Neuronal Recycling Hypothesis: 1. Beginning of the story

2009/12/12 at 9:30 pm | Posted in Cognition, Language, Research, Teaching, Thought | Leave a comment

Almost a decade ago, I nearly engaged in the study of the number sense because of Stanislas Dehaene‘s wonderful introduction. This year he collected his and other reading researchers’ findings into the book “Reading in the Brain“. He attempts to build a theory covering the recent understanding across the behavioral experiments, the computational modeling, and the neuroscience on the reading.

I’d like to say his book is absolutely the best recommendation for the students who are searching the entry to the research of reading. His major claim atop all the topics in this book emphasizes the reading as the crystal of neural systems and cultures during generations of evolution. The core of his “neural recycling hypothesis” directs to that the reading capacities possessed by the modern human have been equipped in human gene pool generations ago. Since the first literature system was created, a variety of perished and alive cultures have developed the potential of these “language genes”. Every language loaded one reading culture in the world have a diverse variation on the spectrum of “phonological transcoding“. Inside the brains of these language users, the accumulated studies have revealed an “universal neural circuit” installed with a small accommodation  for the cultural specificity. This is the first branch of evidence supporting the universal basis of the human languages. Dehanas’ second support come from the single cell studies of primate vision. The words that could be encoded by the readers’ brain of a language have the “perceptual advantage” which could easily activate the specific neurons in the human and apes brains.

These are the brief story of the first three chapters of this book and the keystone of the “neuronal recycling”. Realizing this hypothesis is helpful to wave the recent top reading studies together. On the other hand, the first three chapters illustrate Dehanas’ perspectives on the human cognition and culture: nature is priority to nurture; natural constraints decide the development of culture; the neural circuit serving human language have been matured thounds of years ago. You should be familiar with these perspectives if you have routinely recieved  the news of the evolutional psychology, which have been criticized from the ontological to the empidemic problems. I will do a series of critical thinking on Dehanas’ perspectives in the following articles.

Resource of Free Statistical Software

2007/07/04 at 9:48 am | Posted in Teaching | Leave a comment

One day I scanned the new messages on the board of statistics on ptt. This web link attracted my attention:

http://freestatistics.altervista.org/en/stat.php

This is a list of free statisitcal kits, and certenly, R is marked either. Among these kits, Openstat is the oneinterested in me. A window like interference, commands with design of intuition, and a learning system ofstep by step. However, it is too late to know this software. If I can use this kit in my lecture, more studentsmight get rid of the fear and confuse to statistics.

如何閱讀一本書

2007/04/02 at 10:52 am | Posted in General Skills, Teaching | Leave a comment

教了一個月發現不少同學看書寫報告作業都很認真,但常常不得要領
三年前畢業後當兵時發現了一本經典讀物的全新中譯本,也就是“如何閱讀一本書”
這本書原英文版己問世達半個世紀,也是西方大學教育中學生必讀經典之一,至今為止台灣也出現不少中文譯本
2003年商務出版的最新中譯本是目前最完整最流暢的版本

我當兵時的一位同梯寫下他的心得感想
http://booker.tw/booklog/104/

以下是我的提要報告–閱讀的層次

紫色字:20100109更新


零、主動的閱讀
提昇理解能力的問題意識

一、基礎閱讀(elementary reading)
認字、閱讀的基礎教育

認字的生理極限與認知潛能
有益閱讀的教育方法

二.檢視閱讀(inspectional reading)
1.有系統的略讀(skimming systematically):預備了解書的架構
=>    評價這本書能不能提昇自己的理解能力
2.粗淺的閱讀:了解書的內容 =>    標記能理解與不能理解的部分
3.主動的閱讀:養成問四個主要問題的習慣
(1)主題是什麼?作者如何發展主題,如何形成關鍵議題
(2)傳達什麼訊息?主要想法、聲明與論點
(3)作者說的有無道理?
(4)提供的資訊與我有何關係?
4.記住問題、做筆記的方法
(1)結構筆記(structural note-making):全書的架構
(2)概念筆記(conceptural note-making):作者與讀者的觀點
(3)辨證筆記(dialectical note-making):陳列所有相關陳述與疑問
三、分析閱讀(analytical reading)
1.找出一本書在談些什麼?     =>    談什麼
(1)依照書的種類與主題來分類
(2)使用最簡短的文字說明整本書在談些什麼
(3)將主要部分按順序與關連性列舉出來。全書大綱及各部分大綱都列舉出來
(4)確定作者想要解決的問題
2.詮釋一本書的內容規則     =>    有什麼
(5)詮釋關鍵字,達成共識
(6)從關鍵句找出主旨
(7)找出相關的句字,架構作者的論述
(8)整理作者己解決和未解決的問題
3.以溝通知識的態度評論一本書
A.智者禮節
(9)讀懂前不批評
(10)勿強辯到底
(11)不以個人觀點評論
B.批評的角度
(12)作者知識夠不夠?
(13)作者知識對不對?
(14)作者所言有無邏輯?
(15)作者的分析與理由夠不夠完整?
四.主題閱讀(syntopical reading)
又稱比較閱讀(comparative reading)
1.準備階段
(1)針對主題設計書目
(2)瀏覽及建立概念
2.閱讀階段
(1)找出主題有關的章節
(2)創造中立詞彙,建立與所有作者的共識
(3)建立中立的主旨,列出問題
(4)界定議題,整理不同作者的意見
(5)按共通性程序分析各議題下不同作者的論點
*保持客觀:不斷參閱作者說的話

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