Sunday, April 21, 2024
Brain-Based Learning Wins All
Thursday, April 11, 2024
Cubistic, Wooden Faces for Focus
Attention spans often
lapse in today’s volatile, digital screen world.
Filmed wooden faces are designed to progressively build Short-Term Memory span length, strength, and capacity to develop listening and visual detail skills.
Once the automatic looping, wooden facial process begins, cubistic faces are repeated within daily practice sessions.
Automated Chunking Action: Each memory span has a beginning and an end. Like a bridge span, it can hold many units. A span can be Right-Brain or Left-Brain.
The chunking starts with a series of three items and progresses in difficulty level to ten or more items. Participants rehearse three unrelated items within the categories of letters, colors, numbers and words, reciting with the character models through scanning rotations [i].
How:
2. It registers in the brain
either in parts or its entirety
Many subconscious thoughts enter as whole patterns. The
complexity of the information interfaces with the length and strength
of your Short-Term memory span.
3. Information
enters Short-Term Memory, and settles according to your span length.
4. If it
doesn't process correctly, because of a short, overloaded span length, it is
forgotten.
5. If it continues to process, it
is synthesized with other background knowledge, and then classified by topic and enters Intermediate-Term Memory. Mental thoughts or concepts form.
6. Next, the
Left-Brain sorts and categorizes the information.
7. It then
requires ordering or visual or auditory sequencing to integrate.
8. The sorted information finally
enters Long-Term Memory. Understanding and conceptualization develop, based upon the early pattern selection, with
intuitive thought and feelings.
9. Reasoning
and logic commence, which are dependent on the above factors.
Unfortunately, weak attention spans coupled with wandering thoughts, hinder our daily lives, leaving us lost in a digital world.
[i] Erland, J. K. (1980). Vicarious Modeling, Using Peers and
Puppets With Learning Disabled Adolescents In Following Oral Directions. Unpublished Masters thesis, The University of
Kansas.
Erland, J.
K. (1990, 1988, 1987, 1986,
1981). The Memory Retainer Mental
Exercise Review Book.
Lawrence, KS: Mem-ExSpan, Inc.
Erland, J . K. (1992). Reading and learning disabled students
improve reading and math through video-taped analytical training. Journal of the Society for Accelerative
Learning and Teaching, 17, (3 & 4), 171-223.
Erland, J.
K. (1994, 1991). The Bridge To Achievement, Accelerated
Cognitive Training System. Lawrence,
KS: Mem-ExSpan, Inc.
Erland, J.
K. (1994). Analytical skills training through video-tape
instruction develops higher-order thinking skills capability. Journal of Accelerative Learning and
Teaching, 19, (2), 155-227.
Erland, J.
K. (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. (1999, Spring): Brain-Based Learning Longitudinal Study
Reveals Solid Academic Achievement Maintenance With Accelerated Learning
Practice. Journal of Accelerative Learning and Teaching, Volume 24,
(1 & 2). (available for pdf download
on www.memspan.com/jalt.html)
Erland, J. K.
(!999, Fall) Brain-Based
Accelerated Learning and Cognitive Skills Training Using Interactive Media
Expedites High Academic Achievement The
Journal of Accelerated Learning and Teaching, 24, (3 & 4). (available for pdf download on www.memspan.com/jalt.html) In ERIC Clearinghouse ED # 437 650. 100-page Jan K. Erland
Monograph Scientific Report on Intelligences and Accelerated Learning
Applications Documenting Treatment success with eleven classrooms and three
control groups in all ITBS academic
subject areas.
Erland, J. K. (2000, Fall) Brain-Based Accelerated Learning Longitudinal
Study Reveals Subsequent High Academic Achievement Gain for Low Achieving, Low
Cognitive Skill Fourth Grade Students”. The Journal of Accelerated Learning
and Teaching, 25, (3 & 4). 5-48.
(available for pdf download on www.memspan.com/jalt.html)
Tuesday, November 21, 2023
Saturday, September 23, 2023
Banging Your Head Against the Wall
Sometimes it feels like we are “banging our heads against a wall” when people are not listening to us. They often ask questions just explained.
Unfortunately, many can only focus and follow one step holistically at a time, and cannot detect issues within the entire sequential procedure. Slow in procedural thought, “one unit at a time-piecemeal”, they become over-whelmed with step-wise instructions.
This unpredictable mind set creates a flow of errors that is both time-consuming and costly to reformulate properly.
Today’s work projects often employ three to five individuals, at high cost inefficiency, to accomplish a simple procedure.
The following alarming story was recently related to me by a hospital book-keeper, as an incorrect coding entry had been taking a year of our involvement to resolve the accounting/mis-coded issue.
Without productive efficiency, projects fail with faulty detail. All work operations are a series of ordered details to be completed correctly, systematically, with full accountability.
Any work chain with too many links can break down to error laden inefficiency.
Actual Medical Scenarios:
Inversely, there were several people at the Medicare side to conduct the same, expensive, time laden, data entry chain link process to finally correct the claim.
Then the doctor confronted with the dire results, requiring
immediate surgery, lucky for me with my high listening-auditory-coding
capability, I recognized the problem immediately, and confronted her with
“these photos are not my newly filmed records”.
Of course, the doctor double checked my file, was embarrassed, and apologized, as I have nearly perfect eyesight.
Obviously, I could have gone through unnecessary eye surgery, not to mention, the time involvement, and the anxiety-stress incurred.
Subsequently, this circumstance could have been avoided by pre-testing the listening capability of future technician applicants.
Erland, J. K. (February 1986, 1989).Contrapuntal thinking
and the definition of sweeping thinking).
Sunday, July 2, 2023
A Case for Digital Transformation
Exploring Evidenced-Based-Data Results
Many products in development claim Evidence-Based-Data findings.
What is their data authenticity? What kind of testing, and by whom?
This article is in response to my previous “Proof is in the Pudding” discussion, where I self-monitored my internal responses in parallel to the participants’.
Subsequently, my former personal anecdotal review can be validated by lengthy clinical research findings.
Most product-building data collections, unfortunately, are heavily anecdotal, or computerized self-tests, rather than having rigorous scientific analyses.
Participants can be assessed by informal tests in specific areas, by self or instructors. Compilations then become compiled by doctoral, or representative students in labs, or by computerized selection formats.
The BTA has applied both types of assessment extensively, through 13 test sites with many 3rd party evaluators, testing companies, and institutions.
The treatment outcomes included both criteria- referenced elements (continued to the present time), and highly recognized diagnostic standardized tests, monitored in depth by three independent testing companies, and five universities.
Although the confirmed results are precedingly dated, they remain substantive, as they were evaluated at so many assessment levels, with high level statisticians/evaluators, and circumstances.
Participant longitudinal data is hard to come by, as the learner often changes locations. Parochial schools are preferred, as students often move lock-step from grade- to- grade.
In the 2-Parochial school study, the goal was to determine if the results generalized to higher achievement scores.
These students, moved forward with new teachers, and were followed by assigned numbers for 2-4 years longitudinally, as long as they remained at the middle school level.
The implementation problem was embedded in the poor technical media applications available in 1996.
Only three teachers could manage juggling video and audio tapes with an overhead projector, for 48 lessons on a daily basis.
And, following heavy on-site teacher training, applying students’ handwriting on worksheets.
Surprisingly, these written worksheets, revealed important cognitive changes within the first 20 days.
Interestingly, the two schools with the 4th and 6th grades’ high results, elected to verify my outcomes with an independent testing company; Educational Testing Service (ETS) of Princeton, NJ.
The subsequent verification of my results indicated that I needed to wait for the right technology to emerge, even if it took a waiting time.
Broadband internet availability, with finding the right photographer/sound editor, who could incorporate the many embedded instructional layers into one brief, daily filming lesson, was crucial.
Then, hopefully, creating high fidelity, excellent phonological sound quality, with streamlined, engaging, and timing with puppetry.
Subsequently, I waited, and completed the problematic, on-going project’, now prepared for broader digital transformation.
Drahozal, E. (Vice President, Iowa Test of Basic
Skills - ITBS testing service, personal communications, technical assistance,
April 18, 1998, May 17, and May 27, 1999 and June 8, 1999).
Erland, J K. (c February 1986, 1989). Contrapuntal Thinking and Definition of
Sweeping Thoughts.
Erland, J.
K. (1994). Analytical skills training through video-tape
instruction develops higher-order thinking skills capability. Journal of the Society for Accelerative
Learning and Teaching, 19, (2), 155-227.
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.
Erland, J.
K. (October 1997). Fitting into
the high-performance workplace. The American Society For Training and
Development. KC-ASTD’s VISION. p. 1
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.
(Spring, 1999). High performance
thinking counts. Performance In Practice. The
American Society for Training and Development. and KC-ASTD’s VISION,
February, 1999.
Erland, J.
K. (Spring, 1999). Brain-Based learning longitudinal study
reveals solid academic achievement maintenance with Accelerated Learning
practice. Journal of Accelerative
Learning and Teaching, 24, (1).
Erland, J. K. (Summer-Fall 2007). Five generations,
27-years of iterative experimentation demonstrates cognitive skill improvement
enhances academic achievement and career goals.
Frisbie, D.
(Ed., ITBS, personal communication, technical assistance, June 10, 1998
and August 9, 1999). Iowa City, IA: Iowa Testing Service.
Hoover, H. D., Hieronymus, D. A. Frisbie, D. A., &
Dunbar, S. B., (1993) Iowa Tests of
Basic Skills Content Classifications with Item Norms. Complete/Core/Survey Batteries, Levels
5-14. Form K. Chicago, IL: The Riverside Publishing
Company.
Riverside 2000. (1994).
Science Research Associates Standardized
Achievement Testing (1985). Survey of Basic Skills.
Sunday, June 4, 2023
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.
Then, obtaining unusual outstanding results with my students/clients, solid longitudinal data verification was deemed necessary authentication.
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.
And then, convert earlier filmed lessons, as a live data collecting prototype, to an easy- to- use, high-quality, stand-alone-deliverable product.
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.
The
family 1970s puppet show staging followed naturally with lighting instruction
offered by the
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.
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.
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
Hopefully, this article will encourage others to engage with in-depth, meaningful, projects that offer insightful well-being and accomplishment.
Thursday, May 25, 2023
The Stuff Dreams are Made Of
" Schemes and Dreams of the Chipper Chopping Chums"
My first marketing endeavor was to create and produce my first road show, a theatrical puppetry company, while I was in graduate school.
It was a puppet show, named “Voco Poco Puppets” to match my extensive teaching experience in theatrical productions. As a family creative, team project, we performed a variety of seasonal shows at shopping centers.
Our ’Voco Poco Puppets’ back-to-school Fall promotionals was publicized as: “The Schemes and Dreams of the Chipper Chopping Chums”.
The Script: Our featured ventriloquist puppets dreamed of
being super stars like Wonder Woman and Superman. They thought they could reach
those imaginative roles by dreaming about the fantasy world and that somehow it
would become a reality.
And sometimes, dreams do come true.
Subsequently, Madeline and Wayne moved on to the Edutainment world to create better lives for many through instructional games to enhance cognition.
The family wrote and scripted the comedy and songs for each event. An electric piano was purchased for Mark, and as an advanced pianist by age 11, he welcomed a paid professional role performing current "Pop and Rock" pre-shows that attracted large crowds for the puppet dramas.
Progressing from public school teaching to my own company with a film studio, my lighting, and sound stage with a continuing coursework background, was included for the updated Bridge to Achievement film work.
Interestingly, the featured Butch and Lily
puppets had been early 1940s Hollywood figures that appeared as comedy
nightclub stage acts in
She later bestowed Butch as an addition to my ongoing creative instructional film work. She explained that “I don’t want Butch ending up in a stored box”.
And, indeed he didn't.
View Lily and Butch O'Malley below in Lucille Elmore's 1940's stage acts:
The characters' vocal cadence have offered over 85 years of cheerful, comforting, reassuring glow to give a viewer a sense of well-being.
The puppets had transferred themselves from 3-Dimensional stage players to a filmed 5-Dimensional rotating, instructional visual-sound system. These role models became successful tools for cognitive skills training.
Puppets as role models generate research outcomes
Wednesday, May 3, 2023
The Long Wait for a Cognitive Skills Film Production Project: Three Podcasts Reveal Surprises
With the finalization of a six-year film production, entailing 6 arduous years of filming- re-filming-editing puppetry training segments, I find myself at the cusp of a completed project.
The cognitive skills retraining program, created in 1980, has become a reality for consumer, upskilling, and educational corporate licensing.
The re-filming and full compilation (four generations of previous versions) had been an ongoing goal to complete a complex film set of 48 lessons.
The project lay latent for a number of years in trying to find the right entity who could perform this highly detailed work.
Finally, it was decided that the only way this could happen was to create a home film studio, where I did not have to transport five ventriloquist puppets and remain on location to perform the vocal work.
I would have to train someone from scratch, as I had a unique rotating sound and visual system with vocal phonological requirements.
By luck, a local sound engineer applied to my on-going advertising search. My high-risk endeavor was planned to obtain a full lesson or two.
My background began as a classroom teacher, parent of three, special education teacher and specialist, learning scientist researcher, and finally, a data analyst.
I partnered with five research universities to monitor my experimental research for several years.
This partnership provided evidenced-based longitudinal findings with subsequent research awards, which gave me a unique background for creative insights.
This arduous adventure will be related in a series of articles and podcast episodes.
With that being said, I now offer Podcast Season 1, Episodes 1 to 3, with an interview by my daughter, Christina Erland Culver, CEO of EdNexus Advisors, an Educational policy expert.
My beginnings as a child reveal having a natural curiosity for the profound. This became the root for developing procedural instruction for helping others find hope and self-purpose.
Now, let's review how I began my first class that included Christina as a role model, with home schooling instruction.
An important discussion with Christina explains how and why the various sound repetitions integrate visual and auditory (listening) memory that is so integral in following oral and written directions, the foundation for implementing accurate procedures.
Let's review a Summary of the Data Outcomes
My stories will continue in future blogs and podcasts . . . . . .
Monday, May 1, 2023
Following Oral and Written Directions
Following Oral and Written Directions[1]
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
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.
Rumelhart, D. E., McClelland, J. and the PDP Research Group.
(1986). Parallel distributed
processing: Explorations in the micro
structure of cognition.
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
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.
Thursday, February 23, 2023
AI and the Human Mind: Our Third Brain?
AI and the Human Mind: Our Third Brain? [1]
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
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.
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.
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.
[1] Hao, J, Cutter, C., and Morenne, B, (February
20, 2023). From CEOs to Coders, Employees Experiment with New AI Programs.
[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).
Tuesday, December 20, 2022
Elusive, Rational Cognition
Found Through Deep Learning Rehearsal Practice
The Universal Problem:
My former article “Think Twice” discussed how visual and
auditory memory integration (necessary for deep understanding/comprehension)
becomes elusive with too much addictive screen time adherence. We all “obey”
with compulsivity our screens. Marketing strategies depend upon our compulsive
natures that we will react instantly to their clever lures.
Therefore, it is important for you to realize and understand the consequences of your actions, and how long-term-memory integration factors play into them, and in your life. For example, you may find yourself “fired” from your job, as it takes 3-4 times the effort to complete an assignment or project; you are constantly yelling, nagging your kids because they don’t listen and follow directions like you thought they should have done.
1. Musical, rhythmical comedy is a good option to obtain fixed attention for deep learning,
2. Consecutive
practice is the next requirement.
3. The lessons
must then build on each other in difficulty level with purpose.
4. Then, the
learner must see their own progressive improvement, and keep going.
5. Finally, the
rhythmic visual and sound adherence will re-formulate one’s brain cognition and integration. Improvement is “not a quick fix”, but you will see improvement
gradually, peaking in a year or two.
This article can help you recognize and resolve your insidious limitations, so you can take action to alleviate stress and confusion.
Sunday, October 30, 2022
Think Twice
Memory (Listening) Transfer Awareness
Many of us are familiar with the big variety of brain games
designed for visual working memory speed. Unfortunately, they do not measure long term memory transfer, visual and
auditory, needed to understand, and retain, in-depth meanings when learning new
material.
My writings for years have emphasized the need for visual
and auditory integration, for following procedures, but there are additional
properties often unnoticed; long term
memory transfer, the basis for understanding/comprehending, retaining, and
applying new information.
We become horrified and baffled, blaming the problem on CoVid isolation with too many applications to sort through coupled with school/parent/business administrative issues.
I have referenced this transfer as: Deep Learning. My initial trial studies suggested that certain environmental parameters or conditions had to be in place. These earlier conditions are now replaced by online learning through the adoption of device screens.
My former writings have cautioned about too much screen time with visual images can create an inverse auditory memory transfer needed for conceptualization. Screen time should couple not only with concept practice, but inherent strategies that include widely adopted note taking and visualization coupled with self-talk while slowly increasing the difficulty measures through a variety of lessons.
Wednesday, September 21, 2022
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.
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.
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?
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 5th Dimension counter
point, [6] or
parallel thought [7]
Question: What
is the 5th Dimension aspect? Is it strictly an assumption?
Answer: The 5th
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
2nd Dimension – cartoons
3rd Dimension – cubism, 3-D
4th 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]
5th Dimension – 5D - layers of looped thought
creates Counterpoint known as parallel thinking[10]. The
constant looping span rehearsal formulates Deep Learning practice.
[1] Kandel, E. R.
(2012). The age of insight.
[2] Hofstader, D.
(1979). Gödel, Escher, Bach: The eternal golden braid.
[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.
[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.
[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.