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： 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