@article {757,
	title = {NEUROSCIENCE, WORLD WIDE WEB AND READING CURRICULUM},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {66-73},
	abstract = {Neuroscience has proved a malleable nature of our brain. The way of thinking is changing lifelong and not only in early childhood. New media as television, video games, and the Internet change students{\textquoteright} cognitive skills. New visual-spatial skills, such as iconic representation and spatial visualization are developed. But parallel to these changes new weaknesses occur. Those are in higher-order cognitive processes, as abstract vocabulary, mindfulness, reflection, inductive problem solving, critical thinking, and imagination (Greefield, 2009). Those are the reasons why reading curriculum in contemporary educational system should focus on two groups of aims: deep online reading and linear literature reading. By deep reading is meant the sophisticated processes that propel comprehension and that include inferential and deductive reasoning, analogical skills, critical analysis, reflection, and insight. By linear literature reading is meant primarily reading of fiction, which develops the imagination, inductive analysis, critical and abstract thinking.},
	keywords = {cognitive skills, linear reading, reflexive reading of fiction},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.66},
	url = {http://oaji.net/articles/2014/457-1413728109.pdf},
	author = {Kordigel Aber{\v s}ek, M.}
}
