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Acknowledgements
What is cognitive criticism and what¡®s in it for children¡¯s literature research£¿
CHAPTER 1
Knowledge of the world
Fact and fiction
Realism£¬ authenticity and representation
Social knowledge and intentionality
Possible worlds
Cognitive strategies

CHAPTER 2
Three possible worlds
An impossible world
A probable world
An improbable world

CHAPTER 3
Knowledge of other people
Why do we care about literary characters£¿
Where do emotions come from£¿
Empathy and identification
Representation and metarepresentation
Higher-order mind-reading 9o
Emotions and empathy in multimedial narratives

CHAPTER 4
Creative mind-reading
Emotion ekphrasis£º Emotions in multimedial texts
Diegetic and extradiegetic emotions
Reading non-human faces
Higher-cognitive emotions
Emotions and power hierarchies
In defence of action-oriented texts
Multiple protagonists and mind-reading
Emotions£¬ empathy and embodiment

CHAPTER 5
Knowledge of self
The self-reflective mind
Retrospection
Memory and narration
The here and now

CHAPTER 6
Memory of the present
Deleted memory
Amplified memory
Distorted memory

CHAPTER 7
Ethical knowledge
Can children¡®s literature be ethically neutral£¿
Ethics and genre
Breaking rules
Whose ethics£¿
Can fictional characters have a free will£¿ 19o
The ethics of happy endings
Intentionality£¬ revisited

CHAPTER 8
The ethics of address and the ethics of response
Being guilty and feeling guilty
Desire and duty
The guiltless trickster
¡°Time out of joint¡±
First comes food£¬ ethics later
How to read a children¡¯s book and why
Bibliography
Index