【作者】 廖锦超；

【导师】 刘迎；

【作者基本信息】 广西师范大学 ， 英语语言文学， 2006， 硕士

【摘要】 童话是一种特殊的文学体裁,其特殊性在于大部分童话的读者都是儿童。基于现有研究者的发现和理论,这些理论包括儿童认知发展理论、泛灵主义思维、概念隐喻、隐喻思维、范畴和范畴化、概念合成以及可能世界,从涵盖认知科学和认知语言学的认知角度阐释童话的建构及其本质,是一种新的研究尝试。认知科学研究者(Piaget 1929; Carey 1985; Inagaki and Hatano 1987; 1991; 2004; Hatano 1999)认为儿童在童年期间会出现泛灵主义的思维方式,从认知科学角度解读童话亦发现童话中普遍存在着泛灵主义的思维,这些思维把人的属性投射到动物、植物、自然物体、自然力量和人造物上,使后者具有了人的特性如语言、情感、行为等,本文提出童话反映出的认知信息和儿童的认知实际是一致的论断。从认知语言学角度来说,童话的特点是具有普遍的隐喻思维。童话里的隐喻思维和泛灵主义思维导致了童话里的范畴边界模糊化。所有这些组成了一个童话的可能世界,而可能世界、隐喻思维和泛灵主义思维就是童话里的童年精神气质,本文认为童话的本质就是童年精神气质。第一章引言,主要介绍了研究课题的来源和研究的意义,并列出了论文的结构。第二章文献回顾,对童话的定义、分类并对童话的精神分析、教育学、文学和美学等不同的研究做了简单的回顾。第三章从认知科学角度研究童话,主要分析了童话里的泛灵主义思维。童话里存在着一种“人—非人类”的投射思维(projection/mapping),包括“人—动物”、“人—植物”、“人—无生命物体”以及“隐性的人—生命/无生命”等四种投射。这些思维和认知科学研究的发现是一致,因此本文提出童话反映出的认知信息和儿童的认知实际是一致的。第四章从认知语言学角度研究童话,分别讨论了童话里的概念隐喻、范畴和范畴化以及概念合成。我们发现童话中普遍存在(pervasive)着概念隐喻,在这些概念隐喻中,“客观实体是人”(PHYSICAL ENTITY IS PERSON)和“人是客观实体”(PERSON IS PHYSICAL ENTITY)是最常见的。童话里的概念隐喻是系统性的,它们共同组成了一个童话里的认知网络(cognitive network)。在讨论中,本文也发现,童话里的范畴边界不是清晰的而是模糊的(fuzzy),尤其是“人”(human)和“非人事物”(nonhuman)之间更没有明显的界限。同时,童话里的隐喻思维还促使了临时的范畴化(an ad hoc categorization)的产生。其后,文章应用Fauconnier and Turner的概念合成理论(conceptual integration)分析童话里的概念合成现象,发现概念合成的选择性投射(selective projection)可以解释尽管更多还原

【Abstract】 Fairy tale is a unique genre of literature. It is unique in that most of its readers are children. This thesis is a tentative and original endeavor to study children fairy tales from the cognitive point of view whose perspectives include cognitive science and cognitive linguistics. Research literature and resources on theories like children cognitive development, animistic thinking, conceptual metaphors, metaphoric thinking, categorization, conceptual integration and possible world contribute to the discussions and findings in this thesis.Researchers in the field of cognitive science (Piaget 1929; Carey 1985; Inagaki and Hatano 1987; 1991; 2004; Hatano 1999) agree that in childhood animistic thinking is often seen in children. The current study from the cognitive approach to children fairy tales identifies this claim of animistic thinking in childhood, thus the hypothesis that fairy tales’cognitive information accords with the child’s own cognitive reality is put forward. From the cognitive linguistic point of view, metaphoric thinking characterizes fairy tales. Metaphoric thinking and animistic thinking enable the fuzzy boundaries of categories in fairy tales. All these constitute a possible world in fairy tales. And this possible world along with metaphoric thinking and animistic thinking is conceptualized as childhood spirit which is claimed in this thesis as the nature of fairy tales.Chapter I introduces the origin of the current study and the structure of this thesis, and serves as the thesis statement.Chapter II defines fairy tales and classifies them, and a literature review on the study of fairy tales is presented.Chapter III discusses fairy tales from a cognitive science view. Findings from the analysis of animistic thinking in fairy tales reveal a human-to-nonhuman-projection thinking which falls into four kinds of projections: people-to-animal, people-to-plant, people-to-inanimate object and implicit people-to-animate-or-inanimate. Thus the hypothesis that fairy tales’cognitive information accords with the child’s own cognitive reality is established.Chapter IV studies fairy tales from a cognitive linguistic view by analyzing fairy tales’conceptual metaphors, categories, categorization and conceptual integration. Findings suggest that conceptual metaphors are pervasive in fairy tales. Among these metaphors, PHYSICAL ENTITY IS PERSON and PERSON IS PHYSICAL ENTITY are two important ones.Conceptual metaphors in fairy tales are systematic and they constitute a cognitive network.更多还原