Sunday, December 5, 2021

             Impressionable, Speaking Images, Unique Insights, Offer Solutions

Jan Kuyper Erland

How Images and Sound Patterns Can Affect Us

Images can either speak through metaphors, or a facial image can produce speaking sounds, easily imitated through generated digitals.  Yet, imitations rarely match the original, either real or digital, because of the depth of energy each produces and reveals. The Dutch artist, Holbein, in 1522, applied rhetorical, images that appeared to speak through symbolism that now rein in art museum settings today.[1]  Images can be profound, speak through symbolism, or reality, creating many varied emotional reactions and interpretations.

In our digital age, we race daily, pulled drawn through hundreds of fast visual clips, not thinking about its abstract symbolism.  But it is there, affecting us one way or another, as it is the core of advertising and film images constantly penetrating us. [2] Films utilize fast, two second action snippets. Our minds race to keep up, and absorb, but overwhelmed, we look at a collage of movement. These combined facial and sound images penetrate our minds more than we believe. [3]

Subsequently, we may find ourselves immersed, in a dulled, tranced state. Subsequently, that is why we like outdoor activities with dimensional images and sounds like parades with balloons and marching bands, or football games’ image and play actions. We are deeply mired on a “look, see, respond-react” holistic mode, rather than a “sequential, systematic, procedural, step-by-step style” applying multi-modal sense inter-play.

Let’s consider how images and sounds can offer beneficial tools to direct us into a productive, procedural, mindset to meet new technological demands.

In my recent blog publication update,[4] I verified importance of sequential details as they interplay [5] with working memory for creating accurate procedures. And, why step by step visual and listening details must not only integrate, [6] but bridge for accurate procedures found in all academics, as linguistics, coding, reading, mathematics. Unfortunately, tools are often too quickly determined, then applied without careful applications, or with ongoing evaluations to determine potential decay.


We All Can Take Steps Forward for Positive Change, at Any Age

No one wants to admit, let alone reveal, their cognitive shortcomings, or if they even have them.  Most of us are not aware that we have our own, unique cognitive profile, of strengths and weaknesses. Although it can vary somewhat routinely, our profile does have solid indicating parameters, as to how efficiently we processing incoming information.

As a result, our unique profiles remain hidden, to a person’s great disadvantage. In the “Sequenced Details” blog, I stressed that we all need to be aware of our cognitive abilities, at least roughly, early on. However, some specific cognitive skill assessments may require specific measures, given by qualified professionals.

Skip, or overlook, the inquiry process, and we take chances.

Unaware of this essential procedural learning investment, you could spend years entering and being in the wrong career-choice, dissatisfied -- demanding change, but not knowing exactly what change you want and need.

As a learning disability teacher, clinical researcher-specialist, and parent of three, I had a continuous learning quest for a solution to make learning procedures easier not only for my students, but my own family members. Inquiringly, being heavily involved in rigorous university diagnostic and evaluative instruction at the University of Kansas Medical Center in Kansas City, I assessed not only my own family, but also, myself. The great Swiss cognitive psychologist, Jean Piaget, routinely used his own family members as research subjects.

Soon, many others followed suit, at a variety of age, ability, and demographic levels, wanting to take part in a low- cost research project. All sought change, and hopefully would reach higher potential levels. The objective was to find an easier way to rapidly learn, retain, and manage complex procedural information, and function at higher potential levels than they thought were even possible.

Although my work has been published repeatedly by a juried journal [7], evaluated by several independent research teams, with data followed longitudinally,[8] research designs may be questioned as designed with a biased framework, creating false positives. [9] Only longitudinal data trends, both experimental and criterion, will confirm any research findings. [10]

Early, Golden Age, Wooden Identity Images, Become Star Role Models

Multi-Dimensional puppetry face and sound bites can offer the answer with daily, a-few minutes- system, because they are calming yet stimulating. Through invigorating, focused engagement, you can find a valuable tool for continued personal, cognitive growth.

You then ask, “what if these characters remind me of scary ones I have seen earlier, or listened to, on horror podcasts?”

A well-documented, data-based, learning system has accepted the cubic facial, puppetry image action through solid stage, film, and technical-data, recorded history.

Fleeting, animated, or cloth images are another possibility to attract your attention. You might respond, “If instant, fast-moving, quick, images are the popular norm, both in reality and online, why would I want to engage in a system with different type of images that I am not used to seeing?” “And, would this unique alternating, interlinked visual and sound action, actually create credible cognitive change? “

A Tried-and-True Tool: Multi-Dimensional, Cubic, Sound Image Action

Our overall acceptance of any facial and sound copy is determined by the length of time they have been initially created, and then monitored by continual, documented, confirmations. You might like to enhance your procedural capability rapidly, with reliable visual and sound images.

Data Engineering, and Data Science Coupled with Choral Speaking, Linguistic Performance

It is unusual for a program developer, with a variety of highly developed talents, who engaged and trained a novice film-maker from scratch, who then created a viable working memory, solution by applying unique images and sounds.

Remarkably, I designed visual-auditory perceptual-coding exercises that were difficult for me, tailored to improve not only my own language shortcomings,[11] but prove a viable training entity for others.

To my great surprise, I would ultimately become the most valuable research subject of all. I found I could internally monitor my own cognitive weaknesses through daily observations, as I instructed with the comic puppets with rotating facial and frequency changes. And, I improved greatly. much to my happiness and relief.

Subsequently, I monitored the experimental working model progress, both internally and externally. [12] Internalized, mental processing relies on serial activity through Deep Learning Transfer. Experimental and criterion referenced measurements were critically applied and carefully monitored, with a variety of populations and data groups. As to be expected, outcomes (although most having positive effect sizes) varied according to individual circumstances. This ongoing development of pre-tuning and fine-tuning in metrics algorithms, of image and sound frequency models, created mental transfer that was continually measured over time. [13]

Only you can determine whether you want to maintain charge of your life, expand, try new growth vistas, or remain the same. And, take your chances of giving that control to someone else to decide your future.  

A necessary image and sound working memory solution, The Bridge to Achievement,[14] focuses on multiple word-diction, sound patterning, procedural learning, practice. Its’ training application is close to independent, team trials for 5th generation digital, film data monitoring.

Each of us has hidden potential that can expand our horizons, provided that you have the desire and willingness to explore and find it. Next blog: How and why it took two decades of a photographer search and continuing experimental film trials, to complete the necessary film work as applied research, for online personal upskill learning.

[1] Dobrzynski, J. H. (November 2021). “Portraits peopled with symbols”. Wall Street Journal, Arts in Review.  A15.

[2] Trafton, A. (November 15, 2021) “A key brain region responds to faces similarly in infants and adults.” MIT Center Brains, Minds, and Machines news release. Cambridge, MA

[4] Erland. J. K. (November 11, 2021).” Sequenced Details: Working Memory Expansion”. Jan’s Brainy Insight.

[5] Rumelhart, D. E. McClelland, J. L. (1986). Parallel distributed processing: Explorations in the micro structure of cognition. Cambridge, MA: MIT Press.

[6] McClelland, J. L. Emergence in Cognitive Science. (September 2010). Topics in Cognitive Science 2 (2010) 751–770 Copyright  2010 Cognitive Science Society, Inc. All rights reserved. ISSN: 1756-8757 print / 1756-8765 online DOI: 10.1111/j.1756-8765.2010.01116.x

 [7] 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).

[8] 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. page 41.

[9] Ioannidis, John P.A. (August 2005). Essay: Why Most Published Research Findings Are False. PLoS Medicine. 2, 8, e124.

[10] Erland, J. K. (2014). And, Mem-ExSpan, Inc. Lawrence, KS.

[11] Catts, H.W., & Kamhi, A. G. (1986). The Linguistic Basis of Reading Disorders/ Language Speech and Hearing Services in Schools. 17 (4), 329.

[12] Erland, J. K. (Spring 1999). Brain-Based Learning Longitudinal Study Reveals Sold Academic Achievement Maintenance with Accelerated Learning Practice. Journal of Accelerated Learning and Teaching. 24, (1&2). pp. 1-33. (This journal closed in 2008) ERIC ED #436-962.

[13] Oriel, Astha. (September 18, 2020), Unraveling Deep Learning Algorithms with Limited Data. Insight News.

[14] Erland, J. K. (2021, 1994, 1991, 1086, 1985, 1981). The Bridge to Achievement Cognitive Training System. and Lawrence, Kansas. Mem-ExSpan, Inc. 

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