ABSTRACT
Our brains individuate more during our development than do hearts, pancreases, or our other organs. The brain grows in childhood, and it un-grows as we approach adolescence. The traditional metaphors image people as passively being hit or poured into. There may be a difficulty inherent in using nouns to think in feedback terms. In these metaphors or pictures of the literary process, reading is like writing, and this model offers us an answer to what literary circles find a troubling question the days. The feedback picture allows us to understand what feels like the “constraint” of a text or culture. Cognitive science offers us new and better ways of describing how Robert Frost or Edwin A. Robinson wrote and how poets and professors read them.
