Learning to read and its implications on memory and cognition

Detalhes bibliográficos
Autor(a) principal: Gabriel, Rosângela
Data de Publicação: 2016
Outros Autores: Morais, José, Kolinsky, Régine
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ilha do Desterro
Texto Completo: https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n1p61
Resumo: Can learning to read change the information process and expand the storage capacity of the human brain? The purpose of this article is to review and to discuss models of memory (working memory, short term and long term memory) in their relation to language, as well as the possible cognitive changes prompted by literacy. By reviewing models of memory and executive functions, we aim at identifying questions that have promoted theoretical evolution, as well as the matching and disagreement in the concepts available in the area. Diferences in knowledge processing and storage in literates and illiterates are highlighted, taking into account behavioural and brain imaging data. he data suggest that literacy alters the way in which linguistic knowledge is stored and processed by bursting the refinement of the visual and auditory perceptual systems, necessary to the grapheme-phoneme association.
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spelling Learning to read and its implications on memory and cognitionA aprendizagem da leitura e suas implicações sobre a memória e a cogniçãoCan learning to read change the information process and expand the storage capacity of the human brain? The purpose of this article is to review and to discuss models of memory (working memory, short term and long term memory) in their relation to language, as well as the possible cognitive changes prompted by literacy. By reviewing models of memory and executive functions, we aim at identifying questions that have promoted theoretical evolution, as well as the matching and disagreement in the concepts available in the area. Diferences in knowledge processing and storage in literates and illiterates are highlighted, taking into account behavioural and brain imaging data. he data suggest that literacy alters the way in which linguistic knowledge is stored and processed by bursting the refinement of the visual and auditory perceptual systems, necessary to the grapheme-phoneme association.A aprendizagem da leitura altera o processamento da informação e possibilita a ampliação da capacidade de armazenamento do cérebro humano? O objetivo do presente artigo é retomar e discutir os modelos de memória (memória de trabalho, memória de curto e longo prazo) em sua relação com a linguagem, bem como as possíveis alterações cognitivas decorrentes da aprendizagem da leitura. São revisados modelos de memória e funções executivas, buscando identificar as questões que levaram à evolução teórica, bem como pontos de contato e de discordância nos conceitos presentes na área. Diferenças no processamento e armazenamento do conhecimento por leitores e não leitores são destacadas, considerando tanto dados comportamentais quanto estudos de neuroimagem. Os dados sugerem que a aprendizagem da leitura altera as formas de armazenamento e processamento da informação linguística ao fomentar o aprimoramento dos sistemas perceptuais da visão e audição, necessários à associação entre grafemas e fonemas.UFSC2016-01-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n1p6110.5007/2175-8026.2016v69n1p61Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 69 No. 1 (2016); 061-078Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 69 n. 1 (2016); 061-0782175-80260101-4846reponame:Ilha do Desterroinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n1p61/31167Copyright (c) 2016 Rosângela Gabriel, José Morais, Régine Kolinskyinfo:eu-repo/semantics/openAccessGabriel, RosângelaMorais, JoséKolinsky, Régine2019-01-25T08:35:59Zoai:periodicos.ufsc.br:article/40897Revistahttp://www.periodicos.ufsc.br/index.php/desterroPUBhttps://periodicos.ufsc.br/index.php/desterro/oaiilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com2175-80260101-4846opendoar:2019-01-25T08:35:59Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Learning to read and its implications on memory and cognition
A aprendizagem da leitura e suas implicações sobre a memória e a cognição
title Learning to read and its implications on memory and cognition
spellingShingle Learning to read and its implications on memory and cognition
Gabriel, Rosângela
title_short Learning to read and its implications on memory and cognition
title_full Learning to read and its implications on memory and cognition
title_fullStr Learning to read and its implications on memory and cognition
title_full_unstemmed Learning to read and its implications on memory and cognition
title_sort Learning to read and its implications on memory and cognition
author Gabriel, Rosângela
author_facet Gabriel, Rosângela
Morais, José
Kolinsky, Régine
author_role author
author2 Morais, José
Kolinsky, Régine
author2_role author
author
dc.contributor.author.fl_str_mv Gabriel, Rosângela
Morais, José
Kolinsky, Régine
description Can learning to read change the information process and expand the storage capacity of the human brain? The purpose of this article is to review and to discuss models of memory (working memory, short term and long term memory) in their relation to language, as well as the possible cognitive changes prompted by literacy. By reviewing models of memory and executive functions, we aim at identifying questions that have promoted theoretical evolution, as well as the matching and disagreement in the concepts available in the area. Diferences in knowledge processing and storage in literates and illiterates are highlighted, taking into account behavioural and brain imaging data. he data suggest that literacy alters the way in which linguistic knowledge is stored and processed by bursting the refinement of the visual and auditory perceptual systems, necessary to the grapheme-phoneme association.
publishDate 2016
dc.date.none.fl_str_mv 2016-01-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n1p61
10.5007/2175-8026.2016v69n1p61
url https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n1p61
identifier_str_mv 10.5007/2175-8026.2016v69n1p61
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2016v69n1p61/31167
dc.rights.driver.fl_str_mv Copyright (c) 2016 Rosângela Gabriel, José Morais, Régine Kolinsky
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Rosângela Gabriel, José Morais, Régine Kolinsky
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UFSC
publisher.none.fl_str_mv UFSC
dc.source.none.fl_str_mv Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 69 No. 1 (2016); 061-078
Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 69 n. 1 (2016); 061-078
2175-8026
0101-4846
reponame:Ilha do Desterro
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Ilha do Desterro
collection Ilha do Desterro
repository.name.fl_str_mv Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv ilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com
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