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.

• 

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.

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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AI and the Human Mind: Our Third Brain?

AI and the Human Mind: Our Third Brain? [1]

 By Jan Kuyper Erland

 

Recently, having completed my 5-generational researched and developed puppetry film project, it is prudent to discuss the threat of Artificial Intelligence (AI) and how it might mimic The Bridge to Achievement’s (BTA) layered components effectively.

The Irony of The Bridge to Achievement’s lengthy project: How AI mechanical images and sound may affect any completed project output in unknown objectionable ways, yet could have assisted greatly with the long, arduous writing and procedural details process. [2]

Comparing our own vocal/musical sounds compared with Open AI mechanical sounds

 The mechanical written sentences and vocals can be easily captured through ChatGPT. Pitch, rhythm, and pace could be copied easily by AI; but intonation and emotional expression is questionable. Attitudes may be hidden.

Subsequently, unique talent can become difficult to imitate fully. The inner personality is not like the original spirit. Specialized talent’s feelings and nuances become  difficult to convey mechanically.

Spoken and musical phrasing is unique to the speaker’s voice. It can be interpreted a special way according to the mental rhythm of the intoned speech. Two singer’s or actor’s voices may replicate sound through AI similarly, but the replication would not create the same layered tonal quality, sensation, through emotional, meaningful intent.

 AI versus Human Language Considerations

For example, prosody and phonological awareness has adapted mechanical sound variations by Siri chat and in various listening pathology treatments for simple, direct communicative value. Yet, the BTA offers multiple, complex, dramatic looping variations for upskilling capabilities uniquely and artistically. 

 AI Written Work Productivity

CEOs are bombarded with tech app requests to streamline written work procedures and project demands with AI. Unfortunately, there are multiple constraints: algorithms take time to develop, are costly to build as each factor has variables. To complicate the situation, there are few data scientists available to fill the roles, let alone convey reasonable expectations and outcomes.

That being said, how will the written sentence convey consistent, intended messaging with logic and reasoning?  Unfortunately, ChatGBT platforms can convey misinformation leading to a myriad of personal and legal entanglements. This aspect will be determined in written evaluative discourse within future data outcomes.

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[1]  Hao, J, Cutter, C., and Morenne, B, (February 20, 2023). From CEOs to Coders, Employees Experiment with New AI Programs. New York, NY, The Wall Street Journal. TECH. pp.1-7.

[2] 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). 

Looping Images and Sounds

 

Looping Images and Sounds

Evoke Deep Learning Promise

Rotating Comic Characters

Offer

Deep Learning Practice

 

Current psychological research relates that over-dependence on device/computer screens can lead to short attention spans, with our visual speed crushing our inherent listening capability.  Yet, we still rely heavily on multiple screens for our daily pursuits.

How can we maintain our exposure to the myriad of screen images, with multiple details on split visual fields, and yet use them even further to benefit and escalate us? 

Although our visual memory can dominate with this screen adhesion, our auditory memory (listening) then suffers, out-of- sync.  Unable to integrate auditory, we can only focus on singular image-memory intake. One-item-at-a-time; primarily, visually.

 However, we can remedy this imbalance, and put laborious visual screen intake to our advantage. But, that is, if we agree to undertake the needed effort required; admitting that a better focused, integrated, memory spans has personal value. 

Question:  Why do I need Deep Learning rehearsal looping practice to obtain higher memory spans? I have plenty to do with my screen life as it is, and there are many simple brain games available.

Answer:  Because most jobs now require procedural training with an eye for detail, management acumen. Everyday life demands require fast organizational self-management. Furthermore, our daily life and work productivity could suffer, especially if procedural listening and instructions are required.

 Change needed.

Call in comic characters to the rescue -- inanimate 3D objects become activated

Looping images and sounds can strengthen our minds. Continuous rehearsal segments will affect the frontal brain cortex for improved working memory [1] required to quickly learn procedures. Okay, what will comprise these segments?

 Looping comic characters.

Five specific characters, in a researched and practiced program, entered the rehearsal paradigm stage.  Although they varied in gender, appearance, personality, and temperament, nonetheless, remained non-distracting, timed objects.

But, soon they went to work, becoming free to loop repetively with interplay.[2] Their assignment was mental skill sequencing practice, fundamental to following oral and written directions and procedures.

The looped motion interaction evolves into its own reinforced learning [3] for the participant. Each spoken entity creates a visual and sound unit to reinforce the preceding segment, as Leonardo noted in the early 1500s, Renaissance. [4]

The visual facial patterns become oriented in space-time creating their own local motion/sound/visual energy.[5]

Question. How will these objects create auditory memory integration with Deep Learning features? 
Answer: Through 5^th Dimension counter point, [6] or parallel thought [7]

Question:  What is the 5^th Dimension aspect? Is it strictly an assumption?
Answer:  The 5^th D formulates as a result of combining the first four dimensions that had decades of scientifically documented mechanisms. The three common dimensions now create four and five added complex dimensions into one serial, cumulative, conception.

All five progressive dimensions each had years of scientific, well-documented, authenticated research and practice. [8]

1st Dimension – flat objects

2^nd Dimension – cartoons

3^rd Dimension – cubism, 3-D

4^th Dimension – 4D - quantum sound and image sounds, into higher memory span loops over time and space distances (complex segmented layers in a smooth flow field). [9]

5^th Dimension – 5D - layers of looped thought creates Counterpoint known as parallel thinking[10]. The constant looping span rehearsal formulates Deep Learning practice.

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[1]  Kandel, E. R. (2012). The age of insight. New York: Random House.

[2]  Hofstader, D. (1979). Gödel, Escher, Bach: The eternal golden braid. New York: Basic Books. p. 239.

[3] Wayner. P. (Sept. 5, 2022). What is Reinforcement Learning?  How AI Trains Itself. MetaTech Online Events.

[4] Shlain, L. (1991). Art and physics: Parallel visions in space time, light. New York: William Morrow. p. 433.

[5] Adelman E. H. (August 1991). Mechanisms for Motion Perception.  Optics and Photonics News, pp. 24-30.

[6] 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

[7]  Erland, J. K. Erland, (February 4, 1986; copyright TXu 225 862). Contrapuntal Thinking and Definition of Sweeping Thoughts.

[8] 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/jankuypererland page 41,

[9] Learning Visual Groups from Co-occurrences in Space and Time. (2016). Isola, P., Zoran, D., Krishnan, K., Adelson, E. H., International Conference on Learning Representations, workshop paper. Abstract PDF

[10]  Erland, J. K. (1986), (February 4, 1986; copyright TXu 225 862). Contrapuntal Thinking and Definition of Sweeping Thoughts.

 

Deep Learning Practice Resolves Retention Issues

 This article expands on my recent January “Content Timing Process Realized” and March 2022 blogs on “Deep Learning Applied” findings, to elucidate on how learning retention can be actualized through applied parallel thought (Erland, J. K. February 4, 1986); Rumelhart. D. E. McClelland, J. 1986), and neurological codes, (Hinton, G. 2006). Looping, puppetry dramatization becomes a key deep memory element for re-training career and academic skill retention (Erland, J. K. 1980).

 A highly skilled workforce is a requirement in today’s demanding technological economy. Business and industry now grapple how to create upskilling training that retains and advances eager workers in need of procedural learning. Many have ingrained lack of focus creating erratic behavior and follow-through with written and oral directions that underlie all procedural details.

 Working memory becomes the impetus for activating layered segmented chunks, rotating in spans or units, known as “Deep Learning”, earlier referenced as “Contrapuntal, Sweeping, or Parallel Thinking”© (Erland, Janis L., 1986) in my early writings. This innovative Deep Learning, cognitive process is a vitally needed retention component for up-skilling and re-skilling training. Deep Learning offers a critical component for planning, making coherent decisions, and expressing newly learned skills.

 As a conduit to create the procedural system outcome, are “Deep Learning” practice sessions. Art, science, and computational skills are provided by innovative ventriloquist, prosody speaking, puppets. The participant assumes the role of detecting new patterns and systems.

 The Bridge to Achievement’s (BTA)™ mental agility, a cognitive, span-expansion coding process, has been documented through serial published, juried, award-winning, longitudinal experimental research for academic and career achievement. Outstanding outcomes were documented in math, reading and language skills.

Additionally, the extensive longitudinal data research revealed new mental strength will sustain the enhanced skills over time, when applied consistently. The BTA™ Deep Learning practice becomes a valued supplemental front engine for all reading, math, and language programs, or used independently as a “stand alone, mental jump-starter”. Subsequently, the intense, Deep Learning rehearsal process creates a new, higher functioning, and more optimistic, empowered individual.

 The unique BTA content elements cement learning retention in multiple ways:

 -     Brief, timed, self-paced lessons. Mental focus maintained through ongoing fixed, focal interest.

-     Original, one-of-a-kind, phonetic and coding practice lessons.

      -     Lessons increase gradually in complexity with locked, timing, pacing.

      -     Fourteen to thirty minute short, segmented, daily lessons offer less time involvement.

      -     Whole-brain, peers and puppets, modeling rehearsal regimen (Erland, J. K.  1980).

      -     Authentic, Hollywood Golden Age ventriloquist puppets applied as adjacent role models.

      -     Thirteen choreographed character positions rotate in loops over 800 unique segments.

      -     Solid, verified, data-based published results with multiple 3^rd party reviewers (Erland, J. K. Fall 2000).

_____________________ 

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

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

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. (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/jankuypererland page 41.

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).

Hinton, G. (2006). Deep Learning and the recipient of the 2001 Rumelhart Deep Learning Prize.

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.      

 

Scientific Hierarchy of Thinking Model

 Scientific Hierarchy of Thinking Model [1]

Seeking an Information Processing
Intervention Solution
through Deep Learning Cognitive Practice

By Jan Kuyper Erland

 

My earlier blog articles described my innovative, rapid learning process beginning as a parent wishing to give my own family members a learning edge for high cognitive, thought levels.

 The initial training was based on my master’s manuscript, “Following Oral Directions with Peers and Puppets” [2] that applied Bandura’s Social Learning Theory [3] and role models. Findings showed no significant difference between either peers or puppets as role models with junior high students with challenging conditions.

 Current brain research corroborates theses early psychological cognition brain functions/domain findings through fMRI brain scans. [4]

 Later, this initial research premise was conveyed by book chapter articles regarding 5-Dimensional layered thinking describing the unique application process, applying the Hierarchy of Thinking model.

 This scientific model update becomes thought-provoking research to any reader, as experimental psychology may apply multiple scientific models each uniquely arranged with the cognitive scientists’ viewpoint on brain activation functions and how they are applied.

 Rarely is an independent, experimental cognitive researcher also a school teacher, educational content developer, and dramatic artist, creating a scalable model with five generations of research and development pointing to a viable solution.

Research papers/projects often show little fidelity with actual treatments, as few researchers have been trained in applied learning procedures and resolve immediate student learning concerns similarly to experienced classroom teachers. Subsequently, unique methods of unusually innovative treatments are not routinely applied. [5]

 This investigator applied years of an unfamiliar treatment in multiple environments, with various age group samples, within several geographical areas, with four longitudinal data reports over an extended generational time span. Many 3^rd party reviewers and independent testing companies were involved, and the longitudinal experimental trials were with the same intact treatment groupings, randomly applied with control groups, ultimately received an international award. [6]

 The Hierarchy of Thinking model was rigorously adhered to within actual practice by focusing on initial chunking rote memorization for patterned details, leading upwards to integrating multiple relationships of sequencing procedural information, then directed to Abstract Problem Solving – Critical thought. [7]

 This generational outcome indicated strong procedural sequencing mental ability for individuals, ages 9-99 desiring increased academic and career skill enhancement.

 

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[1] Erland, J. K. (c 1989) Hierarchy of Thinking. Published in 1999 JALT research monograph.

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

[3] Bandura, A, (1971), Social learning theory, Stanford University: General Learning Corporation.

[4] Turner, J. A. M.D. (December 24, 2021). Re-conceptualizing domains in neuroscience, hopes, and utopias aside. Nature Neuroscience.

[5] Schueller. S.M. (November 2020) Scaling Evidence-Based Treatments Through Digital Mental Health. American Psychologist. Journal of the American Psychological Association. 75.  #8. 1093-1104.

[6] Erland, J. K. (2008) Downloadable, unpublished report. Five Generations 27-years of Iterative Brain Based Accelerated Learning Experimentation Demonstrate Cognitive Skills\ Improvement Enhances Academic and Career Goals. (https://memspan.com/jalt.html). Pages 19-20 Landmark study: International Alliance for Learning (IAL, June 2001).

[7] Erland, J; K. (1999). Brain-Based Accelerated Learning and Cognitive Skills Training Using Interactive Media Expedites High Academic Achievement. Journal of Accelerated Learning and Teaching. 24. (3&4) Monograph. ERIC: 437 650. ©1999.

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).