Cognitive poetics in the realm of literary theory is an interdisciplinary approach that seeks to understand how readers’ cognitive processes, including perception, memory, and imagination, interact with and shape their interpretation of literary texts. By examining the mental activities involved in the comprehension and emotional engagement with literature, Cognitive Poetics aims to elucidate the cognitive mechanisms underlying the production and reception of literary meaning, shedding light on the intricate interplay between language, cognition, and aesthetics.
Cognitive Poetics: Critics, Works, and Argument against It
| Critics | Critique | Works |
| New Critics and Formalists | Argue against reducing literature to cognitive processes and psychological analysis, emphasizing intrinsic analysis of formal elements. | The New Criticism by Cleanth Brooks The Intentional Fallacy by W.K. Wimsatt and Monroe C. Beardsley |
| Poststructuralist and Postmodern Critics | Criticize the essentialist approach and fixed meanings in literary analysis, expressing concerns about privileging authorial intent and reader cognition. | “The Death of the Author” by Roland Barthes Of Grammatology by Jacques Derrida |
| Reader-Response Theorists | Reject the notion of universal cognitive structures in literary interpretation, emphasizing the role of individual reader subjectivity. | The Act of Reading: A Theory of Aesthetic Response by Wolfgang Iser Aesthetic Response and the Nature of Literary Criticism by Norman N. Holland |
| Historical Materialists | Point out the ahistorical and apolitical focus in cognitive analysis, advocating for considering social and historical contexts. | Literary Theory: An Introduction by Terry Eagleton The Poverty of Theory and Other Essays by E.P. Thompson |
| Feminist and Gender Critics | Raise concerns about overlooking gendered aspects of literary representation and limited focus on gender issues in cognitive approaches. | The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination by Sandra Gilbert and Susan Gubar Gender Trouble: Feminism and the Subversion of Identity y Judith Butler |
| Postcolonial Critics | Criticize universal cognitive universals that neglect cultural diversity and emphasize the impact of colonial history on literary production. | Orientalism by Edward Said The Location of Culture by Homi K. Bhabha |
| Deconstructionists | Challenge fixed meanings and binary oppositions in cognitive approaches, advocating for destabilizing linguistic and conceptual constructs. | Of Grammatology by Jacques Derrida Derrida: A Very Short Introduction by Simon Glendinning |
| Cultural Studies Scholars | Express concerns about overemphasis on individual cognitive processes and advocate exploring collective and cultural dimensions of interpretation. | Cultural Studies and the Study of Popular Culture: Theories and Methods by John Storey The Production of Culture: Media and the Urban Arts by Richard A. Peterson |
| Posthumanist Critics | Criticize anthropocentrism in cognitive analysis of literary works, emphasizing the importance of considering non-human agency and perspectives. | Cyborgs, Coyotes, and Dogs: A Kinship of Feminist Science Fiction by Donna HarawayThe Posthuman by Rosi Braidotti |
| Psychoanalytic Theorists | Point out the reductionist view of the mind in cognitive approaches, emphasizing the role of unconscious processes and desires in literature. | The Interpretation of Dreams by Sigmund Freud The Mirror and the Mask: On Narcissism and Psychoanalytic Growth by Marion Milner |
Examples of Critique in Cognitive Poetics
| Example | Critique in Cognitive Poetics |
| “The Love Song of J. Alfred Prufrock” by T.S. Eliot | Analysis of how the use of mental imagery in the poem shapes the reader’s interpretation of the speaker’s anxiety and alienation. Cognitive Poetics highlights how the vivid mental images in the poem evoke emotions and cognitive responses in the reader, allowing them to empathize with the speaker’s psychological state and delve into the complexities of human consciousness. |
| “The Raven” by Edgar Allan Poe | Analysis of how the use of repetition and sound in the poem creates a sense of unease and contributes to the reader’s cognitive response to the text. Cognitive Poetics examines how the rhythmic and repetitive elements in the poem engage the reader’s mind, intensifying their emotional experience and influencing the interpretation of the eerie atmosphere and the narrator’s descent into madness. |
| “A Rose for Emily” by William Faulkner | Analysis of how the use of narrative perspective and structure in the story shapes the reader’s understanding of the characters’ mental states and perceptions. Cognitive Poetics analyzes how the narrative choices impact the reader’s mental simulation and empathy, helping them navigate the complex psychology of the characters and their perspectives on the unfolding events in the story. |
| “Stopping by Woods on a Snowy Evening” by Robert Frost | Analysis of how the use of metaphor and mental imagery in the poem shapes the reader’s response to the speaker’s contemplation of mortality and the natural world. Cognitive Poetics explores how the metaphors and vivid imagery in the poem prompt mental simulations and emotional responses in readers, allowing them to connect with the speaker’s introspection on life’s transience and the allure of nature. |
| “The Yellow Wallpaper” by Charlotte Perkins Gilman | Analysis of how the use of metaphor and mental imagery in the story shapes the reader’s understanding of the narrator’s mental state and experiences. Cognitive Poetics scrutinizes how the metaphors and mental imagery allow readers to enter the narrator’s cognitive world, providing insights into her declining mental health and the oppressive nature of her environment, leading to a heightened emotional engagement. |
| “The Road Not Taken” by Robert Frost | Analysis of how the use of metaphor and mental imagery in the poem shapes the reader’s response to the speaker’s decision-making process. Cognitive Poetics examines how the metaphors and mental simulations trigger contemplation in readers, inviting them to ponder their own life choices, reflecting on the complexities of decision-making and its emotional consequences. |
| “The Tell-Tale Heart” by Edgar Allan Poe | Analysis of how the use of metaphor and mental imagery in the story shapes the reader’s understanding of the narrator’s mental state and perception of reality. Cognitive Poetics explores how the story’s vivid imagery and metaphors immerse readers in the narrator’s mind, enabling them to grasp the distorted perspective and emotional turmoil of an unreliable narrator, thus enhancing their cognitive engagement with the text. |
| “Araby” by James Joyce | Analysis of how the use of sensory details in the story shapes the reader’s understanding of the character’s emotional experiences. Cognitive Poetics focuses on how the sensory descriptions elicit readers’ sensory and emotional responses, allowing them to empathize with the protagonist’s emotional journey and engage more deeply with the themes of desire and disillusionment in the story. |
| “Diving into the Wreck” by Adrienne Rich | Analysis of how the use of metaphor and mental imagery in the poem shapes the reader’s response to the speaker’s exploration of the self and identity. Cognitive Poetics examines how the metaphors and mental simulations invite readers to experience the speaker’s introspection, encouraging them to reflect on their own identities and emotional transformations while navigating the poetic landscape of self-discovery. |
| “The Waste Land” by T.S. Eliot | Analysis of how the use of complex imagery and fragmented structure in the poem shapes the reader’s interpretation and contributes to their cognitive response to the text. Cognitive Poetics delves into how the intricate imagery and fragmented narrative structure challenge readers’ cognitive processes, inviting them to actively reconstruct meaning and engage with the poem’s multi-layered themes and emotions. |
These examples illustrate how Cognitive Poetics Literary Theory offers insights into the cognitive processes involved in the reader’s engagement with literature, enabling a deeper understanding of the emotional and intellectual impact of literary works.
Cognitive Poetics and English Studies
Cognitive Poetics and English Studies share a symbiotic relationship, as the former enriches the latter with a deeper understanding of the cognitive processes involved in the reading and interpretation of literary texts. By integrating cognitive insights into the analysis of literature, English Studies gain valuable tools to explore the complexities of human thought and emotion, providing novel perspectives on the creation and reception of literary meaning. Through this interdisciplinary collaboration, Cognitive Poetics enhances the study of English literature by offering a comprehensive framework that bridges the gap between language, cognition, and aesthetics, ultimately fostering a more profound appreciation and interpretation of literary works.
Suggested Readings
- Fauconnier, Gilles, and Mark Turner. The Way We Think: Conceptual Blending and the Mind’s Hidden Complexities. Basic Books, 2002.
- Gavins, Joanna. Text World Theory: An Introduction. Edinburgh University Press, 2007.
- Gibbs, Raymond W. Embodiment and Cognitive Science. Cambridge University Press, 2006.
- Hogan, Patrick Colm. Cognitive Science, Literature, and the Arts: A Guide for Humanists. Routledge, 2003.
- Semino, Elena, and Jonathan Culpeper. Cognitive Stylistics: Language and Cognition in Text Analysis. John Benjamins Publishing, 2002.
- Stockwell, Peter. Cognitive Poetics: An Introduction. Routledge, 2002.
- Turner, Mark. The Literary Mind: The Origins of Thought and Language. Oxford University Press, 1996.
- Turner, Mark, and Gilles Fauconnier. The Way We Read Now: Cognitive Poetics and Literary Studies. Blackwell Publishing, 2006.
- Van Peer, Willie, and Seymour Chatman. New Perspectives on Narrative Perspective. State University of New York Press, 2001.
- Zunshine, Lisa. Why We Read Fiction: Theory of Mind and the Novel. The Ohio State University Press, 2006.
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