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2. Как мозг приспособился к чтению: первые системы письма
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2. O. Tzeng and W. Wang (1983). The First Two R’s // American Scientist, 71 (3). P. 238–243.
3. Дон Хэммил обратил мое внимание на эту статью: M. Balter (2002). Oldest Art: From a Modern Human’s Brow – or Doodling? // Science, 295 (5553). P. 247–249.
4. T. Deacon (2002). The Symbolic Species. New York: Norton. P. 23.
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6. H. Vanstiphout (1996). Memory and Literacy in Ancient Western Asia // Civilizations of the Ancient Near East. J. Sasson (ed.). New York: Simon and Schuster, Vol. 4.
7. Manguel. A History of Reading. P. 27–28.
8. D. Schmandt-Besserat. The Earliest Precursor of Writing // Scientific American, 1986. P. 31–40. (Special Issue: Language, Writing, and the Computer.)
9. S. E. Petersen, P. Fox, M. Posner, M. Minton, and M. Raichle (1989). Positronemission Tomographic Studies of the Processing of Single Words // Journal of Cognitive Neuroscience, 1. P. 153–170; M. Posner and M. Raichle (1994). Images of Mind. New York: Scientific American Library.
10. S. Pinker (1997). How the Mind Works. New York: Norton. Пинкер дает великолепные описания репрезентаций.
11. N. Geschwind (1977). Лекция в Гарвардской медицинской школе.
12. N. Geschwind (1974). Selected Papers on Language and the Brain. Dordrecht, Netherlands: D. Reidel.
13. J. Demb, R. Poldrack, and J. Gabrieli (1999). Functional Neuroimaging of Word Processing in Normal and Dyslexic Readers // Converging Methods for Understanding Reading and Dyslexia. R. Klein and P. McMullen (eds.). Cambridge, Mass.: MIT Press.
14. V. Hugo (1910). France et Belgique. Alpes et Pyrénées. Voyages et Excursions.
15. P. Michalowski (1996). Mesopotamia Cuneiform: Origin // The World’s Writing Systems. P. Daniels and W. Bright (eds.). New York: Oxford University Press. P. 33–36.
16. Петр Михаловски утверждает, что шумерская клинопись была изобретена «одним убийственным махом… у нее не было предшественников». См.: Michalowski. Mesopotamian Cuneiform: Origin.
17. J. DeFrancis (1989). Visible Speech: The Diverse Oneness of Writing Systems. Honolulu: University of Hawaii Press. P. 69.
18. Michalowski. Mesopotamian Cuneiform: Origin.
19. S. Dehaene (2004). Presentation at the 400th Anniversary of the Vatican Academy of Science, Vatican City, Italy.
20. M. Posner and M. Raichle (1994).
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24. Y. Cohen (2003). The Transmission and Reception of Mesopotamian Scholarly Texts at the City of Emar. Harvard University (неопубликованная диссертация).
25. См. многочисленные работы: L. Meltzer, L. Pollica, and M. Barzillai (2007). Creating Strategic Classrooms: Embedding Strategy Instruction in the Classroom Curriculum to Enhance Executive Processes // Understanding Executive Functioning. L. Meltzer (ed.). New York: Guilford; L. J. Meltzer, T. Katzir, L. Miller, R. Roddy, and B. Roditi (2004). Academic Self-Perceptions, Effort, and Strategy Use in Students with Learning Disabilities: Changes over Time // Learning Disabilities Research and Practice, 19 (2). P. 99–108; M. Lovett, S. Borden, T. DeLuca, L. Lacerenza, N. Benson, and D. Brackstone (1994). Training the Core Deficits of Developmental Dyslexia: Evidence of Transfer of Learning after Phonologically and Strategy-based Reading Training Programs // Developmental Psychology, 30 (6). P. 805–822.
26. Стивен Пинкер так говорит об этой творческой способности языка и мышления, а также еще об одной, столь же важной комбинаторной характеристике, рекурсии: «Поскольку человеческие мысли являются комбинаторными (простые элементы сочетаются) и рекурсивными (эти элементы могут включаться в состав других элементов), с помощью конечного набора ментальных инструментов можно исследовать фантастические просторы знаний». См.: S. Pinker (1994). The Language Instinct. New York: Morrow. P. 360.
27. K. Arnold and K. Zuberbuhler (2006). Language Evolution: Semantic Combinations in Primate Calls // Nature, 441 (7091). P. 303–305.
28. M. Wolf, L. Miller, and K. Donnelly (2000). RAVE-O: A Comprehensive Fluency-Based Reading Intervention Program // Journal of Reading Disabilities, 33. P. 375–386. (Special Issue: The Double-Deficit Hypothesis.)
