Illiteracy: the Neuropsychology of Cognition Without Reading

Detalhes bibliográficos
Autor(a) principal: Ardila, Alfredo
Data de Publicação: 2010
Outros Autores: Bertolucci, Paulo Henrique Ferreira [UNIFESP], Braga, Lucia W., Castro-Caldas, Alexander, Judd, Tedd, Kosmidis, Mary H., Matute, Esmeralda, Nitrini, Ricardo, Ostrosky-Solis, Feggy, Rosselli, Monica
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Institucional da UNIFESP
Texto Completo: http://dx.doi.org/10.1093/arclin/acq079
http://repositorio.unifesp.br/handle/11600/33092
Resumo: Illiterates represent a significant proportion of the world's population. Written language not only plays a role in mediating cognition, but also extends our knowledge of the world. Two major reasons for illiteracy can be distinguished, social (e.g., absence of schools), and personal (e.g., learning difficulties). Without written language, our knowledge of the external world is partially limited by immediate sensory information and concrete environmental conditions. Literacy is significantly associated with virtually all neuropsychological measures, even though the correlation between education and neuropsychological test scores depends on the specific test. the impact of literacy is reflected in different spheres of cognitive functioning. Learning to read reinforces and modifies certain fundamental abilities, such as verbal and visual memory, phonological awareness, and visuospatial and visuomotor skills. Functional imaging studies are now demonstrating that literacy and education influence the pathways used by the brain for problem-solving. the existence of partially specific neuronal networks as a probable consequence of the literacy level supports the hypothesis that education impacts not only the individual's day-to-day strategies, but also the brain networks. A review of the issues related to dementia in illiterates is presented, emphasizing that the association between the education level and age-related cognitive changes and education remains controversial. the analysis of the impact of illiteracy on neuropsychological test performance represents a crucial approach to understanding human cognition and its brain organization under normal and abnormal conditions.
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spelling Illiteracy: the Neuropsychology of Cognition Without Readingcognitive abilitiesdementiaeducationilliteracyneuropsychology testsschoolingIlliterates represent a significant proportion of the world's population. Written language not only plays a role in mediating cognition, but also extends our knowledge of the world. Two major reasons for illiteracy can be distinguished, social (e.g., absence of schools), and personal (e.g., learning difficulties). Without written language, our knowledge of the external world is partially limited by immediate sensory information and concrete environmental conditions. Literacy is significantly associated with virtually all neuropsychological measures, even though the correlation between education and neuropsychological test scores depends on the specific test. the impact of literacy is reflected in different spheres of cognitive functioning. Learning to read reinforces and modifies certain fundamental abilities, such as verbal and visual memory, phonological awareness, and visuospatial and visuomotor skills. Functional imaging studies are now demonstrating that literacy and education influence the pathways used by the brain for problem-solving. the existence of partially specific neuronal networks as a probable consequence of the literacy level supports the hypothesis that education impacts not only the individual's day-to-day strategies, but also the brain networks. A review of the issues related to dementia in illiterates is presented, emphasizing that the association between the education level and age-related cognitive changes and education remains controversial. the analysis of the impact of illiteracy on neuropsychological test performance represents a crucial approach to understanding human cognition and its brain organization under normal and abnormal conditions.Florida Int Univ, Dept Commun Sci & Disorders, Miami, FL 33199 USAUniversidade Federal de São Paulo, Dept Neurol & Neurosurg, São Paulo, BrazilSARAH Network, Brasilia, DF, BrazilPortuguese Catholic Univ, Lisbon, PortugalSeattle Pacific Univ, Seattle, WA 98119 USAAristotle Univ Thessaloniki, Sch Psychol, GR-54006 Thessaloniki, GreeceUniv Guadalajara, Guadalajara 44430, Jalisco, MexicoUniv São Paulo, São Paulo, BrazilUniv Nacl Autonoma Mexico, Mexico City 04510, DF, MexicoFlorida Atlantic Univ, Davie, FL USAUniversidade Federal de São Paulo, Dept Neurol & Neurosurg, São Paulo, BrazilWeb of ScienceOxford Univ PressFlorida Int UnivUniversidade Federal de São Paulo (UNIFESP)SARAH NetworkPortuguese Catholic UnivSeattle Pacific UnivAristotle Univ ThessalonikiUniv GuadalajaraUniversidade de São Paulo (USP)Univ Nacl Autonoma MexicoFlorida Atlantic UnivArdila, AlfredoBertolucci, Paulo Henrique Ferreira [UNIFESP]Braga, Lucia W.Castro-Caldas, AlexanderJudd, TeddKosmidis, Mary H.Matute, EsmeraldaNitrini, RicardoOstrosky-Solis, FeggyRosselli, Monica2016-01-24T14:05:42Z2016-01-24T14:05:42Z2010-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion689-712http://dx.doi.org/10.1093/arclin/acq079Archives of Clinical Neuropsychology. Oxford: Oxford Univ Press, v. 25, n. 8, p. 689-712, 2010.10.1093/arclin/acq0790887-6177http://repositorio.unifesp.br/handle/11600/33092WOS:000284159500001engArchives of Clinical Neuropsychologyinfo:eu-repo/semantics/openAccesshttp://www.oxfordjournals.org/access_purchase/self-archiving_policyb.htmlreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESP2023-03-27T13:40:28Zoai:repositorio.unifesp.br/:11600/33092Repositório InstitucionalPUBhttp://www.repositorio.unifesp.br/oai/requestbiblioteca.csp@unifesp.bropendoar:34652023-03-27T13:40:28Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)false
dc.title.none.fl_str_mv Illiteracy: the Neuropsychology of Cognition Without Reading
title Illiteracy: the Neuropsychology of Cognition Without Reading
spellingShingle Illiteracy: the Neuropsychology of Cognition Without Reading
Ardila, Alfredo
cognitive abilities
dementia
education
illiteracy
neuropsychology tests
schooling
title_short Illiteracy: the Neuropsychology of Cognition Without Reading
title_full Illiteracy: the Neuropsychology of Cognition Without Reading
title_fullStr Illiteracy: the Neuropsychology of Cognition Without Reading
title_full_unstemmed Illiteracy: the Neuropsychology of Cognition Without Reading
title_sort Illiteracy: the Neuropsychology of Cognition Without Reading
author Ardila, Alfredo
author_facet Ardila, Alfredo
Bertolucci, Paulo Henrique Ferreira [UNIFESP]
Braga, Lucia W.
Castro-Caldas, Alexander
Judd, Tedd
Kosmidis, Mary H.
Matute, Esmeralda
Nitrini, Ricardo
Ostrosky-Solis, Feggy
Rosselli, Monica
author_role author
author2 Bertolucci, Paulo Henrique Ferreira [UNIFESP]
Braga, Lucia W.
Castro-Caldas, Alexander
Judd, Tedd
Kosmidis, Mary H.
Matute, Esmeralda
Nitrini, Ricardo
Ostrosky-Solis, Feggy
Rosselli, Monica
author2_role author
author
author
author
author
author
author
author
author
dc.contributor.none.fl_str_mv Florida Int Univ
Universidade Federal de São Paulo (UNIFESP)
SARAH Network
Portuguese Catholic Univ
Seattle Pacific Univ
Aristotle Univ Thessaloniki
Univ Guadalajara
Universidade de São Paulo (USP)
Univ Nacl Autonoma Mexico
Florida Atlantic Univ
dc.contributor.author.fl_str_mv Ardila, Alfredo
Bertolucci, Paulo Henrique Ferreira [UNIFESP]
Braga, Lucia W.
Castro-Caldas, Alexander
Judd, Tedd
Kosmidis, Mary H.
Matute, Esmeralda
Nitrini, Ricardo
Ostrosky-Solis, Feggy
Rosselli, Monica
dc.subject.por.fl_str_mv cognitive abilities
dementia
education
illiteracy
neuropsychology tests
schooling
topic cognitive abilities
dementia
education
illiteracy
neuropsychology tests
schooling
description Illiterates represent a significant proportion of the world's population. Written language not only plays a role in mediating cognition, but also extends our knowledge of the world. Two major reasons for illiteracy can be distinguished, social (e.g., absence of schools), and personal (e.g., learning difficulties). Without written language, our knowledge of the external world is partially limited by immediate sensory information and concrete environmental conditions. Literacy is significantly associated with virtually all neuropsychological measures, even though the correlation between education and neuropsychological test scores depends on the specific test. the impact of literacy is reflected in different spheres of cognitive functioning. Learning to read reinforces and modifies certain fundamental abilities, such as verbal and visual memory, phonological awareness, and visuospatial and visuomotor skills. Functional imaging studies are now demonstrating that literacy and education influence the pathways used by the brain for problem-solving. the existence of partially specific neuronal networks as a probable consequence of the literacy level supports the hypothesis that education impacts not only the individual's day-to-day strategies, but also the brain networks. A review of the issues related to dementia in illiterates is presented, emphasizing that the association between the education level and age-related cognitive changes and education remains controversial. the analysis of the impact of illiteracy on neuropsychological test performance represents a crucial approach to understanding human cognition and its brain organization under normal and abnormal conditions.
publishDate 2010
dc.date.none.fl_str_mv 2010-12-01
2016-01-24T14:05:42Z
2016-01-24T14:05:42Z
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://dx.doi.org/10.1093/arclin/acq079
Archives of Clinical Neuropsychology. Oxford: Oxford Univ Press, v. 25, n. 8, p. 689-712, 2010.
10.1093/arclin/acq079
0887-6177
http://repositorio.unifesp.br/handle/11600/33092
WOS:000284159500001
url http://dx.doi.org/10.1093/arclin/acq079
http://repositorio.unifesp.br/handle/11600/33092
identifier_str_mv Archives of Clinical Neuropsychology. Oxford: Oxford Univ Press, v. 25, n. 8, p. 689-712, 2010.
10.1093/arclin/acq079
0887-6177
WOS:000284159500001
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Archives of Clinical Neuropsychology
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
http://www.oxfordjournals.org/access_purchase/self-archiving_policyb.html
eu_rights_str_mv openAccess
rights_invalid_str_mv http://www.oxfordjournals.org/access_purchase/self-archiving_policyb.html
dc.format.none.fl_str_mv 689-712
dc.publisher.none.fl_str_mv Oxford Univ Press
publisher.none.fl_str_mv Oxford Univ Press
dc.source.none.fl_str_mv reponame:Repositório Institucional da UNIFESP
instname:Universidade Federal de São Paulo (UNIFESP)
instacron:UNIFESP
instname_str Universidade Federal de São Paulo (UNIFESP)
instacron_str UNIFESP
institution UNIFESP
reponame_str Repositório Institucional da UNIFESP
collection Repositório Institucional da UNIFESP
repository.name.fl_str_mv Repositório Institucional da UNIFESP - Universidade Federal de São Paulo (UNIFESP)
repository.mail.fl_str_mv biblioteca.csp@unifesp.br
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