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).

When Things Get Tough, Blossom through a Flexible, Creative Mindset

 

In an overly difficult world we now live in, we need to move forward with empathy and understanding for each other, blooming with a flexible mindset. Tough times, like a pandemic, can overwhelm, even painfully gripping, the most devoted, talented parent/educator with student instructional demands that should reveal positive improvement outcomes.

Having taught many puppetry workshops in the Kansas City area, it became my open door to the creativity process. You might consider applying creative puppetry to your classes as a learning tool. There are many online examples and options.

Accessing your own talents is your open doorway to connecting with learners positively, happily, and reach self-actualization in the process. But, you might ask – how can I do this? It does take time and patience, but I can relate my unusual story, as an example of making worthy progress in bettering lives.

Creating and Realizing Your Inner Mindset

A mindset takes inner resolve of taking action through mental planning. Many teachers and parents feel they have enough to do with student/classroom management without trying to figure out new, creative activities, or wade through the best online applications for every subject. It simply is not their bag when their hands are full enough. There can be simply too many hourly demands. Now, you can decide to expand your mind to energize your own inner resolution that will give you endless hope joy, and peace of mind.

Jump Into Action Tips

1. Spring your own ideas from inspiring, moving, reading/media material.

2. Follow your own inner intuition, rather than including outside influences, to create your personalized mindset. Agreeing with others’ comments, opinions, or criticisms will affect your own creative process. Competing derails your own originality.

3. Use trial and error. Experiment, and then adjust as needed on following days. Have fun with different variations. Make it your own game plan.

4. Build and elevate. Subsequently, your creativity will build more and more, bit by bit, just like mine did into a crescendo, for a new, fluid, mindset.

How Did I Develop a Creative Mindset?     

As a first year teacher, I had a forward looking, enthusiastic, mindset graduating from college early, ready to teach, and create a positive, happy, day for eager learners. Taking a second grade position, with a wide variety of disabilities in my own generational background, I knew that I wanted to address each child independently with as much undivided time and attention as I could possibly muster. Subsequently, I soon had five individual reading groups at different levels for several years in the teaching profession.

For my student teaching practicums, I had understudied with an amazingly creative veteran first grade teacher who taught through poetry. Then, I also did practice teaching the following semester with a traditional, second grade veteran. I hated every minute of it, and decided then and there I would apply art and science methodologies that included music, drama, story- telling, and poetry that I was highly proficient in. The days would brighten. But, I was not certain how I would do it, as diverting from “old school” teaching methods was not the norm.

Accessing my music-speech-drama-science-literature studies background, I began designing special activities to encompass a large variety of learning levels and abilities. Nonetheless, I soon found myself with a school principal that welcomed creativity in a progressive school district. Students applied reading, spelling, language and math learning into writing poetry, songs and dramatic plays. This progressed to combining all subject matter into one dramatic musical episode for parents, teachers, and admin. Soon, I became recognized for giving end-of-semester auditorium performances.

As a family also enjoying books, poetry, music, and science, we soon created a charming puppet play with a home-made stage and hand puppets, for a summer church school event.

An enthusiastic church troupe formed, and we toured nursing homes, facilities for those with special needs, and offered public grade school musical events. Elderly, disabled, patrons often waited an hour in anticipation of our amusing “Teddy Bears’ Picnic” puppet show. 

Meeting a Wood-Carving Puppeteer Strapped in Performance History

While touring with the clever “The Teddy Bear’s Picnic”, I was asked if I had met the local puppeteer, Foy Brown, whose livelihood was a fireman who carved ventriloquist puppets in off moments. He had grown up with a father who traveled nationally to the New York stage, as an entertainer and wood carver at the turn of the 20^th century.

Foy Brown lived near our high school.  Enchanted with this history, I purchased the first two puppets. Enjoying his ongoing carving process, I made another upcoming purchase, “Professor Do Little Higgins”.

Foy introduced me to another nationally recognized, vaudeville/Hollywood stage performer, Lucile Elmore, who sold Lily La Teur to me. This created the puppet ensemble necessary to create our “Voco Poco Puppets” advertising productions.

Foy’s and her enthusiasm had become contagious for my family of three children who wrote the scripts, created costumes, lighting, and set designs, as done earlier. We now had three large ventriloquist wooden puppets that sang and had silly, comeuppance story lines, accompanied by my 12-year old son playing the electric piano. Soon, we found ourselves as a big show stopper with advertising demands for the then trendy shopping malls and department stores, for every holiday imaginable.

We gathered large crowds of hundreds enjoying our unique ventriloquist puppets. Noticing that the puppets caught fixated attention, I began wondering if they might be good role models for my teaching with special needs children, as a learning disability teacher.

Lucile attended our productions and was enthralled with our family show.  I enjoyed her ventriloquism lessons with my ongoing vocal studies. When she passed away, I sat behind her attorney at her funeral. He was with a little ventriloquist wooden, Hollywood studio-made puppet, a red-haired, little boy, stage-named Butch O’Malley. Surprisingly, she had bequeathed me Butch, of her early Hollywood 1930s, stage show tours.

When the attorney presented Butch, he announced, “Lucille knew you would do something important with him, and would prevent his storage in a box lost in a museum (that did happen with many of the early puppeteer performers’ stage puppets, props). I was not only astounded, but deeply touched. 

My classroom teaching segwayed into research projects with small, homogonous, group instruction in a home studio. This created my own research and content development company, Mem-ExSpan, Inc. The cognitive skills research and practice work indicated that the lessons required filming for scalable, sustainable, expansion. The Voco Poco Puppets family team created the initial home-filmed lesson segments for test site application, decades ago. Updated filming became paramount, now a reality.

Thirteen national test sites were set up through research and low cost availability. In-depth individualized, standardized cognitive and academic assessments formed remarkably large data pools. This in-depth assessment, evaluations, and data analyses for a wide wage of ages and demographic groups explained the extraordinary, novel methodology. Participants were pleased as they obtained unusual, yet visibly apparent, assessment and outcome results in a short period of time at low cost. Thousands benefited and blossomed.

Throughout this endeavor, I remained in scholarly class work at the University of Kansas, a nearby campus.  Applied research in a variety of settings, was my noteworthy, enwrapped focus.  Testing company executives, the Educational Testing Service (ETS) in Princeton, NJ, and professors, doctoral students, from five different universities joined and worked on the pre-digital data outcomes. I wrote scientific articles that were submitted to journals, juried, published, and eventually received awards as landmark research having completed 5 longitudinal research reports.

This is my story, as to how a flexible mind set created inspirational, lasting, teaching methods, now completed. Never give up. Give it a try and see. What will your self- empowerment story be?