Cubistic, Wooden Faces for Focus

 

Attention spans often lapse in today’s volatile, digital screen world.

 The objective:  is to improve attention to visual detail and listening skills, the ability to comprehend technical information, and follow oral and written directions.

 When entering information to the brain exceeds your short-term memory span capacity, the mind will go on "overload." 

 The working mechanism:

Filmed wooden faces are designed to progressively build Short-Term Memory span length, strength, and capacity to develop listening and visual detail skills. 

Once the automatic looping, wooden facial process begins, cubistic faces are repeated within daily practice sessions.

 Automated Chunking Action:  Each memory span has a beginning and an end.  Like a bridge span, it can hold many units.  A span can be Right-Brain or Left-Brain. 

 A Right-Brain span is global, or a unit of one.  A Left-Brain span is sequential, or is comprised of several units.

 Subsequently, you should be able to process five bits of information at once.

 By the end of the eight-weeks, participants can rehearse strings of ten items in varying chunked formations. A long, strong, and resilient memory span forms mental toughness. 

The chunking starts with a series of three items and progresses in difficulty level to ten or more items. Participants rehearse three unrelated items within the categories of letters, colors, numbers and words, reciting with the character models through scanning rotations [i].    

You Tube Film

 The objective is to enhance encoding and decoding processes.  Memory strengthening also makes following complicated step-wise procedures easier.  Learning strategies are taught on how to follow complex directions easily.

How:

 1.                  New information begins to process into the brain.

2.                  It registers in the brain either in parts or its entirety
Many subconscious thoughts enter as whole patterns.  The   complexity of the information  interfaces with the length and strength of your Short-Term memory span.

3.                  Information enters Short-Term Memory, and settles according to your span length.

4.                  If it doesn't process correctly, because of a short, overloaded span length, it is forgotten.

5.                  If it continues to process, it is synthesized with other background knowledge, and then classified by topic and enters Intermediate-Term Memory.  Mental thoughts or concepts form.

6.                  Next, the Left-Brain sorts and categorizes the information.

7.                  It then requires ordering or visual or auditory sequencing to integrate.

8.                  The sorted information finally enters Long-Term Memory. Understanding and conceptualization develop, based upon the early pattern selection, with intuitive thought and feelings.

9.                  Reasoning and logic commence, which are dependent on the above factors.

      Unfortunately, weak attention spans coupled with wandering thoughts, hinder our daily lives, leaving us lost in a digital world.

 

 

---

[i] Erland, J. K. (1980).  Vicarious Modeling, Using Peers and Puppets With Learning Disabled Adolescents In Following Oral Directions.  Unpublished Masters thesis, The University of Kansas.

Erland, J.  K.  (1990, 1988, 1987, 1986, 1981).  The Memory Retainer Mental Exercise Review Book.
Lawrence, KS: Mem-ExSpan, Inc.

Erland, J . K. (1992).  Reading and learning disabled students improve reading and math through video-taped analytical training.  Journal of the Society for Accelerative Learning and Teaching, 17, (3 & 4),  171-223.

Erland, J.  K.  (1994, 1991).  The Bridge To Achievement, Accelerated Cognitive Training System.  Lawrence, KS: Mem-ExSpan, Inc.

Erland, J.  K.  (1994).  Analytical skills training through video-tape instruction develops higher-order thinking skills capability.  Journal of Accelerative Learning and Teaching,  19, (2), 155-227.

Erland, J.  K.  (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. (1999, Spring):  Brain-Based Learning Longitudinal Study Reveals Solid Academic Achievement Maintenance With Accelerated Learning Practice. Journal of Accelerative Learning and Teaching,  Volume 24,
(1 & 2).  (available for pdf download on www.memspan.com/jalt.html)

Erland, J. K.  (!999, Fall)  Brain-Based Accelerated Learning and Cognitive Skills Training Using Interactive Media Expedites High Academic Achievement  The Journal of Accelerated Learning and Teaching, 24, (3 & 4).  (available for pdf download on www.memspan.com/jalt.html)  In ERIC Clearinghouse  ED # 437 650. 100-page Jan K. Erland Monograph Scientific Report on Intelligences and Accelerated Learning Applications Documenting Treatment success with eleven classrooms and three control groups in all  ITBS academic subject areas. 

Erland, J. K. (2000, Fall)  Brain-Based Accelerated Learning Longitudinal Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low Cognitive Skill Fourth Grade Students”. The Journal of Accelerated Learning and Teaching, 25, (3 & 4). 5-48.  (available for pdf download on www.memspan.com/jalt.html)

 Paivio, A.  (1986).  Mental Representation:  A dual coding approach.  New York:  Oxford University Press.

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.

"Cognitive Skills Training or Brain-Based Learning; Which Is It?"

Cognitive Skills training has a long history from the 1960s into the 1970s. Since it is a scientific, technical term, the average lay person is not sure as to what it really means. It can convey a detrimental underlying meaning that something mentally is wrong with the person.

This is not the case. Unless you understand the psychometric testing that measures the information processing and cognitive skill components, the subject becomes complicated. Unless one has advanced course work in this area, it is difficult to explain memory and cognitive processes in simple terms. Yet, we all have a particular cognitive profile, and most of us do not realize or know what it is.

For years, cognitive psychologists tested for problems, and gave medication or remediation. Little assistance was available for the average person. Teachers knew they had learning and behavioral difficulties in the classroom. Yet, it became too tedious and time consuming to complete full psychological batteries on the many children requiring identification. And, only the certified School Psychologist could administer the complex testing batteries. Yet, something had to be done.

In jumped "Brain-Based Learning" into the typical classroom. Many teachers and lay people came up with an irrational exuberance of solutions. The problem was that these techniques or methodologies were randomly implemented and not scientifically tested. It became a "hit and miss" proposition.

Interestingly, it requires minimally 12 hours of pre- and post-testing and a few more hours of evaluation to arrive at solid conclusions. This level of work becomes mind-boggling, and psychologists and specialists deservedly charge solid professional fees.

Since people are not willing to make large investments unless there is a real nagging necessity for it, subsequently the average person is not often, or ever, tested for cognitive skills weaknesses.

Yet, I conducted these exhaustive, comprehensive, standardized measurements and evaluations on thousands of high average, average, low average, and gifted individuals as part of the course pro bono because of my scientific curiosity. Each had a unique profile, which could be improved.

Importantly, I could see dramatic change with my intervention, although experienced at different time intervals by each individual. I knew how important it would be to document it completely.

Living in a university town, full professors and statisticians volunteered their services for this important analyses work, that entailed twenty years of publications and almost thirty of applied research practice. I had many scholarly advisors. As the work progressed through publications and peer review, additional psychology and education professors from different universities analyzed and followed the unique data compilations.

Scientific discovery was in process.

Today, there are programs that have statistical results, but few that have longitudinal findings. In other words, does the training intervention "last"? It takes years to collect this type of data, especially among various demographic groups. It is also difficult to locate the same individual years down the road for subsequent testing. Additionally, even if they are located, are clients willing to be retested years later?

Of my seven experiments, six studies, with a variety of ages and demographic groups, had 1-3 years longitudinal tracking with complete positive findings.

For further information, see the link "scholarly publications" on the nav bar. For comment, click on:" Respond Further on Jan's Blog."

"Can Puppetry With Musical Choral Speech Serve as a Tool to Enhance Memory and Intelligence?"

Today, there are many brain exercise programs, and most expect the client to have the motivation and interest to stay with a new, often tedious program. Many are random exercises without a specific goal in mind, and are no more than mere visual memory improvement of some sort. The various types of memory are not completely pre tested or delineated, and if they do, they are with the pretests primarily visual in nature and deliberately made difficult so the applicant performs poorly.

What is obviously missing from this paradigm is the crucial "listening-auditory memory" facet. Researchers have long written that auditory memory must couple with visual memory for comprehension to ensue. But how to teach auditory memory and the various subcategories of it?

My program has always used recognized nationally standardized cognitive skills tests. We did pretests and posttests to see and compare the improvement after twenty-four hours of intensive cognitive skills brain-skill practice. The results always showed improvement, and yet, every person's profile was different; pre- to posttest. That was most interesting to me and the client, and remains to be so, even today.

None of us have perfect profiles, although we would like to think that we do have them.

To teach rapid auditory-visual memory, and to make the training palatable and exciting, we used a family of ventriloquist puppets, speaking in tonal sequences.

Puppet characters have the following qualities: 1) they offer a non-threatening, stress free presence. The student remains in an abstract "one-up" position. Puppets do not challenge or intimidate you.

2) Their messages are rapidly understood. For example, they are used in political cartoons and comic strips.

3) With the recent surge of ventriloquist puppets as entertainment (America's Got Talent), they are now, and have been accepted for a long time, as a sophisticated arts medium for adults (remember Edgar Bergen and Charlie McCarthy? and puppetry in the Czech Republic and India?).

Now, we can learn from them, too. They can improve our cognitive skills, which include visual and auditory memories. And, if puppet characters do give us "guff," we really do not mind!

Jan's Insight

Commentary: "Rewiring the Under-wired Brain - Avoiding Constant Problems and Corrections" 

The other day, our electrician came over to rewire the under-wired aluminum wiring needed for our new stove. The wiring, installed years ago, should have been copper. At that time, the builder was cutting corners to save money, and it is a miracle our house has not burned down. 

Visiting with the electrician, I commented that "I rewired brains." Of course, he thought that comment very strange. How can anyone do that? And, why would you want to? Staying average seems just fine. 

I continued, "in order to know what the person's shortcomings are, I have to do in-depth diagnostics and evaluations. Do you do that?" He replied, "No, I can tell by just looking at a bunch of tangled wires what is wrong, and what to do to correct the problem." 

With his years of experience, like mine, I secretly envied that he did not have to do extensive diagnostics like I have to do. He simply looks and repairs. 

Unfortunately, there are many brain-building programs on the market place that "just guess, and give cognitive skills deficiencies a "general try, or remedy." They sell training lessons that are merely random, hit and miss exercise, and not programmed to correct a particular deficiency. 

They promise -- "these exercises or training will keep you sharp and improve your memory." The inference is: you have the abilities, just keep them. My question is, what if you were born with undetected, unidentified deficiencies in the first place? You can not correct memory and thinking skills randomly. It would be like taking a car in with a flat tire, having the oil changed, and then expect the tire to be repaired. An incorrect solution was applied. 

The electrician was proved wrong. When the installers came out to install our new stove, he had selected the wrong adapter for the wires. The three installers stood in our kitchen patiently waiting for forty-five minutes, while the frantic electrician returned after picking up a replacement part at a moment's notice, and worked feverishly to correct his error. The afternoon had been ruined for several people, with several other jobs delayed, because of incomplete and incorrect diagnostics. 

I receive many queries from those needing memory and thinking adjustments. They hope they will "qualify" with the ADHD label, and then can solve their problems by taking a stimulant pill. Even though this solution will cost them between $60 and $160 a month (depending upon insurance back-up) this "quick-fix" attempt is like a poor rewiring of the stove. 

You simply end up the same problem. You have lost both time and money. There are no short-cuts around skillful diagnostics and evaluations to find out what the problem is and what solution is required. And, whether the training will work in the long run. 

Jan's Brainy Insight

Commentary: "Common Sense: A Mystery for Some of Us "

        

Following my last blog, I have had interesting conversations with professionals from all fields regarding this topic. Although common sense may be related to logic, critical thinking with its consequences and implications, stays in a realm all its own. Logic and common sense can even be trumped by fast, sudden reactions.        

        

Without delving into the scientific literature on the topic, there have been some interesting comments from both a nero-surgeon that I came in contact with recently, and also an artist-poet. They concluded the same thing, although they haven't met.         

        

Their comments were, that with aging, common sense is "the first to go." Psychological data shows that information processing capability begins to decrease as early as age 35, assuming you had the capability in various brain areas in the first place.        

        

They commented that common sense is locked in a very fine line between our sensibilities of fantasy and reality. And, throw in tainted, emotional bias and habit, we may have a problem. In other words, as we age, we can easily fool ourselves with bad decisions, and can not, do not, recognize such. Let alone acknowledge that we may be way off base.        

        

I find this assumption and observation quite disturbing. Perhaps we should be aware of this hidden dilemma, and consciously make meaningful decisions. My last commentary discussed fluid intelligence, which is trainable to a significant and meaningful degree.         

        

       

        

        

Weeks of January 23, 2009 - February 7, 2009

 

 

Commentary: "Is Common Sense a Natural Trait, or Is It Developed? "

        

I have always wondered why some highly intelligent people appear to not have any common sense. It amazes me how they continue to blunder in their lives, making continuous personal and professional mistakes that set them back., They go through their lives making more of them, and don't seem "to get it."          

        

It boils down to "seeing the big picture" (a right-brain capability) and being pragmatic (a left-brain function).

        It also ties into critical thinking, which according to my last commentary relates to fluid intelligence, which is trainable to a significant and meaningful degree.         

        

Critical Thinking has been a hot topic for years, which includes seeing implications, making inferences, and understanding consequences to any action. Unfortunately, many people operate from their emotional side and make snap judgments, paying for it later. They are not critical thinkers, nor do they use common sense (which would be like "getting out of the rain"). There used to be an old saying, "he doesn't have enough sense to get out of the rain." 

        

Common sense also connects to one's "personality" and "perspective", but of which are affected and developed by life experiences and influences. Personality is also created through our inherited genes, and how we would react to circumstances. 

        

I recently viewed a documentary on former President, Harry S. Truman, who was said to have had great common sense,  

        because he ended World War II, and fired General Douglas MacArthur on Wake Island for wanting to invade China. Unfortunately, these events were very controversial for some time, but later in history, are marked as President Truman having great "common sense." 

        

Perhaps we all need to have "common sense" called to our attention, give it some consideration, and consciously develop it to a greater extent by applying the elements of critical thought. 

        

        

 

        

        

        

        

        

Weeks of January 5, 2009 - January 19, 2009

 

Commentary: "New Research Documents Brain Exercise Transfers to Fluid Intelligence Improvement"

        

Proceedings from Proceedings of the National Academy of Sciences of the United States of America released April 2008 the work of the Department of Psychology of the University of Michigan, and the Department of Psychology of Bern, Switzerland, stated that increasing fluid intelligence is possible after all through working memory training. It was followed by a May 13, 2008 article by the eminent psychologist, Robert Sternberg, Tufts, University reviewing the same.     

        

According to Sternberg, fluid intelligence is trainable to a significant and meaningful degree." According to Sternberg's article (Increasing Fluid Intelligence Is Possible After All", May 13, 2008, Proceedings of the National Academy of Sciences of the USA, Vol 105, 19), robust results were not obtained because psychologists failed to use the  cognitive-theoretical basis for their training purposes.        

        

Fluid intelligence may be described as the ability to problem solve, learn new information, and succeed at taking tests. It is closely related to educational and professional success.

        

Changing working memory is through information processing activation of the various cognitive skill abilities -- primarily visual and auditory memories -- which need to be integrated for test-taking, and following and understanding directions. This entails specific brain exercise applications.        

        

Yet, interestingly, few tested curriculums exist, with the exception of "The Bridge To Achievement," which as 28 years of documented experimentation at 13 national test sites following the cognitive psychologists' research work of the 1960s and 1970s. 

        Most of today's psychologists had left these earlier theories for behavioral applications.

        

As stated in my previous blog article: It is often difficult for those unfamiliar with the field of cognitive psychology, how important it can be to change a person's functioning level, by improving visual and auditory memories. Yes, input modalities can be changed and/or enhanced to higher levels. This does not happen by taking a pill, or by having a tutor. Creating a higher proficiency level  occurs through intensive mental exercise through a specific documented system.        

        

This researcher has long advocated that both visual and auditory memory with other important cognitive skills, can be improved in an efficient manner. 

        

Now we can all become mentally sharper than we have been. It just takes the will and motivation to do so. 

        

       

        

Weeks of December 1, 2008

 - December 15, 2008

 

Commentary: "Getting to the Root of the Problem - More Than Tutoring "

        

It is often difficult for those unfamiliar with the field of cognitive psychology, how important it can be to change a person's functioning level, by improving visual and auditory memories. Yes, input modalities can be changed and/or enhanced to higher levels. This does not happen by taking a pill, or by having a tutor. Creating a higher proficiency level  occurs through intensive mental exercise through a specific documented system applying Applied Behavioral Analysis (ABA).        

        

This researcher has long advocated that both visual and auditory memory can be improved in an efficient manner. Unfortunately, everyone does not know how to do this -- I created a specific, workable system that has been in practice for nearly 30 years. Children to teens and adults have benefited, from low to high ability levels. Everyone stepped forward, some with giant leaps. 

        

Brain exercise is now becoming  popular. Brain exercises feature crossword puzzles and repeating strings of numbers. Unfortunately, random exercises, while better than nothing, will not correct clefts. They will sharpen your abilities as they are now, and may prevent some deterioration. But, what if you want to jump to a higher realm of learning proficiency? 

        What if you like being especially sharp? 

        

"Handwriting Reveals Visual Memory Perceptual Changes Through Whole-Brain Activation" is an article in publication review process (2008). There are seven examples of clients of various ages' assessment samples pre- and-posttest. The first four pages are technical testing explanations. For the average reader, peruse on to pages 5-8 to see before, during treatment, and after training handwriting samples. These samples will demonstrate brain activation stages and the changes as they occurred.

        

See: Handwriting Reveals Visual Memory Perceptual Changes Through Whole-Brain Activation.

Weeks of November 10, 2008

 - November 30, 2008

 

Commentary: "Tutoring -- Is It Always The Best Option?"

        

Mem-ExSpan retrains the brain so the learner is performing at a higher proficiency level. In contrast, tutoring helps the student perform a particular task, or complete an assignment. It does not retrain the brain or correct underlying deficiencies. It is difficult for most people to understand this difference.        

        

When cognitive skills are corrected, the learner can most often perform independently, at a higher success rate, and does not require a tutor to assist him with lessons. By enhancing the ability to "listen and learn well" students pick up what is taught them in the classroom.        

        

Schools receive large grant monies to provide for tutors, which are not only costly, but labor intensive, have to be trained, and the outcomes are often less than desirable. Effectiveness is often very marginal. Although the assignment is completed and turned in, the student remains at the same "brain power" level. 

        

Yet, this option is what most parents, school, and districts understand. Even with solid tutoring, schools still may not reach "Annual Yearly Progress" (AYP) standards, which means that each school must obtain a small amount of yearly improvement.         

        

School districts often spend 1 MM per building on para-professional "tutors," who sit and help students with poor information processing ability complete an assignment. Although tutoring does have its place in some circumstances, (like helping learn a specific subject) would correcting the problem and having a self-sufficient learner make more sense, than adding a band aid?

        

       

        

Weeks of October 13, 2008

 - October 27, 2008

 

Commentary: "Prioritizing"

        

Mem-ExSpan teaches how to rapidly sequence information as a key element of visual and auditory memory improvement. Those who have the training are rapid multi-taskers, read and learn faster, Most people do not realize this type of training even exists or is possible to have.        

        

I often wonder how people prioritize (or sequence) their daily existence. What do we do first in a sequence of actions - what do we complete last? We can observe people driving fast headed to unknown destinations. We are all in a hurry, and to where,  for what, and for what purpose? Are we wasting our time? Where does it all end?    

        

We need to stop and analyze what we are accomplishing, what is the most important factors in our lives, and if we are personally growing. It would be good to mentally contemplate and consider how we might improve our mental fitness and overall well-being as we grow older. Make a list of positive accomplishments you have made this week and the level of mental fitness it took to complete the task. Are you headed in the right direction? How are you affecting the lives of those around you? Are you making a difference?

        It is a matter of setting important priorities, which many of us may overlook. 

        

       

        

Weeks of September 22, 2008

 - October 6, 2008

 

Commentary: "Do You Apply Logical or Emotional Decision Making? Staying Out of Messes"

        

I have observed that many people do not always think as logically as they could have. In other words, they allow their emotions, attitudes, and behaviors play a big part in their decision-making. Quite frankly, this puzzles me, even though so many people operate in the emotional mode, which can put you at a distinct disadvantage.         

        

Those who are analytical, will outsmart you. If they have been lucky to have had my sequence training, which develops parallel thought, or are very intelligent naturally, they will assemble all of the negotiating components quickly in their head, and place you in jeopardy.        

        

This will be the case whether you are purchasing a house or automobile, deciding which area to reside in, or picking a mate. As current emotional intelligence research reveals (Mayer, J. D., Salovey, P., and Caruso, D. R.  (September 2008). American Psychologist, pp. 503-517) that some individuals have a greater capacity to carry out sophisticated analytical processes while successfully integrating their emotions.  Yet, not all people have the ability to do this. They may let their emotions over-ride logical decision-making.         

        

These authors have defined this set of abilities as emotional intelligence (EI) p. 503.        

        They  conclude that all the parts of motives and emotions should come together successfully. These factors tie into your personality, and should fuse and blend in a coherent fashion.

        

This blog is  intended to provide not only interesting, new, high quality scientific information, but to also encourage the average individual to think about what affects them directly with a fresh perspective. By doing this, and becoming smart about your emotions, you improve the quality of your life by having fewer problems!