Tag: dyslexic

From the very start the book sets its agenda, to look at dyslexia strengths and less about its weaknesses…

Most books on dyslexia focus on problems with reading and spelling. While these problems are extremely important, they’re not the only—or even the most important—things that individuals with dyslexia find critical for their growth, learning, and success.
As experts in neuroscience and learning disabilities, we’ve worked with hundreds of individuals with dyslexia and their families. In the process we’ve found that individuals with dyslexia often share a broad range of important cognitive features. Some of these features are learning or processing challenges—like difficulties with reading and spelling, rote math, working memory, or visual and auditory function. But others are important strengths, abilities, and talents; gifts we call the dyslexic advantage. While these features differ somewhat from person to person, they also form recognizable patterns—just as the different musical works of Mozart are distinguishable yet recognizably the work of the same composer.

Theres many paragraphs but I wanted to share some of the key ones I’ve read so far. The whole book focuses on M.I.N.D strengths, which are the 4 key strengths dyslexics share or in parts.

I personally have a strong amount of all 4. They are not saying its only dyslexics which have them but much more likely and much more strongly. Think of them like the Big 5 personality traits rather than Myers-Briggs types.

• M-Strength for Material Reasoning, which is primarily reasoning about the position, form, and movement of objects 3D space
• I-Strengths for Interconnected Reasoning, which is primarily the ability to spot, understand, and reason about connections and relationships (e.g., analogies, metaphors, systems, patterns)
• N-Strengths for Narrative Reasoning, which is primarily the ability to reason using fragments of memory formed from past personal experience (i.e., using cases, examples, and simulations rather than abstract reasoning from principles)
• D-Strengths for Dynamic Reasoning, which is the ability to accurately predict using patterns derived through experience the future or the unwitnessed past

The I, N & D Strengths are very much a key part of me (M too, but maybe a little less so). I always seen the world in one massively connected ecosystem. Everything is connected and its hard trying to explain to others how it all meshes together.

Patterns are observed and seem to stick in my mind. They seem to exist as a narrative or at least are stronger as narrative. This is extremely useful when finding my way places again unfolds as a narrative rather than a map or directions.

For dyslexic brains, excellent function typically means traits like the ability to see the gist or essence of things or to spot the larger context behind a given situation or idea; multidimensionality of perspective; the ability to see new, unusual, or distant connections; inferential reasoning and ambiguity detection; the ability to recombine things in novel ways and a general inventiveness; and greater mindfulness and intentionality during tasks that others take for granted.
Nondyslexic brains often excel at applying rules and procedures in an expert and efficient manner. Dyslexic brains often excel at finding “best fits” or at ad hoc problem solving.

I hadn’t really thought about it this way but makes so much sense. Maybe this is why Art just makes sense for me. Its also clear a gist, conversation, sentence or just a word can spring tons of connected thoughts. For example the idea of “local evil” which was a title for a event had my mind cycling for weeks.

The cluetrain manifesto is another example, from the 95 rules I could almost tell the thesis as a complete narrative without reading any of them. My favourite being #7 Hyperlinks subvert hierarchy.

The power of Interconnected reasoning lies in its ability to link all of an individual’s knowledge, ideas, and mental approaches into an integrated conceptual matrix. This integrated matrix is incredibly powerful because it allows objects of thought to be approached from many different angles, levels, and perspectives, so they can be seen in new ways, related to other phenomena, and understood in a larger context. The three core skills, or I-strengths, that help form this conceptual matrix are the abilities to detect relationships between different objects of thought, the ability to shift perspectives or approaches, and the ability to reason using a global or top-down perspective.

Can’t tell you how useful this is, its sometimes hard when explaining to others different angles or the bigger picture. Maybe this is why the end of interstellar just made such sense and I actually use it in a few presentations.

While talking about D-strengths and the incredible power of insight, this point was made.

“Given a problem and an hour to solve it, we typically spend the first three minutes intuiting the answer, then spend the other fifty-seven backtracking . . . to check our results through data collection and deductive logic.” According to Sarah, this intuitive approach “functions in leaps rather than by neatly ratcheting intervals” and is “less lineal than iterative or circular.”
This intuitive approach—used very heavily by individuals with dyslexia who excel in Dynamic and Narrative reasoning—can be very powerful, but it does present a problem: when viewed from the outside it can look an awful lot like goofing off.

Absolutely… Its always painful to backtrack and explain the leaps in thinking. I know its a important part of the scientific process but it doesn’t stop it being not the way our minds are wired.

To be honest, I felt like its not just the education system which is trying to kick this out of us but also society. Partly if you look at the systems which surround us and who is writing them.

One day at work she was standing by her office window staring serenely out at the mountains while trying to let her mind “ease itself around a problem.” Her CFO walked by her door, looked in, and saw one of “his people” staring out the window, so he snapped at her to get back to work. Sarah calmly replied, “You work in your way, I’ll work in mine. Now stop interrupting me.” Sarah later wrote of this episode, “What this CFO didn’t know was that staring into space is precisely how we work. It is our capacity to throw our brains into neutral and let connections assemble . . . that makes it possible for us to see connections that others can’t. We relax into the work.”

I can’t tell you the disbelieve some people have around me working in the northern quarter. The different buzzy environment completely changes the way I think, like staring out the window or being less focused.

This need for patient reflection can also create enormous problems at school, where time for reflection is in critically short supply. Try convincing a teacher that staring out the window is how you work best or that “getting busy” means you’ll get less done. Yet this passive and reflective approach really is a valid problem-solving method, and there’s plenty of scientific evidence to support its validity and effectiveness. In the research literature, this method of problem solving is referred to as insight.

Absolutely… Says it all! Always said hours does not equal effort. I’m personally more effective late at night, when I’m in a more relaxed state and have room/space to think wider and larger. There was a period when I found it hard to sleep because my mind just buzzed away.

Although insight-based problem solving is very powerful, because much of its connection-making process takes place outside the person’s conscious awareness, it can often seem second-rate, mystical, shoddy, or even slightly disreputable. But there’s an observable neurological mechanism underlying insight that’s been well worked out over the last decade by researchers.

Yes insight is always seen as hooky, non-scientific or a joke. There is a large section debunking insight as this but its well worth a blog post on its own. But I think this is a fitting end to insight discussion.

…As teachers, parents, co-workers, and bosses, we need to be watchful for individuals who frequently reach the right results through insight, and when we find them we need to treat their different reasoning style with the seriousness it deserves. Not all staring out the window is productive reasoning, but quite a lot is; and it’s important to understand that some people—including many of the most creative—really do need to “relax into their work.”

I haven’t even finished the Dyslexic advantage but I’m already raving about the book. Its clarified many things and given much more fuel for the things I kind of knew was true but found hard to explain. Gaining deductive logic or insight about my insight (ha!)

This is the kind of book with some tweaking could be a very powerful book for young dyslexic children growing up. Its a little inaccessible but the audio book is great and having both really works.