A comparison of both experiments establishes the degree of interaction between the two hemispheres during the brain's processing of the language being checked.
The results show that for readers of Hebrew and English, both hemispheres of the brain are independently involved in the task of reading, such that neither side is dependent on the other. By contrast, for the Arabic readers, it emerged that the right hemisphere was not able to function independently in the reading assignments without using the resources of the left hemisphere.
According to Dr. Ibrahim, the significance of the findings is that despite the similarities between Arabic and Hebrew, when reading the former the right brain can't function independently and the cognitive burden becomes especially heavy, making it more difficult to read the language, even for those whose mother tongue is Arabic.
"This proves that the Arabic language doesn't behave like other languages when it comes to anything connected with decoding its graphic symbols," said Dr. Ibrahim.
"The study's results show once again that on the word reading level the structural shape of Arabic orthography, that is, the graphic contours of the written language, activates the cognitive system differently. Thus, the question is again raised as to whether in the modern world those who speak certain languages have an advantage over those who speak other languages; and the role of pedagogy in improving reading skills among regular readers and those havin
|Contact: Rachel Feldman|
University of Haifa