Reading for Learning -- Editorial page -- Title page -- LCC data -- Table of contents -- Acknowledgements -- What is cognitive criticism and what's in it for children's literature research? -- Assumptions and reservations -- 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 -- 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? -- 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 -- Primary sources -- Children's books discussed.

Other primary texts mentioned -- Secondary sources -- Index.