Problem statement. An artistic text is a source of various information for the understanding of which the reader needs to show the maximum flexibility of thinking. The stage of preliminary orientation is an important factor in obtaining quick information. The reader, who receives a text of different direction in front of him, must quickly find his way around it. In this case, knowledge of heuristics helps. Heuristics is the science of studying creative activity, methods that are used in discovering new things and in learning, which help to better understand the value of information in the text. The text is the middle element of the communication scheme, which can be imagined as a three-element structure: author (addressee) → text → reader (addressee). In order to better understand this scheme, it is necessary to know the main cognitive processes during reading, which have not only universal, general features, but also a large number of individual qualities that characterize the cognitive manner of each individual reader.
The aim of the research. To analyze the principles of cognition in the process of reading, which guide the reader to the correct understanding of the literary text.
In the process of interpreting an artistic text, certain difficulties arise due to the presence of subtext in the text as an implicit language category. Language in the text is implemented in two ways: 1) in the system of means dictionary designations; 2) during the transfer of the information of pragmatic influence to the participants of communication (proper subtext). Language units in the text are not direct carriers of subtextual information as an implicit category, which are expressed and revealed simultaneously only in the context of several meanings: 1) extralinguistic, non-verbal (cultural and historical background of the work); 2) linguistic, verbal (implementation of linguistic units according to the text meaning); 3) presuppositional (assumptions) or vertical (logical thinking that emphasizes logical sequential connection and correct actions). Presupposition is understood as background knowledge, previous conditions for perceiving the text, available to the reader or listener. Presuppositions make it possible to explicate the subtext due to the relations created explicitly and expressed by the language units that complete the subtext. By transforming the original linguistic meaning depending on the linguistic and presuppositional contexts, the linguistic sign realizes its artistic function. Due to this, any ambiguity in the context disappears. Units of all language levels, functioning in a certain linguistic context, can act as supporting elements predicting the deep meaning of the text. The reader discovers meaningful connections that lead to an unambiguous understanding of subtextual and, accordingly, conceptual information, including in a vertical context. The interpretation of the artistic text is the knowledge of the essence, the understanding of the meaning, the concept through the proposed linguistic material, which provides a moving, but not involuntary reading. In this case, a hermeneutic approach helps. The hermeneutic approach is based on a certain principle: the principle of heuristics, which depends on the communication situation (author’s communication with the reader), in which an expression is offered that is adequate to the communicative task and helps in solving it. The principle of heuristics is based on the unpredictability of the reader’s speech actions. The dominant heuristic operates in the choice of solutions, which can be the result of a random search. Heuristic understanding of the text is: 1) author’s (theological author’s; theological addressee of heuristics); 2) temporal (context author; context addressee heuristics); 3) heuristics of actions that allow breaking the hermeneutic circle of the text and entering the conceptual world of the author (heuristics of linguistic meaning; essential heuristics; heuristics of universal categories; discursive heuristics; heuristics of creative understanding). The following are considered important aspects of heuristic content: 1) heuristics of speech tasks; 2) heuristic content of communication; 3) heuristics of speech tools that implement cognitive learning. Temporality also plays an important role in the main aspects of content heuristics. Temporality is a specific relationship between moments of time; time characteristics; dynamics of changes in phenomena, processes; the qualitative feature of which is determined by the socio-cultural specificity of human existence, the temporal essence. In this case, knowledge about cognitive methods is necessary. Cognitive teaching methods are aimed at the formation of cognitive skills in a person, which allows to determine the type and purpose of information, to highlight the main content, to build ways of solving problems, to be able to make one’s own judgments, to show creativity. The principle of cognition focuses on the system of knowledge that has developed in the mind of a person as a result of the formation of his character, education, training, observation and reflection on the surrounding world. The principle is aimed at the cognitive development of the reader, who should develop flexibility in the application of meta-cognitive, cognitive, social and affective (emotional) strategies at each stage of learning, learn to apply certain strategies to the task accordingly. An example of the goal of cognitive strategies can be planning, selective attention, self-correction, self-evaluation of one’s activity. Cognitive strategies in the process of reading include repetition, classification, guessing, induction, deduction. Cooperation between author and reader can be an example of a social strategy, and control of emotions can be an example of efficiency.
Thus, thanks to the principle of cognition, the cognitive capabilities of readers are enriched and the quality and effectiveness of educational activities increases.
References:
1. Gigerenzer G. Simple heuristics that make us smart. Oxford, 2000. 432 p.
2. Groner R. Methods of heuristics. New York, 2014. 416 p.
|
Ãîëîñóâàííÿ 
Öÿ ðîáîòà ë³öåíçóºòüñÿ â³äïîâ³äíî äî Creative Commons Attribution 4.0 International License
Çíàéøëè ïîìèëêó? Âèä³ë³òü ïîìèëêîâèé òåêñò ìèøêîþ ³ íàòèñí³òü Ctrl + Enter