Illiteracy: the Neuropsychology of Cognition Without Reading
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Outros Autores: | , , , , , , , , |
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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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 |
_version_ |
1814268406955769856 |