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.

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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.  Lawrence, KS

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.  New York: McGraw Hill.

Guilford, J. P. (1984).  An odyssey of the SOI model: An autobiography of Dr. J. P. Guilford.  Tokyo:  Japan Head Office International Society For Intelligence Education.

Hessler, G.  (1982).  Use and interpretation of the Woodcock-Johnson psycho-educational battery.  Hingham, MA:  Teaching Resources.

Kess, J. F.  (1992).  Psycholinguistics:  Psychology, linguistics and the study of natural language.  Philadelphia:  J. Benjamin’s Publishing Co.

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.  New York:  Plenum Press.

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.

 

Creating a Video-Sound Stage

 "The Best Conditions Became Evident at the Right Moment"

 

My previous blogs offered my personal stories to encourage the application of creativity,  as I did successfully that results in enthusiastic, engaged learners.

 I have earlier related “How to Follow Oral Directions” was my masters 1980 experimental project. Puppets were shown to be as effective as peer role models. 

Then, obtaining unusual outstanding results with my students/clients, solid longitudinal data verification was deemed necessary authentication.

 The historical role model puppets emerged as the data catalyst. 

This outcome revealed any type of action puppet can be noteworthy for instruction to motivate current non-focused, screen-addicted, students having weak listening memory.

 My objective with this immense filming project was to condense, consolidate, and complement my unpublished instructional and training manuals (each lesson, research documented). 

And then, convert earlier filmed lessons, as a live data collecting prototype, to an easy- to- use, high-quality, stand-alone-deliverable product.

 The staging creation process was not easy to formulate, as there were many decisions and time delays locating and installing the needed equipment.

 Fortunately, I have had a life-long background for understanding staging requirements.

 By age 4, I existed on a home stage in our living room.  My earliest fond memories were those of acting in front of a home movie camera in bright lights. 

Now, everyone is in front of a cell-phone lens, taking multitudes of self-absorbed “selfies” every few hours.

Yet for me, it was not a spontaneous, reactive occurrence, because it was then 1941, and 8 mm silent movie cameras were rare, new, products, available only for the invested person. 

But, we became one, using Kodacolor movie film. Family members were often the subject matter in the home stage environment.

 This action involvement progressed eventually to my early 1960 teaching with classroom stage productions. 

The family 1970s puppet show staging followed naturally with lighting instruction offered by the University of Kansas theatrical department where I was enrolled.

           With 5- generations of filmwork development completed over decades of technical, upgrade hurdles, and finding that commercial film companies were not a realistic pursuit; the home stage studio became a work-in- process, trial endeavor.

 Now, let’s fast- forward to 2017. My grand-daughter was enrolled in film studies at Cal Arts and offered lighting and staging input to complement mine. 

A freshly engaged, novice, photographer and sound editor, put the studio production into slow, steady, forward gear, as there were many sound and lighting considerations.

 Subsequently, moon-lighting his day job, he could only schedule four hours weekly, as an up- skilling training project (2-3 hours filming, and 1-2 hours editing and producing uploads into Drop Box). Although he had his own rock band, was fond of comic action, he welcomed the opportunity to practice studio photography. 

He soon realized increased dedication to this immense, ongoing, project.

It was a high-risk endeavor, and I never thought we would get beyond the first 3 or 4 lessons. Subsequently, I was agreeable with the initial slow production set-up pace.

 We ordered the necessary lighting equipment and a 5’ camera slider that had serious shipment delays. Finally, the historical stage puppets were in place ready for the necessary action. 

I had become a multi-vocal puppeteer who could readily switch vocals with the required timed pacing. This aspect eliminated the need to hire several puppeteers with additional film production staff. 

And, most importantly, it would be the same photographer, not rotating ones trying to learn the complex choreographed, panning system.

 

My small filming-sound studio was now soon complete with computers/screens. As if my magic, we gradually finalized over 3 - 6,000 lesson segments through countless takes and retakes. An early-effort, 2 minute segment, had up to 13 retakes of my vocals with constant staging challenges. 

We re-filmed the first eight lessons several times, because the practiced filming and puppetry improvement was noticeable.

In a culture of pill-popping, as an easier solution than mental, action workouts, the re-filmed lessons run from a brief 10- minutes up to 24, averaging 16.  The participant applies resilient, cognitive, whole-brain responses and interaction. 

Workouts give feelings of exhilaration and pleasure

 Artificial Intelligence (AI) can imitate this complex staging with “faces and voices”, but, creating the same warm, comforting, interactive, appeal is questionable.

Hopefully, this article will encourage others to engage with in-depth, meaningful, projects that offer insightful well-being and accomplishment.