The processes of mind, though, are infuriatingly surreptitious. We can’t see into mind, or talk to it. It is implacably inscrutable. Frustrated psychologists sometimes talk of it as a ‘black box’, as a result. Some fascinatingly cunning ways have been devised to reveal, or at least allow us to infer, its otherwise invisible procedures, nonetheless. Many of these experiments will have you smiling at their beautiful ingenuity. Cognitive psychology can reveal, has revealed and will continue to reveal the inspiringly elegant and practically empowering nuts and bolts of literacy management in our unbelievable minds. This may need labouring in today’s climate (and is why I am doing so here). There are people who abhor cognitive psychology and would wish to avert their gaze from it altogether. (Some of my best friends do this.) It is, they say, mechanistic and reductionist. ‘Where” they cry ‘is the real student in all this?”

I make the following reply:

First, it is a matter of level. We function on many different levels. They are not, though, mutually exclusive. We have personality, individuality, quirks and traits, beautiful (or ugly) thoughts, dreams, passions, principles, ideas and ideals and all the rest of it. We enjoy and we suffer. We love. Of course we do. However, on another level, all thought, learning, performance or understanding is, whether we like it or not, managed by a mechanism. Our marvellous minds exist only because of our brilliant brains. Our brain is a wonderful mechanism but it is still indisputably a mechanism. The most ethereal thought in your mind is also a particular pattern of connections, microvoltages and other ill-understood but vaguely chemical/electrical goings-on in the brain. How could it be otherwise? It is perfectly proper, therefore, indeed it is surely fascinating and inspiring, to consider the mind and brain at this level.

It would be as ridiculous, even irresponsible, to avoid the study of cognitive psychology when considering cognition - when examining literacy, for example - as it would be deliberately to ignore the mechanical truths of the motor car when maintaining one. Nor, of course, does an understanding of these mechanical truths detract from the appreciation of aesthetics. Understanding how a car functions may be demanding but it is a fundamental necessity if you wish to work on one. It is, though, much more than this - it also intensifies and amplifies your delight in the beauty of design and the cunning of function; increases your enjoyment of the motor car. So it is also with the mind. Cognitive psychology enhances respect for, and delight in, the mind and its miraculous abilities, heightens our aesthetic appreciation of mind and its astounding capacities.

Secondly, a basic understanding of the cognitive psychology which underlies literacy is profoundly enabling. It empowers and emancipates. It liberates us from blind dependency on all those pre-digested methods prescribed elsewhere, by someone else, for no one in particular. The motor mechanic who understands engineering will be a better and happier mechanic than he who does not. In exactly the same way, the teacher who understands something of cognitive psychology will see more clearly what is really going on, why and how. This happy teacher will be able to criticise constructively and to move forward independently, with the confidence of firm ground under the feet; will be able to build and adapt, evolve and grow.

Although cognitive psychology is so fascinating, and so fundamental to the understanding of literacy, there is beginning to be more mature debate as to exactly how sensible it is (or probably isn’t) to separate it from the consideration of affect (emotions, moods, attitudes, motivations). The powerful influence of affect on cognitive performance goes largely unrecognised and unexplored. The effects of affect on literacy are grossly under-estimated and under-researched. I therefore explore affect in this book, at least insofar as it affects literacy and the dyslexia issue. I believe it is soon going to be a much more prominent concern to educationalists of all stripes than it is now, both theoretically and practically. I believe it profoundly and importantly influences literacy acquisition and performance but that its negative effects can be mitigated and managed and positive affect can be deliberately stimulated and harnessed. I fumble towards a theoretical explanation of all this.