Discovering an Arts and Science Film Model

Creating, implementing, monitoring continual data analyses, then evaluating, and publishing with the medical model is a lofty goal. Then converting this successful executive function application to mainstream understanding is even loftier.

My learning disability training came from renowned The University of Kansas’ instructional center, located at the main Kansas City, Kansas hospital. The rigorous medical model training was based upon the neuro-psychological construct.

As a learning disability specialist and classroom teacher, in the ‘70s & ‘80s, I applied science and art to the accepted accelerated learning construct.

At that time, creative instruction, was not a friendly construct with some public-school districts, administrators, and educators that depended on government funding.

Traditional teaching methods were inherent and cemented.

To my dismay, I soon discovered:

1)   Referred students required psycho-educational testing and evaluations to qualify, and many did not.

2)   Many students were not being identified, and fell through the testing requirement cracks.

3)   Furthermore, public schools could lose funding when the student was remediated. To maintain the funding stability, a newly referred student was needed to replace the vacancy.

4)   This meant additional after school staffing meetings with teachers, and administrators who were reluctant to lengthen their work-day.

5)   Auditory/sound/listening training was minimal, if any. (for creating auditory/visual integration for proficient logic and conceptualization).  Lightweight "listening" training lessons existed, but there were few heavy practice routines, like athletic or musical training. 

These attributes created a large learning gap for most everyone. Many concerned parents became desperate and sought private remediation resources.

Many instructional programs soon emerged. Some were cumbersome tutorials, whereas the individual traveled to a new setting/location.

This awkward construct opened the pathway for online leaning as broadband emerged, decades later.

Regrettably, many online auditory/visual training methods had their shortcomings with limited achievement results.

Then, there was me with my “arts in science” cognitive skills enhancement program with a phonological practice system that was working.

 

 Problem: My vocalized puppets, sitting on stools, demanded a filming interface. Moving them to distant states to film studios would be difficult, time consuming, and costly.

Subsequently, I created my own home laboratory complete with sound - recording, lighting, and video equipment to formulate procedural learning segments.

 Locating a talented sound technician who could work on small piece sound segments, plus learn a new looping system, was no easy task.

 Yet, one walked in from nowhere, as I interviewed many local candidates.

 My earlier blog discussions revealed the reluctance of current day individuals, faced with memory and cognitive deficiencies to rely on pills and concoctions as an easy quick-fix.

 And, with lots of Social Media time involvements over-riding educational learning.

However, hasty mental solutions will not produce efficient procedural upskill training.

Fortunately, looping, vocalized, puppet characters can realize and maintain their phonological sequencing results through continued science research, upskill implementation practice, and technology.

 

Listening Success

This article continues my perspective on the importance of listening comprehension as it plays a role in procedural training and the cognitive skills required for deep learning acquisition.

 Technology now creates fast, easy, auditory enhancement deliverables not possible until recently.

 With consumers looking for quick solutions (my previous blog article, “Solutions Rejected”) of pills and relaxants, my application is most applicable for future cognitive brain/language/phonological research and/or upskilling by companies needing a workable, research-evidenced, practice verified. application.

This commentary follows my “Listening Your Best Asset” November 2021 blog.

It accentuates my “Hierarchy of Thinking” paradigm. [i]

 Understanding aural information is critically important in our every day life. Many take listening for granted, but there are three types: [ii]

 1.         Passive Listening as listening to music

2.         Active Listening: with full attention to learn and retain information

3.         Critical, or analytical to make judgments what was heard.

           

My innovative work is to strengthen short term memory spans for active listening. a requirement for critical listening found through parallel processing.[iii]  This process creatively applies images and sound/voices[iv] described in juried, publications [v]

 Many platforms, like YouTube, Patreon, and various podcasts, offer listening suggestions, but none have evidence-based, technological application.

 

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[i]  Erland J. K. (c 1989), Hierarchy of Thinking. Lawrence, KS.

[ii] Cherednichenko G., (2011, Vedeco trendy technology conference paper) “The Role of Technology and Teaching Listening” monograph pp.78-83 available on online, Academia.edu.

[iii] 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    

[iv] Erland, Janis L. (February 4, 1986; copyright TXu 225 862). Contrapuntal Thinking and Definition of Sweeping Thoughts.

[v] 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/jankuypererland page 44.

Solutions Rejected

 

A former December blog. “Memory Development for Me, revealed my pleasure in upskilling my own cognitive skills, and the mental overload relief I obtained with mental practice exercises.

 “Effective Wellness Reconsidered” talk followed  in my January post.

 Yet, today’s world generally does not embrace or recognize the concept of self-improvement through practice exercise, unless it is athletic teams whose objective design is performance. 

An individual may consider it “cool” to have a mental or physical weakness, to align with majority thought.

The new order code is “sensationalism”. All seek it. All want it. 

Many unsubstantial memory and learning companies have entered a crowded landscape promising the ill-informed individual an answer.

 Solutions, unfortunately,  can become a faulty choice. Rather than a weakness becoming “resolved” it is something to brag about.

If our weakness becomes uncomfortable, we swallow a pill, or smoke a joint. Ultimately, our health becomes at stake.

Yet, procedural learning remains critically important, beyond the pill or joint.

 Many individuals cannot embrace it or qualify for a demanding job position. Or, successfully engage in competitive athletics.

Because a good outcome takes practice, and more practice, then, some more.

Analytics become looped with the practiced outcome. Questions follow. What additionally is needed? 

Tried and True researched, clinical trials, or taking actions that work under pressure.

 Whatever the choice, it is for you to decide if  you are geared to grip technical job skills.

Effective Wellness Reconsidered

Many are unaware that they operate below par with their mental wellness functions. Some are concerned, while many do not care.

Several cognitive, medical, and psychological predispositions comprise mental state relationships.

Trapped, disappointed, and living in a non-focus state, their fingers rapidly scroll their screens. When not scrolling rapidly, they rush between tasks and demands at hand.

Unfortunately, productivity is lost. Only one in five can execute, and then complete a challenging, technical procedure. Personal skills remain at a low ebb. 

Subsequently, work skills remain at a premium, and are in short supply.

Finding their work life in a static position, promotions or new jobs remain elusive, inflation stings. 

We may rush to find partners online to help pay the freight, whereas, it might be better to upskill for proficient, mental wellness enhancement.

It is time to contemplate your own situation, select effective researched, self-recovery methods, as marketing is having a hey-day at your personal well-being expense.

Follow my work with viewing pogram and lesson samples 

on YouTube under jankuypererland1111

https://youtu.be/0yBvAnGjJeI

Additionally, YouTube features one minute “shorts” to expedite the scrolling process, to complement their social media platforms that may promote ego boosting photos hinged with brief comments.

Utilize my research and developed applications, as it becomes cemented into ongoing and future medical, cognitive, and psychological research applications. 

Memory Development for Me

 

 Many would call my personal rewards luck. I call it my personal blessings, as evidenced by this recent November photo of myself enveloped in a rainbow by my kitchen window.

Never dreaming that my training initiative would benefit myself, as well as others, this realization came as a Christmas surprise.

The sudden rainbow of colors on me created a sense of wonderment.

Although Taylor Swift has recently discussed her early teen ambitions, my aim in assisting others developed early as a child. Not only did I want to help others, but I wanted to be a writer as the conduit element.

 There was an oxymoron problem: I did not have the cognitive ability to write with high acumen; let alone design and develop a memory program.

 Yes, like Taylor, I had ambition; but with limited talent to write effectively.

Now, with my own thrust with my own prescribed memory and cognitive auditory transfer training, the efforts have proved out in spades within three dynamic levels:

     1.                  the ability to manage my own
                complex health procedures for
                56 years to remain healthy.

2.                  the ability to team-work for complex film sound and video procedures to complete an arduous, demanding project.

3.                  to quickly understand, follow, and manage complex household    procedures, avoiding timely over-charge details.

Like many, I have much to be thankful for this holiday season, and offer this wish to the rest of you reading this commentary.

 

Podcast 2 of 3 Creating a Program - Mem-ExSpan, memspan's

This article relates how I created a unique data-based, auditory memory program as a teacher and parent in a small home studio. 

Since the cognitive training results were transferring to advanced mental processing with academics, work, and well-being, I kept going with additional training classes, for ages 9 to 65 for over 42 years. 

The program assessed and applied standardized cognitive and academic achievement outcomes and became heavily data based.

Podcast 2: (paste link in browser, if necessary)

https://www.dropbox.com/scl/fi/bhin2nu727pinjnlwd8ry/Podcast-2.REV.mp4?rlkey=f6x80iezmpfjvyzw90dar9req&dl=0

The Erratic Tik - Tok Brain Embraces Entertainment

To continue my ongoing discussion of “Solid learning factors”, including focus, many articles today discuss concerns about the current 1-minute Tik Tok brain instilling erratic focus for our young people. 

Poor focus interferes with listening integration sorely needed for sequencing, learning, retaining and applying new material.

 Artificial Intelligence (AI) cannot compensate for learner cognitive deficiencies. Actually, AI can make matters even worse.

 Scrambling for Focus through Entertainment:

Historical Impact:

 No matter how poor an individual’s focus capability has become, one thing is certain: Entertainment will be embraced.

 What entertainment?

 Answer: Anything that excites the nervous system and brain, i.e. – video games or circus acts, and sporting events of all types. (Regarding the latter, erratic focus on the football game plays fails, when looking for Taylor Swift in the press box).

 Additionally, entertainment focus includes amusement parks, stage comedy, mime, ventriloquism, and magic tricks.

Subsequently, it stands to reason, that speaking, looping, puppet faces might provoke staring, leading to focus.

 The learning concept of looping, filmed faces emerged from a long puppetry/ventriloquism history.

 To begin – “The Entertainers”:

 1893 – Professor “Doc” Brown, living with a family of three, growing children, in rural Tonganoxie, Kansas, decided to carve some amusing vent figures. He liked to entertain rural area folks, who stared at the strange, wooden, talking faces. 

Professor Brown becomes a local “hit" for a few people, so decided to hike to the New York Stage with a backpack of puppets. 

Although it took him awhile to travel such a distance, he was well received on local city small vaudeville stages, making some income to feed his family. They have been surviving on buttermilk and popcorn in rural Kansas.

 

1923 - 1955 “Doc” Brown’s two sons, Fay and Foy E, are soon carving wooden faces like their father had done earlier. They perform for local Kansas folks and are well received at holiday organizational holiday events, needing entertainment.

1935 – 1955    Roughly in the same time frame, Ventriloquism was becoming a hit comedy act for night club entertainment on the East and West coast areas. Many tried to perform in Hollywood films but failed to succeed in that medium.

 1960 - 1972 – 1979    Jan, with a teaching background in Des Moines, Iowa, training children to emulate science, math, and reading units learning into writing poetry and comedy scripts for parental shows. Parents were thrilled with their children’s’ learning prowess obtained through the arts, science, and music.

 The Erland family now moves to Kansas City, and later to Lawrence whose school district finds arts and science creativity learning incompatible with their educational philosophy. The local district employs The University of Kansas’ “strategies,” paper and pencil methods. 

 Jan is applying the puppetry into her University of Kansas master's degree’s learning disabilities project “Following Oral Directions” with peers and puppets. 

The final outcome of the “Peers and Puppets” experiment was that team students’ TIED with the puppetry methods. Both groups focused on a peer role model and the teaching cloth puppet. All win-wins.

 Jan Erland is soon introduced to Foy Brown, the wood carver and former entertainer, who is a fire fighter, by trade. He carves, as a hobby, during –fire call lapses, at the fire station.

Jan meets with Foy, in 1972, purchases two ventriloquist dummies, and soon is applying puppetry comedy routines for advertising with her three children as musical and speaking performers. It becomes a summer activity for the three children, who are musical.

 Soon, Foy introduced Jan to Lucille Elmore, the noted 1940’s to 50’s stage performer. retired in Topeka, Kansas. Jan purchased her “Lily” (then called Snoopy) vent figure, and Lucille later bequeaths her 1935 carved “Butch O’Malley” puppet to Jan. Butch becomes filmed, as Lucille desired, for his final destiny.

 1980 – 1981 – 1996 Jan forms Mem-ExSpan, Inc. and Innovative Learning Stratagems, a 401 c3, nonprofit, as teaching/training entities for creative methodologies. Data collections become paramount in establishing creative puppetry for learning change.

 Milestone filming years: 1986 – 1988 – 1997 –2007 – 2012 – 2017 ­­­­– 2023 – converting wooden figures to a film format laced with data collections. (Five filming/audio recording generations applying puppet vocals).

 Foy E. Brown witnessed the film transfer just before he passed in 1988 and was astounded. What would our “Professor –Doc Brown” (Foy’s father) think if he saw his wooden figures able to transfer easily, streamed online, rather than walking to New York City?

 Do we have a valid conduit for focus and mental coding transfer applying the puppets’ looping faces and voices? Continuous data confirms that we do. But, will anyone apply it in a world of advancing technology forces with an erratic one-minute Tik Tok brain focus?

Banging Your Head Against the Wall

 Sometimes it feels like we are “banging our heads against a wall” when people are not listening to us. They often ask questions just explained.

 We may experience this not only in skills training sessions or even in casual conversations.

 The confused may not “be day-dreaming”, nut unable to process incoming listening information, as the visual details at hand now take over their brain.

Unfortunately, many can only focus and follow one step holistically at a time, and cannot detect issues within the entire sequential procedure. Slow in procedural thought, “one unit at a time-piecemeal”, they become over-whelmed with step-wise instructions.

This unpredictable mind set creates a flow of errors that is both time-consuming and costly to reformulate properly.

Today’s work projects often employ three to five individuals, at high cost inefficiency, to accomplish a simple procedure. 

The following alarming story was recently related to me by a hospital book-keeper, as an incorrect coding entry had been taking a year of our involvement to resolve the accounting/mis-coded issue.

Without productive efficiency, projects fail with faulty detail. All work operations are a series of ordered details to be completed correctly, systematically, with full accountability. 

Any work chain with too many links can break down to error laden inefficiency.

Actual Medical Scenarios:

 It took a chain of five individuals in the hospitals’ book-keeping department to submit a Medicare claim adjustment in the year-long process. 

Inversely, there were several people at the Medicare side to conduct the same, expensive, time laden, data entry chain link process to finally correct the claim.

 That amounts to 8 monkeys working on one hospital charges data set.

 My Ophthalmologist routinely hires assistants to train from scratch, with few technical, if any, credentials. She falsely assumes that if they can run the ocular equipment that entering the machine data readings and input to the patients' records will be correct.

 Wrong.

 The assistant not only had entered incorrect data but mixed up the chart with another patient with a severe condition.

Then the doctor confronted with the dire results, requiring immediate surgery, lucky for me with my high listening-auditory-coding capability, I recognized the problem immediately, and confronted her with “these photos are not my newly filmed records”.

Of course, the doctor double checked my file, was embarrassed, and apologized, as I have nearly perfect eyesight.

Obviously, I could have gone through unnecessary eye surgery, not to mention, the time involvement, and the anxiety-stress incurred.

Subsequently, this circumstance could have been avoided by pre-testing the listening capability of future technician applicants.

 

 Erland, J. K. (1989, 1980). The Hierarchy of Thinking Model. Lawrence, Kansas.

Erland, J. K. (February 1986, 1989).Contrapuntal thinking and the definition of sweeping thinking).

 

 

 

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

We can now all move forward to new learning and achievement heights, providing we understand how our own information processing works. Our reluctance to be the very best we can be, can now be left behind us. 

My work is based upon the premise that “intelligence” is trainable, and that skills, like reading, writing, mathematics and problem solving are dependent on cognitive information processing basic blocks called “primitives.”

Why understand what these blocks are? Because all work proficiency, including academic achievement, depends upon how our “mind works” operate. 

The renowned psychologist, J. P. Guilford, identified 150 cognitive skills cubes, called the Structure of Intellect theory (SOI), which has been used as a foundation and measurement of general intelligence for decades. (See footnote).

Why should we care? Because our future endeavors, how we cope with everyday life and our achievements/life styles will depend upon our information processing capabilities. 

It will become our lifetime path we lead, and how contented we will be with what we end up doing as a livelihood.

How do we find out what capabilities we have? It is through standardized cognitive skills testing and evaluations can show information processing strengths and weaknesses of the individual.

Why is testing and evaluation not routinely prescribed? Why do we not know about it? It is because testing can only be administered by highly trained, state certified, professionals at the masters/doctoral degreed levels. 

These people include psychologists, school psychologists, and learning disability specialists. 

Testing companies will not sell testing materials to anyone other than these highly qualified and trained professionals, who are trained to do measurement and evaluations.

Subsequently, the testing requires trained expertise, money, and takes time. One set of cognitive skills tests usually runs from $2,500. - $3,000. 

Therefore, parents often go to physicians or psychiatrists who can prescribe medication to calm the learner, which may appear to be a quick, inexpensive solution. 

Yet, this intervention is not low-cost, and can run $100. a month or more depending upon insurance coverage. And, prescribed medication can become habit-forming.

There is little, scientific knowledge, summarizing the life-long effects of any kind of stimulant medication on the brain and body that is used to increase focus and concentration needed for learning new material.

Cognitive skills training and cognitive skills assessment has been available for some time. In 1975, Guilford's student, Dr. Mary Meeker, formed the "Structure of Intellect" (SOI) Institute and trained educators how to measure cognitive skills according to task. 

She and her husband, Robert, designed tests and materials. The SOI Institute exists today (as of July 2023) with clinicians in every state that have been trained at their "Advanced Level" out of four levels of experienced practice and training. 

The program has focused on reading, math, and learning problems, early childhood weaknesses, Gifted instruction with remediating missing blocks, and career counseling.

Yet, cognitive skills measurement and standardized testing has not been mainstreamed for the average, yet ambitious person, due to training, time, professional qualifications, and cost constraints. 

Generally speaking, individuals needing remediation were tested either privately, in schools, clinics, or within learning institutions.

Subsequently, many who who were fortunate enough to obtain low-cost assessments and training, or at no cost through their school, later felt embarrassed that they might be considered as "inadequate or a slow learner." 

Yet, they could subsequently experience giant steps forward in perceiving and learning new information faster and reaching greater career heights. 

Now, this sense of "being singled out as imperfect or having a problem " is no longer the case, as we move forward with a new dimension of identifying learning skills strengths and weaknesses to create the high performing, confident individual. 

We must all excel. Tomorrow's world is demanding it of us.

How can I get started with solid, eye-opening measurement of my own or my children’s cognitive skills if it is expensive and time consuming? Is this beneficial, and worth the time and trouble?

Soon there will be available online options that will offer access to finding the right professional in your area, who will now charge less for solid evaluations. 

And, the online options will give you the information you need and want, and point you in the right direction for not only testing, measurement and evaluations, but for instructional, learning solutions.

My dream is that most of us will want optimum mental fitness in the future for our children and ourselves the same way we want physical fitness and personal well-being. 

It will be our choice to move forward to higher levels. We can be competitive in the new, global world.

Footnote: Guilford, J.P. (1967). The Nature of Human Intelligence. New York: McGraw-Hill. In Guilford's Structure of Intellect (SOI) theory, intelligence is viewed as comprising operations, contents, and products. 

There are 5 kinds of operations (cognition, memory, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual, auditory, symbolic, semantic, behavioral). 

Since each of these dimensions is independent, there are theoretically 150 different components of intelligence.

A Case for Digital Transformation

Exploring Evidenced-Based-Data Results

 

Many products in development claim Evidence-Based-Data findings.

What is their data authenticity? What kind of testing, and by whom?

This article is in response to my previous “Proof is in the Pudding” discussion, where I self-monitored my internal responses in parallel to the participants’.

Subsequently, my former personal anecdotal review can be validated by lengthy clinical research findings.

Most product-building data collections, unfortunately, are heavily anecdotal, or computerized self-tests, rather than having rigorous scientific analyses.  

Participants can be assessed by informal tests in specific areas, by self or instructors.  Compilations then become compiled by doctoral, or representative students in labs, or by computerized selection formats.

The BTA has applied both types of assessment extensively, through 13 test sites with many 3^rd party evaluators, testing companies, and institutions. 

The treatment outcomes included both criteria- referenced elements (continued to the present time), and highly recognized diagnostic standardized tests, monitored in depth by three independent testing companies, and five universities.

Although the confirmed results are precedingly dated, they remain substantive, as they were evaluated at so many assessment levels, with high level statisticians/evaluators, and circumstances.

Participant longitudinal data is hard to come by, as the learner often changes locations. Parochial schools are preferred, as students often move lock-step from grade- to- grade.

In the 2-Parochial school study, the goal was to determine if the results generalized to higher achievement scores. 

Out of 14 classrooms, only three adhered to implementation protocols and obtained results (two fourth grades and a 6^th grade).

These students, moved forward with new teachers, and were followed by assigned numbers for 2-4 years longitudinally, as long as they remained at the middle school level.

The implementation problem was embedded in the poor technical media applications available in 1996. 

Only three teachers could manage juggling video and audio tapes with an overhead projector, for 48 lessons on a daily basis. 

And, following heavy on-site teacher training, applying students’ handwriting on worksheets.

Surprisingly, these written worksheets, revealed important cognitive changes within the first 20 days.

Interestingly, the two schools with the 4^th and 6^th grades’ high results, elected to verify my outcomes with an independent testing company; Educational Testing Service (ETS) of Princeton, NJ.

Outcomes

The subsequent verification of my results indicated that I needed to wait for the right technology to emerge, even if it took a waiting time.

Broadband internet availability, with finding the right photographer/sound editor, who could incorporate the many embedded instructional layers into one brief, daily filming lesson, was crucial.

Then, hopefully, creating high fidelity, excellent phonological sound quality, with streamlined, engaging, and timing with puppetry.

Subsequently, I waited, and completed the problematic, on-going project’, now prepared for broader digital transformation.

Drahozal, E. (Vice President, Iowa Test of Basic Skills - ITBS testing service, personal communications, technical assistance, April 18, 1998, May 17, and May 27, 1999 and June 8, 1999). Ithaca, IL: Riverside Publishing Company.

Erland, J K. (c February 1986, 1989).  Contrapuntal Thinking and Definition of Sweeping Thoughts.  Lawrence, KS

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

Erland, J . K. (1995).  Cognitive skills training improves listening and visual memory for academic and career success.  in ERIC Clearinghouse, Journal of Accelerative Learning and Teaching, 20, (1 & 2) 87-101.

Erland, J.  K.  (October 1997). Fitting into the high-performance workplace. The American Society For Training and Development. KC-ASTD’s VISION. p. 1

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.  (Spring, 1999).  High performance thinking counts.  Performance In Practice.  The American Society for Training and Development. and KC-ASTD’s VISION, February, 1999.

Erland, J.  K.  (Spring, 1999).  Brain-Based learning longitudinal study reveals solid academic achievement maintenance with Accelerated Learning practice.  Journal of Accelerative Learning and Teaching, 24, (1).

Erland, J. K. (Summer-Fall 2007). Five generations, 27-years of iterative experimentation demonstrates cognitive skill improvement enhances academic achievement and career goals.

Frisbie, D.  (Ed., ITBS, personal communication, technical assistance, June 10, 1998 and August 9, 1999). Iowa City, IA: Iowa Testing Service.

Hoover, H. D., Hieronymus, D. A. Frisbie, D. A., & Dunbar, S. B., (1993)  Iowa Tests of Basic Skills Content Classifications with Item Norms.  Complete/Core/Survey Batteries, Levels 5-14.  Form K.  Chicago, IL: The Riverside Publishing Company.

Riverside 2000. (1994). Iowa Tests of Basic Skills Integrated Assessment Program, Technical Summary I.   Chicago, IL: The Riverside Publishing Co.

Science Research Associates Standardized Achievement Testing (1985). Survey of Basic Skills. Chicago, IL: SRA.

 

Following Oral and Written Directions

 

Following Oral and Written Directions[1]

 By Jan Kuyper Erland

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 University of Kansas masters project. The design reviewed whether puppets or peer models could enhance the ability to follow oral directions.

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.

Data Outcomes Summary

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    

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 University of Kansas, Lawrence, Kansas

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.

 

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Elusive, Rational Cognition

                                 Found Through Deep Learning Rehearsal Practice

 

The Universal Problem:

My former article “Think Twice” discussed how visual and auditory memory integration (necessary for deep understanding/comprehension) becomes elusive with too much addictive screen time adherence. We all “obey” with compulsivity our screens. Marketing strategies depend upon our compulsive natures that we will react instantly to their clever lures.

 Subsequently, integrated long-term memory transfer becomes critical for optimum decision making. Case in Point Example:  Recently three international development giants were engulfed with their own power-ego and screen lure that they lost billions with inept decision making. This can happen anywhere, any time for anybody. Common sense may go by the wayside.

Visual and auditory memories should always be in sync to transfer to long-term understanding.  Unfortunately, the more we rapidly fire our way through visual screens, cells, tablets, desk tops, TVs, our listening (auditory) memory becomes latent. Our visual memory becomes “in charge” of us.

Therefore, it is important for you to realize and understand the consequences of your actions, and how long-term-memory integration factors play into them, and in your life. For example, you may find yourself “fired” from your job, as it takes 3-4 times the effort to complete an assignment or project; you are  constantly yelling, nagging your kids because they don’t listen and follow directions like you thought they should have done.

 The Solution: Innovative, progressive learning over 20-24 input hours.

 But, which one? Necessary criteria for deep, solid attention and retention:

1.         Musical, rhythmical comedy is a good option to obtain fixed attention for deep learning,

2.         Consecutive practice is the next requirement.

3.         The lessons must then build on each other in difficulty level with purpose.

4.         Then, the learner must see their own progressive improvement, and keep going.

5.         Finally, the rhythmic visual and sound adherence will re-formulate one’s brain cognition and  integration. Improvement is “not a quick fix”, but you will see improvement gradually, peaking in a year or two.

 This article can help you recognize and resolve your insidious limitations, so you can take action to alleviate stress and confusion.

Think Twice

Memory (Listening) Transfer Awareness

 

Many of us are familiar with the big variety of brain games designed for visual working memory speed. Unfortunately, they do not measure long term memory transfer, visual and auditory, needed to understand, and retain, in-depth meanings when learning new material.

 Also referenced as deep learning memory, or brain knowledge transfer, it becomes vital for remembering math and science operations and reading comprehension. These fundamental academics underlie the ability to follow procedures and instructions in many professional arenas.

 Seldom does a single game application address all cognitive processing pieces simultaneously. Multiple training programs address “one-at- a- time” training of each perceptual processing unit. Specific cognitive skills training will initiate opening the door for additional long- term memory transfer applications. Keep in mind that there are a myriad of additional internal cognitive ability elements maintaining the overall learning and memory structure.

My writings for years have emphasized the need for visual and auditory integration, for following procedures, but there are additional properties often unnoticed; long term memory transfer, the basis for understanding/comprehending, retaining, and applying new information.

 Additionally, many brain games measure visual memory speed primarily, in repeated replicated – isolated patterns, but are not integrated with listening memory. Inadvertently, they are achieving the inverse of what they are trying to accomplish through visual memory training, by pulling 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.

 As a result, we now experience national low school reading and math scores. This is not only due to adherence to these autonomous, yet limited, skill practice screen games, but they inadvertently create a shortage of a skilled workforce that can not follow or remember detailed instructions and procedures, as the required auditory memory transfer practice unit had been overlooked.

We become horrified and baffled, blaming the problem on CoVid isolation with too many applications to sort through coupled with school/parent/business administrative issues.

I have referenced this transfer as: Deep Learning. My initial trial studies suggested that certain environmental parameters or conditions had to be in place. These earlier conditions are now replaced by online learning through the adoption of device screens.

My former writings have cautioned about too much screen time with visual images can create an inverse auditory memory transfer needed for conceptualization. Screen time should couple not only with concept practice, but inherent strategies that include widely adopted note taking and visualization coupled with self-talk while slowly increasing the difficulty measures through a variety of lessons.

 Deciding to recognize, understand, and adopt, long-term visual with auditory memory integration transfer is your first important step towards personal growth and professional progress.