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.

Memspan Podcast 3 of 3. Series 1 - Faces, Voices, and Data Outcomes Revealed

Podcast 2 of 3 Creating a Program - Mem-ExSpan, memspan's

This article relates how I created a unique data-based, auditory memory program as a teacher and parent in a small home studio. 

Since the cognitive training results were transferring to advanced mental processing with academics, work, and well-being, I kept going with additional training classes, for ages 9 to 65 for over 42 years. 

The program assessed and applied standardized cognitive and academic achievement outcomes and became heavily data based.

Podcast 2: (paste link in browser, if necessary)

https://www.dropbox.com/scl/fi/bhin2nu727pinjnlwd8ry/Podcast-2.REV.mp4?rlkey=f6x80iezmpfjvyzw90dar9req&dl=0

Understanding Cognitive Skills Testing: What Is It? Why Have It Admin? & Where To Find It?"

 I am reprinting an earlier version, 2010 article of mine, regarding the value of cognitive skills, standardized, longitudinal testing, still applicable today. 

Later, interestingly, in 2014, the University of Pennsylvania's Brain Behavior Lab created a simple, normed test, computerized, self-administered in one hour, called Mindprint Learning. It gives a direction for personalized learning plans in 10 skill levels.

While helpful for parent/teacher/student planning, the Mindprint Learning self-awareness test, therefore, differs greatly from the rigorous pre-post-post standardized test batteries I discuss, and administered at 13 learning sites.

 I work from the Guilford Intellgence model for backbone theory,  with a reformulated, brief, puppetry playbook model on downloadable film.

Lesson 1 preview is now available on Utube under "Jan Kuyper Erland".

https://www.youtube.com/watch?v=0yBvAnGjJeI    (paste link in your browser)

All of my lessons and content are original. The article goes well with my following July article on "Digital Transformation."

WEDNESDAY, MARCH 17, 2010

We can now all move forward to new learning and achievement heights, providing we understand how our own information processing works. Our reluctance to be the very best we can be, can now be left behind us. 

My work is based upon the premise that “intelligence” is trainable, and that skills, like reading, writing, mathematics and problem solving are dependent on cognitive information processing basic blocks called “primitives.”

Why understand what these blocks are? Because all work proficiency, including academic achievement, depends upon how our “mind works” operate. 

The renowned psychologist, J. P. Guilford, identified 150 cognitive skills cubes, called the Structure of Intellect theory (SOI), which has been used as a foundation and measurement of general intelligence for decades. (See footnote).

Why should we care? Because our future endeavors, how we cope with everyday life and our achievements/life styles will depend upon our information processing capabilities. 

It will become our lifetime path we lead, and how contented we will be with what we end up doing as a livelihood.

How do we find out what capabilities we have? It is through standardized cognitive skills testing and evaluations can show information processing strengths and weaknesses of the individual.

Why is testing and evaluation not routinely prescribed? Why do we not know about it? It is because testing can only be administered by highly trained, state certified, professionals at the masters/doctoral degreed levels. 

These people include psychologists, school psychologists, and learning disability specialists. 

Testing companies will not sell testing materials to anyone other than these highly qualified and trained professionals, who are trained to do measurement and evaluations.

Subsequently, the testing requires trained expertise, money, and takes time. One set of cognitive skills tests usually runs from $2,500. - $3,000. 

Therefore, parents often go to physicians or psychiatrists who can prescribe medication to calm the learner, which may appear to be a quick, inexpensive solution. 

Yet, this intervention is not low-cost, and can run $100. a month or more depending upon insurance coverage. And, prescribed medication can become habit-forming.

There is little, scientific knowledge, summarizing the life-long effects of any kind of stimulant medication on the brain and body that is used to increase focus and concentration needed for learning new material.

Cognitive skills training and cognitive skills assessment has been available for some time. In 1975, Guilford's student, Dr. Mary Meeker, formed the "Structure of Intellect" (SOI) Institute and trained educators how to measure cognitive skills according to task. 

She and her husband, Robert, designed tests and materials. The SOI Institute exists today (as of July 2023) with clinicians in every state that have been trained at their "Advanced Level" out of four levels of experienced practice and training. 

The program has focused on reading, math, and learning problems, early childhood weaknesses, Gifted instruction with remediating missing blocks, and career counseling.

Yet, cognitive skills measurement and standardized testing has not been mainstreamed for the average, yet ambitious person, due to training, time, professional qualifications, and cost constraints. 

Generally speaking, individuals needing remediation were tested either privately, in schools, clinics, or within learning institutions.

Subsequently, many who who were fortunate enough to obtain low-cost assessments and training, or at no cost through their school, later felt embarrassed that they might be considered as "inadequate or a slow learner." 

Yet, they could subsequently experience giant steps forward in perceiving and learning new information faster and reaching greater career heights. 

Now, this sense of "being singled out as imperfect or having a problem " is no longer the case, as we move forward with a new dimension of identifying learning skills strengths and weaknesses to create the high performing, confident individual. 

We must all excel. Tomorrow's world is demanding it of us.

How can I get started with solid, eye-opening measurement of my own or my children’s cognitive skills if it is expensive and time consuming? Is this beneficial, and worth the time and trouble?

Soon there will be available online options that will offer access to finding the right professional in your area, who will now charge less for solid evaluations. 

And, the online options will give you the information you need and want, and point you in the right direction for not only testing, measurement and evaluations, but for instructional, learning solutions.

My dream is that most of us will want optimum mental fitness in the future for our children and ourselves the same way we want physical fitness and personal well-being. 

It will be our choice to move forward to higher levels. We can be competitive in the new, global world.

Footnote: Guilford, J.P. (1967). The Nature of Human Intelligence. New York: McGraw-Hill. In Guilford's Structure of Intellect (SOI) theory, intelligence is viewed as comprising operations, contents, and products. 

There are 5 kinds of operations (cognition, memory, divergent production, convergent production, evaluation), 6 kinds of products (units, classes, relations, systems, transformations, and implications), and 5 kinds of contents (visual, auditory, symbolic, semantic, behavioral). 

Since each of these dimensions is independent, there are theoretically 150 different components of intelligence.

Following Oral and Written Directions

 

Following Oral and Written Directions[1]

 By Jan Kuyper Erland

My former articles have related on my 5-generational researched and developed puppetry film project. Artificial Intelligence (AI) could try to mimic The Bridge to Achievement’s (BTA) layered components effectively. 

But, are positive longitudinal cognitive outcomes with AI possible?

That will be determined through heavy data mining. 

Subsequently, this article will review the root of my long research project, which was my 1980 University of Kansas masters project. The design reviewed whether puppets or peer models could enhance the ability to follow oral directions.

The outcome showed that peers and puppets were equally effective as role models in delivering instructional directions. And, with further research assessment applications at thirteen test sites, the ability to follow procedural instructions maintained over time.

And, that visual and auditory integration were necessary cognitive components in the process. They should work at the same speed level for understanding to ensue. 

But, unfortunately, the advancement of multi-screen addiction has changed all of that, as we become more and more visually oriented.

We wind up with hard wired visual speed with quick images.

 Additionally, many brain games measure visual memory speed primarily, in repeated replicated – isolated patterns, but are not integrated with listening memory. 

As a result, we now experience national low school reading and math scores underscored with thr inability to follow procedures.  Screen skill speed games may be the culprit, dumbing down the brain. 

Inadvertently, a skilled workforce shortage results that can not follow or remember detailed instructions and procedures.

Inadvertently, we achieve the inverse of what we are trying to accomplish through heavy visual adherance. We pull 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.

Unfortunately, the critical auditory memory transfer process has been overlooked.

Data Outcomes Summary

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    

Erland, Janis L. (February 4, 1986; copyright TXu 225 862). Contrapuntal Thinking and Definition of Sweeping Thoughts.

Erland, J. K. (1980). Vicarious modeling using peers and puppets with learning disabled adolescents in following oral directions. The University of Kansas, Lawrence, Kansas

Erland, J.  K.  (Fall, 1998).  Cognitive skills and accelerated learning memory training using interactive media improves academic performance in reading and math.  Journal of Accelerative Learning and Teaching,  23, (3 & 4), 3-57.

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. https://Books.Google.com/Resourses ineducation/jankuypererland pages 277, 41. 

https://www.google.com/books/edition/Resources_in_Education/y2a2DbUyQ1QC?hl=en&gbpv=1&dq=google+books++jan+kuyper+erland&pg=PA277&printsec=frontcover

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

 

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Clinical Deep Learning Practice Applied

 No Magic Bullet or Quick Fix:  

Procedural Learning Objectives

 

Jan Kuyper Erland

 

 Summative Observations of a Data-Driven Framework:

Continuous anecdotal data science applications created some interesting observations. With perplexing longitudinal results with all ages showing gains of various cognitive functioning levels, I began to investigate these differences between individuals and yet, the results had mysteriously maintained not only post years latently through diagnostic follow up assessments, but maintained for decades, as evidenced by continuing circumstantial reports of impressive, continuing high career status.

 Yet, these data phenomena, under certain application-environmental provisions, would be routinely expected.

 Many of the following factors are routinely studied post treatment and verified by cognitive scientists, and should be under continued review at this juncture.

 Clinical anecdotal records revealed the following objectives initially and in subsequent years:

Both performance and mental attitude changed positively for many, not only during the course, but following due, most in all probability, to neuronal rapid, continued flexibility.

Results showed steady growth with all learning levels, but varied among individual subjects.

Results revealed larger growth by treatment groups than a gifted control groups and alternate media activity control groups.

Results were one-two years latent with challenging conditions, and these learners required immediate and semi-annual on-going refreshers.

 Average profiles varied in the outcome results. Some appeared to be suddenly “popped to the very high levels”, while others waxed according to their current brain’s proficiency wiring reflecting daily mental habits.

 As my master thesis indicated; puppets had the same “star” modeling influence power as did peer- team mates.[i]

 Long term memory transfer bridging to critical thought was the most difficult to improve, and required more intense, continuing working memory practice and, with reading and higher order thinking.

Results maintained when eagerly adopted and accepted by the client through the modeling routines.

Peer team models are the important factor for not only overall program acceptance, but for rehearsal spoken timing and pacing.

The deep phonological rehearsal verbal training may have affected the generalization outcomes reported in the research and published higher reading and math scores. [ii]

Intense verbal practice while viewing rotating, timed images and sounds impact working short term sequential memory leading to auditory-visual integration; a requirement for reading comprehension.

Subsequently, the reader must have a fundamental understanding, at the contextual level, for comprehending rigorous texts. To meet the top criteria of the Hierarchy of Thinking Model’s Critical Thought, [iii] this layer must be in place.

 

 

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[i]  Erland, J. K. (1980, October) Vicarious Modeling Using Peers and Puppets with Learning Disabled Adolescents. © 1980. The University of Kansas. Lawrence, Kansas.

[ii]  Erland, J. K. (1999, Fall) Brain-Based Accelerated Learning and Cognitive Skills Training Using Interactive Media Expedites High Academic Achievement. The Journal of Accelrerated Learning and Teaching. 24, 3&4.

[iii]  Erland, Hierarchy of Thinking. Published in 1999 International Alliance of Learning’s monograph. Brain-Based Accelerated Learning and Cognitive Skills Training Using Interactive Media Expedites High Academic Achievement. 24, 3&4. pp.12-14.

 

 

Sequenced Details: Working Memory Expansion - Your Best Mental Skill Created

Every moment of our day is rushed, serial. Each event becomes part of a singular-one-piece, holistic grid, creating unbearable tension, pressure, and stress.

Enveloped with daily fast driving, quick texting, constant, communicative blunders and demands, our thoughts become disrupted. We hurry, multi-task, resolve problems, issues; but, with a holistic, one-track mind. We remain fixated, less productive, in our daily routines.

Unwittingly, we create our own frantic, strange inner world that seldom interfaces with the outside hurried, demanding world. There is never enough time to enjoy life as we would like. Exhausted, we need and want some kind of relief.  Can a strategically trained mind, with sequential thought, become liberated, finding new, focused self-assurance,  even possible?            

Solution: We can upgrade ourselves to be a sharper, more autonomous, individual by applying strategic working memory training. [1] We can transition to a methodical mindset capability by applying detail awareness, through sequenced, chunked-coded, information. [2]  Series of step-wise operations require focused speed and accuracy. This will add not only proficiency to our tasks, but create a calm, methodical, mindset.

Thirty years ago, I wrote a similar, but technical article, on this same venue, [3]  and now sorely see the disastrous, dangerous, outcome of detail issues that are routine now, in all academic and professional fields.

Change Can and Should Begin Early

The best scenario is to begin sharp cognition enhancement early on. If young and teenage students become routinely aware of their own learning brain skill strengths and weaknesses, like athletes and musicians know their improvement goals, mental enhancement then becomes an habitual, ongoing process. [4]

The school learning process has always been a chicken/egg – ying/yang question as to why the student was not learning the content (lack of motivation, behavioral), or poor teaching (poor choice of lesson applications, or lack of class control). Subsequently, many children may wade through the academic process, unknowingly with cognitive shortcomings, and then, as adults, must create their own upward mobility through determination, insight, and courage through advanced education and training.  

And then, to find they have the same cognitive weaknesses that can further decline with age.

An old adage: “The Devil is in the Details”

You might say; “Why should I care about detail errors – I get paid anyway. Even double, with constant re-work.”

Yet, even with this faulty logic, steps can not be omitted, or the entire operational system fails. The end consumer pays. Mental, procedural skill abilities are now in high demand. We can interface with this demand, by showing awareness of, and then applying, good logical-sequential, solutions to avoid, or rapidly correct, these routine detail errors.

Understanding detail function is your  best career route, as supervisors notice your proficiency ;evel. And, you could spend years spinning your tires at low wages, job uncertainty, unnecessarily.

Working Memory Recognized and Understood
There are two primary memory and cognition processing types: visual and auditory-listening memory, (details and sequential). [5] Optimally, they should work in sync. Working in tandem cerates conceptualization, with understanding, and higher thought levels. There are sub-ordering categories within each type: words, letters, numbers, and sentences. [6] Subsequently, integrated visual and listening sequencing is the root of all academic and technical learning: following oral and written directions, reading writing, spelling and math.

Use it or Lose it with Continual Detail Workouts: Pills Will Not Create Sequences

 You can;
1) practice with the many existing, online, memory exercise routines like athletes and musicians do. But, they have their own specific practice drills, as they expect continued drill and practice as basics of their discipline, for excelling and maintaining performance edge.  

Or, 2) engage in a researched, data-evidenced, sequencing-skill building program, offering your own personal outcomes. You can use practice routines as a family, or within other group units.

A Numerical Practice Sample

Continued rehearsal practice can jump start your working memory for increased strength and capacity.  As a former “Mind and Brain - Vision” Kansas City chapter editor, and national contributor for the Association of Training and Development, (ASTD, Now, ATD, The Association for Development Talent), I wrote about the necessary skills of brain building through detail-sequencing: “Building a More Powerful Brain”. [7] All operational procedures, as in computer programming, technical skills, business management, or surgical routines, are a series of coded details and spans.

You may discover that keeping numerical figures straight, while listening to feedback instructions during data entry situations, is particularly difficult.  Additionally, many of us can not apply telephone numbers without looking.  We have most of the numbers we routinely use, entered into our cell phones. But, there may be non routine telephone numbers to enter at times. And, we generally look at them.

Okay then, let’s practice a few simple chunked number spans to improve our numerical sequencing.  Have someone read the number series to you, so you do not see the text.  Since telephone numbers are easy seven spans, try saying a few both forward and in reverse.  Scanning backward will help you visualize the numerical placement to avoid transposing. Then say it forward again. You can find many similar online practice games like this example.

Say this number series:  932-4737

Now in reverse:  7374-239

Repeat the correct number series forward:  932-4737

Here are two more.  Now, you can create your own as you drive home or to work:

1)          832-4787
    7874-238
    832-4787                                 

2)         239-5782
   2875-932
   239-5782 
        

You can now start developing your own sequencing skill, working memory, with continued practice. Mental toughness improvement can also soon be achieved through Mem-ExSpan’s short, online, practice sessions applying puppetry, comedy, acting, and music.   

Mental skill sequencing awareness and change gives ultimate job and career-choices for autonomous, life-long, personal freedom.

Jan Kuyper Erland, is a Performance Analyst, Content Development Researcher, and Intervention Specialist for Mem-ExSpan, Inc. 

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[1] Erland, J. K. (1999). Retraining cognitive abilities: A longitudinal study. Journal for Accelerated Learning and Teaching, 14. 1. 3-42. (ERIC ED #436 962).

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

[3]  Erland, J. K. (1992). Cognitive skills training improves listening and visual memory for academic and career success. Journal of Accelerated Learning and Teaching. 20. 1. ERIC Clearinghouse (ED #353 286).

[4] Erland, J. K. (© 2008). unpublished document. Five Generations, 27-years of Iterative Brain-Based Accelerative Learning Experimentation, Demonstrate Cognitive Skill Improvement Enhances Academic Achievement and Career Goals.
(https://www.memspan/jalt)

[5] Guilford, J. P. (1986). Creative talents: Their nature, uses, and development. Buffalo, NY: Bearly Ltd.

[6] Woodcock, R. W. & Johnson, M. (3^rd ed. 2001, 1989, 1977). Tests of Cognitive Ability: Psycho educational battery. Hingham, MA: Teaching Resources Corp. Standard and Supplemental Batteries Examiner’s Manual. Allen, TX. DLM. 

[7] Erland, J. K. (Winter 1998-1999). Building a More Powerful Brain. Performance in Practice. ASTD. pp.13-14. (ERIC ED #439 445).

How To Be Your Child's Learning Advocate

What You Can Do Now To Save Headaches Later 

Keep your child enrolled in high school and on the right curriculum path that includes state guidelines. If college is not your aim, focus on obtaining fundamental work skills, so they can be self-supporting.

Focus on a college and/or trade school preparatory coursework in junior high school, especially in English, math, and science.

Follow your child's grade school math, reading, and language skills carefully. They will become the basis for more advanced learning in junior and senior high school, and college.

Grades at all school levels are often inflated, and this camouflage can fool you into false complacency. Future catastrophic career blocks may occur with a lack of performance and achievement in high school and college.

Watch for lost learning experiences that can impede high school, college and career success. Language and math courses are sequential and progressive.

Skills not mastered in the 3rd through 7th grades result in missing links in the student's progressive learning chain.

Differentiated Learning is the new trend. Ask if your child has been placed in an ability level class and which differentiated level he/she is in. Some ability groupings are positive ways of effective classroom instruction, as students are at the same learning pace. Once in middle school or junior high, students may be placed in English and math classes according to their demonstrated ability.

Preparing for a Higher Education or Job Placement

Those who decide to work at semi-skilled labor in industry need the mental abilities to follow sequences of procedures.

These jobs require that a person be able to read manuals, do mathematical calculations and remember details crucial to job success. Students should learn visual sequencing through support computer programs designed for this purpose.

Competency in language, reading, math, and science is essential for entering college curriculums or obtaining skilled jobs to become self-supporting.

Mastering these subject areas is crucial for those who desire gaining admittance to out-of-state or private schools. Many college fields require several hours of foreign language, science, and math. Often, they require a "B" average for admittance into a major field concentration. Therefore, these foundations must be mastered in earlier grades.

Many college-bound students arrive on campus functioning at junior high school levels in basics such as English and math.This creates a problem as college instruction is faster paced than high school and demands more independent work.Classes start at high functioning levels, leaving no time to "catch up".

As a result, when freshman students are required to take basic math or English courses that they should have mastered in high school, typically, more than 60% can receive a "C" average or lower. For example, remedial math courses in 4-year colleges have increased by 75%.

Remedial college classes are the most highly endowed by the federal government. Parents are then forced to pay extra years of college tuition, which can run $18,000 -$60,000. per year to learn the basic courses that should have been mastered in earlier grades at a lower cost, if any.

If You Don't Prepare Early: There Will be Strain on Both Students and Parents

The consequences of being poorly prepared and getting off to a poor start on the job or in college profoundly affect students and parents alike. Let's consider:

A poorly prepared student may be forced to drop out of high school or college. Plans and goals are reoriented to accept a lesser job or career working for a lower wage.

It is difficult to live on a low wage, which precipitates not only personal hardships but creates social dilemmas.

A struggling student may take a minimum college course load and require extra semesters of work to graduate, achieving only a modest grade point average.

If admittance is not obtained in a desired field, alternative fields must be considered. Often the easily accessible majors or career schools have saturated field entry in which job competition is fierce.

Some students take minimal course loads in order to ease study pressure, and many need five to six years to graduate. This extended luxury costs $18,000 to $60,000 per extra year in tuition costs alone.

Increasing numbers of young people in their 20s are living at home or under the parent umbrella. More parents than ever are subsidizing their young adult offspring, still hoping for miracles. Unfortunately, they request "study skills", search for costly tutoring programs, and the dilemma lies within personal information processing deficiencies. Tensions at home direct that the student reside in their own apartment, which is additional family cost.

Your Personal Involvement Checklist

Education will be a priority in our home. I will research online resources. Parent information portals exist, like our 501 c 3 nonprofit Innovative Learning Stratagems, Inc. http://www.edstretch.com, and offer many low- cost, affordable directions for assistance.

I will observe my child's speaking, reading, handwriting, and spelling abilities, beginning at age six. If there is any difficulty, I will have him/her tested by a qualified professional. Add-itude magazine offers a free download Learning Disability checklist, and a form letter a parent can write requesting a referral for school special services assistance.  Free Download Learning Disability Checklist

I will carefully follow nationally standardized tests given by my school district, and will look at the percentiles and understand where my child fits into the total picture.

I will communicate with my child's teacher if I have questions.

I will meet with the guidance counselor to see which academic path my child has been placed.

I will review my child's cumulative folder for negative notations.

I will investigate whether my child qualifies to take higher levels of math, science, and English.

If I have any concerns about his educational progress with the basics, I will seek professional cognitive skills testing either by the school or by private professionals.

I am aware that in many cases grades can be inflated, and that my child may not be an A or B student as described by his teacher. Those who receive failing grades receive such for incomplete or missing assignments, not for how well they are completed.

I will make sure homework is not only monitored, but completed and turned in on time with the schools' dashboard of assignments.

I will monitor and limit TV viewing, the Internet, computer video games, and focus on applying quality reading materials.

I will visit my child's school at least twice a year, especially on Parent's Night plus other activities.

By observing and following these procedures, you will save yourself from having life-long financial support of your child and double the expenses spent along the way. These suggestions will make your life less hectic and stressful for all the members of your family.

Brain Gaming Merit: Finding Transfer

The topic of this blog is determining the value of brain games, in follow-up of Ted C. Fishman's May 9, 2012 USA Today article "Gaming Our Brains: Do online mind exercises really improve our mental processing? As the article indicated, the internet is being flooded with a variety of visual memory games and is a $300 million a year business with millions of hours spent playing these exercises.

The concern is that many games are random, non-progressive visual memory for detail exercises that simply measure "right and wrong" speed recognition answers. which can be discouraging to the learner, if not completely beneficial.

Although our cognitive skills have been shown to diminish as we age. i.e. auditory memory (listening) declines at age 35, but varies greatly depending upon the actual task coordinated with the person's innate ability (Craik & Grady, 2000. Changes in Memory Processing with Age). And, there is a high correlation to our sensory acuity of visual, hearing, gait, and balance (p.2). Additionally, Many have cognitive processing discrepancies that they compensate for on a daily basis, and can be improved through the correct intervention.

This indicates that we all would benefit from brain exercise, but what programs will be beneficial specifically to our own personal needs? Subsequently, are short, random, visual brain exercises worth our time, effort, and money? Although the exercises do no harm, how will we know which programs will work most effectively for us?

The key to these exercises is whether they can create "clinical transfer" to every day life work and learning activities. The Mem-ExSpan thirty years of independent research has documented cognitive skills-memory transfer (five published, juried, award winning, longitudinal reports) with remarkable changes in academic and work proficiency. This work is at least a start in the vast research to be continued by many around the globe.

The program that has shown work and academic proficient transfer is called, "The Bridge to Achievement". (The BTA) The question is - how does the BTA differ from other random exercise games offered by competing companies?

My former blog commented on how we each have our own brain map of cognitive skills that make up Intelligent Quotients (IQs). This topic has been explored for decades by various psychologists and scientists evaluating the role that memory plays with daily functioning.

The BTA offers more than mere self-taught memory games, and works as a prescriptive system to strengthen visual AND auditory memory segments and sequencing in gradient, rehearsed steps. Craik and Lockhart"s Hierarchy work (1972) demonstrated the various incremental levels of memory absorption, and the influencing factors create "cementing" to our minds. The BTA steps encompass rapid right-and-left-brain cognitive shifts applying tonal patterning through musical phrasing. Subsequently, synapses strengthen.

Few specialists have conducted in-depth, standardized cognitive skills diagnostics to the extent of examination that I have completed, applying ten standardized cognitive skills test batteries individually and group pre- and post-test (6 hrs. intensive measurement per student), and evaluating them with schools' yearly standardized assessment batteries. Only through this type of correlated, tracked assessment can future change processes and trending be determined and predicted.

I was fortunate that I tested individuals in small town, small group settings, where the schools had students that remained and moved lock-step through the grades. Otherwise, they could not be tracked longitudinally.

Having our own personalized cognitive skills tested has high personal value and will direct to your training options. Yet, psychological assessments are expensive and hard to come by, as they must be conducted by a certified psychologist/clinician/diagnostician. Whether you utilize "indicator" free tests, or pay for a thorough psychologist's evaluation, it is helpful to know your visual and listening area strengths and weaknesses, as this information will be key in determining your required specific intervention, and that you are not wasting your time working on the wrong cognitive area.

It can not be deduced that ANY game will produce desired results, or are similar to the BTA program. Will tracking the random answers of millions playing games produce significant clinical trial information? This is unlikely, because each person has their own cognitive brain map, which processes uniquely to themselves, and gaming tracking systems will not measure specific cognitive improvement in directed areas.

Only by thoroughly assessing each of the millions through prescriptive cognitive skills diagnostics, will it be determined the effectiveness of random brain games. Longitudinal assessment through learning management systems (LMS), will be unlikely, as people will not commit to independent, self-instruction on a continuous basis, nor can cognitive assessment be administered effectively online. Subsequently, it will be unlikely that the games played will have futuristic measurement capabilities of seeing if the memory for visual detail exercises "transfer" to higher work and academic learning proficiency.

Yet, we can not overlook the possibility that the games are fun to play.

"Good Reasons to Understand Your Tablet's Operating System "

My recent article, “Electronic Tablet Devices: Questions to Ponder” drew some criticisms from family members. I was advised not to write such heavy technical articles that no one can understand. I agree that eyes glaze over when you start talking about operating systems or platforms, but – there are several simple reasons why you need to know just the basics, and not ultimately regret your purchasing decision.

Carefully consider why you should chose a tablet according to its operating system (OS), and not depend on a friend’s selection or advice. Or, totally ignore the OS process.

The primary reason is that your tablet's basic functions, or “how it works”, depends upon its OS. That includes settings, features, and controls like its operational rules, and the complexity of your use of them.

First of all, new, updated OS’s are coming out all the time. That very fact makes this discussion confusing. When I wrote the article, there were primary ones (Apple iOS, Google’s Android, RIM’s Blackberry, Hewlett Packard’s Linux, and Windows 7), and now there are multiples by many companies. Furthermore, the tablet may seem like a larger “handset device” that you already have.

To top it off, Windows 7 has morphed into its “Surface” tablet with Win 8 and its NT OS coming out later this Fall with new, updated features trying to resolve some of the iPad “non-productivity” shortcomings.

The initial tablet focus was on Apple’s iOS and Google’s Android. Now, both companies are in subsequent gen's of rapid, sequential development; Android is in its’ 3rd version called “HoneyComb”, and Apple’s iPad sells the iPad2 and 4G light. At the end of this article, I will point you to where you can find excellent tablet comparative insight, with blogs by Dan Grabham.

Before going to these Techradar sites, review my final points:

• My main point is: conduct online research in advance so you understand what features your device’s OS offers.
• Understand your tablet’s productivity functions, in other words, what can you do with it?
• Understand the maintenance requirements with possible ongoing costs.
• Understand that tablets are not cell phones; will it interface with your cell phone device?
• Understand that your OS decision will determine where you will find your tablet device. Who will be your carrier? The same one as your cell phone carrier? Splitting company families is unwise. Consider monthly contracts and binding costly obligations.
• Understand the software compatibility – will selections be primarily in the clouds or various apps to purchase to make it functional like your desktop/laptop? 

Understand that application purchases (apps) vary from company to company as far as selection, price, and download ease. Which apps do you want and need; does it matter? Each carrier offers thousands of choices, all different from each other. That means you will have to sort through them and make purchasing decisions.

Finally, How much time do you have to spend on multiple devices that you may own? Consider why you want a tablet device over your basic home PC or e-Reader? Yet, tablets function as e-Readers. Are you aware that there is a Kindle app for the iPad? Or, should you invest in an e-Reader rather than the pricier tablet? It becomes a matter of personal preferences.

To help decide among the multitude of choices, compare e-Readers online: Kindle Fire Vs Nook Tablet to understand the pros and cons. There are many directions to go.

Understanding that there will be significant improvement updates every few months, you may be tied into a two-year service agreement contract. Are there significant advantages for the increased monthly cost? Or will your tablet investment become another surfing entertainment toy that you replace frequently, or will it become a helpful tool that proves to be a wise use of your time?

For this tablet comparison review, check, “Techradar blog's” by Dan Grabham: "OS Tablet Comparison Articles" and additionally, "Tablet News, Reviews, and Advice".

Cognitive Skills’ Outcome-Based Intervention Revealed the Latency Effect for Struggling Learners

Published October 22, 2010 by
The Special Education Advisor http://bit.ly/9FYsZv

What are the learning pathways? Research tells us that learners absorb new information through the primary sensory visual, auditory, kinesthetic-tactile pathways, (VAKT: Visual-Auditory-Kinesthetic-Tactile teaching method, http://www.dyslexia-parent.com/VAKT.html) and these entrances must be in working order. They also should optimally function together, or integrate.

One or two pathways may be stronger than the others, and can compete with the weaker ones, creating an out-of-sync learning input structure. Visual processing speed may be faster than a lagging auditory (listening) processing speed, creating a conflict between the two. (Rumelhart & McClelland, 1986). Without auditory-visual integration, (Hessler, 1982) the result is a “slow, inattentive learner” although the student is highly intelligent (Erland, July 1983).

Parents, unaware of the foundational cause of their child’s learning problems, flounder with eliciting expensive tutors, which do some good. Practice “Drill and Skill” software training also helps to some degree, although it is like handing an energizing coke to a runner with a broken leg. Like information processing, the race can not be won until the leg is repaired and mended.

The Role of Cognitive Skills Measurement and Training. Cognitive skills’ retraining of Guilford’s select mental abilities (Guilford, 1984, 1967) can be elected so the student can absorb, learn, understand, and apply new information. Many cognitive skills training programs have been developed by private companies and textbook companies have not absorbed such programs into their product lines. Unfortunately, this sensory integration, or “opening up the learning pathways” should be trained before the child learns basic skills.

Not only does the average parent or young adult learner not understand the relevance of cognitive skills training programs, but locating an efficient one is difficult. Many programs exist, and vary in their testing-measurement, evaluations, and applied methodologies. Those in populated areas may drive miles to obtain training, pay large, ongoing fees for a program that takes years of application to see results. The solution lies in remediating cognitive skills in the classroom, like a teaspoon of sugar to raise student ability levels.

The Latency Effect Revealed. Learning improvement results may not be evident because there is a “Latency Effect” for problem learners to show academic achievement results on national standardized achievement scores. This latency effect was discovered with a two school, eleven classroom experimental, longitudinal study. (Erland, Fall 2000).

Intervention Training Results of Two Fourth Grade Classrooms. I implemented a cognitive skills intervention and measurement study of two classrooms of low-achieving fourth grade parochial school students, (n=44) tracking their test results for the subsequent two years, with minor attrition. (Erland, Fall 2000). The gains can not be attributed to the subsequent teachers’ instruction, because the students were dispersed between three different classes each following year, and their subsequent test scores were reconfigured as the original experimental group. Longitudinal studies are difficult to implement because of transient students. If the students are not present, they can not be subsequently tested.

Most of the students had auditory (listening) weaknesses, and a few had severe visual processing deficits. In other words, they had learning, information processing issues, and their previous the Iowa Tests of Basic Skills (ITBS, Riverside, 2000) low scores reflected this, falling below the norms as individual classrooms (Erland, Fall 2000, table 1, p. 16). If would be a case where the teacher(s) could have been fired. But, they were, in fact, excellent teachers, and willing to apply a promising methodology that would possibly correct these student processing deficiencies.

The results showed a scaled variation of when, and at what point, the student began to “learn new information.” The fourth grade students in two classes in the ITBS subtests of Reading Comprehension, Math Total, Math Problems, Spelling, language, and Science (Erland, Fall 2000, pp. 32-34) revealed not only some immediate results, but also indicated a range of marked learning growth over a two-years of post-testing standardized measurements.

There was strong change for many at the one-year longitudinal point, and another group showed gains the second year following the intervention. This indicates that once the information sensory pathways are opened, the student can then begin understanding and applying classroom instruction. (Erland, Fall 2000) http://www.memspan.com/jalt.html

Academic Achievement Results Now Expected. School administrators and districts are now increasingly demanding outcome-based academic achievement results. Unfortunately, the pressure is applied to the teacher, who may not have the necessary intervention tools at her fingertips. It is difficult to teach an entire classroom, where many of the students have info processing blockages, and can not, and subsequently do not, attend to instruction.

Administrators and school districts, eager to show academic achievement improvement, should recognize the problematical slow learner-latency effect even having strong classroom instructional input by the teacher. They also might consider accepting and adopting effective cognitive skill programs as a helpful classroom tool to raise the proficiency learning levels of the students. This would systematically raise achievement test scores without resorting to “teaching how to take the test,” which replaces hours of valuable classroom instructional-skills-learning time.

Classroom Partnered Learning. Consequently, with a room with many learning problems, teachers often resort to small group “partnering teams” in a differentiated classroom, where the slow learner copies the information from the more adept processing student leader. Unfortunately, the struggling student is not “learning”, but merely completing an assignment, to receive a grade, which will be an A or B to appease the parent. This student is subsequently, “passed through the system” with perhaps a limited career future.

Response To Intervention. Once students understand the teacher’s classroom instruction, it can be then applied; although this changing-evolutional process may be immediate or take one-two years. But, even with this latency effect, it is important that gains can be made by even the most problematical learner, rather than minimally or not at all, and then firing the teacher.



Erland, J. K. (Fall, 2000). Brain-Based accelerated learning longitudinal study revealed subsequent high academic achievement gain for low-achieving, low-cognitive skill fourth grade students. The Journal of Accelerated Learning and Teaching, 25, (3&4).

Erland, J. K. (July 1983). Methods and techniques of Cognitive Behavior Modification for accelerating both visual and auditory memory in learning disabled adolescents and young adult through inter-hemispheric specialization strategies. An instructional workshop session and manuscript.

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.

Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw Hill.

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

Riverside 2000. (1994). Iowa Tests of Basic Skills Integrated Assessment Program, Technical Summary I. Chicago, IL: The Riverside Publishing Co.(a subsidiary of Houghton Mifflin Harcourt).

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

VAKT: Visual-Auditory-Kinesthetic-Tactile teaching method, http://www.dyslexia-parent.com/VAKT.html