DOCUMENTS

Kolinsky, R., Demoulin, C., & Morais, J. (in press). Les effets de l’acquisition de l’écrit sur le traitement du langage, la mémorisation et la connaissance verbale. Ed. SOLAL – DE BOECK.

Although meditation and hypnosis appear to be similar, both in skills demanded (e.g., imaginative involvement) and in their use as therapies, this chapter argues that the two are essentially different. Whereas mindfulness meditation aims to develop accurate meta-awareness, the hypnotic experience results from a lack of awareness of intentions; hypnosis is effectively a form of self-deception. The claim is supported by reviewing evidence that (a) meditators are not very hypnotizable; (b) highly hypnotizable people become aware of their intentions especially late while meditators have awareness
especially early; and (c) meditators show particularly strong intentional binding but highly hypnotizable people do not. We suggest that one path to high hypnotizability is hypofrontality.

Timmermans, B., & Cleeremans, A. (2015). How can we measure awareness? An overview of current methods. In M. Overgaard (Ed.), Behavioural Methods in Consciousness Research, Oxford: Oxford University Press, pp. 21-46.

Kolinsky, R. (2015). How learning to read influences language and cognition. In A. Pollatsek & R. Treiman (Eds.), The Oxford Handbook of Reading. New York: Oxford University Press (pp. 377-393). doi: 10.1093/oxfordhb/9780199324576.013.29.

As illustrated in this handbook, a substantial body of work now exists that examines which factors
and functions affect reading acquisition and reading pro ciency, and which brain areas are involved. The converse relationship—namely, which functions and brain areas are affected by literacy—has received
far less attention, probably because reading acquisition lags speech and vision by several years and because the crucial comparison of illiterate adults with people who learned to read as adults is difficult to undertake. However, this chapter illustrates that learning to read has profound influences on the processing of spoken language and beyond the domain of language, in particular on visual nonlinguistic perception. The chapter discusses research with literate adults in these areas, including the influence of spelling knowledge on speech perception. It also covers research with illiterate adults and on people who first learned to read as adults.