Sunday, April 21, 2024
Brain-Based Learning Wins All
Wednesday, February 28, 2024
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.
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]
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]
[i] Erland J. K. (c 1989), Hierarchy of Thinking.
[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.
[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.
Sunday, October 15, 2023
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.
Historical Impact:
Subsequently, it stands to reason, that speaking, looping, puppet faces might provoke staring, leading to focus.
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
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
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
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 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.
Sunday, June 18, 2023
The Proof is in the Pudding
Carefully designed Cognitive Behavior Modification (CBM) (Meichenbaum, 1995,1977) techniques and strategies that included self-verbalization, mnemonic organization, modeling, and study skills still fell short of desired academic and career improvement, because some important foundation components were missing.
Many theoreticians, although
looking at all the ramifications of the problem,
were not focusing on an important issue; poor
information processing capability,
with deficient cognitive functions (J. P. Guilford,1967; Intelligence Theory, containing
a 3-D Model of 128 various mental cubes).
Subsequently, we are each born with our own unique profile of underlying, high to low, information
processing areas (Meeker, M. 1999; Gilford’s student), and distributed parallel processing, feedback loops (Erland, J. 1986, 1989), (Rumelhart and McClelland, 1986), which can dictate our daily endeavors.
Yet, alternative cognitve, intelligence theories address, and interface with 8 types of experiential, personal, talent capabilities (Gardner, H. 2006).
Unfortunately, many of us are not familiar with earlier, established scientific findings, and how they personally affect each one of us.
Severe deficiencies within multiple cognitive functions, may be termed learning disabilities,
Dyslexia, or simply, under-functioning.
Weaker cognitive areas do not disappear with maturation or the passing of time, unless with an
intervention.
Cognitive deficits may
include inadequate visual and auditory sequential memory capability that ultimately interferes with the integration
of information.
The information processing dilemma
may be misdiagnosed and blamed on a poor attitude, lack of motivation, or Long-Term,
latent Covid effects.
Many
now suffer from memory fog created from lasting Covid. Subsequently, the inherent
strong and weak cognitive areas may also be adversely affected.
Individuals possessing several of these problems, may
develop some compensatory and coping skills.
Furthermore, cognitive and
memory deficits carry within them a high degree of stress that can result in
underachievement, or even chronic
situational depression.
We may be told to try harder, or to seek help with
counselors, or mental health and medical professionals. Sketchy prognoses can
be made, pills prescribed, creating an unfortunate situation.
Subsequently, as disillusioned
individuals, we do not achieve our maximum potential.
We find it difficult to enter the career fields
of choice, or be able to compete and
advance in our chosen fields.
Braced with indecision, we
become embarrassed, or too proud, to consider we could be performing at much
higher output levels.
Let alone, be trained by rotating, cubistic faces.
Case in point: It was difficult for me to realize my own
short-comings, as I had struggled since birth, compensating. I felt lagging, or
“behind,” fast- paced classmates.
The puzzeling part was that I read like lightning, and was sent to upper grades for reading classes. I read classic literature by age 10.
In teaching my program, it
was quite accidental that a personal, new revelation was realized. When studying
memory and cognition theories, I understood that unfortunate hidden, gaps were within
my own information processing system.
Technically, it was easy to identify my visual and auditory closure issues. What I saw and heard short-circuited, or was incomplete.
Then, this deficit led to visual and auditory sequencing memory, not functioning optimally, as required for procedural learning.
Finally, a cascade of shortfalls
creates poor memory integration needed for conceptualization.
Fortunately, and unexpectedly,
I soon recognized increasing sharpness with my own verbal and written communications.
I had gradually gained auditory and visual memory closure and transfer.
And, with great relief.
My original intention of applying a procedural
system was to accelerate my own three children, plus strengthen my husband’s
information processing capability, following a series of heart operations.
As I had worked for, the
family all wound up excelling in their chosen, fields of endeavor. My spouse
could now embark on a new career path.
Coincidingly, I internally followed
my own internal mental progress, but self-help was not my intent.
My daily puppetry, memory-span-drill
workouts are now hinged with physical activity to create a whole-brain wellness
regimen; without pills.
It is unusual that one affected
with many cognitive shortcomings, would arrive with a solution.
Nevertheless, I did through internal monitoring.
My only regret is that I did
not have this surprising, sharpness benefit earlier, during my younger
schooling days.
Erland, J K.
( February c 1986, 1989). Contrapuntal
Thinking and Definition of Sweeping Thoughts.
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.
Gardner, H. (2006). Multiple Intelligences: New horizons, the development and education
of the mind. New York: Basic Books.
Guilford, J. P.
(1967). The nature of human intelligence.
Hessler, G.
(1982). Use and interpretation of
the Woodcock-Johnson psycho-educational battery.
Kess, J. F.
(1992). Psycholinguistics: Psychology, linguistics and the study of
natural language.
Meeker, M. N.
(1999) Structure of Intellect Systems. Teacher Training. Vida, OR:
Structure of Intellect: Based on J. P. Guilford’s work.
Meichenbaum, D. (1991, 1977). Cognitive behavior modification: An integrative approach.
Mahoney, M., & Michenbaum, Donald. (1995). Cognitive and constructive psychotherapies : Theory, research, and practice. New York : Washington, DC: Springer ; American Psychological Association.
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.
Wednesday, May 3, 2023
The Long Wait for a Cognitive Skills Film Production Project: Three Podcasts Reveal Surprises
With the finalization of a six-year film production, entailing 6 arduous years of filming- re-filming-editing puppetry training segments, I find myself at the cusp of a completed project.
The cognitive skills retraining program, created in 1980, has become a reality for consumer, upskilling, and educational corporate licensing.
The re-filming and full compilation (four generations of previous versions) had been an ongoing goal to complete a complex film set of 48 lessons.
The project lay latent for a number of years in trying to find the right entity who could perform this highly detailed work.
Finally, it was decided that the only way this could happen was to create a home film studio, where I did not have to transport five ventriloquist puppets and remain on location to perform the vocal work.
I would have to train someone from scratch, as I had a unique rotating sound and visual system with vocal phonological requirements.
By luck, a local sound engineer applied to my on-going advertising search. My high-risk endeavor was planned to obtain a full lesson or two.
My background began as a classroom teacher, parent of three, special education teacher and specialist, learning scientist researcher, and finally, a data analyst.
I partnered with five research universities to monitor my experimental research for several years.
This partnership provided evidenced-based longitudinal findings with subsequent research awards, which gave me a unique background for creative insights.
This arduous adventure will be related in a series of articles and podcast episodes.
With that being said, I now offer Podcast Season 1, Episodes 1 to 3, with an interview by my daughter, Christina Erland Culver, CEO of EdNexus Advisors, an Educational policy expert.
My beginnings as a child reveal having a natural curiosity for the profound. This became the root for developing procedural instruction for helping others find hope and self-purpose.
Now, let's review how I began my first class that included Christina as a role model, with home schooling instruction.
An important discussion with Christina explains how and why the various sound repetitions integrate visual and auditory (listening) memory that is so integral in following oral and written directions, the foundation for implementing accurate procedures.
Let's review a Summary of the Data Outcomes
My stories will continue in future blogs and podcasts . . . . . .
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, October 30, 2022
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.
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.
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.
Monday, September 3, 2012
Theatrical Puppetry Exercises with Musical Choral Speech Serve as a Tool to Enhance Memory and Learning Proficiency
Today, there are many brain exercise programs online that expect the client to have the motivation and interest to stay focused with an often tedious program. Many are random visual figure exercises to learn a series of images. The various types of visual and listening memory are not over-viewed, and, what is presented are visual memory exercises that are difficult to complete.
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 the learner to understand or comprehend new information. Auditory/listening memory exercises must accompany the visual ones, and obtain effective results in the process. This challenge becomes a complex measurement and evaluation process to discover what is effective and works with all learning levels and capabilities. Following years of test-train-testing iterations, puppets were found to be an engaging, differentiating tool.
Yet, it can not be “any puppet, with any instructional purpose, or with any filmed procedure”, but should have a specific rationale and lesson objective in mind. Students are taught how to interface, react, and engage effectively.
To teach rapid auditory-visual memory, and to make the training palatable and exciting, I engaged a family of historical vaudevillian ventriloquist puppets that taught sequential learning to children age 9, up to the adult learner, who appreciated “the Charlie McCarthy – Edgar Bergen retro Hollywood radio days”.
Puppet characters offer the following beneficial qualities:
1) They offer a non-threatening, stress free, fun-like presence, and can become a “family affair” for the learning process. The learner remains in an abstract "one-up" position. Although they can challenge your capabilities to the next level, they do not intimate. When they back-talk, you are not personally offended, as they become your friend.
2) Their messages are rapidly understood. For example, they have been used in political cartoons and comic strips for decades.
3) Their vocal intonations penetrate the memory system.
Becoming an effective learning tool, we can learn from speaking puppets, but only when uniquely presented, are programmed effectively, and engage the learner.
Rather than fighting your way through a labyrinth of random, abstract memory lessons, as an alternative, instructional Mem-ExSpan puppetry games can improve our cognitive skills and memory uniquely and easily. We can learn visual and auditory factual names, words, and sequential memories, as in learning technical procedures, having jumped past outdated, rote memory systems.
And, if we find that these puppet characters do give us "guff," we really do not mind!
To find out more about Jan’s 5-Gen’s of classroom instruction backed by published, juried research, visit http://www.memspan.com