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Reading in the Brain: The New Science of How We Read [Kindle Edition]

Stanislas Dehaene
4.7 von 5 Sternen  Alle Rezensionen anzeigen (3 Kundenrezensionen)

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A renowned cognitive neuroscientist?s fascinating and highly informative account of how the brain acquires reading

How can a few black marks on a white page evoke an entire universe of sounds and meanings? In this riveting investigation, Stanislas Dehaene provides an accessible account of the brain circuitry of reading and explores what he calls the ?reading paradox?: Our cortex is the product of millions of years of evolution in a world without writing, so how did it adapt to recognize words? Reading in the Brain describes pioneering research on how we process language, revealing the hidden logic of spelling and the existence of powerful unconscious mechanisms for decoding words of any size, case, or font.

Dehaene?s research will fascinate not only readers interested in science and culture, but also educators concerned with debates on how we learn to read, and who wrestle with pathologies such as dyslexia. Like Steven Pinker, Dehaene argues that the mind is not a blank slate: Writing systems across all cultures rely on the same brain circuits, and reading is only possible insofar as it fits within the limits of a primate brain. Setting cutting-edge science in the context of cultural debate, Reading in the Brain is an unparalleled guide to a uniquely human ability.

Über den Autor und weitere Mitwirkende

French scientist Stanislas Dehaene is a world authority on the cognitive neuroscience of language and number processing in the human brain. He is the director of the Cognitive Neuroimaging Unit in Saclay, France, a professor of experimental cognitive psychology at the Collège de France, a member of the French Academy of Sciences and of the Pontifical Academy of Sciences. He is the author of several books, including The Number Sense. In 2008 he was profiled in The New Yorker for his work in numerical cognition.


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4.7 von 5 Sternen
4.7 von 5 Sternen
Die hilfreichsten Kundenrezensionen
Von Denis Vukosav TOP 1000 REZENSENT
"Reading in the Brain" by Stanislas Dehaene is a good book that explains the seemingly simple thing how people read or rather how some tracks on paper (or screen) become something that inspires us, make us sad or indifferent.

The book will appeal most to those readers who are already familiar with the brain terminology, neurology or science research on that field due to many terms that are not always easy to understand for someone completely uninformed of topic.

The author brought detailed analysis of things that are happening in human brain when we're reading that starts with an explanation how is even possible that we read.
He is telling about human evolution when humans learned to make marks on shapes in nature to be able to survive.
Further development created the need to develop some characters that were based on those same symbols and their forms from nature.
The next step was the development of letters based on symbols and therefore isn't suprise for reader to learn that reading uses the same part of our brain that is used during the recognition of symbols.

To the reader author will present results of numerous experiments and tests performed on healthy people but also on people who had strokes or some other brain problems, in order to find out how the process of reading works.

He speaks about functions of our eyes, letters recognition and turning them with the help of our brain into sound, in the end combining those sounds in recognizable words.
The author is giving advices about best methods to teach reading and quick reading.
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5.0 von 5 Sternen Spannend und erhellend 2. Januar 2013
Von E. Schoop
Format:Kindle Edition|Verifizierter Kauf
Erstaunlich, was sich über das Lesen als kognitive Leistung alles entdecken lässt und wie sich die Befunde in die Komplexität des Menschen einordnen lassen. Man liest sich trotz schwieriger Materie schnell ein und will nicht mehr lassen.
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5.0 von 5 Sternen Die Hintergründe des Lesens 16. Juli 2013
Von Bealeaks
Format:Kindle Edition|Verifizierter Kauf
Sehr interessante Erkenntnisse auf wunderbar für jeden lesbare Art geschrieben. Gelungene Art, nicht unbedingt Verständliche Vorgänge Auf leicht und vergnüglich zusammenzufassen.
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Die hilfreichsten Kundenrezensionen auf (beta) 4.1 von 5 Sternen  38 Rezensionen
87 von 89 Kunden fanden die folgende Rezension hilfreich
5.0 von 5 Sternen Brilliant, brilliant, brilliant. 9. Dezember 2009
Von James T. Ranney - Veröffentlicht auf
Format:Gebundene Ausgabe
An astonishing work, explaining convincingly how mankind acquired (only in the last 5,000 years) a skill we all take for granted: reading. The brief explanation, as I (a non-scientist) understand it? Reading takes quite a lot of brain computer firepower (because of the multiple processing required), such that our eventually huge frontal lobes were necessary. The portions of our brain used initially for visual recognition lead to the wiring of our brains to recognize certain key shapes, shapes that eventually become the key "strokes" used in writing (by all cultures) such that they are in effect structured into our brain's learning algorithm, creating specific neuronal circuits and structures, previously used as visual pathways. It's an amazing story, well told by one well placed to present the many brain science studies (many of which he conducted) which fully explicate the story. Also numerous "side-stories" worth hearing: e.g., re the origins of our alphabet, along with occasional hints of possible future evolution of the human brain. An A+ book.
16 von 17 Kunden fanden die folgende Rezension hilfreich
4.0 von 5 Sternen The brain is an amazing place 18. März 2010
Von Laurie A. Brown - Veröffentlicht auf
Format:Gebundene Ausgabe
Author Dehaene, who has some very impressive credentials, has made an exhaustive exploration of how the human brain reads. What he has concluded is that we `recycle' parts of the brain that were evolved to do other things. Humans have been evolving for several million years, but only reading for a few thousand- a new structure just for reading couldn't have been created in that time. And reading arose in several geographical areas around the same time- the chances of a special mutation for reading happening in all those places is pretty slim.

Hundreds of experiments, from EEGs, fMRIs, split brain surgeries, tests on people who have had strokes or other brain damage, have found how reading works. From how the eye functions, to the recognition of letters on paper, to turning them mentally into sound, and putting those sounds together into words, Dehaene has traced the path. He gives his opinions on what seem to be the best way to teach reading, but also calls for large experiments in teaching reading to resolve, once and for all, what is the best, most efficient way to teach all- not just average children but adult illiterates and people with dyslexia.

The book is very interesting, but it can be slow going. He gives the conditions and results of test after test, and tells us what the information gained tells us about reading. What the reader learns about their brain makes it worth sticking with the book.
12 von 12 Kunden fanden die folgende Rezension hilfreich
5.0 von 5 Sternen Superb Research and Enthralling Style! 1. März 2010
Von Nathan Mccune - Veröffentlicht auf
Format:Gebundene Ausgabe
Although one of the main topics covered in this book is dyslexia and how it may be a culturally defined disorder as well as a neurological disorder, the book covers a wide range of data. Dehaene is very thorough, offering extensive fMRI maps of up to date research on modules of the brain pertaining to reading. The book may be hard to wade through for those of us unfamiliar with extensive neurological terminology, but Dehaene works hard to ensure that his readers understand the issues. A very worthwhile read for any linguist, cognitive scientist, or anyone simply interested in the evolution of reading in our ambitious pleistocene minds.
10 von 10 Kunden fanden die folgende Rezension hilfreich
5.0 von 5 Sternen New Science to Reading 16. November 2010
Von Stephen Pellerine - Veröffentlicht auf
I found/find this book interesting from sentence one: "At this moment, your brain is accomplishing an amazing feat - reading" (p. 1). The book moves on to look at: theory, science, applications for educators and parents, and critical issues in the area of literacy. I am not sure I agree with all that is presented on Dyslexia, especially in reference to McGuinness (2005: see Language Development and Learning to Read: The Scientific Study of How Language Development Affects Reading Skill (Bradford Books)), suggesting quite the opposite - BUT - I do appreciate the literature as those of us interested in issues such as Dyslexia should have a balanced read.

I also like how Dehaene addresses the underpinnings of reading from a neurological perspective attempting to share what we know think we understand.

I do think this book is not replaceable by other books and deserves a solid spot on the shelf of any educator or academic interested in literacy - especially from a cognitive science perspective. It is easy to follow and can either be read or used as a reference book.
7 von 7 Kunden fanden die folgende Rezension hilfreich
4.0 von 5 Sternen like seven layer dip for the layers of technical brain structure you delve through to reach satisfying educational implications 12. August 2012
Von kbirdlincoln - Veröffentlicht auf
One of the last chapters opens with an epigraph from Umberto Eco "If God existed, he would be a library."

Which tickled my fancy, but doesn't necessarily portray Dehaene's stance about how inborn structural properties of our brain are co-opted and retrained (neuronal recycling)in order for humans to develop the ability to recognize words and understand them (no matter if Chinese or French.)

"Recycling, on the other hand, implies that before cortical regions convert to other uses, they already possess prior structural properties inherited from evolution. Each cortical region starts out with a portfolio of assets and liabilities that are only partially rearranged by learning."

Dehaene uses most of his book to describe in detail the work of various researchers in figuring out where certain processes in the brain reside. His development of a theory of the "letterbox", or a parallel series of processes/areas that get activated in order to recognize letters is fascinating stuff. However, for a laywoman like me (I'm from a language acquisition education background, but by no means a scientist)it was heavy duty reading.

I slogged through it nonetheless, and emerged with an interesting view on how evolution might have prepared our brain in two important ways: by helping us be expert recognizers of primary geometric shapes and b) giving us the ability to recognize mirror images of objects even if we've only seen a profile.

Again, it was heavy technical speak about different sections of the brain, but ultimately manageable. What makes this book most interesting to an educator like me are the last few chapters which talk about implications of Dehaene's research and theories on both first language acquisition and on dyslexia.

He spends some time "debunking" whole language methods of teaching first language acquisition to speakers of Western Languages based on the innate properties of the brain. He also postulates some reasons behind different types of dyslexia and seems to be a proponent of Montessori-like teaching of phonics and letter shapes employing multiple senses (such as tracing the contours of letters shaped out of sandpaper from a consistently left to right motion.)

The purpose of persistently teaching left to right helps our brains (which according to Dehaene need to be trained to by asymmetrical in perception) identify the letters correctly. This made me think of the insistence on stroke order in writing Japanese Kanji charactesr my children fight against in their Saturday Japanese school, although my own experience (and thousands of years of Japanese history) probably support the idea that his "training" of the brain by consistent order and direction of writing characters (as well as engaging motor memory) helps acquire kanji in the long run.

For any educator or researcher working with literacy skills, this is worthwhile reading, if only for the last coupe of chapters. I appreciated Dehaene, a native French speaker, also attempting to incorporate languages such as Chinese and Japanese into his work.

This Book's Snack Rating: Seven layer dip and chips for having to delve down through the technical layers of brain structure to get to the satisfying educational implications at the bottom.
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