View Jan Kuyper Erland's profileCarefully 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.
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.
Hessler, G.
(1982). Use and interpretation of
the Woodcock-Johnson psycho-educational battery.
Kess, J. F.
(1992). Psycholinguistics: Psychology, linguistics and the study of
natural language.
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.
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.
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