Short- and Long-Term Effects of a Novel on Connectivity in the Brain

Abstract

We sought to determine whether reading a novel causes measurable changes in resting-state connectivity of the brain and how long these changes persist. Incorporating a within-subjects design, participants received restingstate functional magnetic resonance imaging scans on 19 consecutive days. First, baseline resting state data for a ''washin'' period were taken for each participant for 5 days. For the next 9 days, participants read 1/9th of a novel during the evening and resting-state data were taken the next morning. Finally, resting-state data for a ''washout'' period were taken for 5 days after the conclusion of the novel. On the days after the reading, significant increases in connectivity were centered on hubs in the left angular/supramarginal gyri and right posterior temporal gyri. These hubs corresponded to regions previously associated with perspective taking and story comprehension, and the changes exhibited a timecourse that decayed rapidly after the completion of the novel. Longterm changes in connectivity, which persisted for several days after the reading, were observed in bilateral somatosensory cortex, suggesting a potential mechanism for ''embodied semantics.''

Investigation of prospective teachers' metacognitive awareness in terms of some variables

“…Studies in the related literature demonstrated reading books enhances the connection between the parts of the brain (Berns, Blaine, Prietula, & Pye, 2013;Howard, 2013). Improved connection between the parts of the brain can allow learners to make efficient deductions (Howard, 2013).In support of this condition, Bloom (2012) reported the capacity to understand what is read allows for learning despite the changes in quality of teaching.…”

“…Araştırmalar kitap okumanın beyindeki bölgeler arasındaki bağlantıyı artırdığını göstermiştir (Berns, Blaine, Prietula, & Pye, 2013;Howard, 2013). Bölgeler arasındaki bağlantının artmasıyla öğrenenlerin etkili çıkarımlarda bulunması sağlanabilir (Howard, 2013).…”

Preparing Pupils for Creative Language Production /Priprema učenika za kreativnu jezičnu proizvodnju

“…Kompleksnost književnih djela, njihova moć da opčine čitatelja, da ga angažiraju na svim poljima -misaono, emotivno, kognitivno, pa i tjelesno -poticala je znanstvenike različitih područja da se bave njihovim nastankom. Najnovija istraživanja u području neuroznanosti pokazuju da čitanje može izazvati stvarne promjene u mozgu, da je te promjene moguće mjeriti, kao i da se, osim do sada poznatog uživljavanja u svijet romana ili lika, tijekom čitanja nešto događa i na biološkoj razini (Berns, 2013). Zbog toga ne iznenađuje što je i znanstvenike širom svijeta, posebno u vremenu u kojem je tehnološki moguće mjeriti utjecaje različitih činitelja, pa i čitanja, nastavila zaokupljati moć stvaratelja teksta i teksta samog.…”

“…All the more so that the latest research in the field of neuroscience shows that reading can cause actual changes in the brain that can be measured, and that, besides the already known immersion in the world of the novel or character, while reading, something happens at the biological level as well (Berns, 2013). It is not surprising that the scientists around the world, especially at a time when the technological measuring of effects of various factors is possible, notwithstanding the effect of reading, are continually occupied by the power of text creator and the text itself.…”

Do Adolescents Prefer Electronic Books to Paper Books?

“…Regular recreational reading is a highly beneficial practice, as it is associated with significant gains across a range of literacy outcomes [22][23][24]. Regular reading may also offer protection against cognitive decline [25,26] and foster empathy [27][28][29].…”