Researchers found that after an average of 105 hours of tutoring, the children in the intensive reading program read more accurately and with more fluency. Moreover, functional magnetic-resonance imaging revealed that the activity in the brains of children in the intensive intervention group continued to resemble the normal activity found in good readers a year after the experimental intervention had concluded.
The brains of the poor readers receiving normal school interventions didn’t show the same change in brain activity.
by Robert John Stevens, December 13, 2015
I conversed in Church today with Dr. Bill Barrett, former Department Chair of the BYU Computer Science Department. His research includes computer vision, pattern recognition and image processing. I asked him, “Why are our brains able to process massive amounts of video and images but have difficulty storing and retrieving a person’s name?”
He responded, “I have my own theory on this. It would take petabytes. There just isn’t enough storage capacity in the brain, not even at the subatomic level. I think it is stored in the spirit and our brains have a symbiotic relationship with it.”
He then mentioned supporting evidence—an observation we see in stroke victims, but without an image to easily recall I can’t remember his point. 🙂