|Tipo di tesi||Tesi di dottorato di ricerca|
|Titolo||Il picturebook tra narratologia e scienze neurocognitive|
|Titolo in inglese||Picturebooks between narratology and neuro-cognitive sciences|
|Settore scientifico disciplinare||L-FIL-LET/14 - CRITICA LETTERARIA E LETTERATURE COMPARATE|
|Corso di studi||Scuola di D.R. in SCIENZE UMANISTICHE|
|Data inizio appello||2016-04-11|
|Disponibilità||Accessibile via web (tutti i file della tesi sono accessibili)|
I picturebook sono i primi veri libri che i bambini incontrano, strumenti aperti con una forte fisicità che permettono un’esperienza narrativa partecipata attivamente.
Picturebooks are the very first real books children encounter, physical tools that allow an actively participated narrative experience. But what are the expedients that encourage physical and emotional involvement by children and that enhance their pre-cognitive and cognitive brain mechanisms? This thesis aims to explore this verbal and visual multimodal system as a place for ‘rehearsing’ cognitive-emotional-social potentials of that metamorphic individual which is the child. As well, research method will be hybrid and interdisciplinary, trying to link narratological, semiotic, rhetorical and neurocognitive science fields. Each chapter of the thesis concernes a semiotic or narratological resource: evidence for mirror neurons in the analogy between emotions and the first books about facial expressions, the graphic embodiment of Geronimo Stilton’s isomorphism, the immersion of the serial character as affective enhancing, contemporary metafictive picturebooks and boundaries between real and fictional, and finally the elliptical architecture of the graphic novel as a framework for inferential processes and mind reading. Through complex narrative strategies, the illustrated book becomes a mimetic gym for neurocognitive development and a place for simulation of socio-emotional skills, from whom the subject will take an extreme advantage when he’ll come across the concrete reality.