Raymond Wallace's List: 2.4 Disinformation Debate Team B.

• ll participants were recruited from eighth-grade public or charter school classrooms in the Phoenix, AZ, metropolitan area. A total of 46 students (25 TLD; 21 LLD)

  • age range
• This study investigated nonlinear text comprehension in both paper-based and computer-based conditions in adolescents with and without LLD. Although the TLD group scored significantly higher on reading comprehension than the LLD group in both conditions, no within-group differences were found for the paper- and computer-based conditions. There are several reasons why within-group differences may not have occurred; however, given our methodology, reading condition did not appear to affect reading comprehension for either group.

  • still no advantage

• • ages - 7 to 8 & 11 months

  • NO IMPROVEMENT in comprehension, there is no redeuction either.
  • 3 more sticky notes...

  • • CONCLUSIONS...

    • e-reading time was consistently longer compared to print.

    • e-reading did not increase reading comprehension.
• (American Psychological Assoc.)

  References

  Wright, S., Fugett, A., & Caputa, F. (2013). Using E-readers and Internet Resources to Support Comprehension. Journal Of Educational Technology & Society, 16(1), 367-379.

  • CITATION FOR ARTICLE

• With hundreds of years as a foundation, the human

  brain had the opportunity to rework synapses and grow

  into an organ that could handle the multitude of

  thoughts and schematic connections that occur while

  reading

  • More info needed for physiological benefit of classical reading.
• Although reading certainly helped develop overall

  intellect and establish functions of the brain that relate

  to following complex thought forms, it seems to have

  an indirect relationship on the act of innovation
• Franken (2006) described three reasons why people

  were motivated to be creative. One was a need for a var-

  iety of new experiences, two was a need to communicate,

  and three was a need to come up with solutions for prob-

  lems.
• Johnson (2006, p. 22) spoke about the mental work

  involved in processing and storing information with

  reading, invoking powers of imagination, ideas that were

  cobbled together from different disciplines, networking

  in a new configuration of synapses that evolved over

  time.
• It seemed, while the brain had

  the ability to quickly adapt to the expanding rapid infor-

  mational sources available through the Internet, there

  was a lag in the ability of those newly activated systems

  of the brain to shown gains in knowledge via traditional

  models of assessment

  • Great note and detail!
• However, Small (2008) reported that the

  daily use of computers stimulated areas of the brain that

  were unaffected by reading in the traditional sense.

  Specifically, the dorsolateral prefrontal cortex was more

  highly activated in subjects that were Internet-savvy com-

  pared with those that read text in the traditional fashion.
• Although reading

  did not have a direct relationship with creativity, it did

  supply the foundation on which creative thoughts flour-

  ished.
• However, Small & Vorgan (2008, pp. 4–6) warned

  of overexposure to digital resources, whereby brain

  regions that control mood and thought can actually be

  altered, with potential for deleterious results.
• The underlying drive to create seemed to be a function

  of life itself, which had overlap with a basic human drive

  to solve problems, construct unique interpretations of

  experience, and overcome obstacle

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• As technology has played a bigger role in our lives, our skills in critical thinking and analysis have declined, while our visual skills have improved
• Reading for pleasure, which has declined among young people in recent decades, enhances thinking and engages the imagination in a way that visual media such as video games and television do not, Greenfield said.

  • Scientific Proof?
• Studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary," Greenfield said. "Reading for pleasure is the key to developing these skills. Students today have more visual literacy and less print literacy. Many students do not read for pleasure and have not for decades."
• study showing that students who were given access to the Internet during class and were encouraged to use it during lectures did not process what the speaker said as well as students who did not have Internet access. When students were tested after class lectures, those who did not have Internet access performed better than those who did.
• "On the other hand, if you're trying to solve a complex problem, you need sustained concentration. If you are doing a task that requires deep and sustained thought, multi-tasking is detrimental."
• multi-tasking and found that people who played a realistic video game before engaging in a military computer simulation showed a significant improvement in their ability to multi-task, compared with people in a control group who did not play the video game

  • Technology may improve multi-tasking abilities, but not complex problem thinking

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