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.