Looping Images and Sounds

 

Looping Images and Sounds

Evoke Deep Learning Promise

Rotating Comic Characters

Offer

Deep Learning Practice

 

Current psychological research relates that over-dependence on device/computer screens can lead to short attention spans, with our visual speed crushing our inherent listening capability.  Yet, we still rely heavily on multiple screens for our daily pursuits.

How can we maintain our exposure to the myriad of screen images, with multiple details on split visual fields, and yet use them even further to benefit and escalate us? 

Although our visual memory can dominate with this screen adhesion, our auditory memory (listening) then suffers, out-of- sync.  Unable to integrate auditory, we can only focus on singular image-memory intake. One-item-at-a-time; primarily, visually.

 However, we can remedy this imbalance, and put laborious visual screen intake to our advantage. But, that is, if we agree to undertake the needed effort required; admitting that a better focused, integrated, memory spans has personal value. 

Question:  Why do I need Deep Learning rehearsal looping practice to obtain higher memory spans? I have plenty to do with my screen life as it is, and there are many simple brain games available.

Answer:  Because most jobs now require procedural training with an eye for detail, management acumen. Everyday life demands require fast organizational self-management. Furthermore, our daily life and work productivity could suffer, especially if procedural listening and instructions are required.

 Change needed.

Call in comic characters to the rescue -- inanimate 3D objects become activated

Looping images and sounds can strengthen our minds. Continuous rehearsal segments will affect the frontal brain cortex for improved working memory [1] required to quickly learn procedures. Okay, what will comprise these segments?

 Looping comic characters.

Five specific characters, in a researched and practiced program, entered the rehearsal paradigm stage.  Although they varied in gender, appearance, personality, and temperament, nonetheless, remained non-distracting, timed objects.

But, soon they went to work, becoming free to loop repetively with interplay.[2] Their assignment was mental skill sequencing practice, fundamental to following oral and written directions and procedures.

The looped motion interaction evolves into its own reinforced learning [3] for the participant. Each spoken entity creates a visual and sound unit to reinforce the preceding segment, as Leonardo noted in the early 1500s, Renaissance. [4]

The visual facial patterns become oriented in space-time creating their own local motion/sound/visual energy.[5]

Question. How will these objects create auditory memory integration with Deep Learning features? 
Answer: Through 5^th Dimension counter point, [6] or parallel thought [7]

Question:  What is the 5^th Dimension aspect? Is it strictly an assumption?
Answer:  The 5^th D formulates as a result of combining the first four dimensions that had decades of scientifically documented mechanisms. The three common dimensions now create four and five added complex dimensions into one serial, cumulative, conception.

All five progressive dimensions each had years of scientific, well-documented, authenticated research and practice. [8]

1st Dimension – flat objects

2^nd Dimension – cartoons

3^rd Dimension – cubism, 3-D

4^th Dimension – 4D - quantum sound and image sounds, into higher memory span loops over time and space distances (complex segmented layers in a smooth flow field). [9]

5^th Dimension – 5D - layers of looped thought creates Counterpoint known as parallel thinking[10]. The constant looping span rehearsal formulates Deep Learning practice.

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[1]  Kandel, E. R. (2012). The age of insight. New York: Random House.

[2]  Hofstader, D. (1979). Gödel, Escher, Bach: The eternal golden braid. New York: Basic Books. p. 239.

[3] Wayner. P. (Sept. 5, 2022). What is Reinforcement Learning?  How AI Trains Itself. MetaTech Online Events.

[4] Shlain, L. (1991). Art and physics: Parallel visions in space time, light. New York: William Morrow. p. 433.

[5] Adelman E. H. (August 1991). Mechanisms for Motion Perception.  Optics and Photonics News, pp. 24-30.

[6] 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

[7]  Erland, J. K. Erland, (February 4, 1986; copyright TXu 225 862). Contrapuntal Thinking and Definition of Sweeping Thoughts.

[8] 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 41,

[9] Learning Visual Groups from Co-occurrences in Space and Time. (2016). Isola, P., Zoran, D., Krishnan, K., Adelson, E. H., International Conference on Learning Representations, workshop paper. Abstract PDF

[10]  Erland, J. K. (1986), (February 4, 1986; copyright TXu 225 862). Contrapuntal Thinking and Definition of Sweeping Thoughts.

 

Clinical Deep Learning Practice Applied

 No Magic Bullet or Quick Fix:  

Procedural Learning Objectives

 

Jan Kuyper Erland

 

 Summative Observations of a Data-Driven Framework:

Continuous anecdotal data science applications created some interesting observations. With perplexing longitudinal results with all ages showing gains of various cognitive functioning levels, I began to investigate these differences between individuals and yet, the results had mysteriously maintained not only post years latently through diagnostic follow up assessments, but maintained for decades, as evidenced by continuing circumstantial reports of impressive, continuing high career status.

 Yet, these data phenomena, under certain application-environmental provisions, would be routinely expected.

 Many of the following factors are routinely studied post treatment and verified by cognitive scientists, and should be under continued review at this juncture.

 Clinical anecdotal records revealed the following objectives initially and in subsequent years:

Both performance and mental attitude changed positively for many, not only during the course, but following due, most in all probability, to neuronal rapid, continued flexibility.

Results showed steady growth with all learning levels, but varied among individual subjects.

Results revealed larger growth by treatment groups than a gifted control groups and alternate media activity control groups.

Results were one-two years latent with challenging conditions, and these learners required immediate and semi-annual on-going refreshers.

 Average profiles varied in the outcome results. Some appeared to be suddenly “popped to the very high levels”, while others waxed according to their current brain’s proficiency wiring reflecting daily mental habits.

 As my master thesis indicated; puppets had the same “star” modeling influence power as did peer- team mates.[i]

 Long term memory transfer bridging to critical thought was the most difficult to improve, and required more intense, continuing working memory practice and, with reading and higher order thinking.

Results maintained when eagerly adopted and accepted by the client through the modeling routines.

Peer team models are the important factor for not only overall program acceptance, but for rehearsal spoken timing and pacing.

The deep phonological rehearsal verbal training may have affected the generalization outcomes reported in the research and published higher reading and math scores. [ii]

Intense verbal practice while viewing rotating, timed images and sounds impact working short term sequential memory leading to auditory-visual integration; a requirement for reading comprehension.

Subsequently, the reader must have a fundamental understanding, at the contextual level, for comprehending rigorous texts. To meet the top criteria of the Hierarchy of Thinking Model’s Critical Thought, [iii] this layer must be in place.

 

 

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[i]  Erland, J. K. (1980, October) Vicarious Modeling Using Peers and Puppets with Learning Disabled Adolescents. © 1980. The University of Kansas. Lawrence, Kansas.

[ii]  Erland, J. K. (1999, Fall) Brain-Based Accelerated Learning and Cognitive Skills Training Using Interactive Media Expedites High Academic Achievement. The Journal of Accelrerated Learning and Teaching. 24, 3&4.

[iii]  Erland, Hierarchy of Thinking. Published in 1999 International Alliance of Learning’s monograph. Brain-Based Accelerated Learning and Cognitive Skills Training Using Interactive Media Expedites High Academic Achievement. 24, 3&4. pp.12-14.

 

 

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.

Sequenced Details: Working Memory Expansion - Your Best Mental Skill Created

Every moment of our day is rushed, serial. Each event becomes part of a singular-one-piece, holistic grid, creating unbearable tension, pressure, and stress.

Enveloped with daily fast driving, quick texting, constant, communicative blunders and demands, our thoughts become disrupted. We hurry, multi-task, resolve problems, issues; but, with a holistic, one-track mind. We remain fixated, less productive, in our daily routines.

Unwittingly, we create our own frantic, strange inner world that seldom interfaces with the outside hurried, demanding world. There is never enough time to enjoy life as we would like. Exhausted, we need and want some kind of relief.  Can a strategically trained mind, with sequential thought, become liberated, finding new, focused self-assurance,  even possible?            

Solution: We can upgrade ourselves to be a sharper, more autonomous, individual by applying strategic working memory training. [1] We can transition to a methodical mindset capability by applying detail awareness, through sequenced, chunked-coded, information. [2]  Series of step-wise operations require focused speed and accuracy. This will add not only proficiency to our tasks, but create a calm, methodical, mindset.

Thirty years ago, I wrote a similar, but technical article, on this same venue, [3]  and now sorely see the disastrous, dangerous, outcome of detail issues that are routine now, in all academic and professional fields.

Change Can and Should Begin Early

The best scenario is to begin sharp cognition enhancement early on. If young and teenage students become routinely aware of their own learning brain skill strengths and weaknesses, like athletes and musicians know their improvement goals, mental enhancement then becomes an habitual, ongoing process. [4]

The school learning process has always been a chicken/egg – ying/yang question as to why the student was not learning the content (lack of motivation, behavioral), or poor teaching (poor choice of lesson applications, or lack of class control). Subsequently, many children may wade through the academic process, unknowingly with cognitive shortcomings, and then, as adults, must create their own upward mobility through determination, insight, and courage through advanced education and training.  

And then, to find they have the same cognitive weaknesses that can further decline with age.

An old adage: “The Devil is in the Details”

You might say; “Why should I care about detail errors – I get paid anyway. Even double, with constant re-work.”

Yet, even with this faulty logic, steps can not be omitted, or the entire operational system fails. The end consumer pays. Mental, procedural skill abilities are now in high demand. We can interface with this demand, by showing awareness of, and then applying, good logical-sequential, solutions to avoid, or rapidly correct, these routine detail errors.

Understanding detail function is your  best career route, as supervisors notice your proficiency ;evel. And, you could spend years spinning your tires at low wages, job uncertainty, unnecessarily.

Working Memory Recognized and Understood
There are two primary memory and cognition processing types: visual and auditory-listening memory, (details and sequential). [5] Optimally, they should work in sync. Working in tandem cerates conceptualization, with understanding, and higher thought levels. There are sub-ordering categories within each type: words, letters, numbers, and sentences. [6] Subsequently, integrated visual and listening sequencing is the root of all academic and technical learning: following oral and written directions, reading writing, spelling and math.

Use it or Lose it with Continual Detail Workouts: Pills Will Not Create Sequences

 You can;
1) practice with the many existing, online, memory exercise routines like athletes and musicians do. But, they have their own specific practice drills, as they expect continued drill and practice as basics of their discipline, for excelling and maintaining performance edge.  

Or, 2) engage in a researched, data-evidenced, sequencing-skill building program, offering your own personal outcomes. You can use practice routines as a family, or within other group units.

A Numerical Practice Sample

Continued rehearsal practice can jump start your working memory for increased strength and capacity.  As a former “Mind and Brain - Vision” Kansas City chapter editor, and national contributor for the Association of Training and Development, (ASTD, Now, ATD, The Association for Development Talent), I wrote about the necessary skills of brain building through detail-sequencing: “Building a More Powerful Brain”. [7] All operational procedures, as in computer programming, technical skills, business management, or surgical routines, are a series of coded details and spans.

You may discover that keeping numerical figures straight, while listening to feedback instructions during data entry situations, is particularly difficult.  Additionally, many of us can not apply telephone numbers without looking.  We have most of the numbers we routinely use, entered into our cell phones. But, there may be non routine telephone numbers to enter at times. And, we generally look at them.

Okay then, let’s practice a few simple chunked number spans to improve our numerical sequencing.  Have someone read the number series to you, so you do not see the text.  Since telephone numbers are easy seven spans, try saying a few both forward and in reverse.  Scanning backward will help you visualize the numerical placement to avoid transposing. Then say it forward again. You can find many similar online practice games like this example.

Say this number series:  932-4737

Now in reverse:  7374-239

Repeat the correct number series forward:  932-4737

Here are two more.  Now, you can create your own as you drive home or to work:

1)          832-4787
    7874-238
    832-4787                                 

2)         239-5782
   2875-932
   239-5782 
        

You can now start developing your own sequencing skill, working memory, with continued practice. Mental toughness improvement can also soon be achieved through Mem-ExSpan’s short, online, practice sessions applying puppetry, comedy, acting, and music.   

Mental skill sequencing awareness and change gives ultimate job and career-choices for autonomous, life-long, personal freedom.

Jan Kuyper Erland, is a Performance Analyst, Content Development Researcher, and Intervention Specialist for Mem-ExSpan, Inc. 

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[1] Erland, J. K. (1999). Retraining cognitive abilities: A longitudinal study. Journal for Accelerated Learning and Teaching, 14. 1. 3-42. (ERIC ED #436 962).

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

[3]  Erland, J. K. (1992). Cognitive skills training improves listening and visual memory for academic and career success. Journal of Accelerated Learning and Teaching. 20. 1. ERIC Clearinghouse (ED #353 286).

[4] Erland, J. K. (© 2008). unpublished document. Five Generations, 27-years of Iterative Brain-Based Accelerative Learning Experimentation, Demonstrate Cognitive Skill Improvement Enhances Academic Achievement and Career Goals.
(https://www.memspan/jalt)

[5] Guilford, J. P. (1986). Creative talents: Their nature, uses, and development. Buffalo, NY: Bearly Ltd.

[6] Woodcock, R. W. & Johnson, M. (3^rd ed. 2001, 1989, 1977). Tests of Cognitive Ability: Psycho educational battery. Hingham, MA: Teaching Resources Corp. Standard and Supplemental Batteries Examiner’s Manual. Allen, TX. DLM. 

[7] Erland, J. K. (Winter 1998-1999). Building a More Powerful Brain. Performance in Practice. ASTD. pp.13-14. (ERIC ED #439 445).

Mastering Sequential Learning

Why Instruct Step-Wise Learning? Although the average person does not understand how sequencing memory works, parents and teachers are beginning to recognize the critical necessity for teaching visual and listening sequential memory as a separate supplemental instructional piece, as it is so integral to academic learning proficiency.

Now, students at all learning levels can be trained to optimum achievement levels with powerful learning solution outcomes.

Not only is serial learning critically fundamental to all technical and skilled trade operations, but it is at the root of all academic and athletic learning – reading, writing, spelling, mathematical equations, learning foreign languages, communicating through written composition, athletic plays, musical compositions, recipes, including operational procedures.

Every movement in your day is a series of orchestrated steps. The faster you can sequence, the more organized you are, and get more accomplished.

Creating adequate working memory resolves often unidentified learning problems. Schools have not overly taught memory organization as an independent course. Not only have there been few available programs, but they have not fit into traditional educational curricula as adaptive learning instruction.

For years, textbook companies did not have a niche for this type of training, and curriculum's absorbed this concept necessity within the routine teaching of math equations or reading comprehension exercises.

Technically speaking, step-wise learning is called visual and listening (auditory) sequential working memory training. Much research was conducted in the 1960s and 1970s in this arena, but few training programs existed, and even today, very few academic or professional programs teach sequencing and coding operations as auxiliary “How To” course.

Now, various supplemental academic learning options abound with digital, online learning, but the question is how to find as an academic companion, like a sequencing training program with evidenced validity. It becomes a question of sorting out options.

Online working memory courses offer teaching visual figural memory matching, and with few
sequencing operations (as in algebraic equations). Two-dimensional cartoon characters lead the way through rapid pacing activities, which actions may be difficult to follow. Video games develop fast visual processing speed, and leave operational logic devices up to the player. Serial operations, or step-wise learning, that instructs formal chunking and coding “How To’s” are not systematically taught.

Now that we have touch screens, we are relegated to visual figural, tactile learning, through tapping interfaces. We are not offered listening/auditory serial processing that is critical as a gateway into our technical world.

It should also be pointed out that any supplemental, accelerated training should not be considered “remedial”. Since listening and visual sequential memory creates conceptualization or the integration of information, parents should step forward to ensure that their youngsters have this necessary foundation to excel in academics at any level.

As a classroom teacher, recognizing the critical need, I researched and developed a training system to optimize fast sequential or operational learning. As the root of all technical operations, it had definite instructional merit.

As a result, my graduates have since risen to top administrative/executive/official levels with the ability to make fast and decisive decisions. Serial training is not only administratively beneficial, but it adds personal power, as it opens access to logic, reasoning, and problem solving, not to mention creating optimized school and workplace efficiency.

For example, recently, an electronics store’s sales clerk inadvertently gave me incorrect operational sequences, leaving out two steps, when programming a newly purchased television remote. Of course, the remote did not operate. Unabashed, I referenced the manual (which most of us are reluctant to do), and noticed that steps were verbally inaccurately transmitted to me. This results in a loss of time, not to  mention the ensuing frustration receiving inaccurate instructions.

To resolve these daily ineptitude issues, schools will emphasize the teaching of reading comprehension, or deep understanding and retention of classroom assignments. There will be alternative forms of practice recitation to create deep learning. Work process flow states will be introduced, and speed of careless input work will be deemphasized.

Professional educator development will be instrumental in learning these new training procedures and processes. The school culture will become one led to continuous personalized student improvement. Now students will move into secondary school levels optimizing their ability to follow directions, compute, read, write, and communicate effectively. All, of which, have the basis of serial learning.

Questions for consideration: Does your student listen, remember, and follow oral directions and/or procedures easily? Can they spell words correctly? Can they complete serial answers clearly? Are mathematical step-wise procedures easily understood and followed without missing steps? Technical operations will not operate correctly if a step is omitted, removed, or out of proper sequence.

Our nonprofit organization, Innovative Learning Stratagems, Inc. offers an information portal
www.edstretch.com to ease parents’ search for applicable online resources. As a result, parents will become more involved and supervise online learning sessions at home, where their child is not lost in a classroom quantum of multiple, asynchronous activities. Students will have their school computerized dashboard transferred to homework assignments. Supplemental online supplemental help – will be utilized and applied at optimum levels.