No existen circuitos cerebrales específicos para la lectura Transcript: Speaker 1 Well, one of the striking insights that I had, if you will, a tiny epiphany when I first began to write about reading, which was in 2007, it was a book called Proost and the Squid, the story And science of the reading brain, I realized that there was nothing in the brain, not a single gene, not a single region that was specifically there for reading. That’s very unlike all the other processes that are actually incorporated in reading, language, vision, cognition, affect. If you think about language, that is a natural process. There’s a genetic program in which it unfolds. There’s nothing like that for reading. We were never meant to read. But what is amazing is that the brain does have this almost semi-miraculous capacity to make new circuits within itself using the processes that are genetically there, but in new ways. So what the brain has is a capacity to make novel circuits and the invention, the human invention of reading required a new circuit. So the brain very gradually learned how to connect parts that were there for other reasons and made a new circuit that became the first underlying network for reading very simple symbols, You know, 6,000 years ago. But it was never the case that we were meant to read, which has real implications. Now, Ezra, the reason why it is essential to understand it’s unnatural is that that circuit that is formed, that novel circuit is plastic. And that’s what makes it very different from the other wonderful processes we were given by nature. (Time 0:04:07)
cerebro circuitos evolución lectura
cerebro circuitos evolución lectura
Hay distintos niveles de profundidad de lectura. Transcript: Speaker 1 Is when we first learn to read, we have this most basic circuit. It’s just putting together the visual processes that identify a letter or a character with a word, with what we know about the word. So it’s putting vision and language together. That’s one form of reading. That’s a very basic form of what we could call decoding. But from then on, according to our environment, we begin to elaborate that circuit. And so we become prepared, if you will, to read in totally different ways from that very simplified form of reading, which we call decoding. And the more we know, the more we add to that circuit. So the more we have as background knowledge, we are preparing that circuit to grow in ever more sophisticated ways. Now the most interesting aspect for me about reading is that it’s continuous. It’s evolving. It’s based on everything that went before. Or it can be a very primitive way of using that decoding circuit so that we just are skimming the top, if you will, of the processes. And we get the information and we have a very basic content. But if, over time, we have begun to elaborate the spring so that it includes deep reading. The unnatural apex of the achievement of reading is what deep reading provides. And that means there are different levels in which we can participate in the text. We can use our ability to take on another perspective, to read in a whole different way. (Time 0:06:59)
2min circuitos decodificación empatía lectura
La forma en que leemos refleja las affordances del medio de lectura Transcript: Speaker 1 Insight. Plasticity means that the way we read will be reflecting the affordances of the medium. This was a point that McLuhan made, his student Walter Ong made, certainly Postman made as you indicated in your August essay. All of these people were onto the basic principle that how we read on a medium changes what we discern, what we comprehend. (Time 0:12:17)
affordances lectura medios
Los efectos de las affordances de los medios digitales en la lectura. Transcript: Speaker 1 The affordances of the digital screen are really exciting. They help us skim the extraordinary voluminous nature of information that’s out there. Skimming is a defense mechanism that’s very useful. We can handle so much information and your job, Esther and mine, involves six to ten hours a day of sampling information, if you will, making sure we’re aware. But how we are reading it will change the nature of what we have absorbed. And many people are asking me, in fact I did an NPR program on why people don’t feel the same immersiveness in the reading experience. And it’s very simple because the affordances of the digital medium which enhance the speed in which we’re reading and focusing on vast amounts of information, multitasking and being Entertained, if you will, being engaged at that level. (Time 0:13:04)
2min affordances digital lectura medios
Los efectos de las affordances del texto impreso en la lectura. Transcript: Speaker 1 All of that actually takes away from the ability to use the full circuitry, the full circuitry which includes using your background knowledge to infer, to deduce the truth value, to Feel what that author is feeling in a work of fiction, to understand a completely different perspective. All of that takes time. The print medium’s affordances advantage the giving, the allocation of time to words, concepts, in a way that when we skim we simply don’t have the same amount of time to process. So plasticity changes the nature of attention. Attention is very sophisticated and complex. But the amount of attention that we have is going to be influenced by all the distractions that you just discussed as you framed my question. But it will lead ultimately to the diminution of the time necessary for the insights at the end. (Time 0:14:19)
2min affordances análogo lectura medios
Las affordances de los medios configuran hábitos en la forma de relacionarnos con el texto Transcript: Speaker 1 We develop, you call it habits. I call it mindsets in which we develop a way of doing things. With our background in print, we developed a very particular mindset that you possess Ezra and I as what we were if you will formed. That’s how we were formed as readers. I call this moment in time technologically a hinge moment. As we’ve moved to the other side of that hinge moment, we have made our habit of reading largely on screens. So imperceptibly, we are developing a mindset or habit of reading in a particular way that by and large is based on a kind of skimming reading. Again, because of all the information we have to process in any given day. So the habit or mindset is now so largely influenced by us reading on screens that we take that mindset even back to print. We can build habits of mind. A kind of reading that’s after the innermost landscape of our thinking. (Time 0:16:21)
2min affordances hábitos lectura medios mente
¿Cómo creamos hábitos mentales asociados a la intención o propósito de la lectura? Transcript: Speaker 1 Print. We can build habits of mind. A kind of reading that’s after the innermost landscape of our thinking. Whether we call it the sanctuary of reading, Proust always had something amazing to say about everything. We saw the heart of reading as the place where we go beyond the wisdom of the author to discover our own. How do we build a habit of mind in which we decide from the start of whatever we are reading, what is the purpose? If the purpose is my shallow email, then I will skim with no guilt at all. But if my intention or my purpose is to really understand something at ever deeper levels of its complexity or to perceive the beauty of that carefully chosen word, when we are reading For that purpose, for beauty, for understanding at the deepest level, then we have to really figure out how to use either print out and use print or how to ensure that we can read on any Medium with the deep reading processes as our goal. (Time 0:17:40)
2min disposición hábitos lectura profundidad propósito
El error del sistema educacional que no privilegia el desarrollo de lectura contemplativa. Transcript: Speaker 1 And there was this one amazing set of researchers who were trying to deal with what’s the a ha experience, what’s the insight experience we have. And what they found was that the brain was activated everywhere it would seem. All these different regions in this both hemispheres. I find the humor in that actually very helpful in understanding what you are talking about. Because it illustrates that when we reach that state, we are activating all we know and going beyond it. We’re making new connections. And those new connections are the basis of novel thought. And that’s what we want for everyone to have as a piece of what it means to learn to read. It’s a mistake done by our educational system that sometimes we are emphasizing one thing versus another. But we should all share the goal that that reading sanctuary that innermost landscape that’s where we go when we read our best. And that’s what reading gives us. It gives us both our best thoughts. But it also is one of the best forms of communication with others best thoughts. Communicative and it’s solitary. And that’s its own miracle. (Time 0:22:19)
2min educación ejercicio lectura profundidad
Los efectos de la sobrecarga de información sobre la capacidad contemplativa. Transcript: Speaker 1 So the very bombardment, the very volume is causing people ultimately to go only to the familiar sources of that information. And then they become calcified into thinking in those, if you will, reduced terms which by and large, this is the term used by many people, is part of the confirmatory bias characteristic That’s happening with information. You go to your familiar source, you don’t try on other perspectives, it’s too much. So you become, instead of more informed, informed only about one particular perspective on that information. You are not using your critical analytic capacities to discern truth and therefore you are totally susceptible to mis and disinformation and ultimately demagoguery. Something I have done, which was meant to be an apologia for reading, led me to a darker insight which is that the very active reading has become so degraded because of the bombardment Of information, because of the affordances of the particular medium, and because we have become all, all of us, cognitively impatient. We don’t want to spend the time. (Time 0:31:01)
2min affordances confirmación exceso impaciencia información lectura sesgo_cognitivo
El desarrollo evolutivo del sesgo hacia la novedad es captado por la tecnología Transcript: Speaker 2 You talk at times about the opposite of cognitive impatience which is cognitive patience. But when we exist in a digital world in particular that is so constantly assaulting us with novelty, what I understand happens to the mind is it begins to expect and even crave novelty. And so this is one of the places where I have a real fear about myself, about my sons, about my society, that we are training ourselves, are training our minds away from cognitive patience Which isn’t just, maybe it is for some people a virtue, but it’s also a capacity. Can you talk a bit about that dimension of it, the part that’s not about what we want to do but about what our brains become used to doing? Speaker 1 There’s a term that people use in this area called the novelty bias and that’s a reflex that goes all the way back to our hunter-gatherer days in which to see what was unusual was to preserve Our life, whether it was a predator that we were able to avoid or make a strategy to avoid or whether it’s something that we could eat and not be poisoned but survival itself dependent On that novelty reflex. Now that novelty reflex is now being hyperstimulated from infancy on and I make a really hard point with my pediatric colleagues like Barry Zuckerman and John Hutton from Cincinnati. All of these people are really trying hard to insist we don’t endure our children to distraction and novelty because they are complete victims to the novelty reflex. Anything distracts them and they are becoming hyperstimulated so even though you were talking about cognitive patients being formed, I will say it’s being malformed, disformed From the start by parents not realizing that these screens are not babysitters but that they are shaping the demand for attention and novelty in our young. So your statement about cognitive patients being a capacity that can be learned is something that I really want to help parents and educators understand. We all have a role to play. We have a role to play in being a model but we have a role to play in what we expose our children to and how many hours and when. So it’s a capacity that I think our educational system of the future and the present has to really figure out and we haven’t figured it out. (Time 0:32:51)
celulares evolución novedad sesgo_cognitivo tecnología
celulares evolución novedad sesgo_cognitivo tecnología
Los medios digitales están diseñados para explotar nuestro sesgo hacia la novedad. Transcript: Speaker 1 There’s a term that people use in this area called the novelty bias and that’s a reflex that goes all the way back to our hunter-gatherer days in which to see what was unusual was to preserve Our life, whether it was a predator that we were able to avoid or make a strategy to avoid or whether it’s something that we could eat and not be poisoned but survival itself dependent On that novelty reflex. Now that novelty reflex is now being hyperstimulated from infancy on and I make a really hard point with my pediatric colleagues like Barry Zuckerman and John Hutton from Cincinnati. All of these people are really trying hard to insist we don’t endure our children to distraction and novelty because they are complete victims to the novelty reflex. Anything distracts them and they are becoming hyperstimulated so even though you were talking about cognitive patients being formed, I will say it’s being malformed, disformed From the start by parents not realizing that these screens are not babysitters but that they are shaping the demand for attention and novelty in our young. So your statement about cognitive patients being a capacity that can be learned is something that I really want to help parents and educators understand. We all have a role to play. (Time 0:33:40)
2min atención exceso información novedad sesgo_cognitivo
El contenido para niños está específicamente diseñado para capturar su atención. Transcript: Speaker 2 I was thinking about this reading your book. So I have two sons, one’s one year old and one is almost four. And I was thinking about how for my four year old it isn’t his distractedness that worries me. It’s his focus. And I say this because particularly since he got a brother screen time rules are not what they once were in my house and it’s not on all the time but but it’s so noticeable with a little kid. There is so little he can pay attention to for long periods except the screen. I was reading in this wonderful newspaper that hosts this podcast. There was a feature about Coco Mellon which is this show of functionally animated nursery rhymes that like two and three year olds love and adults hate. But they talk about in this feature how they have set up a room that the place that makes Coco Mellon where they will have a kid watching the show and set up next to it is another screen that Shows an adult just doing normal household tasks. Just sort of wandering around doing whatever you do in the house. And if the child becomes distracted from Coco Mellon by what the adult is doing they go back to the edit and they amp up the interestingness the cuts the whatever makes a Coco Mellon episode Interesting. And it was so dystopic right the the level of engineering. I mean the hyper saturation of the color is a constant cuts. And so I mean a little bit like you know hyper sugary cereal or whatever. (Time 0:36:07)
2min adicción atención contenido diseño infancia sesgo_cognitivo
El diseño del contenido infantil utiliza mecanismos adictivos análogos a los tragamonedas. Transcript: Speaker 1 It’s unnerving and it’s also there’s a certain unconscionable aspect that has happened and that is that those of us who really believed that and I know you and I actually believe similarly 10, 12 years ago that the forces of the good would prevail with this medium and this culture. But what has happened is that profit and other motivations have not just made sure that engagement was taking place but that the same formula that casino gamblers use to give intermittent Reinforcement plus those ways of engagement so that the child is addicted. But what you said and I’ll return back to your child is that he can’t focus the same in the ways that you would hope and that’s because he’s hyperstimulated he is being molded. The same things that are making a gambler addicted in a very small way that’s happening with our children. (Time 0:38:26)
El interés no es signo de beneficio. Transcript: Speaker 1 So those of us who are studying this from the a neural science viewpoint like John Hutton we can tell you I can tell you right now what we call the Goldilocks study where a parent reads a Story the same story is then in an audio form and just heard by the child this is a three year old or four year old or it’s animated in a screen. Well you know that they are paying very close attention to that screen but what you don’t know is if you do or look at the activation of the language regions of the brain under all three Of those circumstances language is being activated most by when a parent or caretaker is reading that same story the passivity is gone out the window there is an interactive nature To it and there is a use of their language knowledge and their background knowledge that’s coming to bear more forcefully in that print situation and more passively in the screen situation And so of course you have differences in concentration you have differences and attention Walter Benjamin said that boredom is the hatch bird of the imagination well our children The first thing they do after they go off the screen is say I’m bored but this is not Walter Benjamin’s boredom this is boredom that seeks to if you will assuage its need for hyper stimulation (Time 0:39:42)
2min aprendizaje evidencia infancia interés lectura Es por esto que no tenemos que privilegiar siempre el interés, deseos o preferencias de los niños en el contexto de su desarrollo o aprendizaje. El esfuerzo es mucho mejor indicador, pero es algo de lo que tendemos a alejarnos.
Padres también están adictos y modelan la relación con la tecnología a sus hijos. Transcript: Speaker 2 I as a parent and basically all the parents I know you know will sometimes collapse to the screen because I too like am hooked into the novelty and as such I am not there playing make believe Or reading or whatever it might be that isn’t that the way this acts on children I guess is what I’m saying is not just because we put the kids in front of the screens but because you put the Parents want to get back to their screens too to the point that now I try if I go to the playground with them I don’t bring I try not to bring my phone unless there’s some reason I really need It because I can’t stop myself exactly exactly which is also very strange you are as addicted as anyone we all are what I’m trying to get at with this question is you’re just bringing up How different it is for the child to have the parents attention and the parents are inattentive too what does that mean for children so they are being given a constant model and if you Speaker 1 Look at children you’ll see that they are among other things great imitators so one of the more horrifying aspects of that goldilocks study that I told you where parents came in and read To their child or they saw it well one of the things that happened was that John Hutton saw some of the parents reading to their child and then turning every 30 seconds to check their email And this was like the perfect example the very act of being a caretaker an interactive reader to your child is being disrupted by the addiction of the parent to social media or whatever Is on their phone this is a part of reality that parents need to face in themselves if we are to model then we must model not only good uses of technology but good uses of time itself that Isn’t devoted or distracted by technology let me ask (Time 0:42:26)
2min infancia modelos padres tecnología
La lectura digital desincentiva el monitoreo de la comprensión. Transcript: Speaker 1 I’ve been doing a lot of work with colleagues like Naomi Barron who has an Oxford book called how we read now my colleagues in Norway in the e-read network and we’re all trying to understand What are these characteristics of skimming scanning scrolling and one of the things that is most obvious is that your ability to comprehend and sequence detail when you’re skimming Or scanning goes out the door now one of the things that goes out the door along with it is called comprehension monitoring and when we’re reading let’s say print by and large this is not Noticeable to yourself but you’re checking you’ve gone left you’ve gone right you’re always going a little ahead but you’re also going back to check this comprehension monitoring Is not going to be at the fore when what you are doing is in fact trying to get to the end you are missing monitoring so you are missing sometimes very important details in a plot or in an essay So there are several things that contribute to that the first is the speed with which you are accustomed to skimming scanning scrolling now remember the eye movement people are studying This and they’re seeing that’s what most of us are doing when you’re skimming and scrolling you can easily just stay at the level of the tip of the iceberg because you are being hastened Along not poised to think about what you’re reading so it’s (Time 0:45:15)
2min digital lectura medios metacognición
Diferencia de afordances en medios digitales y análogos impacta comprensión y memoria. Transcript: Speaker 2 I did really notice something that that you just said when i was reading the book in paper which is i noticed how much more often i went backwards how much easier it was and more natural It was somehow to move around in the book on the kindle five sort of zone down on something it’s lost i’m it’s gone i pass that i’m going forward it’s not it’s not obviously impossible to Go back and sometimes i do but i noticed how much more often in the book i moved backwards as well as forwards or noticed that i had lost attention for a little bit that there is something About the physicality of it that made moving through the space of it different in ways that i suspect probably did help my comprehension when you ask me where something is in a book i have Speaker 1 A visual sense it’s on the bottom third of the page it’s about a fourth away through and of course i write off through my book so i have a visual spatial image for some of the things that are Most important in what i read and there is no way we do that on screen or audio and i use both and i listen to books but we don’t monitor you can go back i mean just as you said you can go back but You never do and so things go missing and the things that go missing may in some instances be the most important facts or details to understanding the plot or understanding (Time 0:47:37)
La respuesta no es volver a lo análogo, sino entender los efectos de cada hábito. Transcript: Speaker 1 You have often quoted or have at least recently often quoted mccluen and mccluen’s basic protege was this amazing scholar Walter on and he i think said it better than i can said the problem Is not orality oral culture versus illiterate culture the problem is figuring out what to do when we are steeped in both and that’s how i conceptualize what i call this hinge moment between The technologies represented rudely by a literate versus a digital culture there’s no going back we are much better served by thinking about what ong said what do we do for those steeped In both and so my job as i conceptualize it is to be not cusandras or or someone only talking about the negative aspects of digital but to say we must not be ignorant of what we are disrupting Or diminishing and so for almost all my lectures i end with something that will say preserve as we expand and that’s what my goal for others is to understand what we are disrupting and To figure out ways to build habits of mind habits of the reading mind that we can use with purposefulness whatever medium (Time 0:50:33)
La lectura no se trata sólo de información y comprensión, sino que de estados subjetivos. Transcript: Speaker 2 Even when the book is expanding an idea that could be shorter some of its value for the readers actually the time spent there wrestling and i wonder if the the point of this a little bit Isn’t that we think much too much about the information we pass onto ourselves or or teach children in schools and not enough about the states that we’re spending time in and as such the Circuits in the mind that we are deepening and strengthening versus letting languish that like we’ve gotten too hung up on products as opposed to process i think that you are putting Speaker 1 Just a beautiful metaphor if you will for what’s important and it’s not information we need facts this is the eristiles three lies but we need contemplation and we have forgotten our Need for it but we also need something else and it’s the isotope of knowledge or insight is feeling that’s so important i’ve been reading herman hasse again and one of the things he did At the end of his life was write a poem about books and he said all the books in the world will not bring you happiness but build a secret path towards your heart let’s not forget the heart As we battle what is best for the mind because the heart the affective aspect of reading is one of the most beautiful things that leads to that inter-sanctuary but it’s part of what happens On the journey to insight the feelings that we have the feelings that an author elicits to us that’s a form of knowledge we need heart and brain (Time 0:53:26)
2min emociones esfuerzo experiencia lectura profundidad
¿Cómo podemos cultivar una relación distinta con la lectura? Transcript: Speaker 1 That’s such a good question for everyone because there are such individual differences about what helps us return to that center that inner landscape and i leave it to the individual I have the advantage of having my children grown i can do this sort of book ending my day but the real point isn’t the book ending the real point is to remember to restore the what is it lorca Said that ancient soul of a child i think each of us have this busyness that just we assume we are the indispensable managers of our days and times when really we aren’t giving ourselves Just the tiniest break in being a manager but rather being just a thinker with a heart and a mind and a soul and so what i would suggest is if anyone can find a secret place in their day a secret Corner maybe it’s 10 minutes maybe it’s 20 or they can go off whether it’s with a book or with music or with something that will just give them a chance to remember who they are who their Best selves are that’s not a book in that’s finding a corner of the day to refine ourselves i actually do it with music sometimes instead of reading i’ve discovered a composer korean Composer named yeruma and i will play a haunting piece and it will elicit for me something similar so again there’s these individual differences reading leads to this apex but other Things can too (Time 1:00:27)
2min adultos experiencia hábitos lectura
Todos los docentes debiesen tener clara la importancia de desarrollar estados profundos de lectura. Transcript: Speaker 1 Together when the aspects from digital can be complementary to books and print but not dominate reading between five and ten and somewhere between ten and twelve thirteen my hope is That teachers across the world will really have this aim of deep reading processes of critical analysis and empathy being at the core of what we teach our children tommy cut sear from Israel has this program called islands of understanding for that age group and i so admire her because what she’s doing is she’s putting literacy and the study of empathy together and This is what i really want us to do as we then teach our children to use those deep reading processes on the screen again always asking what is the purpose never using print or digital aimlessly But purposefully so that those deep reading skills the inner sanctuary is a well-known landscape to the individual child and to us so i really have a great deal of hope my colleague marina Bears and boston at boston college talks and we have had long discussions together about the different cognitive capacities that are being advantaged by these different mediums And we shouldn’t be thinking about them as being either in competition or in conflict but learn them and then learn and teach teachers to help integrate them in whatever reading the Child is doing past ten when they’re fluent we hope (Time 1:04:08)
2min educación experiencia lectura profesores profundidad