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 Unpublished Masters thesis, The University of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)
Sunday, October 15, 2023
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.
Historical Impact:
Subsequently, it stands to reason, that speaking, looping, puppet faces might provoke staring, leading to focus.
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
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
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
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 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.
Monday, September 4, 2023
What is Common Sense and Logic? Why Do We Need It?
The term “common sense” always baffled me, as I was growing up; individuals said I had amazing “common sense,” and tackled problems wisely. This leads me to the discourse, “what is common sense, exactly?”
A Basic Conclusion for “Common Sense”
would be simply: “Don’t step in
front of an oncoming car.” “Avoid lightning strikes”, or Don’t eat strange
reptiles,” as the outcomes are obvious to most people.
My Personal Conclusion “Common Sense”: It may be the ability to flood the mind rapidly, with a variety of options, and then make the best choice rationally, not emotionally, in any given moment.
If
it is an emergency, we are forced to think fast. Otherwise, we can carefully
weigh in our personal options – pros and cons in a logical manner.
Impulsivity and “Common Sense”: a fast, risky, choice is made without any
deep thought. An individual may realize they made it, but cannot fathom how
they reached that conclusion. or understand the eventual consequences.
Often, this line of thinking is habitual,
and this decision-making pattern continues throughout their lives.
How the Brain is Involved
In trying to understand the role of “Common Sense” cognitively, we can realize that the cerebellum is the master or “muscle,” doing the brain’s work load, whereas, the cerebrum is the “thought control”.
And, additionally, each individual has their own unique electrical synapse
system created through their learning experiences.
Therefore, we should desire interconnecting
them in concert for optimal whole brain thinking leading to logical thinking
and decision making.
We can create “Choice Architecture” [1] In making decisions that permeate our wired brains.
We can use tools, or options,
to create common sense through logical thought processes, for making decisions
with desirable outcomes.
Device Screen Options
We can apply a unique assortment of options
with our devices’ screens to give us the answers we seek.
Consider not being distracted by the
constant advertising on our screens, so we can maintain our thought flow and
make optimum decisions, or levels of thought operations.[2]
My former article on “Focus” reiterated the Tik Tok - UTube data findings[3] that many have developed a “one-minute” brain attention span.
This recent article for
“Family and Tech” in the Wall Street Journal, reveals that “UTube one- minute “Shorts”
give kids short, thrill bursts, making it harder to pull away” Brains are being
short-circuited, camouflaging any possible “Common Sense” or logic.
As many innovators spot this issue, they
clamor to come up with immediate, money-making solutions. This data is rapidly
absorbed into marketing advertisements.
This becomes a “Hay-Day” for marketing and
screens, as our brains’ logical capabilities wither.
Takeaway, thought-provoking point to
ponder:
If we have a uniquely wired brain, laden with experiential, ethics, and skills learning, making our formulated choice options based on this factor, yet, data mining shows that many can focus only for one-minute or so, what can (or will) alter this anomalous paradigm?
Are we
making choices based on a short-circuited brain, lacking logic?
[1] Johnson, Eric (2021). The Elements
of Choice.
[2] Erland, J. K. (1989). Hierarchy of Thinking
Model.
[3] Julie Jargon. (August 15, 2023). “An Antidote
for ‘Tik Tok Brain’ Has Also Become a Problem” The Wall Street Journal.