Livros Ilustrados Digitais para Crianças: Implicações sobre a Cognição
DOI:
https://doi.org/10.14195/2182-8830_6-2_9Palavras-chave:
livro ilustrado, book-app, narração, cognição distribuída, artefactos cognitivosResumo
Os objetos de análise neste artigo são os livros ilustrados digitais, que podem ser chamados de e-picturebooks. Esta pesquisa contribui para a definição do e-picturebook como uma experiência de storytelling distinta dos livros ilustrados impressos, introduzindo a cognição distribuída como uma nova perspectiva teórica para a análise do fenômeno. Essa perspectiva enfatiza os sistemas cognitivos relacionados a características específicas desta categoria de livro digital. Desta forma, livro ilustrado e e-picturebook são definidos como artefatos cognitivos que restringem as tarefas de contar histórias de forma muito diferente um do outro, não só por causa de suas características constitutivas, mas também pelos sistemas cognitivos envolvidos na compreensão de histórias em cada meio.
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Referências
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CUNNINGHAM, Anne E., and Keith E. Stanovich (2001). “What Reading Does for the Mind.” Journal of Direct Instruction 1. 2: 137–149.
DeJONG, Maria T., and Adriana G. Bus (2003). “How well suited are electronic books to supporting litera-cy?” Journal of Early Childhood Literacy 3.2: 147-164.
GRIFFITHS, Paul E., and Karola Stotz (2000). “How Mind Grows: A Developmental Perspective on the Biology of Cognition.” Synthese 122.1/2: 29-51.
GUERNSEY, Lisa, and Michael H. Levine (2016). “Getting Smarter About e-Books for Children.” Young Children. May 2016. 38-43
HUTCHINS, Edwin (2001). “Cognition, Distributed.” International Encyclopedia of the Social & Behavioral Sciences. Eds. Neil J. Smelser and Paul B. Baltes. Oxford: Elsevier. 2068-2072.
HUTCHISON, Amy, Beth Beschorner, and Denise Schmidt-Crawford (2012). “Exploring the Use of the iPad for Literacy Learning.” The Reading Teacher 66.1: 15–23.
KORAT, Ofra, and Tal Or (2010). “How New Technology Influences Parent–Child Interaction: The Case of e-book Reading.” First Language 30.2: 139–154.
LABBO, Linda D., and Melanie R. Kuhn (2000). “Weaving Chains of Affect and Cognition: A Young Child's Understanding of CD-ROM Talking Books.” The Journal of Literacy Research 32.2: 187-210.
LAURICELLA, Alexis R., Tiffany A. Pempek, Rachel Barr, and Sandra L. Calvert (2010). “Contingent Comput-er Interactions for Young Children’s Object Retrieval Success.” Journal of Applied Developmental Psychology 31.5: 362-369.
LEA, Richard (2016). “What Apps Next? Publishers and Developers Embrace 'Unprintable' Fiction.” The Guardian Books. 16 July 2016. http://www.theguardian.com/books/2016/feb/03/publishers-developers-digital-technology-unprintable-fiction-google-editions-play
LOVATO, Silvia B., and Sandra R. Waxman (2016). “Young Children Learning from Touch Screens: Taking a Wider View.” Frontiers in Psychology 7, July 2016: 1-6.
NIKOLAJEVA, Maria, and Carole Scott (2001). How Picturebooks Work. New York: Garland Publishing.
NORMAN, Donald A. (1993). Things that Make Us Smart: Defending Human Attributes in the Age of the Machine. New York: Basic Books.
PINTO, Ana Lúcia, Nelson Zagalo, and Eduarda Coquet (2012). “From a Click to a Gesture: A Contribution to Defining the Concept of Children’s e-Picturebooks.” 2nd International Conference Art, Illustration and Visual Culture in Infant and Primary Education: Creative Processes and Childhood-Oriented Cultural Discourses. Eds. Helena Barbosa and Joana Quental. Aveiro, Portugal. 223-228.
ROGERS, Yvonne (1997). “A Brief Introduction to Distributed Cognition.” The Open University. 29 June 2016. http://mcs.open.ac.uk/yr258/papers/dcog/dcog-brief-intro.pdf
RYAN, Marie-Laure (2015). Narrative as Virtual Reality 2: Revisiting Immersion and Interactivity in Literature and Electronic Media. Baltimore: Johns Hopkins University Press.
SARGEANT, Betty (2013). “Interactive Storytelling: How Picture Book Conventions Inform Multimedia Book App Narratives.” Australian Journal of Intelligent Information Processing Systems 13.3: 29-35.
SWELLER, John (2005). “Implications of Cognitive Load Theory for Multimedia Learning.” The Cambridge Handbook of Multimedia Learning. Ed. Richard E. Mayer. New York: Cambridge University Press. 19–30.
TAKACS, Zsofia K., and Adriana G. Bus (2016). “Benefits of Motion in Animated Storybooks for Children’s Visual Attention and Story Comprehension: An Eye-Tracking Study.” Frontiers in Psychology 7, Oc-tober 2016: 1-12.
TAKACS, Zsofia K., Elise K. Swart, and Adriana G. Bus (2015). “Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis.” Review of Educational Research 85.4: 698–739.
APA, American Psychological Association (2002). “Glossary of Psychological Terms.” Taken from Rich-ard J. Gerrig and Philip G. Zimbardo (2002). Psychology and Life. Boston: Allyn and Bacon. 16 July 2016. http://www.apa.org/research/action/glossary.aspx
CLARK, Andy (2003). Natural-Born Cyborgs: Minds, Technologies, and the Future of Human Intelligence. New York: Oxford University Press.
COLE, Michael, and Peg Griffin (1980). “Cultural Amplifiers Reconsidered.” The Social Foundations of Language and Thought: Essays in Honor of Jerome S. Bruner. Ed. David R. Olson. New York/London: W. W. Norton & Company. 343–364.
CUNNINGHAM, Anne E., and Keith E. Stanovich (2001). “What Reading Does for the Mind.” Journal of Direct Instruction 1. 2: 137–149.
DeJONG, Maria T., and Adriana G. Bus (2003). “How well suited are electronic books to supporting litera-cy?” Journal of Early Childhood Literacy 3.2: 147-164.
GRIFFITHS, Paul E., and Karola Stotz (2000). “How Mind Grows: A Developmental Perspective on the Biology of Cognition.” Synthese 122.1/2: 29-51.
GUERNSEY, Lisa, and Michael H. Levine (2016). “Getting Smarter About e-Books for Children.” Young Children. May 2016. 38-43
HUTCHINS, Edwin (2001). “Cognition, Distributed.” International Encyclopedia of the Social & Behavioral Sciences. Eds. Neil J. Smelser and Paul B. Baltes. Oxford: Elsevier. 2068-2072.
HUTCHISON, Amy, Beth Beschorner, and Denise Schmidt-Crawford (2012). “Exploring the Use of the iPad for Literacy Learning.” The Reading Teacher 66.1: 15–23.
KORAT, Ofra, and Tal Or (2010). “How New Technology Influences Parent–Child Interaction: The Case of e-book Reading.” First Language 30.2: 139–154.
LABBO, Linda D., and Melanie R. Kuhn (2000). “Weaving Chains of Affect and Cognition: A Young Child's Understanding of CD-ROM Talking Books.” The Journal of Literacy Research 32.2: 187-210.
LAURICELLA, Alexis R., Tiffany A. Pempek, Rachel Barr, and Sandra L. Calvert (2010). “Contingent Comput-er Interactions for Young Children’s Object Retrieval Success.” Journal of Applied Developmental Psychology 31.5: 362-369.
LEA, Richard (2016). “What Apps Next? Publishers and Developers Embrace 'Unprintable' Fiction.” The Guardian Books. 16 July 2016. http://www.theguardian.com/books/2016/feb/03/publishers-developers-digital-technology-unprintable-fiction-google-editions-play
LOVATO, Silvia B., and Sandra R. Waxman (2016). “Young Children Learning from Touch Screens: Taking a Wider View.” Frontiers in Psychology 7, July 2016: 1-6.
NIKOLAJEVA, Maria, and Carole Scott (2001). How Picturebooks Work. New York: Garland Publishing.
NORMAN, Donald A. (1993). Things that Make Us Smart: Defending Human Attributes in the Age of the Machine. New York: Basic Books.
PINTO, Ana Lúcia, Nelson Zagalo, and Eduarda Coquet (2012). “From a Click to a Gesture: A Contribution to Defining the Concept of Children’s e-Picturebooks.” 2nd International Conference Art, Illustration and Visual Culture in Infant and Primary Education: Creative Processes and Childhood-Oriented Cultural Discourses. Eds. Helena Barbosa and Joana Quental. Aveiro, Portugal. 223-228.
ROGERS, Yvonne (1997). “A Brief Introduction to Distributed Cognition.” The Open University. 29 June 2016. http://mcs.open.ac.uk/yr258/papers/dcog/dcog-brief-intro.pdf
RYAN, Marie-Laure (2015). Narrative as Virtual Reality 2: Revisiting Immersion and Interactivity in Literature and Electronic Media. Baltimore: Johns Hopkins University Press.
SARGEANT, Betty (2013). “Interactive Storytelling: How Picture Book Conventions Inform Multimedia Book App Narratives.” Australian Journal of Intelligent Information Processing Systems 13.3: 29-35.
SWELLER, John (2005). “Implications of Cognitive Load Theory for Multimedia Learning.” The Cambridge Handbook of Multimedia Learning. Ed. Richard E. Mayer. New York: Cambridge University Press. 19–30.
TAKACS, Zsofia K., and Adriana G. Bus (2016). “Benefits of Motion in Animated Storybooks for Children’s Visual Attention and Story Comprehension: An Eye-Tracking Study.” Frontiers in Psychology 7, Oc-tober 2016: 1-12.
TAKACS, Zsofia K., Elise K. Swart, and Adriana G. Bus (2015). “Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis.” Review of Educational Research 85.4: 698–739.
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Publicado
2018-08-10
Como Citar
Estefani, Thales, e João Queiroz. 2018. «Livros Ilustrados Digitais Para Crianças: Implicações Sobre a Cognição». Matlit: Materialidades Da Literatura 6 (2):115-27. https://doi.org/10.14195/2182-8830_6-2_9.
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Secção Temática | Thematic Section
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