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"Proust and the Squid", The Story and Science of the Reading Brain, Maryanne Wolf, 2007, pages 9 - 10
When the Brain Cannot Learn To Read (2)
What is it about the dyslexic brain seems linked in some people to unparalleled creativity in their professions, which often involve design, spatial skills, and the recognition of patterns? Was the differently organised brain of a person with dyslexia better suited for the demands of the preliterate past, with its emphasis on building and exploring?
Will individuals with dyslexia be even better suited to the visual, technology-dominated future? Is the most current imaging and genetic research giving us the outlines of a very unusual brain organisation in some persons with dyslexia that ultimately explain both their known weaknesses and our steadily growing understand of their strengths?
Questions about the brain of a person with dyslexia lead us to look both backward to our evolutionary past forward to the future development. What is being lost and what is being gained for so many young people who have largely replace the books with the multidimensional “continuous partial attentions” culture of the Internet?
What are the implications of seemingly limitless of information for the evolution of the reading brain and for us as a species? Does the rapid almost instantaneous presentation of expansive information threaten the more time-demanding formation of in-depth knowledge?
Recently, Edward Tenner, who writes about technology, asked whether Google promotes a form of information illiteracy and whether may be unintended negative consequences of such a model of learning": It would be a shame if a brilliant technology were to end up threatening the kind of intellect that produced it. ”Reflect on such questions underscores the value of the intellectual skills facilitate through the literacy that we do not wish to lose, just when we appear poised to replaced them with other skills.
Will individuals with dyslexia be even better suited to the visual, technology-dominated future? Is the most current imaging and genetic research giving us the outlines of a very unusual brain organisation in some persons with dyslexia that ultimately explain both their known weaknesses and our steadily growing understand of their strengths?
Questions about the brain of a person with dyslexia lead us to look both backward to our evolutionary past forward to the future development. What is being lost and what is being gained for so many young people who have largely replace the books with the multidimensional “continuous partial attentions” culture of the Internet?
What are the implications of seemingly limitless of information for the evolution of the reading brain and for us as a species? Does the rapid almost instantaneous presentation of expansive information threaten the more time-demanding formation of in-depth knowledge?
Recently, Edward Tenner, who writes about technology, asked whether Google promotes a form of information illiteracy and whether may be unintended negative consequences of such a model of learning": It would be a shame if a brilliant technology were to end up threatening the kind of intellect that produced it. ”Reflect on such questions underscores the value of the intellectual skills facilitate through the literacy that we do not wish to lose, just when we appear poised to replaced them with other skills.
"Proust and the Squid", The Story and Science of the Reading Brain, Maryanne Wolf, 2007, pages 9 - 10
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