<div dir="ltr">... and for even deeper scepticism about neuroscience and education see this article by my Sheffield colleague Peter Hannon:<div><br></div><div><a href="https://www.paediatricsandchildhealthjournal.co.uk/article/S0957-5839(03)90410-6/abstract">https://www.paediatricsandchildhealthjournal.co.uk/article/S0957-5839(03)90410-6/abstract</a><br></div><div><br></div><div>Greg Brooks</div><div><br></div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Sat, 20 Feb 2021 at 16:46, Colin Harrison <<a href="mailto:Colin.Harrison@nottingham.ac.uk">Colin.Harrison@nottingham.ac.uk</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex">
<div style="overflow-wrap: break-word;">
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
Hi all</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<br>
</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
Thanks so much for sharing some great insights on neuroscience.</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<br>
</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
Here is my one cent’s worth (or to be more forward-looking, 0.00000017463588 Bitcoins-worth). </div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<br>
</div>
<div><font face="Calibri,sans-serif" style="color:rgb(0,0,0);font-size:14px">Here at the University of Nottingham, we are justly proud of Professor Sir Peter Mansfield’s Nobel Prize-winning work to develop MRI in the 1970s,
and of course our Psych department has worke</font><font face="Calibri"><font style="color:rgb(0,0,0)">d with the Med School and Physics departments on fMRI brain imaging. One important fact to note is that the latest hardware</font> delivers no fewer
than 400,000 pieces of imaging data a second, and it can produce a ‘slice’ of multicoloured imaging showing neurone activity in any plane. Our colleague Professor Shaaron Ainsworth, does a telling presentation that shows an image of the brain activity of a
person who is reading, and guess what? As we expect, there are lovely highlighted spots in <span style="background-color:rgb(255,255,255)">the left superior temporal and bilateral supplementary motor regions, etc, etc, but hold your
applause- Shaaron then showed other ‘slices’, from the same instant of imaging, and these suggested that during one instant (not even 'one second') of ‘reading’ there are about fifty areas of the brain that are active, and they are all flashing like an over-decorated
house at Christmas. In other words, you can use the ‘slice’ you prefer, and then superimpose multiple shots of the same area, to increase the ‘activity’ profile, and then create your own ‘simplified’ image for your presentation…</span></font></div>
<div><font face="Calibri"><span style="background-color:rgb(255,255,255)"><br>
</span></font></div>
<div><font face="Calibri"><span style="background-color:rgb(255,255,255)">In an interesting Damascene conversion, Prof Ahmad Hariri at Duke has questioned 15 years' worth of his own publications on MRI,
basically revealing that when you do replication studies, even with the same participants, you not only get different results, you get correlations that are not only weak, they are
<a href="https://today.duke.edu/2020/06/studies-brain-activity-aren%E2%80%99t-useful-scientists-thought" target="_blank">
poor</a>. He went so far as to say “</span><span style="color:rgb(38,38,38);background-color:rgb(255,255,255)">The bottom line is that task-based fMRI in its current form can’t tell you what an individual’s brain activation will look like from one test
to the next</span><span style="background-color:rgb(255,255,255)">”.</span></font></div>
<div><font face="Calibri"><span style="background-color:rgb(255,255,255)"><br>
</span></font></div>
<div><font face="Calibri"><span style="background-color:rgb(255,255,255)">So of course fMRI will continue to be valuable for generating hypotheses about cognition and learning, but with Hariri, I would suggest that at present
such research is precisely as valuable as papers in the 1970s on quantum mechanics- i.e. they are unproven theories- but unlike CERN, we haven’t yet built our equivalent of the Large Hadron Collider for brain research.</span></font></div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<br>
</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
David, you now have a nickel, or a total of 0.0000008731794 Bitcoins. O darn it, by now those bitcoins are probably now worth 6 cents!</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<br>
</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
As ever,</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<br>
</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
Colin</div>
<div style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<br>
</div>
<span id="gmail-m_5973345149959154704OLK_SRC_BODY_SECTION" style="color:rgb(0,0,0);font-size:14px;font-family:Calibri,sans-serif">
<div style="font-family:Calibri;font-size:11pt;text-align:left;color:black;border-width:1pt medium medium;border-style:solid none none;border-bottom-color:initial;border-left-color:initial;padding:3pt 0in 0in;border-top-color:rgb(181,196,223);border-right-color:initial">
<span style="font-weight:bold">From: </span><<a href="mailto:reading-hall-of-fame-bounces@lists.nottingham.ac.uk" target="_blank">reading-hall-of-fame-bounces@lists.nottingham.ac.uk</a>> on behalf of P Pearson <<a href="mailto:ppearson@berkeley.edu" target="_blank">ppearson@berkeley.edu</a>><br>
<span style="font-weight:bold">Date: </span>Saturday, 20 February 2021 at 04:57<br>
<span style="font-weight:bold">To: </span>Carol D Lee <<a href="mailto:cdlee@northwestern.edu" target="_blank">cdlee@northwestern.edu</a>><br>
<span style="font-weight:bold">Cc: </span>Shirley B Heath <<a href="mailto:sbheath@stanford.edu" target="_blank">sbheath@stanford.edu</a>>, reading hall of fame <<a href="mailto:reading-hall-of-fame@lists.nottingham.ac.uk" target="_blank">reading-hall-of-fame@lists.nottingham.ac.uk</a>><br>
<span style="font-weight:bold">Subject: </span>[Reading-hall-of-fame] Re: Walter MacGinitie<br>
</div>
<div><br>
</div>
<div>
<div dir="auto">Interesting perspective from Carol in response to Shirley’s concern that neuroscience is lined up on the context-free cognitive side of the ledger and will end up casting doubt on sociocultural and sociocognitive understandings of literacy and
language.
<div><br>
</div>
<div>Because I have been working on a project (the NAEP Reading Assessment Framework) in which this very issue is prominent, I have been, through Carol, introduced to a completely different neuroscience perspective from the one that those of us in reading research
see so prominently displayed in the so-called Science of Reading debate, which is focused on the neuroscience (read FMRI) research demonstrating that even (maybe especially) expert readers recode orthographic representations into a phonemic/phonological representation
in the journey to a semantic representation of meaning.</div>
<div><br>
</div>
<div>The neuroscience perspective that Carol has brought to my intention is well documented in the Science of Learning and Development literature that is carefully reviewed in several papers by Carol and others AND featured prominently in the 2018 How People
Learn II volume. The fundamental move in these accounts is to demonstrate that context, culture, and situation actually shape the physical and neural processes that learners use in the search for coherent understandings of phenomena, including those inscribed
in text. </div>
<div><br>
</div>
<div>So rather than think of neuroscience as aligned with a narrower view of cognitive, language, and literacy development, we should think of neuroscience as reflecting the same tensions we encounter in developmental and pedagogical accounts of these three
phenomena.</div>
<div><br>
</div>
<div>That’s my 2 cents worth in support of Carol’s. And endorsement would bring us up to a nickel.</div>
<div><br>
</div>
<div>Pdp<br>
<br>
<div dir="ltr">P David Pearson 510 543 6508 <a href="mailto:ppearson@berkeley.edu" target="_blank">
ppearson@berkeley.edu</a></div>
<div dir="ltr"><br>
<blockquote type="cite">On Feb 19, 2021, at 6:41 PM, Carol D Lee <<a href="mailto:cdlee@northwestern.edu" target="_blank">cdlee@northwestern.edu</a>> wrote:<br>
<br>
</blockquote>
</div>
<blockquote type="cite">
<div dir="ltr">
<div>
<p class="MsoNormal">Hi All,<u></u><u></u></p>
<p class="MsoNormal">So I always find interesting these generational distinctions between who is old guard and not. At 75 I like to push elderhood, except when I talk to Edmund Gordon, who will turn 100 in June, for whom I’m still a youngin. However, because
I didn’t enter the academy until I was in my mid-forties, I guess I’m somewhere in that in between generational space.<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">So thinking in response to Shirley’s comments --- I think emerging work in the neurosciences opens up interesting opportunities for more traditional language and literacy folks, just as the cognitive revolution and attention to the role
of schema played a useful role in research around reading comprehension. The uptake of that cognitive work was less so taken up by strict cognitive psychologists. In the same vein, emerging findings from the neurosciences have deep implications for the practice
of reading or the practice of teaching others to comprehend texts, it is not likely that they will be the folks to take up the implications of that work. Dan Schwartz co-authored several articles a few years ago on the limitations of basic research in the
neurosciences around brain functioning for the teaching of mathematics.<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">I think the task of the emerging generation of language, literacy and culture researchers is to spread their wings to understand the basic research in relevant areas of the neurosciences, spread their wings to understand fundamental propositions
in the field of human development, and then to test empirically the implications of foundational work in these areas.
<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">I have been deeply interested in the last decade in the implications of physiological processes we inherit from our evolution as a species for what it means on the ground to think about the design of robust learning environments – in my
own area with regard to literacy. I initially begin to explore these ideas in my 2010 AERA Presidential Address.
<b>That was the time when Dick Anderson and I were great dance partners at my presidential party !!!!</b> Since that time I’ve spread my wings to co-author a handbook chapter with two folks in the neurosciences (Andy Meltzoff and Pat Kuhl). Boundary crossing
is challenging but really interesting.<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">So Shirley I don’t think the neurosciences will take over our field. Rather I think they will make substantive contributions to our understanding of the sheer complexity of text comprehension, but we need to support and encourage upcoming
generations to learn to cross intellectual borders.<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">My 2 cents!<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">Carol<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<div>
<p class="MsoNormal">Carol D. Lee, Ph.D. <u></u><u></u></p>
<p class="MsoNormal">Professor Emeritus<u></u><u></u></p>
<p class="MsoNormal">School of Education and Social Policy<u></u><u></u></p>
<p class="MsoNormal">Northwestern University<u></u><u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal">Member, National Academy of Education<u></u><u></u></p>
<p class="MsoNormal">Member, American Academy of Arts and Sciences<u></u><u></u></p>
<p class="MsoNormal">Fellow, American Educational Research Association<u></u><u></u></p>
<p class="MsoNormal">Fellow, National Conference on Language and Literacy<u></u><u></u></p>
<p class="MsoNormal">President-Elect, National Academy of Education<u></u><u></u></p>
<p class="MsoNormal">Member, Reading Hall of Fame<u></u><u></u></p>
<p class="MsoNormal"> <u></u><u></u></p>
</div>
<p class="MsoNormal"><u></u> <u></u></p>
<p class="MsoNormal"><u></u> <u></u></p>
<div style="border-right:none;border-bottom:none;border-left:none;border-top:1pt solid rgb(181,196,223);padding:3pt 0in 0in">
<p class="MsoNormal"><b><span style="font-size:12pt;color:black">From: </span></b><span style="font-size:12pt;color:black"><<a href="mailto:reading-hall-of-fame-bounces@lists.nottingham.ac.uk" target="_blank">reading-hall-of-fame-bounces@lists.nottingham.ac.uk</a>> on
behalf of Shirley_Brice_Heath Heath <<a href="mailto:sbheath@stanford.edu" target="_blank">sbheath@stanford.edu</a>><br>
<b>Date: </b>Friday, February 19, 2021 at 4:34 PM<br>
<b>To: </b>Richard Anderson <<a href="mailto:csrrca@illinois.edu" target="_blank">csrrca@illinois.edu</a>>, "Leu, Donald" <<a href="mailto:donald.leu@uconn.edu" target="_blank">donald.leu@uconn.edu</a>><br>
<b>Cc: </b>reading hall of fame <<a href="mailto:Reading-hall-of-fame@lists.nottingham.ac.uk" target="_blank">Reading-hall-of-fame@lists.nottingham.ac.uk</a>><br>
<b>Subject: </b>[Reading-hall-of-fame] Re: Walter MacGinitie<u></u><u></u></span></p>
</div>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">You are so right, for he was such a gentleman, ever ready to help younger scholars. I first met him in that role after I began seeing my work interpreted as related to reading research. He seemed
puzzled by that, as was I in many ways, but he was so helpful to me and many other scholars. <u></u><u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black"><u></u> <u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">Yes, I see the "old guards" leaving us with greater frequency than we could have imagined. What we do not know is what will replace what we now think of as the "old guard" along with their ideas.
I predict it will be neuroscience research with more and more revelations about how the brain works in both oral language and in written texts. That work now appears in many different journals, so we will see further division within that field, all to our
advantage in learning more about the many miracles of just how we learn by taking in information from very varied sources.<u></u><u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black"><u></u> <u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">Thanks to all willing to share memories about the full humanity of the "old guard." What will happen now that much of the research on reading and related activities has gone to neuroscience will
be increasing divisions within that field. Keeping up will get harder and harder, for sure. My fear is that those working within departments with titles such as "language, literacy, and culture" will begin to feel either left behind or pushed in new and
exciting (though challenging) directions. I wonder if others are seeing similar patterns within their departments and among their colleagues in the age bracket of 40s-60s. <u></u><u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black"><u></u> <u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">Best to all, and thanks for the memories!<u></u><u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black"><u></u> <u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="font-size:12pt;color:black">Shirley <u></u><u></u></span></p>
</div>
<div class="MsoNormal" align="center" style="text-align:center">
<hr size="0" width="100%" align="center">
</div>
<div id="gmail-m_5973345149959154704divRplyFwdMsg">
<p class="MsoNormal"><b><span style="color:black">From:</span></b><span style="color:black">
<a href="mailto:reading-hall-of-fame-bounces@lists.nottingham.ac.uk" target="_blank">reading-hall-of-fame-bounces@lists.nottingham.ac.uk</a> <<a href="mailto:reading-hall-of-fame-bounces@lists.nottingham.ac.uk" target="_blank">reading-hall-of-fame-bounces@lists.nottingham.ac.uk</a>> on behalf
of Richard Anderson <<a href="mailto:csrrca@illinois.edu" target="_blank">csrrca@illinois.edu</a>><br>
<b>Sent:</b> Friday, February 19, 2021 1:59 PM<br>
<b>To:</b> Leu, Donald <<a href="mailto:donald.leu@uconn.edu" target="_blank">donald.leu@uconn.edu</a>><br>
<b>Cc:</b> reading hall of fame <<a href="mailto:Reading-hall-of-fame@lists.nottingham.ac.uk" target="_blank">Reading-hall-of-fame@lists.nottingham.ac.uk</a>><br>
<b>Subject:</b> [Reading-hall-of-fame] Re: Walter MacGinitie</span> <u></u><u></u></p>
<div>
<p class="MsoNormal"> <u></u><u></u></p>
</div>
</div>
<div>
<div>
<p class="MsoNormal">I first met Walter MacGinitie in the late 1950s at a conference for graduate students held at Northwestern. He represented Teachers College. I represented Harvard. Another person I got to know at the conference was Gordon Bower, then a
grad student at Yale. My first job was at New York University. We saw Walter and Ruth a couple of times in New York and I saw him at conferences in subsequent years. With the passing of Walter and other giants in the field, it seems we are at the end of an
era. Or maybe just the end of my era. <u></u><u></u></p>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal">Dick<br clear="all">
<u></u><u></u></p>
<div>
<div>
<div>
<div>
<div>
<div>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal">Richard C Anderson<u></u><u></u></p>
</div>
<div>
<p class="MsoNormal">University Scholar and Professor Emeritus, University of Illinois<u></u><u></u></p>
</div>
<div>
<p class="MsoNormal">Member, National Academy of Education<u></u><u></u></p>
</div>
</div>
</div>
</div>
</div>
</div>
</div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
</div>
<p class="MsoNormal"><u></u> <u></u></p>
<div>
<div>
<p class="MsoNormal">On Wed, Feb 17, 2021 at 2:53 PM Leu, Donald <<a href="mailto:donald.leu@uconn.edu" target="_blank">donald.leu@uconn.edu</a>> wrote:<u></u><u></u></p>
</div>
<blockquote style="border-top:none;border-right:none;border-bottom:none;border-left:1pt solid rgb(204,204,204);padding:0in 0in 0in 6pt;margin-left:4.8pt;margin-right:0in">
<div>
<p class="MsoNormal">Sadly, I report that another member, Walter MacGinitie, has passed. I never knew Walter personally, only his important work, but word travels among members of the environmental communities concerned about the San Juan Islands of Washington.
Walter lived on San Juan Island and he and his wife, Ruth, hadgifted 13 acres of important land to the San Juan Preservation Trust, an organization that my wife and I, as boaters who enjoy the islands, contribute to. A tribute recently appeared in the SJPT
newsletter: <a href="https://urldefense.com/v3/__https:/sjpt.org/remembering-walter-macginitie/__;!!DZ3fjg!uaQMx0MjECCG-H9dbMd8mJz9YP89SfkKyjksfaPQBvoVAsBA_a_1YG6sVnuNLOFe$" target="_blank">https://sjpt.org/remembering-walter-macginitie/</a>
<u></u><u></u></p>
<div>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
<div>
<p class="MsoNormal">Be well. <u></u><u></u></p>
<div>
<div>
<div>
<div>
<p class="MsoNormal" style="margin-bottom:12pt"><span style="color:black"><br>
Don<br>
<br>
—<br>
Donald J. Leu, Ph.D. <u></u><u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="color:black">"Every one of us is given the gift of life, and what a strange gift it is. If it is preserved jealously and selfishly, it impoverishes and saddens. But if it is spent for others, it enriches and beautifies.”<br>
-- Geraldine Ferraro. <br>
Acceptance speech at the 1984 Democratic Party National Convention. <u></u><u></u></span></p>
</div>
<div>
<p class="MsoNormal"><span style="color:black"><u></u> <u></u></span></p>
</div>
</div>
<p class="MsoNormal"><span style="color:black"><u></u> <u></u></span></p>
</div>
<p class="MsoNormal" style="margin-bottom:12pt"><u></u> <u></u></p>
</div>
<p class="MsoNormal"><u></u> <u></u></p>
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