具身认知理论视角下《玛蒂尔达》中的“超能力”解析  

An Analysis of“Superpowers”in Matilda from the Perspective of Embodied Cognition Theory

作　　者：李彧 胡学文[1] Li Yu;Hu Xuewen(School of Foreign Studies,Anhui University,Hefei 230601)

机构地区：[1]安徽大学外语学院,合肥230601

出　　处：《安徽商贸职业技术学院学报》2024年第1期65-68,共4页Journal of Anhui Business College

摘　　要：通过分析《玛蒂尔达》中的语言使用、角色身体性描述以及与环境的互动,探讨玛蒂尔达“超能力”的认知机制和其在身体经验中的根源:其“超能力”不仅是一种文学想象,也是她身体经验和情感状态的外化,反映了具身认知理论中感知、动作和环境互动的重要性,以及与儿童读者及阅读体验的关系。研究结果为《玛蒂尔达》提供新的解读视角,并为理解儿童文学中类似现象给予认知科学的理论支持,进一步强调文学作品在儿童认知和心理发展中的作用。This paper aims to explore the emergence process of the protagonist’s“superpowers”in Roald Dahl’s children’s growth novel Matilda,using the embodied cognition theory as an analytical framework and demonstrating the intersection between cognitive science and literary criticism.Previous studies have not interpreted it from a cognitive perspective.By analyzing the use of language,bodily descriptions of characters,and interactions with the environment within the text,this paper investigates the cognitive mechanisms behind Matilda’s“superpowers”and their roots in bodily experience:These“superpowers”are not merely a product of literary imagination but an externalization of her bodily experiences and emotional states,reflecting the importance of perception,action,and environmental interaction as posited by embodied cognition theory,as well as its relationship with child readers and reading experience.The study’s findings provide not only a new interpretative perspective for Matilda but also cognitive scientific theoretical support for understanding similar phenomena in children’s literature,further emphasizing the role of literary works in the cognitive and psychological development of children.

关 键 词：具身认知 《玛蒂尔达》 超能力 认知批评 英国儿童文学 

分 类 号：I561.078[文学—其他各国文学]