- Seeing the letters is just the start of the reading process. Although our eyes are focused on the letters, we learn to ignore them. Instead, we perceive whole words, chunks of meaning. Once we become proficient at reading, the precise shape of the letters — not to mention the arbitrariness of the spelling — doesn’t even matter, which is why we read word, WORD, and WoRd the same way.
- Until now most assumed that when we read both eyes look at the same letter of a word concurrently. But it was found that our eyes look at different letters in the same word and then combine the different images through a process known as fusion. We were able to clearly show that we experience a single, very clear and crisp visual representation due to the merging of the two different images from each eye.
- Language tends to be stored in the brain to be processed in audio format, so besides reading the text we automatically convert it to speech in our own heads. After that the process of making sense takes place.
- Studies have shown that when a word is checked against the storehouse of words in the brain – whether it is a written word or a word-sound – only the main part of the word is checked first, and then the ending is processed separately. For example, ‘sing’, ‘singing’ and ‘singer’ would all be checked against the base word ‘sing’.
- Once we recognized the printed words we need to make sense out of them. Understanding how meaning arises from those words is of the most challenging tasks in cognitive sciences.
- More on making sense and meanings can be found here and here.
- There is an ongoing debate whether the new kind of reading experience provided by internet is beneficial or not. Some interesting articles are worth exploring: Is Google making us stupid and How is Google making us smarter. It would be interesting to incorporate the last scientific findings about how or brain reads in order to draw new and more accurate conclusions.
http://spacecollective.org/MarianaSoffer/5595/Reading-process
The “is google making us stupid” article starts to articulate the difference between “hyper attention” (the attention that occurs through the web) and “deep attention” which is obtained through large novels. http://media08.wordpress.com/2008/01/17/my-article-on-hyper-and-deep-attention/
“Deep Attention” is characterized by the ability to concentrate on a single object for long periods of time. While “Hyper Attention” is the ability to focus on multiple tasks switching between each with relative ease and speed. Each style is considered a cognitive mode and is fostered and afforded by the media which gave rise to its birth. “Deep attention” can be attributed to the book while “Hyper Attention” is equated with the internet. These cognitive modes are looked at as being diabolically opposed similarly to the discussion that a rises around print vs screen technologies. However what if these cognitive modes could be gaped? How could hyper attention assist deep attention and vice versa? What would this media start to look like?
I believe that cognitive modes of attention should be versatile like that of Leonardo device as a Renaissance man. The educational and pedagogical stance should embrace the two parts of cognition and build services and tools that enable the ability and affordance of each. When knowledge is not valued over its ability to be fast or slow what does is become?
check out thesis website : Marginalia: The Hybrid Textbook
