The relation of “literacy glasses” to cognition in dyslexia and to extended mind theory
Smith-Spark, J (2019). The relation of “literacy glasses” to cognition in dyslexia and to extended mind theory. L’Année Psychologique/Topics in Cognitive Psychology. 118, pp. 365-365.
This commentary considers the arguments made in Kolinsky and Morais’ paper as they apply to two areas of the author’s research and scholarly interest. Firstly, their relevance to the study of cognition in developmental dyslexia is considered, highlighting the possible impact of wearing “literacy glasses” on study design, the interpretation of results, and choice of participants. Secondly, the links between Kolinsky and Morais’ argument and ideas arising from the philosophy of extended cognition are considered, identifying the way in which the shared representations afforded by literacy come to be internalized and, as a consequence, come to structure our cognition.
|Journal||L’Année Psychologique/Topics in Cognitive Psychology|
|Journal citation||118, pp. 365-365|
|Publication process dates|
|Deposited||06 Jun 2019|
|Accepted||17 Jan 2019|
|Accepted author manuscript|
CC BY 4.0
Accepted author manuscript
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