Dyslexia or Cognitive Processing SD Models
Posted: Tue Sep 08, 1998 1:24 pm
I have been evolving a mental model of Dyslexia as a result of a cognitive
process breakdown for the past four years. I rendered the model as a 30+
variable causal-loop diagram once again last month (Aug. 1998) and Im sort
of satisfied with it. Where can I find others with both SD, dyslexia, and
cognitive psychology background with whom I a can have dialogue?
Here is the setting:
The SD problem is how to deal with dyslexia.
The reference modes are go like this:
1) Unresolved forward references block understanding until resolution.
During young years a continuous stream of facts are presented for
assimilation. Since some facts are presented in terms of other unknown
facts a forwar reference occurs. Complexities in languages are the primary
unresolved forward references for dyslexics, therefore dyslecic symptoms
relating to the symbols of language are expected. Each forward reference
increases confusion, frustration, anger and actually stops the ability to
attempt to assimilate any information.
2) Sometimes a way to assimilate understanding and resolution to previous
forward references in a self directed way is discovered. If forward
references can be recognized and resolved in a timely fashion the cognitive
process is able to assimilate the new knowledge. This has the feedback
effect of increasing the number of know facts and therefore of reducing the
number of forward references that will occur in the future.
Where has dialogue of dyslexia as a systemic cognitive processing issue been
conducted? What models have resulted? Is there anything published?
--Dan
From: "Compton, Dan" <dan.compton@intel.com>
process breakdown for the past four years. I rendered the model as a 30+
variable causal-loop diagram once again last month (Aug. 1998) and Im sort
of satisfied with it. Where can I find others with both SD, dyslexia, and
cognitive psychology background with whom I a can have dialogue?
Here is the setting:
The SD problem is how to deal with dyslexia.
The reference modes are go like this:
1) Unresolved forward references block understanding until resolution.
During young years a continuous stream of facts are presented for
assimilation. Since some facts are presented in terms of other unknown
facts a forwar reference occurs. Complexities in languages are the primary
unresolved forward references for dyslexics, therefore dyslecic symptoms
relating to the symbols of language are expected. Each forward reference
increases confusion, frustration, anger and actually stops the ability to
attempt to assimilate any information.
2) Sometimes a way to assimilate understanding and resolution to previous
forward references in a self directed way is discovered. If forward
references can be recognized and resolved in a timely fashion the cognitive
process is able to assimilate the new knowledge. This has the feedback
effect of increasing the number of know facts and therefore of reducing the
number of forward references that will occur in the future.
Where has dialogue of dyslexia as a systemic cognitive processing issue been
conducted? What models have resulted? Is there anything published?
--Dan
From: "Compton, Dan" <dan.compton@intel.com>