Tuesday, November 21, 2023
Sunday, October 29, 2023
Podcast 2 of 3 Creating a Program - Mem-ExSpan, memspan's
Saturday, July 15, 2023
Understanding Cognitive Skills Testing: What Is It? Why Have It Admin? & Where To Find It?"
I am reprinting an earlier version, 2010 article of mine, regarding the value of cognitive skills, standardized, longitudinal testing, still applicable today.
Later, interestingly, in 2014, the University of Pennsylvania's Brain Behavior Lab created a simple, normed test, computerized, self-administered in one hour, called Mindprint Learning. It gives a direction for personalized learning plans in 10 skill levels.
While helpful for parent/teacher/student planning, the Mindprint Learning self-awareness test, therefore, differs greatly from the rigorous pre-post-post standardized test batteries I discuss, and administered at 13 learning sites.
I work from the Guilford Intellgence model for backbone theory, with a reformulated, brief, puppetry playbook model on downloadable film.
Lesson 1 preview is now available on Utube under "Jan Kuyper Erland".
https://www.youtube.com/watch?v=0yBvAnGjJeI (paste link in your browser)
All of my lessons and content are original. The article goes well with my following July article on "Digital Transformation."
WEDNESDAY, MARCH 17, 2010
Monday, May 1, 2023
Following Oral and Written Directions
Following Oral and Written Directions[1]
My former articles have related on my 5-generational researched and developed puppetry film project. Artificial Intelligence (AI) could try to mimic The Bridge to Achievement’s (BTA) layered components effectively.
But, are positive longitudinal cognitive outcomes with AI possible?
That will be determined through heavy data mining.
Subsequently, this article will review the root of my long
research project, which was my 1980
The outcome showed that peers and puppets were equally effective as role models in delivering instructional directions. And, with further research assessment applications at thirteen test sites, the ability to follow procedural instructions maintained over time.
And, that visual and auditory integration were necessary cognitive components in the process. They should work at the same speed level for understanding to ensue.
But, unfortunately, the advancement of multi-screen addiction has changed all of that, as we become more and more visually oriented.
We wind up with hard wired visual speed with quick images.
Additionally, many brain games measure visual memory speed primarily, in repeated replicated – isolated patterns, but are not integrated with listening memory.
As a result, we now experience national low school reading and math scores underscored with thr inability to follow procedures. Screen skill speed games may be the culprit, dumbing down the brain.
Inadvertently, a skilled workforce shortage results that can not follow or remember detailed instructions and procedures.
Inadvertently, we achieve the inverse of what we are trying to accomplish through heavy visual adherance. We pull the visual memory segment faster, and out of sync with the overly needed auditory processing.
The two memories, then, do not integrate properly for applied conceptualization.
Unfortunately, the critical auditory memory transfer process has been overlooked.
Rumelhart, D. E., McClelland, J. and the PDP Research Group.
(1986). Parallel distributed
processing: Explorations in the micro
structure of cognition.
Erland, Janis L. (February 4, 1986; copyright TXu 225 862).
Contrapuntal Thinking and Definition of Sweeping Thoughts.
Erland, J. K. (1980). Vicarious modeling using peers and
puppets with learning disabled adolescents in following oral directions. The
Erland, J. K. (Fall, 1998).
Cognitive skills and accelerated learning memory training using
interactive media improves academic performance in reading and math. Journal of Accelerative Learning and
Teaching, 23, (3 & 4),
3-57.
Erland, J. K. (© 2008).
Downloadable, unpublished report. Five Generations, 27-years of iterative
Brain-Based Accelerative Learning Experimentation Demonstrate Cognitive Skill
Improvement Enhances Academic and Career Goals. (https://memspan/jalt).
5 Erland,
J. K. (Fall 2000). Brain-Based Longitudinal Study Reveals Subsequent High Academic
Achievement Gain for Low-Achieving, Low Cognitive Skills, Fourth Grade
Students. Journal of Accelerated Learning and Teaching. 25,
(3&4) pp.5-48. ERIC ED # 453-553. & # CS 510 558. https://Books.Google.com/Resourses ineducation/jankuypererland
pages 277, 41.
https://www.google.com/books/edition/Resources_in_Education/y2a2DbUyQ1QC?hl=en&gbpv=1&dq=google+books++jan+kuyper+erland&pg=PA277&printsec=frontcover
Erland J. K. (c 1989),
Hierarchy of Thinking. Mem-ExSpan, Inc.
Sunday, March 20, 2022
Clinical Deep Learning Practice Applied
No Magic Bullet or Quick Fix:
Procedural Learning Objectives
Continuous anecdotal data science applications created some
interesting observations. With perplexing longitudinal results with all ages
showing gains of various cognitive functioning levels, I began to investigate
these differences between individuals and yet, the results had mysteriously
maintained not only post years latently through diagnostic follow up
assessments, but maintained for decades, as evidenced by continuing circumstantial
reports of impressive, continuing high career status.
Both performance and mental attitude changed positively for many, not only
during the course, but following due, most in all probability, to neuronal
rapid, continued flexibility.
Results showed steady growth with all learning levels, but varied among individual subjects.
Results revealed larger growth by treatment groups than a gifted control groups and alternate media activity control groups.
Results were one-two years latent with challenging conditions, and these learners required immediate and semi-annual on-going refreshers.
Results maintained when eagerly adopted and accepted by the client through the modeling routines.
Peer team models are the important factor for not only overall program acceptance, but for rehearsal spoken timing and pacing.
The deep phonological rehearsal verbal training may have affected the generalization outcomes reported in the research and published higher reading and math scores. [ii]
Intense verbal practice while viewing rotating, timed images and sounds impact working short term sequential memory leading to auditory-visual integration; a requirement for reading comprehension.
Subsequently, the reader must have a fundamental understanding, at the contextual level, for comprehending rigorous texts. To meet the top criteria of the Hierarchy of Thinking Model’s Critical Thought, [iii] this layer must be in place.
[i] Erland, J. K. (1980, October) Vicarious
Modeling Using Peers and Puppets with Learning Disabled Adolescents. © 1980.
The University of Kansas. Lawrence, Kansas.
[ii] Erland, J. K. (1999, Fall) Brain-Based
Accelerated Learning and Cognitive Skills Training Using Interactive Media
Expedites High Academic Achievement. The Journal of Accelrerated Learning and Teaching. 24, 3&4.
[iii] Erland, Hierarchy of Thinking. Published in
1999 International Alliance of Learning’s monograph. Brain-Based Accelerated
Learning and Cognitive Skills Training Using Interactive Media Expedites High Academic
Achievement. 24, 3&4. pp.12-14.
Thursday, November 11, 2021
Sequenced Details: Working Memory Expansion - Your Best Mental Skill Created
Every moment of our day is rushed, serial. Each event becomes part of a singular-one-piece, holistic grid, creating unbearable tension, pressure, and stress.
Enveloped with daily fast driving, quick texting, constant,
communicative blunders and demands, our thoughts become disrupted. We hurry,
multi-task, resolve problems, issues; but, with a holistic, one-track mind. We
remain fixated, less productive, in our daily routines.
Unwittingly, we create our own frantic, strange inner world that seldom interfaces with the outside hurried, demanding world. There is never enough time to enjoy life as we would like. Exhausted, we need and want some kind of relief. Can a strategically trained mind, with sequential thought, become liberated, finding new, focused self-assurance, even possible?
Solution: We can
upgrade ourselves to be a sharper, more autonomous, individual by applying
strategic working memory training. [1]
We can transition to a methodical mindset capability by applying detail awareness,
through sequenced, chunked-coded, information. [2] Series of step-wise operations require focused
speed and accuracy. This will add not only proficiency to our tasks, but create
a calm, methodical, mindset.
Thirty years ago, I wrote a similar, but technical article, on this
same venue, [3] and now sorely see the disastrous, dangerous,
outcome of detail issues that are routine now, in all academic and professional
fields.
Change Can and Should Begin Early
The best scenario is to begin sharp cognition enhancement early on.
If young and teenage students become routinely aware of their own learning brain
skill strengths and weaknesses, like athletes and musicians know their
improvement goals, mental enhancement then becomes an habitual, ongoing process.
[4]
The school learning process has always
been a chicken/egg – ying/yang question as to why the student was not learning
the content (lack of motivation, behavioral), or poor teaching (poor choice of lesson
applications, or lack of class control). Subsequently, many children may wade through
the academic process, unknowingly with cognitive shortcomings, and then, as adults,
must create their own upward mobility through determination, insight, and
courage through advanced education and training.
And then, to find they have the same cognitive weaknesses that can further
decline with age.
An old adage: “The Devil is in the Details”
You might say; “Why should I care about detail errors – I get paid
anyway. Even double, with constant re-work.”
Yet, even with this faulty logic, steps can not be omitted, or the entire
operational system fails. The end consumer pays. Mental, procedural skill
abilities are now in high demand. We can interface with this demand, by showing
awareness of, and then applying, good logical-sequential, solutions to avoid,
or rapidly correct, these routine detail errors.
Understanding
detail function is your best career route,
as supervisors notice your proficiency ;evel. And, you could spend years
spinning your tires at low wages, job uncertainty, unnecessarily.
Working Memory Recognized and Understood
There are two primary memory and cognition processing types: visual and
auditory-listening memory, (details and sequential). [5] Optimally,
they should work in sync. Working in tandem cerates conceptualization, with understanding,
and higher thought levels. There are sub-ordering categories within each type:
words, letters, numbers, and sentences. [6] Subsequently,
integrated visual and listening sequencing is the root of all academic and technical learning:
following oral and written directions, reading writing, spelling and math.
Use it or Lose it with Continual Detail
Workouts: Pills Will Not Create Sequences
You can;
1) practice with the many existing, online, memory exercise routines like
athletes and musicians do. But, they
have their own specific practice drills, as they expect continued drill and practice as basics of their discipline,
for excelling and maintaining performance edge.
Or, 2) engage in a researched, data-evidenced,
sequencing-skill building program, offering your own personal outcomes. You can
use practice routines as a family, or within other group units.
A Numerical
Practice Sample
Continued rehearsal practice can jump start your working memory for
increased strength and capacity. As a
former “Mind and Brain - Vision”
You may discover that keeping numerical figures straight, while
listening to feedback instructions during data entry situations, is
particularly difficult. Additionally, many
of us can not apply telephone numbers without looking. We have most of the numbers we routinely use,
entered into our cell phones. But, there may be non routine telephone numbers
to enter at times. And, we generally look at them.
Okay then, let’s practice a few simple chunked number spans to
improve our numerical sequencing. Have
someone read the number series to you, so you do not see the text. Since telephone numbers are easy seven spans,
try saying a few both forward and in reverse.
Scanning backward will help you visualize the numerical placement to
avoid transposing. Then say it forward again. You can find many similar online practice
games like this example.
Say this number series:
932-4737
Now in reverse: 7374-239
Repeat the correct number series forward: 932-4737
Here are two more. Now, you
can create your own as you drive home or to work:
1) 832-4787
7874-238
832-4787
2) 239-5782
2875-932
239-5782
You can now start developing your own sequencing skill, working
memory, with continued practice. Mental toughness improvement can also soon be
achieved through Mem-ExSpan’s short, online, practice sessions applying
puppetry, comedy, acting, and music.
Mental skill sequencing awareness and change gives ultimate job and
career-choices for autonomous, life-long, personal freedom.
[1]
Erland, J. K. (1999). Retraining cognitive abilities: A longitudinal study. Journal for
Accelerated Learning and Teaching, 14. 1. 3-42. (ERIC ED #436 962).
[2] Erland, J. K. (c 1989). Hierarchy of
Thinking. Mem-ExSpan, Inc.
[3]
Erland, J. K. (1992). Cognitive skills
training improves listening and visual memory for academic and career success. Journal of Accelerated Learning and
Teaching. 20.
1. ERIC Clearinghouse (ED #353 286).
[4]
Erland, J. K. (© 2008).
unpublished document. Five Generations, 27-years of Iterative Brain-Based
Accelerative Learning Experimentation, Demonstrate Cognitive Skill Improvement
Enhances Academic Achievement and Career Goals.
(https://www.memspan/jalt)
[5]
[6]
Woodcock, R. W. & Johnson, M. (3rd ed. 2001, 1989, 1977). Tests
of Cognitive Ability: Psycho educational battery.
[7]
Erland, J. K. (Winter 1998-1999). Building a More Powerful Brain. Performance in Practice. ASTD. pp.13-14. (ERIC ED #439 445).
Saturday, January 25, 2014
How To Be Your Child's Learning Advocate
Sunday, January 20, 2013
Brain Gaming Merit: Finding Transfer
The topic of this blog is determining the value of brain games, in follow-up of Ted C. Fishman's May 9, 2012 USA Today article "Gaming Our Brains: Do online mind exercises really improve our mental processing? As the article indicated, the internet is being flooded with a variety of visual memory games and is a $300 million a year business with millions of hours spent playing these exercises.
The concern is that many games are random, non-progressive visual memory for detail exercises that simply measure "right and wrong" speed recognition answers. which can be discouraging to the learner, if not completely beneficial.
Although our cognitive skills have been shown to diminish as we age. i.e. auditory memory (listening) declines at age 35, but varies greatly depending upon the actual task coordinated with the person's innate ability (Craik & Grady, 2000. Changes in Memory Processing with Age). And, there is a high correlation to our sensory acuity of visual, hearing, gait, and balance (p.2). Additionally, Many have cognitive processing discrepancies that they compensate for on a daily basis, and can be improved through the correct intervention.
This indicates that we all would benefit from brain exercise, but what programs will be beneficial specifically to our own personal needs? Subsequently, are short, random, visual brain exercises worth our time, effort, and money? Although the exercises do no harm, how will we know which programs will work most effectively for us?
The key to these exercises is whether they can create "clinical transfer" to every day life work and learning activities. The Mem-ExSpan thirty years of independent research has documented cognitive skills-memory transfer (five published, juried, award winning, longitudinal reports) with remarkable changes in academic and work proficiency. This work is at least a start in the vast research to be continued by many around the globe.
The program that has shown work and academic proficient transfer is called, "The Bridge to Achievement". (The BTA) The question is - how does the BTA differ from other random exercise games offered by competing companies?
My former blog commented on how we each have our own brain map of cognitive skills that make up Intelligent Quotients (IQs). This topic has been explored for decades by various psychologists and scientists evaluating the role that memory plays with daily functioning.
The BTA offers more than mere self-taught memory games, and works as a prescriptive system to strengthen visual AND auditory memory segments and sequencing in gradient, rehearsed steps. Craik and Lockhart"s Hierarchy work (1972) demonstrated the various incremental levels of memory absorption, and the influencing factors create "cementing" to our minds. The BTA steps encompass rapid right-and-left-brain cognitive shifts applying tonal patterning through musical phrasing. Subsequently, synapses strengthen.
Few specialists have conducted in-depth, standardized cognitive skills diagnostics to the extent of examination that I have completed, applying ten standardized cognitive skills test batteries individually and group pre- and post-test (6 hrs. intensive measurement per student), and evaluating them with schools' yearly standardized assessment batteries. Only through this type of correlated, tracked assessment can future change processes and trending be determined and predicted.
I was fortunate that I tested individuals in small town, small group settings, where the schools had students that remained and moved lock-step through the grades. Otherwise, they could not be tracked longitudinally.
Having our own personalized cognitive skills tested has high personal value and will direct to your training options. Yet, psychological assessments are expensive and hard to come by, as they must be conducted by a certified psychologist/clinician/diagnostician. Whether you utilize "indicator" free tests, or pay for a thorough psychologist's evaluation, it is helpful to know your visual and listening area strengths and weaknesses, as this information will be key in determining your required specific intervention, and that you are not wasting your time working on the wrong cognitive area.
It can not be deduced that ANY game will produce desired results, or are similar to the BTA program. Will tracking the random answers of millions playing games produce significant clinical trial information? This is unlikely, because each person has their own cognitive brain map, which processes uniquely to themselves, and gaming tracking systems will not measure specific cognitive improvement in directed areas.
Only by thoroughly assessing each of the millions through prescriptive cognitive skills diagnostics, will it be determined the effectiveness of random brain games. Longitudinal assessment through learning management systems (LMS), will be unlikely, as people will not commit to independent, self-instruction on a continuous basis, nor can cognitive assessment be administered effectively online. Subsequently, it will be unlikely that the games played will have futuristic measurement capabilities of seeing if the memory for visual detail exercises "transfer" to higher work and academic learning proficiency.
Yet, we can not overlook the possibility that the games are fun to play.
Sunday, June 24, 2012
"Good Reasons to Understand Your Tablet's Operating System "
My recent article, “Electronic Tablet Devices: Questions to Ponder” drew some criticisms from family members. I was advised not to write such heavy technical articles that no one can understand. I agree that eyes glaze over when you start talking about operating systems or platforms, but – there are several simple reasons why you need to know just the basics, and not ultimately regret your purchasing decision.
Carefully consider why you should chose a tablet according to its operating system (OS), and not depend on a friend’s selection or advice. Or, totally ignore the OS process.
The primary reason is that your tablet's basic functions, or “how it works”, depends upon its OS. That includes settings, features, and controls like its operational rules, and the complexity of your use of them.
First of all, new, updated OS’s are coming out all the time. That very fact makes this discussion confusing. When I wrote the article, there were primary ones (Apple iOS, Google’s Android, RIM’s Blackberry, Hewlett Packard’s Linux, and Windows 7), and now there are multiples by many companies. Furthermore, the tablet may seem like a larger “handset device” that you already have.
To top it off, Windows 7 has morphed into its “Surface” tablet with Win 8 and its NT OS coming out later this Fall with new, updated features trying to resolve some of the iPad “non-productivity” shortcomings.
The initial tablet focus was on Apple’s iOS and Google’s Android. Now, both companies are in subsequent gen's of rapid, sequential development; Android is in its’ 3rd version called “HoneyComb”, and Apple’s iPad sells the iPad2 and 4G light. At the end of this article, I will point you to where you can find excellent tablet comparative insight, with blogs by Dan Grabham.
Before going to these Techradar sites, review my final points:
- My main point is: conduct online research in advance so you understand what features your device’s OS offers.
- Understand your tablet’s productivity functions, in other words, what can you do with it?
- Understand the maintenance requirements with possible ongoing costs.
- Understand that tablets are not cell phones; will it interface with your cell phone device?
- Understand that your OS decision will determine where you will find your tablet device. Who will be your carrier? The same one as your cell phone carrier? Splitting company families is unwise. Consider monthly contracts and binding costly obligations.
- Understand the software compatibility – will selections be primarily in the clouds or various apps to purchase to make it functional like your desktop/laptop?
Understand that application purchases (apps) vary from company to company as far as selection, price, and download ease. Which apps do you want and need; does it matter? Each carrier offers thousands of choices, all different from each other. That means you will have to sort through them and make purchasing decisions.
Finally, How much time do you have to spend on multiple devices that you may own? Consider why you want a tablet device over your basic home PC or e-Reader? Yet, tablets function as e-Readers. Are you aware that there is a Kindle app for the iPad? Or, should you invest in an e-Reader rather than the pricier tablet? It becomes a matter of personal preferences.
To help decide among the multitude of choices, compare e-Readers online: Kindle Fire Vs Nook Tablet to understand the pros and cons. There are many directions to go.
Understanding that there will be significant improvement updates every few months, you may be tied into a two-year service agreement contract. Are there significant advantages for the increased monthly cost? Or will your tablet investment become another surfing entertainment toy that you replace frequently, or will it become a helpful tool that proves to be a wise use of your time?
For this tablet comparison review, check, “Techradar blog's” by Dan Grabham: "OS Tablet Comparison Articles" and additionally, "Tablet News, Reviews, and Advice".
Monday, November 22, 2010
Cognitive Skills’ Outcome-Based Intervention Revealed the Latency Effect for Struggling Learners
The Special Education Advisor http://bit.ly/9FYsZv
What are the learning pathways? Research tells us that learners absorb new information through the primary sensory visual, auditory, kinesthetic-tactile pathways, (VAKT: Visual-Auditory-Kinesthetic-Tactile teaching method, http://www.dyslexia-parent.com/VAKT.html) and these entrances must be in working order. They also should optimally function together, or integrate.
One or two pathways may be stronger than the others, and can compete with the weaker ones, creating an out-of-sync learning input structure. Visual processing speed may be faster than a lagging auditory (listening) processing speed, creating a conflict between the two. (Rumelhart & McClelland, 1986). Without auditory-visual integration, (Hessler, 1982) the result is a “slow, inattentive learner” although the student is highly intelligent (Erland, July 1983).
Parents, unaware of the foundational cause of their child’s learning problems, flounder with eliciting expensive tutors, which do some good. Practice “Drill and Skill” software training also helps to some degree, although it is like handing an energizing coke to a runner with a broken leg. Like information processing, the race can not be won until the leg is repaired and mended.
The Role of Cognitive Skills Measurement and Training. Cognitive skills’ retraining of Guilford’s select mental abilities (Guilford, 1984, 1967) can be elected so the student can absorb, learn, understand, and apply new information. Many cognitive skills training programs have been developed by private companies and textbook companies have not absorbed such programs into their product lines. Unfortunately, this sensory integration, or “opening up the learning pathways” should be trained before the child learns basic skills.
Not only does the average parent or young adult learner not understand the relevance of cognitive skills training programs, but locating an efficient one is difficult. Many programs exist, and vary in their testing-measurement, evaluations, and applied methodologies. Those in populated areas may drive miles to obtain training, pay large, ongoing fees for a program that takes years of application to see results. The solution lies in remediating cognitive skills in the classroom, like a teaspoon of sugar to raise student ability levels.
The Latency Effect Revealed. Learning improvement results may not be evident because there is a “Latency Effect” for problem learners to show academic achievement results on national standardized achievement scores. This latency effect was discovered with a two school, eleven classroom experimental, longitudinal study. (Erland, Fall 2000).
Intervention Training Results of Two Fourth Grade Classrooms. I implemented a cognitive skills intervention and measurement study of two classrooms of low-achieving fourth grade parochial school students, (n=44) tracking their test results for the subsequent two years, with minor attrition. (Erland, Fall 2000). The gains can not be attributed to the subsequent teachers’ instruction, because the students were dispersed between three different classes each following year, and their subsequent test scores were reconfigured as the original experimental group. Longitudinal studies are difficult to implement because of transient students. If the students are not present, they can not be subsequently tested.
Most of the students had auditory (listening) weaknesses, and a few had severe visual processing deficits. In other words, they had learning, information processing issues, and their previous the Iowa Tests of Basic Skills (ITBS, Riverside, 2000) low scores reflected this, falling below the norms as individual classrooms (Erland, Fall 2000, table 1, p. 16). If would be a case where the teacher(s) could have been fired. But, they were, in fact, excellent teachers, and willing to apply a promising methodology that would possibly correct these student processing deficiencies.
The results showed a scaled variation of when, and at what point, the student began to “learn new information.” The fourth grade students in two classes in the ITBS subtests of Reading Comprehension, Math Total, Math Problems, Spelling, language, and Science (Erland, Fall 2000, pp. 32-34) revealed not only some immediate results, but also indicated a range of marked learning growth over a two-years of post-testing standardized measurements.
There was strong change for many at the one-year longitudinal point, and another group showed gains the second year following the intervention. This indicates that once the information sensory pathways are opened, the student can then begin understanding and applying classroom instruction. (Erland, Fall 2000) http://www.memspan.com/jalt.html
Academic Achievement Results Now Expected. School administrators and districts are now increasingly demanding outcome-based academic achievement results. Unfortunately, the pressure is applied to the teacher, who may not have the necessary intervention tools at her fingertips. It is difficult to teach an entire classroom, where many of the students have info processing blockages, and can not, and subsequently do not, attend to instruction.
Administrators and school districts, eager to show academic achievement improvement, should recognize the problematical slow learner-latency effect even having strong classroom instructional input by the teacher. They also might consider accepting and adopting effective cognitive skill programs as a helpful classroom tool to raise the proficiency learning levels of the students. This would systematically raise achievement test scores without resorting to “teaching how to take the test,” which replaces hours of valuable classroom instructional-skills-learning time.
Classroom Partnered Learning. Consequently, with a room with many learning problems, teachers often resort to small group “partnering teams” in a differentiated classroom, where the slow learner copies the information from the more adept processing student leader. Unfortunately, the struggling student is not “learning”, but merely completing an assignment, to receive a grade, which will be an A or B to appease the parent. This student is subsequently, “passed through the system” with perhaps a limited career future.
Response To Intervention. Once students understand the teacher’s classroom instruction, it can be then applied; although this changing-evolutional process may be immediate or take one-two years. But, even with this latency effect, it is important that gains can be made by even the most problematical learner, rather than minimally or not at all, and then firing the teacher.
Erland, J. K. (Fall, 2000). Brain-Based accelerated learning longitudinal study revealed subsequent high academic achievement gain for low-achieving, low-cognitive skill fourth grade students. The Journal of Accelerated Learning and Teaching, 25, (3&4).
Erland, J. K. (July 1983). Methods and techniques of Cognitive Behavior Modification for accelerating both visual and auditory memory in learning disabled adolescents and young adult through inter-hemispheric specialization strategies. An instructional workshop session and manuscript.
Guilford, J. P. (1984). An odyssey of the SOI model: An autobiography of Dr. J. P. Guilford. Tokyo: Japan Head Office International Society For Intelligence Education.
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw Hill.
Hessler, G. (1982). Use and interpretation of the Woodcock-Johnson psycho-educational battery. Hingham, MA: Teaching Resources.
Riverside 2000. (1994). Iowa Tests of Basic Skills Integrated Assessment Program, Technical Summary I. Chicago, IL: The Riverside Publishing Co.(a subsidiary of Houghton Mifflin Harcourt).
Rumelhart, D. E., McClelland, J. and the PDP Research Group. (1986). Parallel distributed processing: Explorations in the micro structure of cognition. Cambridge, MA: MIT Press
VAKT: Visual-Auditory-Kinesthetic-Tactile teaching method, http://www.dyslexia-parent.com/VAKT.html