abstract:This essay investigates the phenomenon of "embedded" mental states in fiction (i.e., a mental state within a mental state within yet another mental state, as in, "Mrs. Banks wished that Mary Poppins wouldn't know so very much more about the best people than she knew herself"), asking if patterns of embedment manifest themselves differently in children's literature than they do in literature for "grownups." Looking at books for three age groups (nine to twelve, three to seven, and one to two), Zunshine finds significant differences in their respective patterns of embedment, while also arguing that a critical inquiry into complex mental states is not just a cognitive but also a historicist project. Drawing on research in developmental psychology, rhetorical narratology, and cultural history, as well as on digital data mining, this essay seeks to broaden the interdisciplinary and interpretive range of cognitive literary studies.

中文翻译：

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Mary Poppins 所知道的：心理理论、儿童文学、历史

摘要：这篇文章调查了小说中“嵌入”精神状态的现象（即，一种精神状态中另一种精神状态中的一种精神状态，例如，“班克斯夫人希望玛丽·波平斯不会知道更多关于比她自己认识的最优秀的人”），询问嵌入模式在儿童文学中的表现是否与在“成人”文学中不同。Zunshine 查看了三个年龄段（9 到 12 岁、3 到 7 岁和 1 到 2 岁）的书籍，发现他们各自的嵌入模式存在显着差异，同时还认为，对复杂心理状态的批判性调查不仅是一种认知，而且也是一个历史主义的项目。借鉴发展心理学、修辞叙事学和文化史的研究，