Chapter Two: How the Brain Adapted Itself to Read- The First Writing Systems

What is the first thing people learn to write first? Thinking back to my childhood, I remember writing nothing but squiggles. (Mostly because my mother still has them well-preserved in her garage.)

 In Wolf's book, she speaks specifically to the first things ever written. The first form was considered symbolic representation. It moved away from the basic lines from previous to develop a more abstract like numbers. The lines has a simple representation, the system of symbols created represented something of more grander.

The top is the early writing and the bottom is what the child meant.

Back to our first writings, it goes very much on the same journey. We start with lines, sometimes they are straight or curvy. Upon inquiry, the child could tell you what they mean but only to them. As time goes on, the art of writing becomes coached. We are told the alphabet and how these symbols represent other things. As we mature so does our writing.

Wolf continues to speak to how the brain need to form new pathways based on the new symbols. It has been found the temporal and parietal lobes participate in the new understanding. The temporal lobes has an incredible range of auditory and language-based process; together, these contribute to our ability to comprehend word meaning. In a similar way, the parietal lobes has a wide range of language-related functions. These areas are generally called "association areas."

With the new pathways in the parietal and temporal lobes being able comprehend language, there is a third area is needed. There is a juncture of the three areas called the angular gyrus area. This area is connection area causing a link between different kinds of sensory information. In other words, it is fine and dandy when the parietal and temporal lobes can understand the language. But, if no sensory input is given, there would be no understanding.

Pay close attention to the light blue and purple areas of the brain.

It is also believed through research that by teaching new symbols, our ancestors pass on the knowledge of reading and writing.



Neuroscientists Gabrieli and Poldrack have found through their research that pathways and to and from the angular gyrus region become intensely activate during reading development (Wolf, pg. 31).

The way the Sumerians taught their children how to read is similar to the way we now teach reading. The researchers at Tel-Aviv University found that their basis of instruction was focused around a phonological system, meaning it was sound based. The Sumerians also included meaning-based instruction. This helps the students form sound and meaning from words while focusing on conceptual understanding.

Whoa! All these new fantastic ideas that we think we are evolving come from the beginning of written word!

Some more ideas from this youtube video.
https://www.youtube.com/watch?v=FBwmvSo7Dh8


To conclude, I had some questions while reading this chapter:

If reading is considered a passing on of knowledge from generation to generation, what is the socioeconomic implications?
Could the brain re-wiring and character use in languages like Chinese and Japanese be why people are more advanced than traditionally alphabetical nations?


Until later.