Osmilet\u00e9 d\u00edt\u011b se d\u00edv\u00e1 na jednoduchou v\u011btu a slova zcela h\u00e1d\u00e1, m\u00edsto aby je skute\u010dn\u011b dek\u00f3dovalo, a spol\u00e9h\u00e1 se na celkov\u00fd tvar slova nebo na kontext, aby se \u00fapln\u011b vyhnulo p\u0159\u00edm\u00e9mu st\u0159etu s ka\u017edou jednotlivou slabikou. Vyh\u00fdb\u00e1 se okam\u017eik\u016fm p\u0159ed\u010d\u00edt\u00e1n\u00ed nahlas, vym\u00fd\u0161l\u00ed si v\u00fdmluvy a popisuje s\u00e1m sebe jako n\u011bkoho, kdo prost\u011b nen\u00ed v\u016fbec stvo\u0159en pro knihy. MRI jeho mozku, po\u0159\u00edzen\u00e9 b\u011bhem \u010dten\u00ed, ukazuje jednu velmi konkr\u00e9tn\u00ed oblast lev\u00e9 hemisf\u00e9ry, b\u011b\u017en\u011b velmi aktivn\u00ed u zdatn\u00fdch \u010dten\u00e1\u0159\u016f, kter\u00e1 z\u016fst\u00e1v\u00e1 zvl\u00e1\u0161tn\u011b zcela tich\u00e1. Po osmi m\u011bs\u00edc\u00edch \u010dten\u00e1\u0159sk\u00e9ho programu postaven\u00e9ho na zvukov\u00e9 stavb\u011b jazyka je provedeno druh\u00e9 vy\u0161et\u0159en\u00ed. Pr\u00e1v\u011b tato oblast, do t\u00e9 doby prakticky zcela zhasnut\u00e1, se nyn\u00ed aktivuje t\u00e9m\u011b\u0159 jako u \u010dten\u00e1\u0159e, kter\u00fd nikdy nepoznal sebemen\u0161\u00ed pot\u00ed\u017e.<\/p>\n
Nejroz\u0161\u00ed\u0159en\u011bj\u0161\u00ed intuice o dyslexii spo\u010d\u00edv\u00e1 v tom, \u017ee ji pova\u017eujeme za pevn\u00fd rys, za odli\u0161n\u00fd a zcela definitivn\u00ed zp\u016fsob zpracov\u00e1n\u00ed psan\u00e9ho textu, kter\u00e9mu by se \u010dlov\u011bk m\u011bl p\u0159edev\u0161\u00edm nau\u010dit p\u0159izp\u016fsobit, m\u00edsto aby doufal v jeho prom\u011bnu. Toto p\u0159esv\u011bd\u010den\u00ed nen\u00ed na povrchu absurdn\u00ed, dyslektick\u00e9 d\u00edt\u011b skute\u010dn\u011b z\u016fst\u00e1v\u00e1 dyslektick\u00e9 cel\u00fd \u017eivot, ale zcela m\u00eds\u00ed dv\u011b naprosto odli\u0161n\u00e9 v\u011bci, trvalou povahu samotn\u00e9 obt\u00ed\u017ee a zcela odd\u011blenou ot\u00e1zku, zda se skute\u010dn\u011b m\u016f\u017ee m\u011bnit i podkladov\u00e1 mozkov\u00e1 aktivita. Naprosto nic nedokazovalo, d\u0159\u00edve ne\u017e v\u00fdzkumn\u00edci p\u0159\u00edmo porovnali mozkov\u00e9 sn\u00edmky po\u0159\u00edzen\u00e9 p\u0159ed c\u00edlenou intervenc\u00ed a po n\u00ed, \u017ee by se mozkov\u00e1 aktivita<\/strong> spojen\u00e1 se \u010dten\u00edm mohla u dyslektick\u00e9ho d\u00edt\u011bte skute\u010dn\u011b m\u011b\u0159iteln\u011b zm\u011bnit.<\/p>\n Studie Sally Shaywitzov\u00e9 a jej\u00edch koleg\u016f, publikovan\u00e1 v Biological Psychiatry<\/strong><\/a>, p\u0159esn\u011b porovn\u00e1v\u00e1 mozkovou aktivitu dyslektick\u00fdch d\u011bt\u00ed p\u0159ed a po n\u011bkolika m\u011bs\u00edc\u00edch \u010dten\u00e1\u0159sk\u00e9ho programu zam\u011b\u0159en\u00e9ho na propojen\u00ed hl\u00e1sek a p\u00edsmen. V\u00fdzkumn\u00edci se rozhodn\u011b nespokojili s pouh\u00fdm m\u011b\u0159en\u00edm pokrok\u016f ve \u010dten\u00ed na pap\u00ed\u0159e; p\u0159\u00edmo v mozku pozorovali vznik aktivace v lev\u00fdch okcipitotempor\u00e1ln\u00edch syst\u00e9mech, oblasti b\u011b\u017en\u011b mobilizovan\u00e9 pro rychl\u00e9 a automatick\u00e9 rozpozn\u00e1v\u00e1n\u00ed slov u zku\u0161en\u00e9ho \u010dten\u00e1\u0159e. Tato aktivace, na za\u010d\u00e1tku zcela chyb\u011bj\u00edc\u00ed, se rozvinula p\u0159esn\u011b v oblastech, kde byla o\u010dek\u00e1v\u00e1na, co\u017e je jasn\u00fd d\u016fkaz, \u017ee intervence nenau\u010dila pouze obchvatn\u00e9 strategie, ale skute\u010dn\u011b zm\u011bnila re\u00e1ln\u00e9 mozkov\u00e9 fungov\u00e1n\u00ed spojen\u00e9 se \u010dten\u00edm.<\/p>\n Nejp\u0159ekvapiv\u011bj\u0161\u00ed bod t\u00e9to studie rozhodn\u011b nespo\u010d\u00edv\u00e1 jen v tom, \u017ee d\u011bti po programu \u010detly l\u00e9pe, co\u017e je v\u00fdsledek, kter\u00fd by tak \u010di onak mohl p\u0159in\u00e9st t\u00e9m\u011b\u0159 jak\u00fdkoli tr\u00e9nink. Spo\u010d\u00edv\u00e1 v tom, \u017ee jejich mozek, objektivn\u011b sledovan\u00fd p\u0159\u00edmo b\u011bhem samotn\u00e9ho aktu \u010dten\u00ed, za\u010dal zapojovat p\u0159esn\u011b ty okruhy, kter\u00e9 \u010dten\u00e1\u0159i bez pot\u00ed\u017e\u00ed p\u0159irozen\u011b pou\u017e\u00edvaj\u00ed u\u017e od d\u011btstv\u00ed. Tato m\u011b\u0159iteln\u00e1 mozkov\u00e1 plasticita<\/strong> zcela z\u00e1sadn\u011b m\u011bnila zp\u016fsob, jak\u00fdm bychom m\u011bli p\u0159em\u00fd\u0161let o vzd\u011bl\u00e1vac\u00ed intervenci: zdaleka se neomezuje na nab\u00edzen\u00ed vn\u011bj\u0161\u00edch berli\u010dek zcela nezm\u011bn\u011bn\u00e9mu mozku, dok\u00e1\u017ee doslova, p\u0159inejmen\u0161\u00edm \u010d\u00e1ste\u010dn\u011b, p\u0159euspo\u0159\u00e1dat zp\u016fsob, jak\u00fdm tento konkr\u00e9tn\u00ed mozek zpracov\u00e1v\u00e1 psan\u00fd text.<\/p>\n Co tento experiment nakonec skute\u010dn\u011b odhaluje, je fakt, \u017ee dyslexie naprosto nijak neodr\u00e1\u017e\u00ed obecn\u00fd deficit inteligence, n\u00fdbr\u017e konkr\u00e9tn\u00ed fonologick\u00e9 zpracov\u00e1n\u00ed<\/strong>, kter\u00e9 funguje jinak, p\u0159esn\u00fd okruh zodpov\u011bdn\u00fd za spojen\u00ed hl\u00e1sek \u0159e\u010di s p\u00edsmeny, kter\u00e1 je zastupuj\u00ed v psan\u00e9m textu. Izolace tohoto p\u0159esn\u00e9ho mechanismu pom\u00e1h\u00e1 zcela pochopit, pro\u010d dyslektick\u00e9 d\u00edt\u011b m\u016f\u017ee skute\u010dn\u011b vynikat v matematice, v \u00fastn\u00edm uva\u017eov\u00e1n\u00ed nebo v kreativit\u011b, p\u0159itom z\u00e1pas\u00ed s textem, kter\u00fd by se vrstevn\u00edkovi stejn\u00e9ho v\u011bku zd\u00e1l naprosto jednoduch\u00fd. Obt\u00ed\u017e se nikdy nenach\u00e1z\u00ed v celkov\u00e9 inteligenci<\/strong> d\u00edt\u011bte, ale v jednom velmi lokalizovan\u00e9m bod\u011b zpracov\u00e1n\u00ed psan\u00e9 informace.<\/p>\n Toto zji\u0161t\u011bn\u00ed se rozhodn\u011b net\u00fdk\u00e1 jen samotn\u00e9 dyslexie. P\u0159ipom\u00edn\u00e1 n\u00e1m, \u017ee pot\u00ed\u017e s u\u010den\u00edm t\u00e9m\u011b\u0159 nikdy nen\u00ed nedostatkem celkov\u00e9 schopnosti, ale \u010dasto p\u0159esn\u00fdm bodem zpracov\u00e1n\u00ed informace, kter\u00fd si zaslou\u017e\u00ed b\u00fdt identifikov\u00e1n a pot\u00e9 c\u00edlen\u011b tr\u00e9nov\u00e1n, m\u00edsto aby byl nekone\u010dn\u011b obch\u00e1zen pouh\u00fdmi \u00fapravami podm\u00ednek. Ostatn\u011b nal\u00e9z\u00e1me docela podobnou logiku i v Cornellov\u011b metod\u011b<\/a>, kde explicitn\u00ed strukturov\u00e1n\u00ed zp\u016fsobu, jak\u00fdm si \u010dlov\u011bk d\u011bl\u00e1 pozn\u00e1mky, zlep\u0161uje zapamatov\u00e1n\u00ed mnohem \u00fa\u010dinn\u011bji ne\u017e pouh\u00e1 zv\u00fd\u0161en\u00e1 v\u016fle. V obou p\u0159\u00edpadech je to pr\u00e1v\u011b p\u0159esn\u00e9 zam\u011b\u0159en\u00ed na dan\u00fd mechanismus samotn\u00fd, a nikoli pouh\u00e9 zdvojen\u00ed \u00fasil\u00ed kolem n\u011bj, co skute\u010dn\u011b m\u011bn\u00ed v\u00fdsledky.<\/p>\n D\u00edt\u011b, kter\u00e9 slova h\u00e1dalo, m\u00edsto aby je \u010detlo, rozhodn\u011b nepot\u0159ebovalo v\u00edce v\u016fle ani talent, kter\u00fd by mu \u00fadajn\u011b p\u0159irozen\u011b chyb\u011bl. Pot\u0159ebovalo, aby n\u011bkdo p\u0159esn\u011b identifikoval okruh, kter\u00fd se je\u0161t\u011b neaktivoval, a pot\u00e9 ho metodicky tr\u00e9noval, dokud se skute\u010dn\u011b nerozeb\u011bhl. To, co tato MRI, po\u0159\u00edzen\u00e1 o osm m\u011bs\u00edc\u016f pozd\u011bji, nakonec ukazuje, tedy nen\u00ed \u017e\u00e1dn\u00fd z\u00e1zrak, ale hmatateln\u00fd d\u016fkaz, \u017ee mozek, kter\u00fd se zd\u00e1l zcela zablokovan\u00fd, se m\u016f\u017ee se spr\u00e1vnou metodou doslova nau\u010dit \u010d\u00edst jin\u00fdm zp\u016fsobem.<\/p>\n","protected":false},"excerpt":{"rendered":" Osmilet\u00e9 d\u00edt\u011b se d\u00edv\u00e1 na jednoduchou v\u011btu a slova zcela h\u00e1d\u00e1, m\u00edsto aby je skute\u010dn\u011b dek\u00f3dovalo, a spol\u00e9h\u00e1 se na celkov\u00fd tvar slova nebo na kontext, aby se \u00fapln\u011b vyhnulo p\u0159\u00edm\u00e9mu st\u0159etu s ka\u017edou jednotlivou slabikou. Vyh\u00fdb\u00e1 se okam\u017eik\u016fm p\u0159ed\u010d\u00edt\u00e1n\u00ed nahlas, vym\u00fd\u0161l\u00ed si v\u00fdmluvy a popisuje s\u00e1m sebe jako n\u011bkoho, kdo prost\u011b nen\u00ed v\u016fbec stvo\u0159en […]<\/p>\n","protected":false},"author":1,"featured_media":3660,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[71],"tags":[],"class_list":["post-3645","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-vzdelavaci-reseni"],"_links":{"self":[{"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/posts\/3645","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/comments?post=3645"}],"version-history":[{"count":1,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/posts\/3645\/revisions"}],"predecessor-version":[{"id":4212,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/posts\/3645\/revisions\/4212"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/media\/3660"}],"wp:attachment":[{"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/media?parent=3645"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/categories?post=3645"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/resoomer.com\/education\/cs\/wp-json\/wp\/v2\/tags?post=3645"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}Co skute\u010dn\u011b odhaluje experiment Shaywitzov\u00e9 a jej\u00edho t\u00fdmu<\/h2>\n
Pro\u010d to nen\u00ed pouh\u00e9 u\u010den\u00ed se obch\u00e1zet probl\u00e9m, ale skute\u010dn\u00e9 p\u0159euspo\u0159\u00e1d\u00e1n\u00ed<\/h2>\n
Pro\u010d dyslexie zcela nic nevypov\u00edd\u00e1 o inteligenci, ale \u00fapln\u011b v\u0161e o jednom p\u0159esn\u00e9m okruhu<\/h2>\n
Jak stejn\u00fd princip vrh\u00e1 sv\u011btlo na jin\u00e9 zp\u016fsoby u\u010den\u00ed se odli\u0161n\u011b<\/h2>\n