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.

Listening Success

This article continues my perspective on the importance of listening comprehension as it plays a role in procedural training and the cognitive skills required for deep learning acquisition.

 Technology now creates fast, easy, auditory enhancement deliverables not possible until recently.

 With consumers looking for quick solutions (my previous blog article, “Solutions Rejected”) of pills and relaxants, my application is most applicable for future cognitive brain/language/phonological research and/or upskilling by companies needing a workable, research-evidenced, practice verified. application.

This commentary follows my “Listening Your Best Asset” November 2021 blog.

It accentuates my “Hierarchy of Thinking” paradigm. [i]

 Understanding aural information is critically important in our every day life. Many take listening for granted, but there are three types: [ii]

 1.         Passive Listening as listening to music

2.         Active Listening: with full attention to learn and retain information

3.         Critical, or analytical to make judgments what was heard.

           

My innovative work is to strengthen short term memory spans for active listening. a requirement for critical listening found through parallel processing.[iii]  This process creatively applies images and sound/voices[iv] described in juried, publications [v]

 Many platforms, like YouTube, Patreon, and various podcasts, offer listening suggestions, but none have evidence-based, technological application.

 

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[i]  Erland J. K. (c 1989), Hierarchy of Thinking. Lawrence, KS.

[ii] Cherednichenko G., (2011, Vedeco trendy technology conference paper) “The Role of Technology and Teaching Listening” monograph pp.78-83 available on online, Academia.edu.

[iii] 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    

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

[v] 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 44.

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. 

Options and Choices

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?

 

 

 

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[1] Johnson, Eric (2021). The Elements of Choice. New York: Penguin Publishing

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

[3]  Julie Jargon. (August 15, 2023). “An Antidote for ‘Tik Tok Brain’ Has Also Become a Problem” The Wall Street Journal. New York City.

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.

 

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.