The brain and its mysteries: Effects of reading in our daily life
The brain is the
most complex organ of the human body and it has always been a mystery to
scientists. It is interesting how small details of our daily routine can impact
the brain in such an enormous way. However, the reality is that reading has
decreased, or at least high quality reading has. Though, this is not a matter
of quality anymore nor the technological boom but about the interesting ways
the reading phenomenon has been studied throughout the years by scientist.
Furthermore, how it affects the brain in positive ways and how those effects
translate to a person’s daily life, increasing the quality of life.
Reading can be defined as a multifaceted process that
involves analysis, word recognition comprehension and fluency. Nevertheless, a
question comes to mind, what is behind the invention of reading? The answer has
come after decades of studying the brain plasticity and how the neurocircuits
are capable of processing visual with audio information. In his book, Reading
in the Brain: The Science and Evolution of a Human Invention, Stanislas Dehaene
maintains that “the expansion of the prefrontal cortex has led to a behavior
described as consciousness,” (Dehaene 35) therefore humans are able to process
words or what it is commonly called, humans are able to read.
All this drives neuroscientist Dehaene's thesis that
the invention of reading has less to do with constructs, such as alphabets,
words, and sentence structures, than the mechanics and limits of the brains.
Simply, the brain didn't evolve to read, but it is flexible enough to learn new
tricks. (Dehaene 50)
As mentioned before, this phenomenon is so fascinating
that specialists have invested their entire career to understand the effects
reading has on the brain. That is the case of a group of phycologist lead it by
C. J. Price, whom investigated the brain activity during reading tasks using PET (Positron emission tomography),
which is a scanning method that enables psychologists and doctors to study the
brain without surgery.
The variables used, type of reading and exposure
duration, both
strongly influenced patterns of brain activity. There were three types of task:
reading aloud; reading silently; and lexical decision on visually presented
words and pseudowords. Basically, reading aloud and reading silently engaged
the left middle and superior temporal regions, confirming the important role of
these areas in visual word processing. In other words, reading stimulates this
part of the brain which plays an integral role on functions such as hearing,
memory formation, perceptual judgment, expressed behavior and comprehension of
language.
On the other hand, the areas principally engaged
during lexical decision were the left inferior and middle frontal cortices and
the supplementary motor area; activity in these areas suggests that the subjects
were using a phonological strategy to perform the task. This confirms that that
reading helps to develop areas like speaking, reasoning (judgment) and memory.
There was also a significant effect of exposure
duration, with activity being greater for short (150 ms) exposure durations
than for long (1000 ms or 981 ms) exposure durations, meaning that short
reading periods of time are more beneficial than longer periods. This fact is
very important, especially for those who are exposed to extensive periods of
reading such as students, researchers and other professions that require reading
a big amount of books.
Even though the group of phycologist concluded that
until they understand how subtle variations in experimental design influence
brain activity during reading tasks, the association of specific processing
functions with individual anatomical areas activated during reading is
premature.
However, authors like Hall, W. E., and F. P. Robinson argue
that reading will have different effects depending on the following factors:
age, gender, location and interests. Writing in the Journal of Applied
Phycology, this group of scientists explain how their experiment with a rural
community turned out when selecting the sample so that no two were of the same
age, sex and district. As they say, “it was possible to have the persons feel
that they were answering all material anonymously,” (Hall, W.E. and Robinson
531) thus the results were more accurate.
Taking into consideration the previous statement, it
is easy to infer that a person between 10 and 14 years old will not respond the
same way from a person who is 45 or older, just to mention two ranges used in
the experiment. Hall and the other authors used to determine the effects of
reading and the preferences of the readers of a rural community. The abilities the
first group of individuals will develop when reading are related to language skills
and conduct, while the second group is more connected to social awareness and
speaking activities.
On the same line, curious results are shown in the
experiment this authors made in the rural community of Eagle Valley, Oregon
where reading is preferred at all ages as a leisure time activity more than any
other recreation. Though, interest in governmental and religious activities, for
instance, increases with age. This last statement proves that the older the
individual the more connected reading is with social awareness and engagement.
Surprisingly, intelligence, rate of reading and
reading comprehension follow much of the same lines of development; the highest
peak is in the age group 15-24 and these abilities then decrease markedly, with
increase in age. Vocabulary reaches a high peak later and remains much more
constant.
While Hall and the other authors focus on the way
reading varies per age range, Nelson, J. RonStage, Scott A. Epstein, Michael
H., write about the "Effects of a Prereading Intervention on the Literacy
and Social Skills of Children.", indicating how children who received the
prereading intervention showed “statistically significant gains in their
phonological awareness, word reading, and letter naming speed skills relative
to their counterparts in the nonspecific treatment condition.” (Nelson,
RonStage, Epstein and H. 41)
Nelson and the other authors basically reaffirm what previous
scientists have been saying utilizing other words, that the magnitude of the
improvements in children's phonological awareness, word reading, and letter
naming speed skills were educationally significant.
Nevertheless, others like Professor Pitkin, have a unlike
view of the outcomes of reading and its definition. He suggest that reading “is
not merely an occupation but is also an art.” (Pitkin Para 1) His principal
purpose appears to have been discovered the fastest way to transfer matter in
print to the brain of the beholder. Its significance resides in retain more
facts from a book than a normal reader, which can be useful for certain
readers, engineers for example, who needs to hold in their memory more specific
details than a normal reader for instance.
On a New York Times’ article, Doctor Henry Van Dyke of
Princeton University, agrees that reading 5 hours a day will turn out in great
results for the reader and as he says “acquire a great deal of knowledge.” (Van
Dyke Para 2) Adding more to his statement, not only knowledge can be acquired
but development of critical thinking and a wider view of life.
Based on the sources previously used, it can be
acknowledged that although the brain is a complex organism whose functions are
not completely understood is an active rather than a passive organism which is
always in action, adapted for recognizing the words. In addition, the results
that reading has on this organ, plus the experiments several scientists and psychologists
have been doing during decades, it can be inquired that reading only has
positive consequences on the human brain. Not a single source can claim the contrary,
because there are no arguments against the significant impacts reading has on
the daily life.
Specific examples can help to understand deeply this
issue, beginning with academic aspect, when an individual reads more than the
average it is prominent to have better communication skills and a broader
vocabulary which benefit with the speaking and writing abilities. When it comes
to interpersonal relations, reading helps with the development of stronger
social skills and empathy, making the individual adapt a healthier emotional
behavior.
Yet, the reading process it is not only worthy for skills
and abilities but for more profound topics such as mental health and
well-being. This statement was prof thru a research titled, “An investigation
into the therapeutic benefits of reading in relation to depression and
well-being”, made by a group of professors headed by Doctor Josie Billington, who
observed the direct relation between reading and mental health, more
specifically depression.
The study found that “Get into Reading” (how they
named the experiment) helped patients suffering from depression in terms of their
social well-being, by increasing personal confidence, reducing social
isolation, fostering a sense of community and encouraging communication skills;
their mental well-being, by improving powers of concentration, fostering an
interest in new learning or new ways of understanding, and extending their
capacity for thought, verbalized and internalized; their emotional and
psychological well-being, by increasing self-awareness, enhancing the ability
to articulate profound issues of being, and making possible a shift in internal
paradigms in relation to self and identity. (Billington, Dowrick, Hamer,
Robinson and Williams 81)
In conclusion, reading has a huge impact on the brain
and it can translate into positives actions that helps the individual to have a
healthier and superior quality of life on the daily basis. Years of research
have proven how active the brain can be with a few hours of reading a day,
which will convert into earnings for the day-to-day life. Furthermore, it will
prevent diseases such as depression and other mental illnesses. Plus, reading stimulates
the brain to improve areas related to social and communication skills, also
writing and speaking process. However, if after this you keep thinking reading
is useless, I wonder how you survived in school…
“Reading is to the mind what exercise is to the body”
(Addison, Joseph)
Work cited page
Dehaene, Stanislas. Reading in the Brain: The
Science and Evolution of a Human Invention. n.p.: New York: Viking, 2009. University of Mississippi Libraries Catalog. Web. 8 Mar. 2016.
Nelson, J. RonStage, Scott A. Epstein, Michael H.
"Effects of a Prereading Intervention on the Literacy and Social Skills of
Children." Exceptional Children 72.1 (2005): 29-45. Psychology and
Behavioral Sciences Collection. Web. 9 Mar. 2016.
Hall, W. E., and F. P. Robinson. "The Role of
Reading as a Life Activity in a Rural Community." Journal of Applied
Psychology 26.4 (1942): 530-542. PsycARTICLES. Web. 10 Mar. 2016.
C. J. Price, R. J. S. Wise, J. D. G. Watson, K.
Patterson, D. Howard, R. S. J. Frackowiak. “Brain activity during reading: The
effects of exposure duration and task on the brain” Dec 1994, 117 (6)
1255-1269; DOI: 10.1093/brain/117.6.1255
Van Dyke, Henry. “Reading 5 hours daily.” The New York Times. The New York Times
Company, 6 April 1924. Web. 24 March 2016.
Pitkin. “The art of reading.” The New York Times. The New York Times Company, 11 October 1929.
Web. 24 March 2016.
Billington, Josie. Dowrick, Christopher. Hamer, Andrew.
Robinson, Jude. Williams, Clare. “An investigation into the therapeutic
benefits of reading in relation to depression and well-being.” Liverpool,
November 2010. University of Liverpool. Web. 24 March 2016.
