Broke brain? Here’s the work-around June 19, 2007Posted by Dr. Rohn Kessler in 9-5-4, aging, brain, brain injury, challenged, cognitive decline, concentration, dementia, distractibility, fitness, humor, ld, learning disability, memory, memory loss, mTBI, neuroscience, news.
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Research has shown that we can increase our ability to solve problems. Expand your way of looking at the problem by decreasing the restrictions so you can see it a new way.
Here is how.
Look from a different angle such as how would you see someone else dealing with the issue. Change the structure of your thinking.
For example suppose you were to consider how a man can marry ten women in one month? If you see him as a man this is a challenge but if you see him as a minister, rabbi. priest or imam who performed marriage ceremonies it all makes sense!
Life is like this too. Sometimes a solution is right there on the inside when you see things a different way.
The flexible can be bent but are difficult to break. We can see this by comparing a young branch to an old twig. Flexibility can be learned and practiced. Just do it!
Pay attention to error feedback—ours and other folks. It is OK to ask “How did I get this to work for me? and “What gave me the clue to solve the issue?”
For the memory or spatially impaired this means writing down what did not work and doing it another way next time. When you hit the jackpot and figure it out write down what worked. If you hate writing or typing, say it into any recording device.
–Dr. Amy Price
How to Boost Your Child’s Self-Esteem June 15, 2007Posted by edukfun in 9-5-4, add, add parents, adhd, alternative treatment, aspergers, attention deficit hyperactivity disorder, attention training, auditory, brain, challenged, children, cognitive decline, concentration, discipline, distractibility, education, homework, music, neurogenesis, neuroscience, school, Sparks of Genius, teacher, underachieve, video games.
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Self-Esteem is always a hot topic: what does it really do for people? How is it developed? Is it good to have a lot, or can you have too much? What effect does self-esteem have on school performance? It isn’t always easy to spot. Why?
“A given person with high implicit [or inner] self-esteem may be outwardly self-promoting or may be outwardly very modest,” said study team member Anthony Greenwald, a psychologist at the University of Washington.
Low Self-Esteem is often confused with learned helplessness. Learned helplessness develops when a child is in school and has difficulty with, say, math. He struggles in math, possibly due to a weak teacher or just doesn’t have the same internal aptitude that others do. Maybe he was sick for a key week at school. For whatever reason, the child does poorly. Spurred on, the child decides to try his best for the next exam. Math being recursive, his lack of understanding of the prior material keeps him from really understanding the new stuff, and he gets a bad grade again even though he tried his hardest.
The child concludes, “I’m bad at math.” That is learned helplessness.
Contrast that experience with low self-esteem. A child goes to school and, despite good grades and many friends, feels like he or she isn’t any good in general.
Both conditions can lead to lack of effort in school and reduced performance, but one is based on a faulty conclusion drawn from real evidence while the other is a conclusion drawn despite external evidence (or due to internal evidence only).
The outward symptoms may look and sound the same, and the two issues are very similar, but they require a different touch to handle effectively.
This is where Sparks of Genius shines. What we do in our Electronic Playground is help children uncover hidden strengths, then we leverage those strengths to make improvements in other areas. How do we create total transformation? Through the 9-5-4 Program.
Even though there are 9 Intelligences, schools only care about one or two; Sparks of Genius taps into all 9.
- Verbal intelligence
- Mathematical intelligence
- Spatial intelligence
- Musical intelligence
- Kinesthetic intelligence
- Interpersonal intelligence
- Intrapersonal intelligence
- Spiritual intelligence
- Naturalist intelligence
Increase three or more [Cognitive Skills] and you’ve got a Total Transformation.
There are 5 Cognitive Skills. Increase one of these, and you increase cognitive ability. Increase three or more and you’ve got a Total Transformation.
- Processing Speed
Finally, there are 4 Executive Functions. These are higher-order functions and essential for long-term success.
Students come to us, go through fancy, high-tech evaluations, and Dr. Kessler puts together a customized work-out regimen that plays on the student’s strengths and pumps up the areas that are weakest. 2-3 hours per week on a home computer, plus an hour in our high-tech, high-touch playground is usually all it takes. The results last, and they generalize to school, athletics, home, and the social realm.