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Dyslexia has a language barrier | Education | The Guardian - 1 views

www.guardian.co.uk/...research.highereducation2 science dyslexie brain English Japanese
shared by Berylaube 00 on 15 Jul 12 - No Cached
  • Berylaube 00 on 15 Jul 12
     
    " dyslexic in one language but not another. It shows that readers of Chinese use a different part of their brains to readers of English. eported prevalence of dyslexia is much higher in English (about 5-6%) than Chinese. I surveyed 8,000 schoolchildren in the Beijing region, with Yin Wengang of the Chinese Academy of Science, and found that about 1.5% were dyslexic. English, French and Italian dyslexics all showed the same abnormal activity involving the brain system underlying phonemic analysis. In Alan, this theory predicts accurately that the affected language will be English, since Japanese does not require analysis into phonemes.a key peak in brain activity in Chinese readers fell outside the network typically used by European readers. The second surprise was that dyslexics showed lower activation in several key reading areas compared with normal Chinese readers, but this was in a very different brain area from Frith's European dyslexics. Chinese dyslexia may be caused by a different genetic anomaly than English dyslexia."
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The Neuroscience of Your Brain On Fiction - NYTimes.com - 13 views

www.nytimes.com/...-of-your-brain-on-fiction.html neuroscience READER literature tools
shared by Leslie Healey on 18 Mar 12 - No Cached
  • Stories,
  • stimulate the brain and even change how we act in life.
  • nterprets written words. What scientists have come to realize in the last few years is that narratives activate many other parts of our brains as well, suggesting why the experience of reading can feel so alive.
  • ...6 more annotations...
  • The brain, it seems, does not make much of a distinction between reading about an experience and encountering it in real life; in each case, the same neurological regions are stimulated.
  • The novel, of course, is an unequaled medium for the exploration of human social and emotional life.
  • substantial overlap in the brain networks used to understand stories and the networks used to navigate interactions with other individuals
  • “theory of mind
  • other people’s intenti
  • comparing a plucky young woman to Elizabeth Bennet or a tiresome pedant to Edward Casaubon. Reading great literature, it has long been averred, enlarges and improves us as human beings. Brain science shows this claim is truer than we imagined.
  • Leslie Healey on 18 Mar 12
     
    analysis of impact of reading, novel especially. validates focus on class SSR, even in 11-12th grade (my groups)
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Your Brain on Computers - Digital Devices Deprive Brain of Needed Downtime - NYTimes.com - 5 views

www.nytimes.com/...25brain.html Internet brain
shared by Mark Smith on 25 Aug 10 - Cached
  • “Almost certainly, downtime lets the brain go over experiences it’s had, solidify them and turn them into permanent long-term memories,” said Loren Frank, assistant professor in the department of physiology at the university, where he specializes in learning and memory. He said he believed that when the brain was constantly stimulated, “you prevent this learning process.”
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Article: What educators can learn from brain research - 0 views

www.eschoolnews.com/...index.cfm brain research teaching learning
shared by anonymous on 21 Jul 09 - Cached
  • anonymous on 21 Jul 09
     
    Excellent summary with useful headers of the latest key ideas from brain research and how they apply to classroom instruction.
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No right brain left behind: Must kids prep for 'risk-taking'? - USATODAY.com - 0 views

www.usatoday.com/...2009-07-13-right-brain_N.htm brainbased brain pink newmind mind
shared by anonymous on 15 Jul 09 - No Cached
  • anonymous on 15 Jul 09
     
    So important to consider the role of brain-based instruction and such faculties as creativity and imagination at this point. This USA Today article sums up some of those issues and concerns and names the books, especially Pink's Whole New Mind, that teachers need to know about and incorporate the ideas of into their teaching.
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Growing Up Digital, Wired for Distraction - NYTimes.com - 4 views

www.nytimes.com/...21brain.html edtech education reading
shared by Adam Babcock on 21 Nov 10 - No Cached
  • Bypassing Vonnegut, he clicks over to YouTube, meaning that tomorrow he will enter his senior year of high school hoping to see an improvement in his grades, but without having completed his only summer homework. On YouTube, “you can get a whole story in six minutes,” he explains. “A book takes so long. I prefer the immediate gratification.”
  • The risk, they say, is that developing brains can become more easily habituated than adult brains to constantly switching tasks — and less able to sustain attention.
  • “Their brains are rewarded not for staying on task but for jumping to the next thing,” said Michael Rich, an associate professor at Harvard Medical School and executive director of the Center on Media and Child Health in Boston. And the effects could linger: “The worry is we’re raising a generation of kids in front of screens whose brains are going to be wired differently.”
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The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 18 views

www.scientificamerican.com/article.cfm reading
shared by Leslie Healey on 12 May 13 - No Cached
    • Leslie Healey
      Leslie Healey on 12 May 13
       
      on the other hand, I just tried to change the color of my highlighter, and redo a highlight that supported a different conclusion, and Diigo would not let me--I learned that on my iPad
  • no obvious shape or thickness.
  • "haptic dissonance"
  • ...13 more annotations...
  • e screen-based reading is more physically and mentally taxing than reading on pape
    • Leslie Healey
      Leslie Healey on 12 May 13
       
      this is the big problem for me
  • t scrolling
  • drains more mental resources than turning or clicking a page, which are simpler and more automatic gestures.
  • people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
  • When reading on screens, people seem less inclined
  • metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood
  • Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," s
  • Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
  • Why not keep paper and evolve screen-based reading into something else entirely?
  • Some Web comics and infographics turn scrolling into a strength rather than a weakness. S
  • e Scale of the Universe tool
  • Atavist o
  • Leslie Healey on 12 May 13
     
    paper vs screen in your brain
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Tom Wujec on 3 ways the brain creates meaning - 0 views

www.ted.com/...the_brain_creates_meaning.html ted visualization brain learning
shared by Meredith Stewart on 19 Jul 09 - Cached
  • Meredith Stewart on 19 Jul 09
     
    TED video
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Growing Up Digital, Wired for Distraction - NYTimes.com - 3 views

www.nytimes.com/...21brain.html edtech education reading
shared by Adam Babcock on 21 Nov 10 - No Cached
  • Bypassing Vonnegut, he clicks over to YouTube, meaning that tomorrow he will enter his senior year of high school hoping to see an improvement in his grades, but without having completed his only summer homework. On YouTube, “you can get a whole story in six minutes,” he explains. “A book takes so long. I prefer the immediate gratification.”
  • is that developing brains can become more easily habituated than adult brains to constantly switching tasks — and less able to sustain attention.
  • plays video games 10 hours a week
  • ...2 more annotations...
  • regularly sends Facebook status updates at 2 a.m., even on school nights
  • his best friend calls him a “YouTube bully.”
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7 Brilliant Book Trailers | Brain Pickings - 12 views

www.brainpickings.org/...7-brilliant-book-trailers
shared by camillenapierbernstein on 01 May 11 - No Cached
  • 7 Brilliant Book Trailers
    • camillenapierbernstein
      camillenapierbernstein on 02 May 11
       
      I found these exciting projects, too. I would ask teachers to require kids NOT SPOIL the plot -- or, at least to warn viewers of spoilers. My students could not watch any of the SPEAK trailers for this reason.
  • Leslie Healey on 01 May 11
     
    5 trailers for unique books-- great to inspire reading, or to serve as examples of the clear thinking that goes into creating a great review. My kids were fascinated, great discussion ensued as we plan our PechaKucha book reports
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Will hyperconnected millennials suffer cognitive consequences? (Audio) | Pew Research C... - 8 views

www.pewinternet.org/...yperconnected-millennials.aspx millennials pew lifeonthenet web2.0
shared by Leslie Healey on 04 Mar 12 - No Cached
  • multitaskers who count on the Internet as their external brain and who approach problems in a different way from their elders,
  • mostly positive between now
  • and 2020
  • ...2 more annotations...
  • exhibit a thirst for instant gratification and quick fixes, a loss of patience, and a lack of deep-thinking ability due to what one referred to as “fast-twitch wiring.”
  • In the report, Weinberger wrote, "Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well."
  • Leslie Healey on 04 Mar 12
     
    note last line: there will be a change in values as a result of the changes in learning provoked by  he internet.We have embarked on the biggest social experiment of the century by accident.
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How facts backfire - The Boston Globe - 7 views

www.boston.com/...how_facts_backfire brain belief reading
shared by Mark Smith on 13 Jul 10 - Cached
  • Recently, a few political scientists have begun to discover a human tendency deeply discouraging to anyone with faith in the power of information. It’s this: Facts don’t necessarily have the power to change our minds. In fact, quite the opposite. In a series of studies in 2005 and 2006, researchers at the University of Michigan found that when misinformed people, particularly political partisans, were exposed to corrected facts in news stories, they rarely changed their minds. In fact, they often became even more strongly set in their beliefs. Facts, they found, were not curing misinformation. Like an underpowered antibiotic, facts could actually make misinformation even stronger.
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TCRecord: Article, "Approaches to Teaching Thinking" - 1 views

www.tcrecord.org/Content.asp thinking critical brain mind
shared by anonymous on 14 Jul 09 - Cached
  • anonymous on 14 Jul 09
     
    Excellent article from Teachers College Review. Here is passage from abstract that captures the focus: "But what exactly is "teaching thinking"? Do the many theories and programs of teaching thinking speak of the same "thinking," "good thinking," and "teaching thinking"? I claim here that there is actually not one approach to "teaching thinking" but three-three approaches to teaching thinking that compete with each other for control of the field. A conceptual mapping of the approaches to teaching thinking will, I hope, enable further theoretical development of this field and its more effective application in teaching."
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This is your brain on books - 20 views

www.bookninja.com/?p=8512
shared by Leslie Healey on 16 Aug 10 - Cached
  • Leslie Healey on 16 Aug 10
     
    Haha. I'd like to say this to my juniors! And some adults could benefit
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Brain Blinkers - 11 views

www.seekingmedia.com.au/news.php health ability IQ book writing self help book development
shared by floratorculas on 08 Jun 11 - No Cached
  • floratorculas on 08 Jun 11
     
    Introduces Easy To Use Bullet-Point Approach To Take Control Of Your Beliefs And Thoughts.
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