Bringing together neurological assessments of reading and cognition, this provocative volume, originally published in 1985, presents eight major and sometimes controversial studies on the parts and patterns of the reading process. With comprehensive coverage ranging from psycholinguistics and education to neurophysiology, these studies highlight new directions in the field at the time. The contributors support an interactive rather than dichotomous model of brain function, and stress individual differences in assessing reading and cognitive skills.

Drawing from the disciplines of cognitive science, Paleolithic anthropology, art history, and semiotics, Karen A. Haworth and Terry J. Prewitt offer a novel discussion of the origins of language, based primarily in the distinction of holistic versus analytical cognitive processing. Also, by employing a refined view of human symboling capacities grounded in the writings of C. S. Peirce, they provide a short but comprehensive explanation of what the artifacts and art of the Paleolithic and Mesolithic periods suggest about language origins. Their interpretation supports a semiotic argument that “iconic and indexical logical modeling” precedes human elaboration of experience by symbolic reference in words or propositions, and ultimately in what Peirce called “the argument.” Further, they suggest that the use of symbols to model the world developed rapidly between about 20,000 and 10,000 years ago, and has the effect of giving emphasis to analytic thought as the dominant mode of human consciousness. Rather than seeing symbols as the impetus for human logic, they argue for presymbolic elements of logic in Peirce’s sign categories shared widely by humans and other animals. Intended readers are scholars in philosophy, anthropology, psychology, linguistics, and semiotics, as well as interested nonspecialists. The presentation is also complemented with brief personal narratives, intended to offer background that helps make a dense academic argument more accessible to the widest audience possible. The authors’ insights into the basis for language have ramifications for any number of other fields: education, psychology, philosophy, prehistory, and art, to name a few.

"How to Read People's Minds." (Burlingame). -- Explains how Johnstone successfully accomplished the feat of driving blindfolded through the streets of Chicago, from one hotel to another, and found, while still blindfolded, a page in the register thought of by a committee, finishing by writing the name of the person who registered. Explains also in a most lucid manner how to teach dogs to do tricks in magic, lightning calculations, etc., with programs of various performers. 48 pages, illustrated.

An edited collection of works that describes the application of psychophysiological techniques to the study of human cognition. Offers a close examination of cognitive theory using psychophysiological measures. It illustrates how these measures can complement performance measures and how peripheral and central psychophysiological indices provide different, uniquely useful information. Chapters deal with serial, parallel and capacity models of information processing, attention, motor and mnemonic processing, language, cognitive development and aging.

This text provides a unique and accessible insight into current research in different orthographies. It presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia.

First multi-year cumulation covers six years: 1965-70.