Category

Reading and Dyslexia

What underlies the documented increase in autism incidence? Results of a new study

Studies from the Center for Disease Control and elsewhere have compellingly documented a rapid increase in the incidence of autism in the United States. WHAT THE HELL IS CAUSING IT? Given the enormous human and societal costs of this malady,… Continue Reading →

Computers go to school

The U.S. Department of Education recently published a report that they prepared for Congress summarizing the gains achieved by children using computer-based training in reading and mathematics, comparing randomly assigned classes of children who did or did not use these… Continue Reading →

Why we do research

Why do we study autistic or dyslexic or schizophrenic or other subjects, in our scientific experiments? That is a question that was asked, rather impolitely, by “dyslexic in LA”, who challenged the “arrogance” of a perspective that engages such individuals… Continue Reading →

The brain and the law, when Bobby goes bad

Each year I deliver a “guest lecture” in a medical ethics course at Stanford. My friend Bill Hurlbut, a member of the President’s Council on Bioethics, is the course director. The issues that I raise in this course were addressed… Continue Reading →

Alvaro asked a tough question: How do you define SMART?

Alvaro asked this question as a comment after a blog entry discussed recent evidence that physical exercise contributes to academic success. Alvaro, “smart”, like beauty, is in the eyes of the beholder. You do not necessarily want a computer jockey… Continue Reading →

More, better, quicker. New middle/high school computer-based language training programs

I attended a scientific meeting a few years ago in which Bill Jenkins, the program development team leader at Scientific Learning, described a radically improved version of one of their middle- and high school-targeted language learning programs (which they call… Continue Reading →

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