By J. A. Appleyard
Turning into a Reader reports the mental improvement of readers of fictional tales around the complete lifespan. the writer argues that despite character and history, readers battle through a typical series of phases as they mature from formative years to maturity which impacts how they adventure and reply to tales. Literary theorists, examining psychologists, and common readers attracted to the ability of interpreting will locate this to be an insightful booklet.
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Additional info for Becoming a Reader: The Experience of Fiction from Childhood to Adulthood
And then a piggy. And then a horse. And maybe a cow. " And it goes on for some time this way. , a snake ate a monster, ate some "dog dirty," ate an automobile seat, ate some bushes, ate some stairs, and finally ate himself). ). All these forms of organization figure prominently in stories told by children ages 2 to 3. Chaining is an advanced mode of organizing because it does not depend on relating each new detail to a center; instead the details or incidents imply one another. In the simplest version they form an "unfocused chain narrative," in that the attributes that link the details shift from one detail to the next.
The boy must continue his wanderings eastward, where after seven years he will reach a great mountain that will betoken good fortune. He says that the boy will lack for nothing, offers his wallet and his flask, and says that each day the boy will find in them all the food and drink he needs. Finally, the old man gives him a leaf that will change into a boat whenever he needs to cross water. Jung observes that in one sense the old man tells the boy nothing that he could not have figured out for himself, namely that he has acted impulsively in running away, that he is at a turning point in his life, and that his successful growth to adulthood now depends on his own skill and energy.
The imaginative language of children has the same function, Piaget thinks. It is symbolic thinking on its way to shedding its ties to concrete images and becoming genuinely conceptual. " She says of a bent twig: "It's like a machine for putting in petrol" (Piaget 1951, 227). For Piaget, these are not examples of linguistic genius, but rather of concrete thought crudely being put at the service of emerging concepts that will more and more accurately come to represent the world of experience. 10.