For Cognitive Interventions
Completing a Cognitive Restructuring Method
This article continues a series regarding the importance of
procedural learning through cognitive training, and how an incubated, research
program became functionally realized.
I previously discussed how images and impressions overcome
our day with multitudes of imprints that cloud our auditory processing
capability, necessary for adept procedural learning.
Subsequently, in our new current world view, we remain
locked into personal cell phone images, unable to remain focused on critically
needed listening intentions for any length of time.
Although listening and visual processing must be in sync,
unfortunately, visual images input rule. Considering these multiple embedded
visual distractions, this technical system requires further scientific data
study for future valued marketing determinations.
In my former article on “Impressionable Speaking Images”, I
commented that I, personally, carefully evaluated written and spoken directive steps, both internally and externally, though various data analysis methods.
Personally, experiencing enhanced cognitive visual timing
feedback, this process would assist the overall goal of syncing visual
perception and auditory sequencing capability with the participants. If a
viewer sees repeated spatial faces and voices in a timing motion, there are
usually positive cognitive outcomes.
It became obvious that I had to replicate myself through
carefully filmed, timed, lessons, comprised of over 600 interlocking
visual/auditory segments, so others could be taught with the same, identical
system. Specified age groups would eventually encompass test- trial niches.
This restructuring cognitive system was never designed
originally, as a prototype product. It was, somewhat, a method to improve my
own family’s cognitive processing abilities, with a more procedural mind infusion
intent. And, subsequently, this objective became realized some time ago.
Remarkably, it now continues realized, indirectly expanded
exponentially, through all the activated participants with their own endeavors.
Hundreds, even thousands, have experienced better lives found in other unique
ways through different avenues.
It has been repeatedly applied through the retro-synthesis
threads, the intensive training each training participants received, by
following sequential procedures, coding, quickly. Consequently, their
procedural management expertise continues to build, almost on a daily basis,
helping thousands of individuals, through each of their own individual career
objectives; many of whom, operate on very high national levels.
It is not often that an art/science accelerative method
becomes incubated for decades, waiting for not only the essential technology to
become available, but also attain the right studio and photographer filming
requirements that was essential for creating dramatic image/sound looping
action.
Yet, the artistic/scientific under-pinnings became a
nagging, daunting quest, as the filming should be completed with me as the
primary engineer, script designer. And, how, when, and who would be involved
with the required pre-production staging, film it, and then conduct the ongoing post-production sound-visual editing requirements?
As key decision maker, I eventually found and trained the
essential photographer, personally recommended, and eagerly available to
moonlight his day job. He was tightly bookended with a demanding work-family
schedule that interfaced with my own long, search time- table. Like all
learners, the photographer and I had to operate at our own pace, work with
overly limited, available time slots, creating multiple, ongoing, insightful
revisions, to realize any sort of valued outcome.
Background Review: Creating a Class with the Necessary
Cognition Sequencing Lessons.
With a wide variety of teaching, in different states and
school districts, I found my creative abilities non-applicable with many school
teaching models. Thereby, it became pertinent to create a viable research and
development establishment. The entire family was the basis, and stood to
benefit with this decision.
Step 1: Test the family. Assessing my own family members
proved to be an interesting quest, particularly, as to how their cognitive
scores correlated with their schools’ cognitive and achievement findings. One
family member had been assessed by the school psychologist, and qualified for
gifted services; a second member was close to qualifying for gifted services.
Their profile ranges intrigued me, including my own. Even-scored, flat profiles can be readily
apparent, as are low-deficit, average, and low average summaries; but they did
not exist here. In our case, estimations inter-played with average,
high-average, to gifted profiles between family members.
It was “the obvious cognitive, black, holes” that I started
to wonder about. Subsequently, those cognitive calculations served as both a
baseline and barometer, for my continuing assessment profiles and instructional
lesson’ designing.
An unusual, alternative, learning intervention method was
emerging quite by happenstance. The process demanded strong data analytic
solutions, as it could not really be called a specific program, as the
improvement lessons had to be created from scratch. I had used spelling words,
word usage, as a school learning disability teacher, occasionally with simple
hand puppets, even with junior high ages.
Subsequently, this new, home-schooling class consisted of
junior high, high school, and college-age students. Without question,
multiple-vocal ventriloquist puppets now commanded the home stage. A most
unusual, entrepreneurial story unfolded that could eventually transform animation
and virtual-augmented reality formats in later decades.
The Instructional Model:
To begin at the starting point, an instructor must determine
who is available to teach, at what instructional level and what will the
material consist of, for a specific objective. Some professorial friends
had instigated and pressed this endeavor, as they insisted that I help their
high school-age son, as a certified learning disability teacher. I now found
myself teaching in a home studio with my own kids, with the additional
requested student.
These Hollywood,
vocal-action puppets that had been part of a family touring, comic, puppet show
in the 1970s; were now happily instructing learners of all ages, with cognitive
instruction.
Imaginatively creative, and scientifically well- versed in
clinical assessment and methodology, I planned sequencing items on the spot
spontaneously-continuously, monitoring it internally-mentally/externally,
primed with data analysis.
Animated content can be created rapidly, whereas live
multi-segmented, cubistic images demand dramatic, time evolvement. Pieced timed, looping segments, cannot
materialize onto meaningful instructional substance, unless retro-synthesis analysis
is applied through an ongoing serial encoding-decoding linking process, called
concatenation.
This constant serial linking instills recursive- patterned,
insightful, monitored, awareness of the ongoing process.
Technically, it was soon becoming rigorous cognitive skills
testing and training for many people in a wide range of abilities, utilized as
research subjects at multiple test sites, in different geographical locales.
Five professors analyzed the raw scores conducted by multiple
clinicians who individually administered the cognitive raw scores. These
five universities partnered with national testing companies that verified the
posttest academic results. Landmark articles were written and published in a
juried journal.
Soon twelve East coast inner city school districts,
partnered with two rural Midwestern districts, and three universities, were
part of a large grant project. Luckily, the proposal did not materialize, as
there were embedded severe technological limitations for rapid implementation
success.
The rest of the story is history, as these technological
restrictions have now been addressed.
@article{Hardman2011UnderstandingCI, title={Understanding creative intuition} author={Teresa Hardman},
journal={de arte}, year={2011}, volume={46}, pages={22 - 32}
Segler, M., Preuss, M. & Waller, M. (March 2018)
Planning chemical syntheses with deep neural networks and symbolic AI. Nature
555, 604–610 (2018). https://doi.org/10.1038/nature25978 also, Gateway technology AI applications.
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).
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