La relecture dans les neurosciences: une approche critique
| Title in English | Rereading in the neurosciences: a critical approach |
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| Authors | |
| Year of publication | 2024 |
| Type | Appeared in Conference without Proceedings |
| Citation | |
| Description | In neuroscience, the notion of ‘rereading’ never means rereading to correct, as is the case in didactics. It systematically refers to the process of constructing knowledge. In this way, rereading directly questions both comprehension and recollection, and the practical aim of the studies is often to improve learning and, in so doing, combat failure at school, the effects of dyslexia and so on. Counter-intuitively, rereading is not always beneficial in this respect and, if it is, it may not be accompanied by any improvement in terms of all the parameters commonly considered: quantitative or qualitative memorization, different levels of readers, difficulties encountered by individual readers, and so on. The length of time between reading and rereading can also be a determining factor. Neuroscience offers a wide range of insights, which we will describe in detail in this speech. However, neuroscience struggles to get rid of the idea that the rereading memory is a (quantitative) retrieval or, at best, a (qualitative) reorganisation of the information contained in the experimental texts. In addition, most studies overlook an essential variable in textual semantics, the influence of discourse and text genre. In this paper, we will attempt to understand the reasons for this by drawing on the achievements of our discipline, text linguistics. |
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