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Reading as functional coordination: not recycling but a novel synthesis
The Functional Coordination approach describes the processes involved in learning to read as a form of procedural learning in which pre-existing skills, mainly from the visual, and auditory domain, are (1) recruited, (2) modified, and (3) coordinated to create the procedures for reading text, which...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2014
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4176034/ https://www.ncbi.nlm.nih.gov/pubmed/25309489 http://dx.doi.org/10.3389/fpsyg.2014.01046 |
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author | Lachmann, Thomas van Leeuwen, Cees |
author_facet | Lachmann, Thomas van Leeuwen, Cees |
author_sort | Lachmann, Thomas |
collection | PubMed |
description | The Functional Coordination approach describes the processes involved in learning to read as a form of procedural learning in which pre-existing skills, mainly from the visual, and auditory domain, are (1) recruited, (2) modified, and (3) coordinated to create the procedures for reading text, which form the basis of subsequent (4) automatization. In this context, we discuss evidence relating to the emerging prevalence of analytic processing in letter perception. We argue that the process of learning to read does not have to lead to a loss of perceptual skill as consequence of a “cultural recycling”; learning to read just leads to a novel synthesis of functions, which are coordinated for reading and then automatized as a package over several years. Developmental dyslexia is explained within this framework as a Functional Coordination Deficit (Lachmann, 2002), since the coordination level is assumed to be most liable to manifest deficiencies. This is because, at this level, the greatest degree of fine tuning of complex functions is required. Thus, developmental dyslexia is not seen as a consequence of a deficient automatization per se, but of automatization of abnormally developed functional coordination. |
format | Online Article Text |
id | pubmed-4176034 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-41760342014-10-10 Reading as functional coordination: not recycling but a novel synthesis Lachmann, Thomas van Leeuwen, Cees Front Psychol Psychology The Functional Coordination approach describes the processes involved in learning to read as a form of procedural learning in which pre-existing skills, mainly from the visual, and auditory domain, are (1) recruited, (2) modified, and (3) coordinated to create the procedures for reading text, which form the basis of subsequent (4) automatization. In this context, we discuss evidence relating to the emerging prevalence of analytic processing in letter perception. We argue that the process of learning to read does not have to lead to a loss of perceptual skill as consequence of a “cultural recycling”; learning to read just leads to a novel synthesis of functions, which are coordinated for reading and then automatized as a package over several years. Developmental dyslexia is explained within this framework as a Functional Coordination Deficit (Lachmann, 2002), since the coordination level is assumed to be most liable to manifest deficiencies. This is because, at this level, the greatest degree of fine tuning of complex functions is required. Thus, developmental dyslexia is not seen as a consequence of a deficient automatization per se, but of automatization of abnormally developed functional coordination. Frontiers Media S.A. 2014-09-26 /pmc/articles/PMC4176034/ /pubmed/25309489 http://dx.doi.org/10.3389/fpsyg.2014.01046 Text en Copyright © 2014 Lachmann and van Leeuwen. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Lachmann, Thomas van Leeuwen, Cees Reading as functional coordination: not recycling but a novel synthesis |
title | Reading as functional coordination: not recycling but a novel synthesis |
title_full | Reading as functional coordination: not recycling but a novel synthesis |
title_fullStr | Reading as functional coordination: not recycling but a novel synthesis |
title_full_unstemmed | Reading as functional coordination: not recycling but a novel synthesis |
title_short | Reading as functional coordination: not recycling but a novel synthesis |
title_sort | reading as functional coordination: not recycling but a novel synthesis |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4176034/ https://www.ncbi.nlm.nih.gov/pubmed/25309489 http://dx.doi.org/10.3389/fpsyg.2014.01046 |
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