Proust and the squid The story and science of the reading brain

Wolf converts the book normally a window into a mirror, in which readers see their own act of reading as an astonishing marvel. Much of the astonishment springs from the realization that the subtle pleasure that once made reading a holy sanctuary for Proust ultimately springs from neurochemistry of the sort scientists observe in squid. Readers thus come to see how the deeply personal experience of reading actually reflects the evolutionary history first biological, then cultural of the entire species. Biologically primed only for spoken language, early humans exploited a flexible neural architecture to devise writing systems pictographic and alphabetic. Even today, modern children mastering the printed page are recapitulating the genetics-transcending achievement of ancient Sumerians, Egyptians, and Greeks. Surprisingly, the very neural flexibility that makes reading possible also makes possible the stunning feats of nonreading dyslexics such as Leonardo da Vinci and Thomas Edison. But it was readers, not dyslexics, whom Socrates had in view when he warned that the fixity of print weakens memory and misrepresents living truth. Wolf finds new relevance in Socrates' warning against communication technology at a time when the Internet's digital imagery is fast eroding basic reading skills. Both reading's past and future here come into illuminating focus.--Christensen, Bryce Copyright 2007 Booklist

Wolf, a professor of child development at Tufts University, integrates psychology and archaeology, linguistics and education, history and neuroscience in a truly path-breaking look at the development of the reading brain-a complicated phenomenon that Wolf seeks to chronicle from both the early history of humanity and the early stages of an individual?s development ("[u]nlike its component parts such as vision and speech... reading has no direct [genetic] program passing it on to future generations"). Along the way, Wolf introduces concepts like "word poverty," the situation in which children, by age five, have heard 32 million less words than their counterparts (with chilling long-term effects), and makes time for amusing and affecting anecdotes, like the only child she knew to fake a reading disorder (attempting to get back into his beloved literacy training program). Though it could probably command a book of its own, the sizable third section of the book covers the complex topic of dyslexia, explaining clearly and expertly "what happens when the brain can?t learn to read." One of those rare books that synthesizes cutting edge, interdisciplinary research with the inviting tone of a curious, erudite friend (think Malcolm Gladwell), Wolf?s first book for a general audience is an eye-opening winner, and deserves a wide readership. (Sept.) Copyright 2007 Reed Business Information.

Proust and the Squid The Story and Science of the Reading Brain Chapter One Reading Lessons From Proust and the Squid I believe that reading, in its original essence, [is] that fruitful miracle of a communication in the midst of solitude. --Marcel Proust Learning involves the nurturing of nature. --Joseph LeDoux We were never born to read. Human beings invented reading only a few thousand years ago. And with this invention, we rearranged the very organization of our brain, which in turn expanded the ways we were able to think, which altered the intellectual evolution of our species. Reading is one of the single most remarkable inventions in history; the ability to record history is one of its consequences. Our ancestors' invention could come about only because of the human brain's extraordinary ability to make new connections among its existing structures, a process made possible by the brain's ability to be shaped by experience. This plasticity at the heart of the brain's design forms the basis for much of who we are, and who we might become. This book tells the story of the reading brain, in the context of our unfolding intellectual evolution. That story is changing before our eyes and under the tips of our fingers. The next few decades will witness transformations in our ability to communicate, as we recruit new connections in the brain that will propel our intellectual development in new and different ways. Knowing what reading demands of our brain and knowing how it contributes to our capacity to think, to feel, to infer, and to understand other human beings is especially important today as we make the transition from a reading brain to an increasingly digital one. By coming to understand how reading evolved historically, how it is acquired by a child, and how it restructured its biological underpinnings in the brain, we can shed new light on our wondrous complexity as a literate species. This places in sharp relief what may happen next in the evolution of human intelligence, and the choices we might face in shaping that future. This book consists of three areas of knowledge: the early history of how our species learned to read, from the time of the Sumerians to Socrates; the developmental life cycle of humans as they learn to read in ever more sophisticated ways over time; and the story and science of what happens when the brain can't learn to read. Taken together, this cumulative knowledge about reading both celebrates the vastness of our accomplishment as the species that reads, records, and goes beyond what went before, and directs our attention to what is important to preserve. There is something less obvious that this historical and evolutionary view of the reading brain gives us. It provides a very old and very new approach to how we teach the most essential aspects of the reading process--both for those whose brains are poised to acquire it and for those whose brains have systems that may be organized differently, as in the reading disability known as dyslexia. Understanding these unique hardwired systems--which are preprogrammed generation after generation by instructions from our genes--advances our knowledge in unexpected ways that have implications we are only beginning to explore. Interwoven through the book's three parts is a particular view of how the brain learns anything new. There are few more powerful mirrors of the human brain's astonishing ability to rearrange itself to learn a new intellectual function than the act of reading. Underlying the brain's ability to learn reading lies its protean capacity to make new connections among structures and circuits originally devoted to other more basic brain processes that have enjoyed a longer existence in human evolution, such as vision and spoken language. We now know that groups of neurons create new connections and pathways among themselves every time we acquire a new skill. Computer scientists use the term "open architecture" to describe a system that is versatile enough to change--or rearrange--to accommodate the varying demands on it. Within the constraints of our genetic legacy, our brain presents a beautiful example of open architecture. Thanks to this design, we come into the world programmed with the capacity to change what is given to us by nature, so that we can go beyond it. We are, it would seem from the start, genetically poised for breakthroughs. Thus the reading brain is part of highly successful two-way dynamics. Reading can be learned only because of the brain's plastic design, and when reading takes place, that individual brain is forever changed, both physiologically and intellectually. For example, at the neuronal level, a person who learns to read in Chinese uses a very particular set of neuronal connections that differ in significant ways from the pathways used in reading English. When Chinese readers first try to read in English, their brains attempt to use Chinese-based neuronal pathways. The act of learning to read Chinese characters has literally shaped the Chinese reading brain. Similarly, much of how we think and what we think about is based on insights and associations generated from what we read. As the author Joseph Epstein put it, "A biography of any literary person ought to deal at length with what he read and when, for in some sense, we are what we read ." These two dimensions of the reading brain's development and evolution--the personal-intellectual and the biological--are rarely described together, but there are critical and wonderful lessons to be discovered in doing just that. In this book I use the celebrated French novelist Marcel Proust as metaphor and the largely underappreciated squid as analogy for two very different aspects of reading. Proust saw reading as a kind of intellectual "sanctuary," where human beings have access to thousands of different realities they might never encounter or understand otherwise. Each of these new realities is capable of transforming readers' intellectual lives without ever requiring them to leave the comfort of their armchairs. Scientists in the 1950s used the long central axon of the shy but cunning squid to . . . Proust and the Squid The Story and Science of the Reading Brain . Copyright © by Maryanne Wolf. Reprinted by permission of HarperCollins Publishers, Inc. All rights reserved. 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