Monday, January 17, 2022

A Content Timing Process Realized

For Cognitive Interventions


Completing a Cognitive Restructuring Method

This article continues a series regarding the importance of procedural learning through cognitive training, and how an incubated, research program became functionally realized.

I previously discussed how images and impressions overcome our day with multitudes of imprints that cloud our auditory processing capability, necessary for adept procedural learning.

Subsequently, in our new current world view, we remain locked into personal cell phone images, unable to remain focused on critically needed listening intentions for any length of time.

Although listening and visual processing must be in sync, unfortunately, visual images input rule. Considering these multiple embedded visual distractions, this technical system requires further scientific data study for future valued marketing determinations.

In my former article on “Impressionable Speaking Images”, I commented that I, personally, carefully evaluated written and spoken directive steps, both internally and externally, though various data analysis methods.

Personally, experiencing enhanced cognitive visual timing feedback, this process would assist the overall goal of syncing visual perception and auditory sequencing capability with the participants. If a viewer sees repeated spatial faces and voices in a timing motion, there are usually positive cognitive outcomes. [1]

It became obvious that I had to replicate myself through carefully filmed, timed, lessons, comprised of over 600 interlocking visual/auditory segments, so others could be taught with the same, identical system. Specified age groups would eventually encompass test- trial niches.

This restructuring cognitive system was never designed originally, as a prototype product. It was, somewhat, a method to improve my own family’s cognitive processing abilities, with a more procedural mind infusion intent. And, subsequently, this objective became realized some time ago.

Remarkably, it now continues realized, indirectly expanded exponentially, through all the activated participants with their own endeavors. Hundreds, even thousands, have experienced better lives found in other unique ways through different avenues.

It has been repeatedly applied through the retro-synthesis threads, the intensive training each training participants received, by following sequential procedures, coding, quickly. Consequently, their procedural management expertise continues to build, almost on a daily basis, helping thousands of individuals, through each of their own individual career objectives; many of whom, operate on very high national levels.

It is not often that an art/science accelerative method becomes incubated for decades, waiting for not only the essential technology to become available, but also attain the right studio and photographer filming requirements that was essential for creating dramatic image/sound looping action.[2]

Yet, the artistic/scientific under-pinnings became a nagging, daunting quest, as the filming should be completed with me as the primary engineer, script designer. And, how, when, and who would be involved with the required pre-production staging, film it, and then conduct the ongoing post-production sound-visual editing requirements?

As key decision maker, I eventually found and trained the essential photographer, personally recommended, and eagerly available to moonlight his day job. He was tightly bookended with a demanding work-family schedule that interfaced with my own long, search time- table. Like all learners, the photographer and I had to operate at our own pace, work with overly limited, available time slots, creating multiple, ongoing, insightful revisions, to realize any sort of valued outcome.

 Background Review: Creating a Class with the Necessary Cognition Sequencing Lessons.

With a wide variety of teaching, in different states and school districts, I found my creative abilities non-applicable with many school teaching models. Thereby, it became pertinent to create a viable research and development establishment. The entire family was the basis, and stood to benefit with this decision.

Step 1: Test the family. Assessing my own family members proved to be an interesting quest, particularly, as to how their cognitive scores correlated with their schools’ cognitive and achievement findings. One family member had been assessed by the school psychologist, and qualified for gifted services; a second member was close to qualifying for gifted services.

Their profile ranges intrigued me, including my own.  Even-scored, flat profiles can be readily apparent, as are low-deficit, average, and low average summaries; but they did not exist here. In our case, estimations inter-played with average, high-average, to gifted profiles between family members.

It was “the obvious cognitive, black, holes” that I started to wonder about. Subsequently, those cognitive calculations served as both a baseline and barometer, for my continuing assessment profiles and instructional lesson’ designing.

An unusual, alternative, learning intervention method was emerging quite by happenstance. The process demanded strong data analytic solutions, as it could not really be called a specific program, as the improvement lessons had to be created from scratch. I had used spelling words, word usage, as a school learning disability teacher, occasionally with simple hand puppets, even with junior high ages.

 Subsequently, this new, home-schooling class consisted of junior high, high school, and college-age students. Without question, multiple-vocal ventriloquist puppets now commanded the home stage. A most unusual, entrepreneurial story unfolded that could eventually transform animation and virtual-augmented reality formats in later decades.

The Instructional Model:

To begin at the starting point, an instructor must determine who is available to teach, at what instructional level and what will the material consist of, for a specific objective. Some professorial friends had instigated and pressed this endeavor, as they insisted that I help their high school-age son, as a certified learning disability teacher. I now found myself teaching in a home studio with my own kids, with the additional requested student. 

These Hollywood, vocal-action puppets that had been part of a family touring, comic, puppet show in the 1970s; were now happily instructing learners of all ages, with cognitive instruction.

Imaginatively creative, and scientifically well- versed in clinical assessment and methodology, I planned sequencing items on the spot spontaneously-continuously, monitoring it internally-mentally/externally, primed with data analysis.

Animated content can be created rapidly, whereas live multi-segmented, cubistic images demand dramatic, time evolvement.  Pieced timed, looping segments, cannot materialize onto meaningful instructional substance, unless retro-synthesis [3] analysis is applied through an ongoing serial encoding-decoding linking process, called concatenation. 

This constant serial linking instills recursive- patterned, insightful, monitored, awareness of the ongoing process.

Technically, it was soon becoming rigorous cognitive skills testing and training for many people in a wide range of abilities, utilized as research subjects at multiple test sites, in different geographical locales.

Five professors analyzed the raw scores conducted by multiple clinicians who individually administered the cognitive raw scores. [4] These five universities partnered with national testing companies that verified the posttest academic results. Landmark articles were written and published in a juried journal. [5]

 Soon twelve East coast inner city school districts, partnered with two rural Midwestern districts, and three universities, were part of a large grant project. Luckily, the proposal did not materialize, as there were embedded severe technological limitations for rapid implementation success.

 The rest of the story is history, as these technological restrictions have now been addressed.





[1] Y. Chen, D.J. Norton, R. McBain, J. Gold, J.A. Frazier, J.T. Coyle,

Enhanced local processing of dynamic visual information in autism: Evidence from speed discrimination, Neuropsychologia, Volume 50, Issue 5, 2012, Pages 733-739, ISSN 0028-3932,


Abstract: An important issue for understanding visual perception in autism concerns whether individuals with this neurodevelopmental disorder possess an advantage in processing local visual information, and if so, what is the nature of this advantage. Perception of movement speed is a visual process that relies on computation of local spatiotemporal signals but requires the comparison of information from more than a single spatial location or temporal point. This study examined speed discrimination in adolescents (ages 13–18 years old) with autism spectrum disorders (ASD). Compared to healthy controls (n=17), individuals with ASD (n=19) showed similarly precise speed discrimination when two comparison motion stimuli (random dot patterns) were presented closely in time (0.5s). With a longer temporal interval (3s) between the motion stimuli, individuals with ASD outperformed healthy controls on speed discrimination. On a second task—global motion perception—in which individuals were asked to detect coherent motion, individuals with ASD exhibited slightly degraded performance levels. The observed temporally selective enhancement in speed discrimination indicates that a local processing advantage in autism develops over a longer temporal range and is not limited to the spatial domain. These results suggest a dynamic perceptual mechanism for understanding, and therapeutically addressing, atypical visual processing in this group. 

Keywords: Visual system; Motion; Local processing; Speed discrimination; Neurodevelopment

[2] @article{Hardman2011UnderstandingCI,   title={Understanding creative intuition}  author={Teresa Hardman}, 
  journal={de arte}, year={2011}, volume={46},  pages={22 - 32}

 3 Segler, M., Preuss, M. & Waller, M. (March 2018) Planning chemical syntheses with deep neural networks and symbolic AI. Nature 555, 604–610 (2018).  also, Gateway technology AI applications.

 [4] 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. page 41.and

Erland J. K. (c 1989), Hierarchy of Thinking. Mem-ExSpan, Inc.

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