 152
interpretative strategies
19, 38, 45, 149, 159
intervention studies
101, 129–138, 140, 158
experimental and control groups in
131–132, 134–135, 138, 142
intimation stage in creativity
83–84, 89–90, 94
J
judge/judgement
aesthetic
45, 77, 116–117, 139
affective
41
in workshop approach
119
of master poet
121
of textual features
91
pre- in writing
75
juxtaposition
53
K
knowledge
6, 13, 14, 47–48, 84–86, 126–127, 149, 151, 154
cultural
152
in theories of development
13–21, 26–27
model of developing
66–72, 108–111
of experts
18–21, 49–56, 160–163, 96–97
knowledge structures
see
schemata
L
language play
15, 59, 68–69, 70, 89, 96, 97, 98–100, 107, 108–110, 149, 150, 155–156, 161–162
language production versus comprehension
137
likert scale
129, 134
literal
22, 65–66, 68–70, 157–158, 162
and cognitive and brain development
151
in coding scheme
62–63, 149
thematic statement
132–134
versus metaphoric/symbolic
27, 63–64, 134, 136–138
versus what is meant
58–60
literary archetypes
134
literary devices
19, 29, 66, 158 ;
see also
poetic devices
literary response questionnaire (LRQ)
130–131
literary studies
11, 35–36, 113
longitudinal studies
31, 130, 145
low-income families
133
M
medial prefrontal cortex regions (MPFC)
93–94, 152
mediated learning experience
17, 120
memory
16, 18, 19, 39
working
20, 23, 122, 143
mental models
20, 45
meta-discourse
103
metacognition
97, 108, 132, 143–145
metacognitive skills
55
metaknowledge
90, 92
metaphor
coding system
137–138
development of usage
99–102, 106, 108
developmental pattern in understanding
60–61, 69
early production of
25, 27
extended
52
in neurological development
31
in pedagogical research
129, 134, 156, 158, 159
recognition of as convention
52
research on development of understanding
62–64
metaphysical poem
7
meter
41, 93
and aesthetic response
40, 42, 46
and emotional response
42
in children’s genre understanding
155
in young children’s utterances
98
MFA program
93
MLA convention
55
micro-domain
26, 27, 48
mimetic
45
modeling
121, 133, 135, 146, 153, 157
moral dilemmas
16
motivation
29–30, 34, 160
multiple
dimensions
21
meanings
22, 27, 38–39
perspectives
50–51 ;
see also
polyvalence
multiplist level of epistemological understanding
111, 142, 151
mythic understanding
24, 25, 97, 99
N
neural correlates
default network as
85, 93–94, 152
executive control network as
93–94, 143
MRI in investigating
93, 151
of expert composition
93–95, 152, 161
of general creativity
85
of metacognition
143
neurocognitive development
and poetic literacy
150–152
brain activation and functional connectivity in
152
environmental input in
31
frontal lobes in
32, 151
lack of
68, 150–151
model of
32–34
musical training in
31–32
myelination in
30, 32
reading in
32
redundant neural degeneracy in
31
synaptic pruning in
32
new criticism
35, 36, 47, 124
non-literary prose
58, 70, 103, 105, 109
noticing elements
50, 52, 54, 57, 70, 72, 124–127, 156, 162–163 ;
see also
attention
novices
19, 20, 158–160
and use of titles
53, 158
emotion-evaluation sequence in
29
reading of
49–56
writing of
87–97, 109–110
O
observation
47, 52, 71, 79, 81, 118, 121
as stage in development of metacognition
144
overwriting
75, 76 ;
see also
revision
P
pedagogical approach to reading
formalist/structuralist
124–127, 129–130, 145
reader response
35, 37, 38, 145, 152
sociological
125, 127, 130–131
structural analysis
130–131, 145, 154, 157, 161
text-experiencing
125, 127, 129–131, 146–147, 154, 157
traditional
114, 124, 126–127, 130, 131
pedagogical approach to writing
atelier
118–121, 123, 153
feminist
119–120
great works
118–119, 121, 123
inspiration
118–121
techniques
118, 120, 122
workshop
119–121, 153
pedagogical approaches combined
147
in older students
126, 157–159, 162–163
in young children
129, 130
pedagogical principles
145–147, 155–157, 159, 161–162
pedagogical research
affective evaluation heuristic in
132–133
engagement and response in
130, 132
longitudinal study in
130–131
on development of symbolic thinking
133–136
on explicit versus implicit instruction
135
on role of affect in metacognition
132
on young children
129–130 ;
see also
intervention studies
pedagogical stylistics
123–124
pedagogy and developmental considerations
12, 145–146, 155–162
pedagogy and proactive focusing of attention
122, 133, 135, 140, 146, 154–156, 158–162
peer interaction
16, 33
period knowledge
71
period poetry
51, 54, 149, 152
scanning technique when reading
53
permutations
see
revision
personal
6, 10, 61, 164, 118, 120
development approach
125, 127, 130
experiences
11, 117, 120, 122, 132
expression/connection
74–75
meanings/discovery
78–79
response
134–135, 151
sensibility
116–117
philosophic stage
25, 47
phonological
device production developmentally
100
repetition
40
structures
41
phonology
1, 140, 150
physiological
effects/responses
45–48, 57, 97
maturation
11, 32, 67, 68
measures
35, 44
plain sense readers
64, 69–70, 72, 157–158, 161–162
playful
see
language play
poetic devices
and aesthetic response
53, 159
as cues to, or augmenting, meaning
17, 19, 41, 53, 67, 69, 70–71, 88, 92, 96–97, 108–111, 150, 158–163 ;
see also
aesthetic
poetic function
36–37, 114–115, 120
poetic license
106
poetic lineation
43–44
poetic literacy
6, 10–12, 18, 25, 30
attitudinal factors in
154–155
developmental trajectory of
9–13, 18, 21, 25, 61–71, 107–111, 148–150
fostering
153, 155–163
role of culture in
152–153 ;
see also
cognitive development; expertise
polyvalence
51, 58, 60, 92, 105, 108–120, 149, 151, 154, 157, 162
positive
emotional interaction
155
emotions in flow
29
experience
146, 153, 156, 158, 163
pre- and post-tests
132, 134, 135
prefrontal cortex
31, 93
preparation stage in creativity
84–85
preschool
24, 58, 87, 98, 100, 121, 147–149
presentism
152–153
prior knowledge
15, 19
psychoanalysis
38
R
reader response
see
pedagogical approaches to reading
reading audience of poetry
4–5
reading processes
theoretical positions
35–39
timing of
45–46, 57 ;
see also
genre; conventions; aesthetic; schemata; symbolic; poetic devices
reception theory
35
relationism
27
repertoire
as textual elements that connect to reality outside the text
50–51
use of as foregrounding
105
of metaphoric forms/textual devices
101, 158
repetition
10, 67, 71, 92, 101, 105, 115, 156
phonological
40, 42
representational redescription
26–27, 29, 48, 68, 85, 111, 152
resisting automatic understanding
65, 70–71, 92, 104–105, 109, 151
revision
76–80, 85–86, 88, 90–91, 93–97, 108–110, 117, 120–122, 139, 140–144, 153, 160–163
rhyme
and emotional response
41–42, 46
as amplifiers of meaning
53
children’s genre conceptions of
26, 59, 69
conceptions of developmentally
107, 108–109, 149, 155–159
in pedagogy of young children
61–62, 121, 130–131, 147–148
in poems by young children
10, 98, 100–101, 107
schemes
101
use through the adolescent years
105–106
rhythm
129–130, 149
as cues to meaning
149, 159
developmental understanding of
106–107, 109, 111, 122, 156, 158
in mythic stage
97
pleasures of
148, 150, 155
rhythm of schema and correction
56
romantic
1–3, 24, 36, 118
understanding
24–25, 47, 99
rule of significance
see
significant statement
rules of notice
158
russian formalism
36
S
say-mean distinction
58–60, 69
surface structure in
58
scaffolding
17, 102, 108, 120, 126, 134, 142, 147, 151, 153, 156–108
schema theory
18–19
schemata
46, 126–128, 133, 139, 141, 152, 162–163
acquisition through the school years
62, 65–72, 154, 157–160
cultural
18, 19, 51
in revision
90, 117, 153
in the creativity stage of preparation
85
inappropriate
18
integrated network of
20, 46–48, 51, 52–57, 96–97, 160–161
of novices
51, 96, 108–110
self-control in development of metacognition
144–145
self-regulation
111
as stage in development of metacognition
144–145
significant statement
52, 65, 104–105, 158
socio-constructivist approach
16
sound iconicity
40–41
sound patterns
40–42, 123, 130, 148–149
sound play
see
language play
stage theory
21–22
standard of taste
114, 116–117, 119
sub-experts
54–56
subjective criticism
38
sustained conceit
18
symbolic interpretation
22, 62–63, 65, 70–71, 149, 151, 157–158
in visual arts versus poetry
140
symbolic meaning
coding rules in research on
137
pedagogy and
30, 134–137, 145, 162
syntactic problems
50
syntax
1, 50, 92, 130
T
teaching poetic literacy
see
pedagogy
text-based approach to interpretation
39
textual features
see
poetic devices
thematic unity
37, 52, 54
themes
25, 47, 56, 123, 133, 135, 140
contemporary life
152
identity
38
theory of mind
13, 43–44, 46, 58, 137
therapeutic role of poetry
3, 79
think-aloud
50, 51, 79, 87, 91–92, 95, 110, 133, 136, 159
think-and-feel-aloud
131
titles
53, 140, 158
topoi
136
transactional theory
15, 37
transactional and the poetic
114
transfer in learning
137–138, 140
trench poetry
2
V
verification stage in creativity
83–86
W
wordplay
see
language play
writing process
activation in the
76–77, 88
condensation as a
75
discovery in the
75–80, 82, 89–90, 141, 150
finalization of the
76–77
focused attention/engagement as a
90, 97
free-flowing engagement as a
83–85, 88–91, 93–97, 108, 143, 150, 153
timing effects in the
95–96 ;
see also
revision
writing research methodology
difficulties with
80–82
document analysis as
81, 87
on-line
81
interviews in
74, 76, 81, 129
retrospective data
81
stimulated recall
78
see also
think aloud; neural correlates
Z
zone of proximal development
17, 120