Dear Terry,
I think Ken has done a good job of opening up this topic. We could all
tell stories of how we learnt to read/write etc.
On 9/07/2016, 8:25 PM, "PhD-Design - This list is for discussion of PhD
studies and related research in Design on behalf of Ken Friedman"
<[log in to unmask] on behalf of [log in to unmask]>
wrote:
>With respect to the relationship between reading, psychology, and
>neuroscience, there is a more to the process than you describe. A
>literature review would disclose a great deal. I did not learn to read in
>the style you claim as a ³general adult subjective assumption,² ³c-a-t
>spells cat.² But neither did I learn to read as you propose.
What you might take-on-board is the sub-vocalising aspect of reading. That
is, if we speak under our breath (sub-vocalise) when we read, why do we do
this? We can be trained to stop this behaviour - if you have taken a
speed-reading course, this is what they train you to do. That is, your
reading speed is restricted by the sub-vocalising speed - you get
tongue-tied. Your speed can be massively increased but your comprehension
drops. For me this drop is so significant that I donıt bother speeding
reading.
The answer to why we sub-vocalise is simple - we are auditing what we read
(hearing it). We hear our own speech which allows us to audit/edit.
Speaking and listening are two brain activities.
So silent reading is similar to silent laguage-based thinking. I like to
think aloud, with other people. I can do this, on my own, without the need
to annoy the neighbours. That is, I am listening to what I say - this is a
meta activity. I donıt effectively know what I am thinking until I hear
myself. When I spend say 12 hours alone thinking, my tongue gets tired -
so much so that my voice sounds tired when I speak (my wife will ask what
is wrong with my voice).
So, reading can be seen, in this process, as a form of speech.
Cheers
keith
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