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

Sat Feb 20 16:33:00 GMT 2021

I final note:  I wish there were a more convenient way of getting these
documents to folks without cluttering up the computers of those who don't
want this material.  I guess that I could have  posted dropbox links.
That's what I'll do next time. That said, I think this issue about
epistemological diversity WITHIN neuroscience is important for literacy
scholars to understand.  Another example of the variance within a
particular category is often (usually, almost always) greater than the
variability between categories.

pdp

pdp

On Sat, Feb 20, 2021 at 8:28 AM P Pearson <ppearson at berkeley.edu> wrote:

> 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
>>>
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>>>
>>>
>>>
>>>
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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
> ****************************************
>
>

-- 
+++++++++++++++++++++++++++++
"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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