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Michel Roland

untitled - 0 views

  • “We begin by assuming that there is a difference between the kind of reading that people do when they read Marcel Proust or Henry James and a newspaper, that there is a value added cognitively when we read complex literary texts,”
  • “We begin by assuming that there is a difference between the kind of reading that people do when they read Marcel Proust or Henry James and a newspaper, that there is a value added cognitively when we read complex literary texts,”
  • Why do we read fiction? Why do we care so passionately about nonexistent characters? What underlying mental processes are activated when we read?
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  • using snapshots of the brain at work to explore the mechanics of reading
  • Blakey Vermeule, an associate professor of English at Stanford, is examining theory of mind from a different perspective. She starts from the assumption that evolution had a hand in our love of fiction, and then goes on to examine the narrative technique known as “free indirect style,” which mingles the character’s voice with the narrator’s. Indirect style enables readers to inhabit two or even three mind-sets at a time.
  • “To give us an incentive to monitor and ensure cooperation, nature endows us with a pleasing sense of outrage” at cheaters, and delight when they are punished
  • “but that fiction gives us insight into evolution.”
Michel Roland-Guill

Rough Type: Nicholas Carr's Blog: Minds like sieves - 2 views

  • we may be entering an era in history in which we will store fewer and fewer memories inside our own brains.
    • Michel Roland-Guill
       
      conclusion un peu rapide: plutôt que moins de mémorisation ce peut être une différente forme de mémorisation, plutôt que mémorisation des faits mémorisation des lieux de stockage des faits.
  • external storage and biological memory are not the same thing
  • When we form, or "consolidate," a personal memory, we also form associations between that memory and other memories that are unique to ourselves and also indispensable to the development of deep, conceptual knowledge. The associations, moreover, continue to change with time, as we learn more and experience more. As Emerson understood, the essence of personal memory is not the discrete facts or experiences we store in our mind but "the cohesion" which ties all those facts and experiences together. What is the self but the unique pattern of that cohesion?
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  • We are becoming symbiotic with our computer tools
  • "when people expect to have future access to information, they have lower rates of recall of the information itself and enhanced recall instead for where to access it."
  • "It seems that when we are faced with a gap in our knowledge, we are primed to turn to the computer to rectify the situation."
  • we seem to have trained our brains to immediately think of using a computer when we're called on to answer a question or otherwise provide some bit of knowledge.
  • people who believed the information would be stored in the computer had a weaker memory of the information than those who assumed that the information would not be available in the computer
  • believing that one won’t have access to the information in the future enhances memory for the information itself, whereas believing the information was saved externally enhances memory for the fact that the information could be accessed, at least in general.
  • when people expect information to remain continuously available (such as we expect with Internet access), we are more likely to remember where to find it than we are to remember the details of the item.
Michel Roland-Guill

Rough Type: Nicholas Carr's Blog: More evidence of Net's effect on the brain - 2 views

  • Using brain scans, the researchers compared the brains of 18 adolescents who spend around eight to twelve hours a day online (playing games, mainly) with the brains of 18 adolescents who spend less than 2 hours a day online. The heavy Net users exhibited gray-matter "atrophy" as well as other "abnormalities," and the changes appeared to grow more severe the longer the kids engaged in intensive Net use.
Michel Roland-Guill

Dehaene.pdf - Powered by Google Docs - 1 views

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    How Learning to Read Changes the Cortical Networks for Vision and Language
Michel Roland

Alphabetic Literacy and Brain Processes. - 0 views

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    Hypothesizes that writing systems affect cognitive strategies at a deeper level of human information-processing than is generally accepted in present day psychology. Discusses why almost all varieties of alphabets, syllabaries, and consonantal systems hav
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