Active Listening and AI Part 2

 This article is a continuance of Active listening Part 1, and how it will interface with AI. As the reader, you are interested in how AI will benefit, change, and/or disrupt your own personal world.

In many ways, there will be huge improvements to simply your life, as artificial intelligence WILL streamline many fields of endeavor to eliminate both small and consummate errors.

AI will rule data management, much to the relief of business and industry. Heath Care management will greatly benefit. Case in point: In the following incidence, I would have been grateful for an AI intervention like data management.

Recently, I endured a series of catapulting errors trying to get and prescription order filled. I finally did, but it took nearly a week of vacillating communication issues between the nurse, pharmacist, and me. 

Once an initial set of data was submitted, the pharmacist found another detail gap. 

The order remained in abstract limbo. It took my time and energy to finalize the order.  Humans have to organize information and notice discrepencies.

It had become chaotic mis-management. AI will streamline these routine data entries, and can offer additional competence, but, AI will NOT be able to THINK for the prescribing nurse. or the pharmacist, who is processing a specific order, having detailed instructions. It requires cognitive integration, of which listening is an integral component.

This type of personal hassle, you the reader, can relate to this. Similar incidences become daily nightmares to cope with. Life soon becomes too complicated.

Subsequently and conversely, AI will not manage human thought processes involving logical problem solving or unique innovations. Many life decisions will require your own, awareness and ability to resolve the problem. You wind up regretting having made unwise decisions and bad choices.  

Your life soon becomes chaos.

However, you can seek your own solutions. However, this requires enough memory strength to compare multiple options.

Answer lies in increasing our Critical Thinking Processes

How do we accomplish this achievement?

In review, active listening is the ability to integrate enough info correctly through cognitive integration, to make decisive judgments that benefit us. (see Hierarchy of Thinking model). The first step is to improve your own listening ability and memory levels to increase your self- awareness and monitoring.

Critical Thinking can only be achieved through deep learning rehearsal practice, and not though medications and pills, which might clear brain fog, but do not generate cohesive thought.

Bottom line: Training is a gradual, incremental process, like learning to play the a musical instrument or playing an athletic game.  Expertise does not happen overnight.  But, your gradual road toward excellence may be your feeling of accomplishment and resilient well-being.

Erland, J. K.  (1989c, 1980). The Hierarchy of Thinking Model.  Lawrence, KS. online; Academia.edu (2024). Jan Kuyper Erland.

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.

Cubistic, Wooden Faces for Focus

 

Attention spans often lapse in today’s volatile, digital screen world.

 The objective:  is to improve attention to visual detail and listening skills, the ability to comprehend technical information, and follow oral and written directions.

 When entering information to the brain exceeds your short-term memory span capacity, the mind will go on "overload." 

 The working mechanism:

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. 

 A Right-Brain span is global, or a unit of one.  A Left-Brain span is sequential, or is comprised of several units.

 Subsequently, you should be able to process five bits of information at once.

 By the end of the eight-weeks, participants can rehearse strings of ten items in varying chunked formations. A long, strong, and resilient memory span forms mental toughness. 

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].    

You Tube Film

 The objective is to enhance encoding and decoding processes.  Memory strengthening also makes following complicated step-wise procedures easier.  Learning strategies are taught on how to follow complex directions easily.

How:

 1.                  New information begins to process into the brain.

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.

 

 

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[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)

 Paivio, A.  (1986).  Mental Representation:  A dual coding approach.  New York:  Oxford University Press.

Discovering an Arts and Science Film Model

Creating, implementing, monitoring continual data analyses, then evaluating, and publishing with the medical model is a lofty goal. Then converting this successful executive function application to mainstream understanding is even loftier.

My learning disability training came from renowned The University of Kansas’ instructional center, located at the main Kansas City, Kansas hospital. The rigorous medical model training was based upon the neuro-psychological construct.

As a learning disability specialist and classroom teacher, in the ‘70s & ‘80s, I applied science and art to the accepted accelerated learning construct.

At that time, creative instruction, was not a friendly construct with some public-school districts, administrators, and educators that depended on government funding.

Traditional teaching methods were inherent and cemented.

To my dismay, I soon discovered:

1)   Referred students required psycho-educational testing and evaluations to qualify, and many did not.

2)   Many students were not being identified, and fell through the testing requirement cracks.

3)   Furthermore, public schools could lose funding when the student was remediated. To maintain the funding stability, a newly referred student was needed to replace the vacancy.

4)   This meant additional after school staffing meetings with teachers, and administrators who were reluctant to lengthen their work-day.

5)   Auditory/sound/listening training was minimal, if any. (for creating auditory/visual integration for proficient logic and conceptualization).  Lightweight "listening" training lessons existed, but there were few heavy practice routines, like athletic or musical training. 

These attributes created a large learning gap for most everyone. Many concerned parents became desperate and sought private remediation resources.

Many instructional programs soon emerged. Some were cumbersome tutorials, whereas the individual traveled to a new setting/location.

This awkward construct opened the pathway for online leaning as broadband emerged, decades later.

Regrettably, many online auditory/visual training methods had their shortcomings with limited achievement results.

Then, there was me with my “arts in science” cognitive skills enhancement program with a phonological practice system that was working.

 

 Problem: My vocalized puppets, sitting on stools, demanded a filming interface. Moving them to distant states to film studios would be difficult, time consuming, and costly.

Subsequently, I created my own home laboratory complete with sound - recording, lighting, and video equipment to formulate procedural learning segments.

 Locating a talented sound technician who could work on small piece sound segments, plus learn a new looping system, was no easy task.

 Yet, one walked in from nowhere, as I interviewed many local candidates.

 My earlier blog discussions revealed the reluctance of current day individuals, faced with memory and cognitive deficiencies to rely on pills and concoctions as an easy quick-fix.

 And, with lots of Social Media time involvements over-riding educational learning.

However, hasty mental solutions will not produce efficient procedural upskill training.

Fortunately, looping, vocalized, puppet characters can realize and maintain their phonological sequencing results through continued science research, upskill implementation practice, and technology.

 

Effective Wellness Reconsidered

Many are unaware that they operate below par with their mental wellness functions. Some are concerned, while many do not care.

Several cognitive, medical, and psychological predispositions comprise mental state relationships.

Trapped, disappointed, and living in a non-focus state, their fingers rapidly scroll their screens. When not scrolling rapidly, they rush between tasks and demands at hand.

Unfortunately, productivity is lost. Only one in five can execute, and then complete a challenging, technical procedure. Personal skills remain at a low ebb. 

Subsequently, work skills remain at a premium, and are in short supply.

Finding their work life in a static position, promotions or new jobs remain elusive, inflation stings. 

We may rush to find partners online to help pay the freight, whereas, it might be better to upskill for proficient, mental wellness enhancement.

It is time to contemplate your own situation, select effective researched, self-recovery methods, as marketing is having a hey-day at your personal well-being expense.

Follow my work with viewing pogram and lesson samples 

on YouTube under jankuypererland1111

https://youtu.be/0yBvAnGjJeI

Additionally, YouTube features one minute “shorts” to expedite the scrolling process, to complement their social media platforms that may promote ego boosting photos hinged with brief comments.

Utilize my research and developed applications, as it becomes cemented into ongoing and future medical, cognitive, and psychological research applications. 

The Erratic Tik - Tok Brain Embraces Entertainment

To continue my ongoing discussion of “Solid learning factors”, including focus, many articles today discuss concerns about the current 1-minute Tik Tok brain instilling erratic focus for our young people. 

Poor focus interferes with listening integration sorely needed for sequencing, learning, retaining and applying new material.

 Artificial Intelligence (AI) cannot compensate for learner cognitive deficiencies. Actually, AI can make matters even worse.

 Scrambling for Focus through Entertainment:

Historical Impact:

 No matter how poor an individual’s focus capability has become, one thing is certain: Entertainment will be embraced.

 What entertainment?

 Answer: Anything that excites the nervous system and brain, i.e. – video games or circus acts, and sporting events of all types. (Regarding the latter, erratic focus on the football game plays fails, when looking for Taylor Swift in the press box).

 Additionally, entertainment focus includes amusement parks, stage comedy, mime, ventriloquism, and magic tricks.

Subsequently, it stands to reason, that speaking, looping, puppet faces might provoke staring, leading to focus.

 The learning concept of looping, filmed faces emerged from a long puppetry/ventriloquism history.

 To begin – “The Entertainers”:

 1893 – Professor “Doc” Brown, living with a family of three, growing children, in rural Tonganoxie, Kansas, decided to carve some amusing vent figures. He liked to entertain rural area folks, who stared at the strange, wooden, talking faces. 

Professor Brown becomes a local “hit" for a few people, so decided to hike to the New York Stage with a backpack of puppets. 

Although it took him awhile to travel such a distance, he was well received on local city small vaudeville stages, making some income to feed his family. They have been surviving on buttermilk and popcorn in rural Kansas.

 

1923 - 1955 “Doc” Brown’s two sons, Fay and Foy E, are soon carving wooden faces like their father had done earlier. They perform for local Kansas folks and are well received at holiday organizational holiday events, needing entertainment.

1935 – 1955    Roughly in the same time frame, Ventriloquism was becoming a hit comedy act for night club entertainment on the East and West coast areas. Many tried to perform in Hollywood films but failed to succeed in that medium.

 1960 - 1972 – 1979    Jan, with a teaching background in Des Moines, Iowa, training children to emulate science, math, and reading units learning into writing poetry and comedy scripts for parental shows. Parents were thrilled with their children’s’ learning prowess obtained through the arts, science, and music.

 The Erland family now moves to Kansas City, and later to Lawrence whose school district finds arts and science creativity learning incompatible with their educational philosophy. The local district employs The University of Kansas’ “strategies,” paper and pencil methods. 

 Jan is applying the puppetry into her University of Kansas master's degree’s learning disabilities project “Following Oral Directions” with peers and puppets. 

The final outcome of the “Peers and Puppets” experiment was that team students’ TIED with the puppetry methods. Both groups focused on a peer role model and the teaching cloth puppet. All win-wins.

 Jan Erland is soon introduced to Foy Brown, the wood carver and former entertainer, who is a fire fighter, by trade. He carves, as a hobby, during –fire call lapses, at the fire station.

Jan meets with Foy, in 1972, purchases two ventriloquist dummies, and soon is applying puppetry comedy routines for advertising with her three children as musical and speaking performers. It becomes a summer activity for the three children, who are musical.

 Soon, Foy introduced Jan to Lucille Elmore, the noted 1940’s to 50’s stage performer. retired in Topeka, Kansas. Jan purchased her “Lily” (then called Snoopy) vent figure, and Lucille later bequeaths her 1935 carved “Butch O’Malley” puppet to Jan. Butch becomes filmed, as Lucille desired, for his final destiny.

 1980 – 1981 – 1996 Jan forms Mem-ExSpan, Inc. and Innovative Learning Stratagems, a 401 c3, nonprofit, as teaching/training entities for creative methodologies. Data collections become paramount in establishing creative puppetry for learning change.

 Milestone filming years: 1986 – 1988 – 1997 –2007 – 2012 – 2017 ­­­­– 2023 – converting wooden figures to a film format laced with data collections. (Five filming/audio recording generations applying puppet vocals).

 Foy E. Brown witnessed the film transfer just before he passed in 1988 and was astounded. What would our “Professor –Doc Brown” (Foy’s father) think if he saw his wooden figures able to transfer easily, streamed online, rather than walking to New York City?

 Do we have a valid conduit for focus and mental coding transfer applying the puppets’ looping faces and voices? Continuous data confirms that we do. But, will anyone apply it in a world of advancing technology forces with an erratic one-minute Tik Tok brain focus?

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.

 We may experience this not only in skills training sessions or even in casual conversations.

 The confused may not “be day-dreaming”, nut unable to process incoming listening information, as the visual details at hand now take over their brain.

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:

 It took a chain of five individuals in the hospitals’ book-keeping department to submit a Medicare claim adjustment in the year-long process. 

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.

 That amounts to 8 monkeys working on one hospital charges data set.

 My Ophthalmologist routinely hires assistants to train from scratch, with few technical, if any, credentials. She falsely assumes that if they can run the ocular equipment that entering the machine data readings and input to the patients' records will be correct.

 Wrong.

 The assistant not only had entered incorrect data but mixed up the chart with another patient with a severe condition.

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. (1989, 1980). The Hierarchy of Thinking Model. Lawrence, Kansas.

Erland, J. K. (February 1986, 1989).Contrapuntal thinking and the definition of sweeping thinking).

 

 

 

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 3^rd 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. 

Out of 14 classrooms, only three adhered to implementation protocols and obtained results (two fourth grades and a 6^th grade).

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 4^th and 6^th grades’ high results, elected to verify my outcomes with an independent testing company; Educational Testing Service (ETS) of Princeton, NJ.

Outcomes

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). Ithaca, IL: Riverside Publishing Company.

Erland, J K. (c February 1986, 1989).  Contrapuntal Thinking and Definition of Sweeping Thoughts.  Lawrence, KS

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). Iowa Tests of Basic Skills Integrated Assessment Program, Technical Summary I.   Chicago, IL: The Riverside Publishing Co.

Science Research Associates Standardized Achievement Testing (1985). Survey of Basic Skills. Chicago, IL: SRA.

 

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.

 

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.

The shopping center’s marketing agents booked us regularly, as they remarked we were a “darling show.” After a 5- year performance stint, my children grew older, had formed new interests, and I had acquired my special education masters degree, ready to teach.

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 California and New York City. I purchased Lily from the retired performing artist, Lucille Elmore, who had become my vocal coach and mentor.  

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

Data Outcomes Summary

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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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.

 Subsequently, integrated long-term memory transfer becomes critical for optimum decision making. Case in Point Example:  Recently three international development giants were engulfed with their own power-ego and screen lure that they lost billions with inept decision making. This can happen anywhere, any time for anybody. Common sense may go by the wayside.

Visual and auditory memories should always be in sync to transfer to long-term understanding.  Unfortunately, the more we rapidly fire our way through visual screens, cells, tablets, desk tops, TVs, our listening (auditory) memory becomes latent. Our visual memory becomes “in charge” of us.

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.

 The Solution: Innovative, progressive learning over 20-24 input hours.

 But, which one? Necessary criteria for deep, solid attention and retention:

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.