[Reading-hall-of-fame] Re: new neurological perspectives

Sat Feb 20 16:28:05 GMT 2021

Two more pieces on the convergence of neuroscience, biology, development,
physical and social context, culture,
pdp

Kris Gutierrez will, I am sure, have others to add.

On Sat, Feb 20, 2021 at 8:21 AM P Pearson <ppearson at berkeley.edu> wrote:

> This 2017 piece by Carol has a specific section on neuroscience and it
> demonstrates how the Science of Learning and Development can be brought to
> bear on vexing educational problems.
>
> The SOLD piece is from the Not for Profit website of Science of Learning
> and Development Alliance in, of all places, Berkeley, CA.
>
> David
>
>
>
> On Sat, Feb 20, 2021 at 7:49 AM P Pearson <ppearson at berkeley.edu> wrote:
>
>> I owe whatever new understanding of the neuroscience that implicates
>> contextual, social, and cultural perspectives to hanging out with Carol
>> Lee. We can start with a couple or recent pieces by her. But the  2018
>> chapter on culture and context in how people learn 2 on the NAT ACADEMY OF
>> SCIENCE website is also relevant.
>>
>>
>> https://www.nap.edu/catalog/24783/how-people-learn-ii-learners-contexts-and-cultures
>>
>> WHEN I GET TO MY COMPUTER  I’ll send more links or papers.
>> P David Pearson 510 543 6508 ppearson at berkeley.edu
>>
>> On Feb 20, 2021, at 7:27 AM, Marjorie Lipson <mylipson at gmail.com> wrote:
>>
>> 
>> I was just going to ask the same favor.  I am especially intrigued by
>> your thinking that some of the basic science will need us eductor sorts to
>> figure out the implications for instruction.  It's a point I have been
>> grappling with myself.  Thanks in advance.  Marge
>>
>> On Sat, Feb 20, 2021 at 10:16 AM David P. Reinking <
>> David.Reinking at uga.edu> wrote:
>>
>>> Carol, Shirley, and David,
>>>
>>>
>>>
>>> Could you share full references for a few key sources that explain
>>> relevant new perspectives from neuroscience that enhance understanding of
>>> reading and how it might be taught.  Even better would be to attach a copy
>>> of an article or chapter, if that wouldn’t be too much trouble.  I suspect
>>> others would be interested and may also have suggestions.  It would be
>>> especially helpful to me and my co-authors as we revise and resubmit a ms
>>> that alludes to the extent to which neurological research informs literacy
>>> research and practice.
>>>
>>>
>>>
>>> Much appreciated, David R
>>>
>>>
>>>
>>> David Reinking
>>>
>>> Adjunct Professor of Education
>>>
>>> Dept. of Language and Literacy Education
>>>
>>> Mary Frances Early College of Education
>>>
>>> University of Georgia
>>>
>>> David.Reinking @uga.edu
>>>
>>> http://www.davidreinking.info
>>> <https://urldefense.proofpoint.com/v2/url?u=https-3A__na01.safelinks.protection.outlook.com_-3Furl-3Dhttp-253A-252F-252Fwww.davidreinking.info-252F-26data-3D01-257C01-257Clg40-2540txstate.edu-257Cd43f2d8241584a0ca81608d50aa7b5c9-257Cb19c134a14c94d4caf65c420f94c8cbb-257C0-26sdata-3Dji-252FNnlYJBKtAbG0lEfttgJUZxsi6BinXvN1OaPMm5Uc-253D-26reserved-3D0&d=DwMFAg&c=Ngd-ta5yRYsqeUsEDgxhcqsYYY1Xs5ogLxWPA_2Wlc4&r=gUnMZ3Xw_juA4Q4q8MsCC_IKO_x_v_mImmv8TQcuKAs&m=UedHPeoTlZDAK_Y35nsdvaZ1tvfVsAXM3l43vQNlACI&s=5qWqgpYErOqlfng1rqjL41TgwAGTYZ6oMB15g45RwUc&e=>
>>> /
>>>
>>> orcid.org/0000-0001-8040-6673
>>>
>>>
>>>
>>>
>>>
>>> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
>>> of P Pearson <ppearson at berkeley.edu>
>>> *Date: *Friday, February 19, 2021 at 11:58 PM
>>> *To: *Carol D Lee <cdlee at northwestern.edu>
>>> *Cc: *Shirley B Heath <sbheath at stanford.edu>, reading hall of fame <
>>> Reading-hall-of-fame at lists.nottingham.ac.uk>
>>> *Subject: *[Reading-hall-of-fame] Re: Walter MacGinitie
>>>
>>>
>>>
>>> [EXTERNAL SENDER - PROCEED CAUTIOUSLY]
>>>
>>> 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.
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> That’s my 2 cents worth in support of Carol’s.  And endorsement would
>>> bring us up to a nickel.
>>>
>>>
>>>
>>> Pdp
>>>
>>> P David Pearson 510 543 6508 ppearson at berkeley.edu
>>>
>>>
>>>
>>> On Feb 19, 2021, at 6:41 PM, Carol D Lee <cdlee at northwestern.edu> wrote:
>>>
>>> Hi All,
>>>
>>> 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.
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> 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.  *That was
>>> the time when Dick Anderson and I were great dance partners at my
>>> presidential party !!!!*  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.
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> My 2 cents!
>>>
>>>
>>>
>>> Carol
>>>
>>>
>>>
>>> Carol D. Lee, Ph.D.
>>>
>>> Professor Emeritus
>>>
>>> School of Education and Social Policy
>>>
>>> Northwestern University
>>>
>>>
>>>
>>> Member, National Academy of Education
>>>
>>> Member, American Academy of Arts and Sciences
>>>
>>> Fellow, American Educational Research Association
>>>
>>> Fellow, National Conference on Language and Literacy
>>>
>>> President-Elect, National Academy of Education
>>>
>>> Member, Reading Hall of Fame
>>>
>>>
>>>
>>> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
>>> of Shirley_Brice_Heath Heath <sbheath at stanford.edu>
>>> *Date: *Friday, February 19, 2021 at 4:34 PM
>>> *To: *Richard Anderson <csrrca at illinois.edu>, "Leu, Donald" <
>>> donald.leu at uconn.edu>
>>> *Cc: *reading hall of fame <Reading-hall-of-fame at lists.nottingham.ac.uk>
>>> *Subject: *[Reading-hall-of-fame] Re: Walter MacGinitie
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> 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.
>>>
>>>
>>>
>>> Best to all, and thanks for the memories!
>>>
>>>
>>>
>>> Shirley
>>>
>>>
>>>
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>>>
>>>
>>>
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>>
>>
>> --
>> Marjorie Y. Lipson, Ph.D.
>> 802.310.8268
>>
>> This message and any attachment are intended solely for the addressee
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>>
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>> communications with the University of Nottingham may be monitored
>> where permitted by law.
>>
>>
>>
>>
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>>
>
> --
> +++++++++++++++++++++++++++++
> "There are always flowers for those who want to see them." -
> *Henri Matisse*
> +++++++++++++++++++++++++++++
> P. David Pearson
> Evelyn Lois Corey *Emeritus* Professor of Instructional Science
> Graduate School of Education
> University of California, Berkeley
>
> email:  ppearson at berkeley.edu
> other e-mail:  pdavidpearsondean at gmail.com
> website for publications:  www.pdavidpearson.org
> *******************
> *Please use HOME ADDRESS for responses*
> Home:  851 Euclid Ave
> Berkeley, CA  94708 -1305
> iPhone:  510 543 6508
> ****************************************
>
>

-- 
+++++++++++++++++++++++++++++
"There are always flowers for those who want to see them." - *Henri Matisse*
+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey *Emeritus* Professor of Instructional Science
Graduate School of Education
University of California, Berkeley

email:  ppearson at berkeley.edu
other e-mail:  pdavidpearsondean at gmail.com
website for publications:  www.pdavidpearson.org
*******************
*Please use HOME ADDRESS for responses*
Home:  851 Euclid Ave
Berkeley, CA  94708 -1305
iPhone:  510 543 6508
****************************************
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