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.