Acceso usuarios
David Hanauer
The aim of this current paper is to describe the workings of one cognitive model for the development of literary knowledge. The model derives from current discussions of the role of conscious processes in language learning. The central aspect of this model is the role of the systems of awareness and attention in developing the individual's ability to detect and internalise specific information from literary texts. The paper starts by defining literary education within the theoretical framework of the cognitive processes of control and analysis. This is followed by a model of the development of literary knowledge based on the central role of awareness and attention. Empirical evidence which is relevant to the assumptions and predictions of the model is then discussed. Finally, the implications of this model on literary education and recommendations for future research are presented.
