Your Active Listening Capability vs. AI

Will Artificial Intelligence replace active listening and inter-communication?

This article series, as an early pioneer in cognitive neuroscience, as a lay practioner, can give you, the reader, hopeful communicative insight. We can find much discourse on this topic on social media. 

There are many viewpoints to consider.

My earlier article on “Listening Success” (February 18, 2024), outlined three types of listening; passive, active, and critical. 

That being said, can Artificial Intelligence replace active and critical listening, crucial components of inter-personal communicative skills and interaction?

The answer is a resounding “no.”  Why, so?

Business, educational, medical, and technical positions will always depend upon personal interaction with feelings and intent.

 AI cannot copy this.

There will also be conferencing and working in teams that will require inter-active communication. Subsequently, inter-personal thought patterns will be outside of AI.

Active listening requires cognition. Without it, you are relegated to only visual memory and careers that utilize the visual process.

Example: Lawn businesses and factory line work require only minimal critical- active, listening. It is primarily visual work.

     i.e. I live on a street where every house employs a difference lawn landscaping company, as there are multitudes to choose from.  

The owner often entails the workload personally, as his lawn assistants cannot follow the necessary, mandatory, oral directions. (auditory memory).

To compound the situation, the lawn proprietor also has limited sequential, listening memory.

Out hiking, I noticed a homeowner giving a lawn proprietor detailed instruction. The latter looked overly confused, as he could not follow, or remember, the procedural instructions entailed.

Subsequently, the specifics were accidentally skipped. Later, the disgruntled home owner then hired another company with the same problem.

Unfortunately, the town is saturated with lawn companies. It is an easy business to acquire the necessary equipment, as failed lawn services soon go broke, (after two or three years in the red), and sell their equipment at a loss to another aspiring lawn company.

Perhaps, it would be better to acquire active listening memory ability; even if it requires some effort. For enhanced performance, The Bridge to Achievement program requires deep learning practice like athletic and musical performance.

                

t may be time to lessen time spent on visual video games, and consider listening development.

 

 

Film-work Part 2: Complex Details Unfold

 

                                                            

Research and Development years: 1979-1999

 Initial 1979 research was conducted at the University of Kansas Watson Library, applying my class textbooks noted prominent researchers. It began with B.F. Skinner’s stimulus-response research followed with D. O. Hebb, Canadian Neuroscientist, who wrote on the organization of behavior.

 Those meant hours searching “the dark stacks” using Dewey decimal; cards, and printing textbook findings.

 Popular college instructional topics in the 1980s, expanded into Cognitive Behavioral Modification (CBM) with Donald Meichenbaum, who combined Skinner’s and Albert Bandura’s behavioral analysis work.

 It was an exciting, informative, time for me. I couldn’t read enough about it. The early 1980s created a fresh flavor for neuroscience, at a time when few lay people understood the meaning of the word “cognitive”, or cared about it.

 Scientific writing tutorials were recommended by a Journalism faculty member, who directed me to the well-known Topeka Menninger psychiatric clinic’s prominent editor.

 I soon found myself writing scientific papers, and publishing them in an accelerated learning journal, eager for fresh perspectives. Their editor soon became my mentor, and the research effort sprang from that point.

 Seeking Scientific Advancement

 

I kept going, setting up 12 research sites in the process, training and conducting trial classes with puppetry voices.

Today we have large, well-attended neuroscience conferences; many students major in cognition.

The topic now also floods the internet’s Social Media feeds, nearly half a century later.

The first memory and cognition lessons 1-30, were created on audio tape formats, recorded in detail several times.

Hefty personal-directive, workbook additions, complete with researched and cited, lessons, were added to interface with the listening tapes; 45 minutes of additional written/spoken homework was required.

Unfortunately, the cassette tapes consisted of the warm-up drills only; with few game lessons (which are the centerpiece of the instruction). The complete game lessons were administered by an instructor applying transparencies on an overhead projector in group settings, according to age ranges and abilities.

School implementations were activated on this crude model.

Data streams were compiled as such by 5 different university professors and grad students. Then, the data was submitted to the University of Iowa’s statistical analysis department with the Woodcock Johnson’s (Cognitive Skills Battery) Vice President, who evaluated the entire ongoing process.

The final data process then progressed to the New Jersey automated testing service for the schools’ achievement tests correlations.

This rehearsal model was rapidly becoming non-feasible, outdated, with technological advancement.

Subsequently, initial filming of the Warm-up lessons and a few simple “Games” followed. But the bulk of the program was in limbo, requiring high-definition video and sound.

The recent, arduous, film update was strapped with earlier detailed compilations to formulate, yet in the mirrored procedure as the earlier audio tape formats.

A long incubation followed, until recently, when the seemingly unattainable process was realized this spring in solid teamwork with talented sound engineer, Scott Adam Walker.

 

Film-work Realized

 A long, seven-year film production process, teamed with Scott Adam Walker, photogapher and sound engineer, was finally completed recently on April 30th. The Bridge to Achievement entity was realized in an upgraded format.

Early 2021 editing, Jan & Scott

The complex project entailed an updated high defination compilation of my earlier filmed video and audio tapes, with matched instructional manuals, used in field testing.

The Bridge to Achievement program consists of 43 years of inclusive, incubated practice.

Re-filming the ventriloquist puppets was no easy task, as it required dubbing of the multiple sounds at different pitches and pacing that looped. 

Artificial Intelligence (AI) could not have replicated the task, due to the great variety of overlapping, timing elements.

Esarlier cognitive training entailed lengthy learner participation, ranging from one hour to 90 minutes. The newly streanlined prctice sessions  are left up to the learner until they realize their own strengthened memory spans. 

Improved listening is paramount.

The filmed lessons range a short 13-24 minutes, not including the participants' practice (like athletics and music rehearsals).

The Bridge to Achievement is an important realization for those wanting personal sharpness with high performance without medical, drug dependence.