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+---- Thread: Using Our Imagination To Develop The Teaching Facilities Necessary For The Future (/Thread-Using-Our-Imagination-To-Develop-The-Teaching-Facilities-Necessary-For-The-Future)
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 20-05-2008
----------------------------------------------------------:rainy:
[SIZE="5"]Mine is a simple conclusion.
Based on common sense.
From 68 years of farming travelling reading and thinking, alongside thirteen years of considering the possibilities of the human brain.
The only place man is truly equal is within the possibilities of thought.
But if we have not been taught and retained a perfect structure of arithmetic, assisted to read perfectly, and understand the position and name of virtually every country on earth by the time we are six years of age.
We are already being failed by our parents and our state.
Properly trained with these three abilities in place by the time the child is six years old a continuing education is worthwhile.
If the child is not perfect it is not ready to start a normal education. If it does no get on. AT A NORMAL PACE perfecting these three skills will be the best we can hope for.
UNTIL WE TEACH A CHILD TO READ IT CAN NOT POSSIBLE READ TO TEACH ITSELF
John Nicholson
A child sat in a class room that can not count and read properly is wasting its own time, and every one else’s time.
------------------:pcprob: -------------:pcprob: ----------------:pcprob: [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 23-05-2008
[SIZE="7"]***** ***** ***** ***** ***** :tourist:
We have to understand
everything possible there is
to understand
about the human brain.
IF YOU FAIL TO WATCH THIS
SACK YOURSELF
[COLOR="Red"]every teacher or parent
needs to start here
this the best research available
http://www.youtube.com/watch?v=Fcb8nT0QC6o[/COLOR]
THIS CLEARLY PROVES
THAT WE CAN LEARN FAR MORE
BY SIMPLY BEING TAUGHT
FAR LESS[/SIZE]
***** :pcprob: *****:pcprob: *****:pcprob:
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 08-06-2008
[SIZE="5"]******************:adder: **********************
There are hundreds of ways to teach a child to read.
This is the very worst way.
It is Why our children can not read.
http://www.youtube.com/watch?v=xWEiZ0IXOj8&feature=related
This has had nearly one hundred thousand veiwings.
Children learn to read just like they learn to Speak.
Automaticaly and almost imperceptably.
ON A DAILY BASIS A CHILD CAN SING THE ALPHABET
BY MEMORY AFTER ONE WEEK BY CHANTING THE NORMAL
------------- a b c ------------------
several times a day.
After two weeks more of perfected chanting it can start to
RECOGNISE THE MAIN OR EASY LETTERS
WITHIN ONE WEEK OF HARD WORK IT WILL RECOGNISE EVERY
LETTER AND SOUND
Then the automatic memory takes over, as in a for apple
and b for ball
NOT THE BU BU BU FOR BOLOCKS WE SEE ON THIS VIDEO[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 19-06-2008
*******************:am: ************************
[SIZE="4"]Why I am looking to challenge David Davis in Howden & Haltemprice.
In standing as an independent conservative, I believe I have more to offer East Yorkshire then a petulant far right conservative, a newspaper’s man, or any other member of one or other of the extremist political parties.
I am independent because that is the only way I can act, I am a conservative because I believe only controlled capitalism will secure future world prosperity.
I was born in East Yorkshire, and from twenty three years of age built up a farming business from ten acres until I was farming seven hundred acres of my own land, with a livestock enterprise of three thousand breeding pigs.
The reason why I am not now farming, as I would want to be, is because in a severe downturn in one of the very many unprofitable periods so regularly endured by the pig industry, Unilever, my animal feed supplier in pig production, prevailed on the Midland bank to prevent me taking action to sustain my business, by reducing my herd, and my selling of an airfield pig unit near York, which had a high value for industrial development. Unilever demanded the appointing of a receiver on my business when I had in no way failed to comply with my lending terms. The Midland bank complied, and in so doing, destroyed both my business and my business credibility.
From that moment on, I have sought justice both for myself and for many others, I formed the Farmers Bank Action Group, to assist other farmers in difficult financial circumstances. I firmly believe that I clearly affected the way the banks have acted, and now act, towards farmers nationally. Receiverships have been virtually eliminated in respect of agricultural holdings.
Politics like business is both fascinating and vital, both consist of dealing with the present and preparing for the future, Unfortunately the pressures of the day too often affect the vital preparations for the future.
Free choice of leadership is the basis of all democracy, an individual Member of Parliament owes his duty to his party and his constituents. I am well placed to assist constituents with their problems of government and financial matters. The banks and the government work closely together. I however owe no allegiance to any party or any bank
I fully understand the problems of agriculture and the difficulties the third world has in feeding itself. The likes of fuel food and mineral resources, will become an ever growing world problem. Only democracy can prevent countries becoming over run by dictatorships such as Zimbabwe. Only true democracies should have any voting rights within the United Nations.
I also have an overriding interest in the early teaching of our own young children and those in the greater world.
For over thirteen years I have studied our personal abilities as to thinking and reasoning, Chinese children guided me to the realisation that the abacus was the best natural maths teacher.
I am at the present time working in conjunction with Emeritus Professor of theoretical physics, Winston Hagston. We are developing a world standard mathematics teaching program that can be adopted for teaching by parents or older children, so ensuring the possibilities of equality in education. Once any child is perfect in mathematics, and can read its own language well, with the use of a computer and internet, and provided with an older mentor or teacher, it can educate itself to any level its natural ability and determination strive for.
My thinking is for the future, our children and Grand children.
The problems we all face are democracy, world food supplies, energy sources, and education.
“ THE POSSABILITY OF EQUALITY FOR EVERY CHILD NOW TODAY WITHIN EDUCATION “
we (man) will not survive without the concept of equality
it begins with education
I want to explain to the world that we can begin to create equality this morning.
John Nicholson
http://abacusone.net/
http://www.abacusandalphabet.com/abacus.htm
http://www.teach-the-brain.org/forums/forumdisplay.php?f=23
http://www.teach-the-brain.org/forums/forumdisplay.php?f=26
http://www.youtube.com/watch?v=Fcb8nT0QC6o
just read the map :tourist:
contact tel 01964 551945[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 20-06-2008
[SIZE="7"]************************
ickly: E D U C A T I O N
what realy matters about early education
THE DEVELOPMENT OF PERMENANT MEMORY
In very specific areas.
I AM THINKING OF VITAL STRUCTURES
the easiest of all, numeric structures
teach for permenant memory geographical structures
EVERY SIX YEAR OLD NEEDS TO KNOW WHERE EVERY COUNTRY IS
ON A FLAT PROJECTION
WE NEED TO DEVELOP A TIME WALL ON EVERY CLASS ROOM
for all these stuctures intergrated memory building by utilising puppets is possible
so let us all help Jeff on his site
http://www.puppetools.com/forums/
LET THE PUPPETS DO THE TALKING
ALL CHILDREN GIVE ONE HUNDRED % ATTENTION TO PUPPETS
SO LET THEM KNOCK IT IN :pcprob: ----------:pcprob: ------:pcprob:
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 09-07-2008
[SIZE="7"]MY FINAL ADRESS TO THE VOTERS OF HALTEMPRICE AND HOWDEN
I HAVE NOT VOTED IN AN ELECTION MYSELF FOR OVER THIRTY YEARS
So how can I ask you to vote for me tomorrow.
My first point is that it is a sham election, which I am using to promote my educational philosophy, my research over thirteen years of study and my life experiences over nearly sixty eight years culminate into a respect for democracy, I am happy to let the majority rule.
I was born on the 15th day of September 19 40, my mothers view of war was such that after two world wars she said only politicians should fight wars, then there would be none. I wish for my work to be worthy of the lives of those airmen that lost their lives in the Battle of Britain, so I ask you to study my research into the possibilities of the human mind. Let my creation of an abacus that can be written in every human language and the creation of a linier mathematic concept whereby child will teach child the simple processes of mathematics on a daily basis, both in and out of schools, ensure the equality of education which is central to our survival.
As far as humanity is concerned, the only real enemy is ignorance and the only true friend is the knowledge we acquire through our personal education. The abacus never lies to us, it is thousands of years old in concept, always ready to prove total accuracy. My concept is that we use it daily from four to six yeas of age, as the arithmetic gets harder and harder the abacus supports the human mind, in the clear demonstrations of process, to a point where every child using it has a mental map of arithmetic whereby the neurological pathways provide the abilities in mental arithmetic and reading ability so vital to us all.
My work can all be reached from this website.
http://www.fwi.co.uk/Community/forums/trying-politics-16442.aspx
john nicholson - - - see page 6 -- july 8th The Times [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 20-08-2008
------------------------------------:tourist: ----------------------------
[SIZE="5"]Creating permanent memory.
Memory positive and negative.
Memory conscious and subconscious.
Memory long term and short term.
When does a memory change from short term to long term.
When does a memory change from long term to permanent.
Some memories are created immediately to the permanent file.
Dramatic and visual usually.
Simple regular association builds through short term to long term.
Education is memory creation of the essential, permanently.
Short term regular association must build long term memory quite naturally.
I am watching Chinese children doing things as i write this.
Doing things is human, sitting at a desk is not.
Doing something sat at a desk OK Doing nothing sat at a desk, listening only as one of group of thirty three hundred or three thousand is wasting time.
only by doing, do we engage every mind fully at the same time.
My purpose in life is to clarify the essential, translate it into action, and leave a written record, simply because todays education ignores human nature.
Neuro research will tell us little more then Maria Montessori knew one hundred years ago, without trials and detailed comparative research.
I see absolutely no sign of it, daily repetition of simple abacus use will build neural pathways in a three and four year old child enabling it to learn to read quite naturally. THIS IS HAMMER, :pcprob: is anything going in.
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 04-09-2008
[SIZE="6"]Science News
Trigger For Brain Plasticity Identified: Signal Comes, Surprisingly, From Outside The Brain
ScienceDaily (Aug. 9, 2008) — Researchers have long sought a factor that can trigger the brain's ability to learn – and perhaps recapture the "sponge-like" quality of childhood. In the August 8 issue of the journal Cell, neuroscientists at Children's Hospital Boston report that they've identified such a factor, a protein called Otx 2.
Otx2 helps a key type of cell in the cortex to mature, initiating a critical period -- a window of heightened brain plasticity, when the brain can readily make new connections.
The work was done in a mouse model of the visual system, a classic model for understanding how the brain sets up its wiring in response to input from the outside world. But Takao Hensch, PhD, of the Neurobiology Program and Department of Neurology at Children's, the study's senior investigator, speculates that there may be similar factors from the auditory, olfactory and other sensory systems that help time critical periods. Timing is important, because the brain needs to rewire itself at the right moment -- when it's getting the optimal sensory input.
"If the timing is off, the brain won't set up its circuits properly," Hensch says.
Being able to control the timing of critical periods in different parts of the brain could possibly ameliorate developmental disorders such as autism, in which researchers believe critical periods may be inappropriately accelerated or delayed. Retriggering a critical period might also help people learn more readily after childhood – acquiring a new language, developing musical abilities or recovering from stroke or brain injury, for example.
Interestingly, Hensch and colleagues found that the brain cells that switch on critical periods in the visual system (parvalbumin cells) don't actually make Otx2 themselves. Instead, Otx2 is sent by the retina. In essence, the eye is telling the brain, "The eyes are ready and seeing properly -- you can rewire now."
"The eye is telling the brain when to become plastic, rather than the brain developing on its own clock," says Hensch, who is also a professor at Harvard Medical School and at Harvard University's Department of Molecular & Cellular Biology. "The idea that this class of molecular messenger is passed from cell to cell is considered unorthodox in cell biology." This idea, however, has long been advocated by Dr. Alain Prochiantz of the Ecole Normale Superieure (Paris) and College de France, Hensch's collaborator and a coauthor on the study.
It was previously known that when parvalbumin cells mature, they set up inhibitory circuits in the cortex, balancing the existing excitatory circuits. Hensch and others have shown that setting up inhibitory circuits is key in launching critical periods. "Early excitatory input is important to make first contacts between neurons," Hensch explains. "But then, at the next stage, you need inhibition."
In the current study, Hensch and colleagues demonstrated that when mice are reared in the dark, thus getting no visual input, Otx2 remains in the retina. Only when the mice received full visual input did Otx2 begin to appear in the cortex, and only then did parvalbumin cells start to mature.
In other experiments, the researchers injected Otx2 directly into the cortex. The parvalbumin cells matured, even when the mice were kept in the dark. Finally, when Otx2 synthesis was blocked in the eye, parvalbumin cell functions failed to mature.
Otx2 has an unusual derivation: it is originally produced during embryonic development; without it, mice don't develop heads. Production then stops, but some days after birth, it reappears in parvalbumin cells. "The nervous system is recycling an embryonic factor to induce brain plasticity," says Hensch.
Hensch, who last fall won the highly competitive NIH Director's Pioneer Award, is also interested in the transport mechanism that propagates Otx2 from the retina to the cortex. He speculates that Otx2 itself could be a carrier for factors you'd want to deliver to the brain, envisioning eye drops for brain disorders such as schizophrenia, in which parvalbumin cells don't properly mature.
Major Step Forward In Understanding How Memory Works
ScienceDaily (Apr. 25, 2008) — Our ability to remember the objects, places and people within our environment is essential for everyday life, although the importance of this is only fully appreciated when recognition memory beings to fail, as in Alzheimer's disease.
By blocking certain mechanisms that control the way that nerve cells in the brain communicate, scientists from the University of Bristol have been able to prevent visual recognition memory in rats.
This demonstrates they have identified cellular and molecular mechanisms in the brain that may provide a key to understanding processes of recognition memory.
Zafar Bashir, Professor of Cellular Neuroscience, who led the team at Bristol University said: "This is a major step forward in our understanding of recognition memory. We have been able to show that key processes controlling synaptic communication are also vital in learning and memory."
The ability to recognise elements in the surrounding environment such as faces or places, as well as the ability to learn about that environment, is crucial to our normal functioning in the world. But the actual mechanisms and changes that occur in the brain and allow learning to happen are still not very well understood.
One hypothesis is that changes at the specialised junctions (synapses) between nerve cells in the brain, hold the secrets to learning and memory. The change in the strength of communication between synapses is called synaptic plasticity and, it is believed, the mechanisms of synaptic plasticity may be important for learning and memory. Bashir and his colleagues tested this hypothesis.
Dr Sarah Griffiths, lead author on the paper, explained: "Nerve cells in the perirhinal cortex of the brain are known to be vital for visual recognition memory. Using a combination of biological techniques and behavioural testing, we examined whether the mechanisms involved in synaptic plasticity are also vital for visual recognition memory."
In their experiments, they were able to identify a key molecular mechanism that controls synaptic plasticity in the perirhinal cortex. They then demonstrated that blocking the same molecular mechanism that controls synaptic plasticity also prevented visual recognition memory in rats. This shows that such memory relies on specific molecular processes in the brain.
Professor Bashir added: "The next step is to try to understand the processes that enable visual memories to be held in our brains for such long periods of time, and why these mechanisms begin to break down in old age."
[COLOR="Blue"]This is interesting research, backing up my concept of visual automatic memory which is at the back of easy learning provided by just watching the abacus movement, I say often that children learn quite easily by copying.
Their first copying is obviously sounds which they translate into meaning by simple regular association, [COLOR="Red"]IMPERCEPTABLY.
VISUAL COPYING WORKS EXACTLY IN THE SAME WAY[/COLOR]
The child watches the movement on the abacus or by exercises in the manner of a “sum a secondâ€, and then interprets the movement into perfect memory.
The point of perfect memory, when a movement on the ABACUS ONE becomes a perfect memory is also IMPERCEPTABLETheir second layer of copying is obviously visual which they translate into meaning by simple regular association also.
When a child uses an abacus one for a week in just ten minutes of regular arithmetic that arithmetic will be memory perfect.
When a child uses an [SIZE="7"]ABACUS ONE [/SIZE]for maths work in a consistently advancing manner for ten minutes a day from four years of age until it is six years old every mathematic principal will become an automatic [SIZE="6"]MEMORY.[/SIZE]
As also will the picture memory of the words in any language but we should use it for two languages one of them of course being English[/COLOR].[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 10-09-2008
[SIZE="7"]Automatic Brain Function
What The Brain Does Quite Naturally[/SIZE]
[COLOR="Red"][SIZE="7"]ANY BRAIN [ MY MIND OR YOUR MIND
MY MEMORY OR YOUR MEMORY[/SIZE][/COLOR]
[SIZE="6"]When we see a face we remember it. STORE THE FACE
When we see it every day that memory is perfected.
When we see it a year later every little change is recorded.
This is automatic visual memory.
Return to your earliest memory it will be as an
********* IMAGE IN ACTION
Image in action is how those of us with normal sight record quite easily the dramatic moments of our lives.
To teach a three year old, the lesson has to be dramatic.
To establish permanent memory regular association is vital.
Physical memory of any physical skill is a naturally produced memory, whatever we are doing practice makes perfect.
Image in action is how we translate speech or written words into meaning.
******** [COLOR="Red"]AT THE SPEED OF LIGHT
[/COLOR]
Each and every word an idea in itself, used as image in action to create a concept from the words.
[SIZE="6"][/SIZE][/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 11-09-2008
[SIZE="6"]Combined intelligence
in
Automatic Brain Function
What The Brain Does Quite Naturally
[COLOR="Red"]ANY BRAIN
MY MIND OR YOUR MIND
MY MEMORY OR YOUR MEMORY[/COLOR]
When we speak regularly to anyone
Without any conscious effort we can remember the sound of their voice and identify them by that alone for many years.
When we hear them on a telephone ten years later, every one we have had even a moderate association with is recorded.
This is automatic sound memory.
Return to your earliest memory of them it will be as an
********* IMAGE IN ACTION
Image in action is how those of us with normal sight and hearing, record quite easily, the dramatic and habitual moments of our lives.
Even for a three year old, regular association in any lesson will establish permanent memory.
Regular association is always vital in turning short term memory into medium term memory and essential to turn medium term memory into permanent memory.
Physical memory of any physical skill is always a naturally produced memory, in everything we do, be it walking, riding a bicycle, swimming, or even using an ABACUS
BUT for whatever we may be doing only practice makes perfect.
As far as humanity is concerned, the only real enemy is ignorance and the only true friend is the knowledge we acquire through our personal education. The abacus never lies to us, it is thousands of years old in concept, always ready to prove total accuracy.
My concept is that we use it daily from four to six yeas of age, as the arithmetic gets harder and harder the abacus supports the human mind, in the clear demonstrations of process, to a point where every child using it has a mental map of arithmetic whereby the neurological pathways provide the abilities in mental arithmetic and reading ability so vital to us all.
Image in action is how we translate speech or written words into meaning.
******** AT THE SPEED OF LIGHT
Each and every word an idea in itself, used as image in action to create a concept from the words.
[COLOR="red"]WHAT ARE WORDS ?
IDEAS
WHAT ARE NUMBERS ?
IDEAS
5,000 YEARS OF USING SYMBOLS HAS GIVEN THE WORLD
A COMMON LANGUAGE IN MATHEMATICS[/COLOR]
Using any form of abacus creates a mental multi dimensional mathematical map,
whereby we can understand any whole
number representing a measurement of 1.
The decimal system enables natural form
to create meaning.[/SIZE]
in
Automatic Brain Function
What The Brain Does Quite Naturally
[COLOR="Red"]ANY BRAIN
MY MIND OR YOUR MIND
MY MEMORY OR YOUR MEMORY[/COLOR]
When we speak regularly to anyone
Without any conscious effort we can remember the sound of their voice and identify them by that alone for many years.
When we hear them on a telephone ten years later, every one we have had even a moderate association with is recorded.
This is automatic sound memory.
Return to your earliest memory of them it will be as an
********* IMAGE IN ACTION
Image in action is how those of us with normal sight and hearing, record quite easily, the dramatic and habitual moments of our lives.
Even for a three year old, regular association in any lesson will establish permanent memory.
Regular association is always vital in turning short term memory into medium term memory and essential to turn medium term memory into permanent memory.
Physical memory of any physical skill is always a naturally produced memory, in everything we do, be it walking, riding a bicycle, swimming, or even using an ABACUS
BUT for whatever we may be doing only practice makes perfect.
As far as humanity is concerned, the only real enemy is ignorance and the only true friend is the knowledge we acquire through our personal education. The abacus never lies to us, it is thousands of years old in concept, always ready to prove total accuracy.
My concept is that we use it daily from four to six yeas of age, as the arithmetic gets harder and harder the abacus supports the human mind, in the clear demonstrations of process, to a point where every child using it has a mental map of arithmetic whereby the neurological pathways provide the abilities in mental arithmetic and reading ability so vital to us all.
Image in action is how we translate speech or written words into meaning.
******** AT THE SPEED OF LIGHT
Each and every word an idea in itself, used as image in action to create a concept from the words.
[COLOR="red"]WHAT ARE WORDS ?
IDEAS
WHAT ARE NUMBERS ?
IDEAS
5,000 YEARS OF USING SYMBOLS HAS GIVEN THE WORLD
A COMMON LANGUAGE IN MATHEMATICS[/COLOR]
Using any form of abacus creates a mental multi dimensional mathematical map,
whereby we can understand any whole
number representing a measurement of 1.
The decimal system enables natural form
to create meaning.[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 12-09-2008
[SIZE="7"]Image in action in working mode
Regular causes for mental processes[/SIZE]
Regular causes for mental processes[/SIZE]
[SIZE="7"][COLOR="Red"]
Direct mental input
---------------- Reading
---------------- Listening
------------------Watching
CONTROLED
Indirect mental input, THINKING
RANDOM[/COLOR][/SIZE]
---------------- Reading
---------------- Listening
------------------Watching
CONTROLED
Indirect mental input, THINKING
RANDOM[/COLOR][/SIZE]
[SIZE="6"]These are the five major causes of brain activation.
In a modern situation most of us can be subject to any or all of these five causes of conscious thought at the same time.(in any mixed ratio )
Of course these are the conscious thinking modes, with only the random thinking occurring consistently in many cases without a readily identifiable causation.
It is the manner in which we use the information available to us, every human is consistently bombarded by information from both internal and external circumstances reconciling all the available information consciously in order to control our actions, thoughts and speech.
My personal perception is that normal speech occurs consistently in a manner without conscious preparation as to the active content.
Of course we can speak slowly preplanning the sentences we wish to use, especially when we are trying to affect the thinking of those who may be listening almost exactly as I compose these sentences to give my own explanation as to the manner of human thought and behaviour.
Natural speech is composed in the main without conscious forethought, of course that natural speech relates directly with the concepts being considered actively, either giving explanation or requiring further information but it is in the main part unconsciously created.
So it is from speech that we must seek our first contact with the subconscious thinking that is the main instigator of our human behaviour.
One amazing concept occurring in an ever increasing manner as one grows older, consistently building a larger mental file inevitably with or without natural awareness of it, is the inability to recall instantly every name date or happening instantly, but register the question and without conscious awareness the answer is must usually provided without conscious thought shortly.
A second mental facility becomes ever more evident the more often one wakes, my interest in the abilities of the human mind has led me over the later years to consciously examine my sleeping thoughts immediately I am consciously awake.
Highly detailed mental thought of which we are all capable, is recognised as being sorted into order during our sleeping hours, how often do you awake with answers of yesterdays worries
rationalised in the mornings.
My own observation leads me to believe in my own case and whatsoever you may consider, I personally consider myself as atypical as no doubt you will consider yourself, that my sleeping hours are almost equally divided by continued rationalised thought and the true uncontrolled imagination we are all capable of, for me the onset of sleep is easily recognisable by the bizarre connections that are registered without logic in moments between true sleep and consciousness.
It is nearly twelve o’clock even as I type these observation with on finger I have watched news night with the American General in charge of Iraq illustrate the normal manner of human speech as I have written about it.
I thought I may be watching a potential American President for the next time round.
Do you recognise your own thinking reasoning and speech abilities within my personal descriptions.[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 16-09-2008
[SIZE="6"]Why teach visual mathematics universally one way only?
IF WE ALL LEARN MATHS IN THE SAME MANNER WE CAN GUARANTEE PERFECTION
The only thing we all have in common is the way our brain has evolved.
THIS IS WHY THE BEST WAY IS ABLE TO BE PROVEN
The human child easily copies everything it sees and hears.
TEN FINGERS PROVIDE AN UNFORGETABLE PATTERN
Thirty three separate patterns are transmuted to two hands forming patterns that are impossible to misread.
NUMBERS NEED TO BE UNDERSTOOD IN BOTH SIMPLE NUMERIC PATTERNS AND WORDS
Patterns created by the two hands build meaning into every number up to ten and ten is easily identified as a counter with its position identified by words numbers and place.
on one pageABACUS ONE PROVIDES ONE THOUSAND ONE HUNDRED AND TEN QUESTIONS TO OVER A MILLION QUESTIONS .
Short daily experiences are easily assumed as permanent memory where the mental picture of the process builds a clear understanding of addition subtraction multiplication and division.
STARTING WITH A WRITTEN NUMBER THE CHILD SIMPLY COUNTS TO UNDERSTAND ADDITION AND SUBTRACTION
Starting with a pattern one simply copies the pattern to multiply the original number and reverses that system to establish the concept of division.
THE VISUAL MEMORY OF THESE SIMPLE CONCEPTS ENABLES THE CHILD TO VISUALISE THE PROCESSES ACHIVING MENTAL ARITHMETIC COMPETANCE EARLY
When ever we think of a number to the right of a numeric pattern we prove it to ourselves by adding an imaginary amount to create ten, this habit allows us divide any other number below ten into an instantaneous addition creating the number as an instant addition representing a teens number, reversing the process for a subtraction.
THESE SIMPLY MEMORIES PROVIDE A VISUAL CONCEPT BASE FOR MATHEMATICS HOWEVER COMPLICATED THE CONCEPTS BECOME
All memories are stored as images in action and early arithmetic processing build neurological pathways that are a combination of visualisation and vocal realisations.
SO WITHIN EARLY ARITHMETIC WE CREATE VISION AND MEANING AS ONE ***** MEANING IN SOUND
Instantaneous ability in vocalisation of stored visual memories is our shared evolutionary heritage. Arithmetic is the natural scaffolding of mathematics and visual estimation.
WITH ARITHMETIC BEING SO SIMPLE FOR VERY YOUNG CHILDREN TO CONCIEVE IT IS THE NATURAL STARTING POINT FOR EARLY EDUCATION. IT ACTIVATES THE NEURAL PATHWAYS THAT WILL TURN THE COMBINATIONS OF LETTERS INTO SOUNDS AND THOSE SOUNDS INTO WORDS FOR EARLY READING
Abacus One can be used to introduce a new language, perfecting numeric awareness and verbal ability at the same time. Equally useful in any language combination from the earliest possible point in a childs education. It is easily capable of being introduced at any time through primary or secondary education.
LEARNING THE SOUND OF THE ALPAHBET IS EASY IN RHYTHM
Language in rhythm is capable of retention in a ratio of ten to one against prose by the human brain.
WHEN WE RETAIN THE SOUNDS ASOCIATED WITH THE ALPHBET IN RHYTHM AND LINK THEM WITH THE PICTURE OF THE LETTER ****** AGAINST LEARNING THE ALTERNATIVE PHONETIC SOUNDS AND THE PICTURE COMBINATIONS WITHOUT THAT RHYTM *** THIS RATIO EXTENDS TO TWENTY TO ONE ON A TIMED BASIS
Neurological research exists in proving the clear practical observations one makes when teaching in either manner. The theory of greatest benefit by teaching in the latter manner first, so enabling the child to sound words naturally often means such an extended learning period and difficulties with retention by many more children, that the benefits to the most able are clearly outweighed by the difficulties in retention of letter and sound combinations suffered by their class mates.
THE CHILD HAS TO LEARN THE ALPHBET SOUND AT SOME EARLY STAGE ANYWAY
You would not leave a child to count alone, so why leave it to learn the alphabet at five? when it can manage it at three years of age. With the advantage of parental assistance the rhythmic visual letter and sound combinations need to become permanent memories as quickly as possible.
[COLOR="red"]RHYTHMIC CHANTING SHOULD START JUST AS QUICKLY AS POSSIBLE **** REINFORCED BY FAMILIES AND NURSERY SCHOOLS
IN LEARNING TO SPEAK THE CHILD IS WORKING AUTOMATICALY****MANY MEMORIES OF SOUND AND MEANING ARE BEING LEARNT NATURALLY
THIS IS ALSO NATURAL WITHIN READING[/COLOR]
Automatic retention of sound and letter combinations takes place quite naturally, it is the basis of whole word learning. utilising this natural retention ability and extending it from small words to short syllables, alongside limited two three and four letter blends being introduced intelligently will speed reading ability
Abacus & Alphabet have developed their concept of visualizations in mathematics to visual realizations in reading Three dimensional objects are being used to naturally teach children automatically the alternative phonetic sounds. A large layout of card sized letters in low case only, is used first to reinforce letter recognition by overlying letters which can also be used for word and short blended sound exercise creation
To easy phonics by utilizing this large lay out for simple automatic realizations which are created by using small three dimensional objects already recognized by children, they simply place the object on the appropriate letter.
Eg. apple pair oxo cube many small items and animal models, dog cat, egg salt sugar cube soap illustrate the alternative phonetic sounds quite naturally
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 30-10-2008
[SIZE="4"][FONT="Arial"][SIZE="4"]TEACHING GORDON BROWN TO COUNT
--------------------------------------------------------------------------------
Why we are worse of today, then we were fifty years ago,
with early education.
parts specifically for Gordon Brown.
(Good morning Gordon I am writing this with a speech recognition system not doubt you will be able to make it more concise, and build it into something useful as regards an article or feature on what you are about to become familiar with.
As regards the research into the early learning which I am asking you to undertake, you'll have both the perfect starting point, in your research, and the maximum motivation you will ever have, your own child of four years old.
In order to understand what is happening, I would recommend that you keep a log of your own progress with your SONS understanding, before you begin specifically teaching him, it would be a good starting point for you and myself, if he recorded what he knew already, and just how quickly he was able to master the simple concepts that I am recommending to you.
So you may start with a Log of your sons early education.
Of course you must have motivation, because it is a simple procedure which you have to learn yourself, and repeat until your son is word perfect,
Or more precisely concept perfect.
I tried to explain to you previously the initial procedures you need to perfect.)
As a child learns to speak, we need to initially teach it three things,
simply by forming the left hand into the letter L.
The very first thing we do
We teach the child which is its left hand.
by only teaching the child which is left, we leave it entirely to nature, to assume that the alternative hand is the right hand.
(There are very many children are never learn left or right precisely) unfortunately it is a memory I am unable to constantly maintain.
I have moved from having to consider which side of the road I drive a car on, to following the letter L with my left hand.
Through to winking automatically with my left eye.
Using an independent neural pathway.
Everything we write is normally from left to right.
Still looking at the child's hands, placed palm down on a table, we need the child to consider the small finger on the left-hand as number one, and the small finger on the right-hand is number ten.
With a child learning to speak it is simpler to do this in stages, and so our two second lessons, simply becomes, two thumbs up.
“Mr five and Mr sixâ€
Of course with a child just learning to speak, both you and the child will be teaching and learning many things, the child will teach you many things about its simple natural abilities, and you're natural explanations will be becoming part of a child's conscious and subconscious awareness.
What we are aiming for, is an instantaneous recognition of every finger, with its individual position from one to ten.
Of course you will be naturally teaching your child to count consistently, but individual recognition of every finger, caries with it automatic understanding of the idea/concept of that number.
Following on from Mr five and Mr six, which every child in the world should understand just as quickly as it starts to speak, we utilise a visual experience, to establish permanent memory of our two longest fingers, Master three and mistress eight.
Place the hands flat and face downwards towards a wall or the side of table getting the child to count to recognise the position on the two hands of number three and number eight.
Following on from these easily remembered four numbers, the child will build the instantaneous recognition it needs to understand the concept of number.
If every child in the world was taught to recognise instantaneously each finger, mathematics education would proceed at pace never before accomplished even if nothing else was show them.
Richard Feynman, the American mathematician, was often asked the question, what is the most important thing you have ever learnt.
His answer to this was incomprehensible to 99% of his audience.
“ the difference between words and the meaning of wordsâ€
Your journey into the understanding of the human combination, between conscious and subconscious knowledge has just begun.
Only by the use of very precise language, can we begin to understand the truth of mathematics in all its forms, or the virtually incomprehensible mental abilities every human being is naturally endowed with.
THE PERFECT MATHEMATICAL MIND
Yes we already possess the perfect mathematical mind, we are all born with it, mathematics is nothing other than thought processes, and each and every one of us is able, (miserable without ability) yes these three words give the state of man without the ability to read write and calculate.
We are all born with the ability to read write and calculate, my personal mission in life is simply to show every parent that they can teach every child to read write and calculate.
MORE DIFFICULT TODAY THEN IT WAS FIFTY YEARS AGO
We all, everyone of us, have a perfect brain.
You will see that every human being taught in this way will develop
the ability to read write and calculate.
This is my explanation as to why this is more difficult to teach today, then it has ever been in the past.
My concept of the modern child.
Today's children have far more incidental knowledge then any child ever before in the history of humankind. Compare the thought/idea, yes every word is no more or all less than an idea in itself.
Compare The early idea of a family living in a single room dwelling ranging from an Eskimos igloo to an African mud hut.
Previously the child's influence was only the images in action created from the stories they heard within that room, simple drawings and constructions created within the tribal community and the assimilation of the natural knowledge they needed to live by within that community.
Today's child is blissfully unaware of the “saturation within its own subconscious awareness†That it is receiving from the very moment it opens its eyes. Within the first year of its life, it moves from the simple recognition of its mother's face and voice, through to recognising the family around it.
HERE I RECOMMEND WATCHING u tube Pat Khool
A highly structured mind is sorting the sounds it hears initially, into meaningful order. Single words like daddy and mummy are combining with a link to the parents. Many individual words are clearly understood before the child can speak.
Obviously the child is learning its individual tribal or national language. The child copies the sounds it is familiar with, in order to develop speech.
Millions of years of evolution are at work capturing the sound and meaning ability which every human Child can master.
Patterns between language and meaning are locking together assimilated quite effortlessly.
In the main part, the sound of the mothers voice is being naturally copied by the child without its mothers conscious awareness, it is natural learning, highly structured from thousands of years of evolutionary development, both the mothers ability to teach the child to speak and the child's ability to learn to speak are part and parcel of our evolutionary history.
WITHIN SPEECH
I consider that the formation of natural language is instantaneously achieved, using the subconscious high speed ability, where language is conceived as it is needed, to explain any concept under consideration in the conscious mind. This is naturally built to give explanation or enquiry as required.
In natural speech creation, the process is rapidly achieved effortlessly, but if we need to put a slant of any nature into our explanations the rate of speech is delivered at a more considered rate.[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 30-10-2008
[SIZE="5"]WITHIN VISION
I believe our memory is based more as visual memory then any other mode. Test yourself, think of your earliest memories they will return instantly as visual memories, some of those memories will be absolutely clear cut, they will relate to the more dramatic moments of your life.
I find it usefull to consider this visual memory in two distinct ways, for the sake of simplicity something we can all understand, I divide human memory into negative and positive.
My explanation is that everything we see all and every day of our lives is recorded by our brains in a negative form, imagine the daily recording of everything you have seen in your life as the black and white negative of a film.
This has recently been confirmed as an ability to remember quite accurately as something seen once quickly and a slightly similar item.
In large study (97%) got it right out of hundreds of items, 93% of the time.
In the Positive “FULL COLOUR†are the vivid moments of our lives.
THREE DIMENSIONAL MEMORY is the human gift of evolution.
MIRROR NEURONS another evolutionary gift, every action we watch our brain takes an imprint of.
Integrating our massive visual ability, with the necessity for every child to read write and calculate.
Oo OUR VISUAL MAP
Every child with normal eyesight has the subconscious ability to map the immediate world it occupies what are the boundaries of its physical world, a home with numerous rooms and most likely a garden association with pets and people on a regular basis.
Early influence from radio made very little difference to the child's early life.
Family’s of course were massively influenced and individual comprehension of the world around them was enhanced for every human family with a radio. Concepts in language only, meant that very young children were living as they had always lived, only the things they saw and heard in their daily lives were recorded in their conscious and subconscious mentality.
It is generally considered that our present human brain evolved 50 to 60,000 years ago, only a short time in comparison with the millions of years of evolutionary history which is being slowly assimilated from evidence collated from around the world.
The earliest evidence recently discovered is from china, signs of written language have been discovered which are 8000 years old.
Within Europe and the Middle East cuneiform language was discovered some 3000 years BC, there is very little likelihood of any previous written language, previous to those times.
With regard to numbers, the natural and numeric pattern we described as the decimal system, would have been consistently discovered lost and rediscovered, throughout the last 50,000 years.
The significance of five fingers, where two hands illustrate 10, combining with 10 toes to make 20, multiplied again by five to make one hundred, or the 10 fingers multiplied by 10 to make 100.
Once any human society discovered the route to one hundred enhanced numeracy was only a matter of language.
The Egyptian system of writing numbers was based on signs to signify quantity. It is unlikely that other alternative civilisations failed to develop simple systems of counting, exploration and discovery during excavations will no doubt unearth more evidence.
CURIOSITY
Is the most significant trait within any young child, somewhat suppressed by information saturation as one grows older.
The ability to concentrate is a vital piece of a childs make up, if we saturate our children as we do, with television at will, we are building a saturation of information, which in many ways can be helpful to the child in understanding the world around it, but that information is presented visually and stored in the childs brain in the main subconsciously, with no cohesive links to the essential knowledge that every young child needs.
DEMONSTRATION
Virtually everything we see done, we can copy. Just as we copy sound to learn language we copy visual action to learn to do just about everything man can do. With of course the exception of thought.
REASON
to reason effectively one has to have knowledge, to gather knowledge we need to read and consider, so we are all born with the ability to do mathematical procedures and read the most complicated language, we are simply born without the tools to achieve that end.
I am leading you towards a realisation of just why a child born today is less likely to read write and calculate effectively then any child throughout our previous human history.
I can hear your mind telling you that you all ready knew that.
But can you teach every child in the world to be able to read write and calculate to the highest achievable level, I can with your help.
We start early in a simple and systematic manner, you already know how to teach every child the meaning of the numbers one to ten.
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 09-11-2008
[SIZE="4"]Today in the western world we think of those soldiers that lost their lives in wars that were to end all wars.
The world’s wars of today are different, they have no clear beginning and many have little hope of being resolved quickly, lack of perceived justice makes people in today’s world frustrated with the status quo. Groups of individual’s collaborate in order to create mayhem in societies they do not feel affinity with.
Movement of people around the world, is vastly beneficial to individuals in creating first hand experience within differing societies where different ways of living are enjoyed.
Only by changing the way the way we are educated and gain our experience of the world, can we hope to take our collective thinking from tribalism where national interest comes first second and last and evolving instinctive acceptance of differing ideas, that are no more or less regarded as part and parcel of an international world.
America has to be a small vision of the future world where people of different nations accept compromise of extreme views in order that they may live together in peace.
It is eleven o’clock on the eleventh month I will be still for two minutes.
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 09-11-2008
[SIZE="5"]Teach-The-Brain
---------Early-------
'The Absorbent Mind', Dr. Montessori wrote, "The most important period of life is not the age of university studies, but rather the first one, the period of birth to the age of six. For that is the time when man's intelligence itself, his greatest implement is being formed. Not only his intelligence, but the full body of his psychic powers. At no other age has the child greater need of an intelligent help, and any obstacle that restricts his creative work will lessen the chance he has of achieving perfection." Recent psychological studies based on controlled research have confirmed these theories of Dr. Montessori's. After analysing thousands of such studies, Dr. Benjamin S. Bloom of the University of Chicago, wrote in 'Stability and Change in Human Characteristics, "From conception to age four, the individual develops 50% of his mature intelligence; from ages four to eight he develops another 30%..." This suggests the very rapid growth of intelligence in the early years and the great influence of the environment in early development. Through Montessori's experience, she found that the young child's absorbent mind usually lasts about six years, a period she observed to be split into two three-year phases.
The starting point for every child and every parent.
Only the parent or guardian is normaly in the position to affect the childs intelligence building at its most crucial stage.
The combination of experience and research identifies the critical period for building neural pathways essential in raising every childs IQ potential.
Comparing a three year old mind with a computer, we load programs into a computer to assist in using artificial intelligence efficiently.
The three year old mind of every child is packed with evolutionary potential.
Perfect recognition of thirty six symbols is our starting point.
Identifying the possibilities within the meaning of the words and numbers created by the use of those thirty six symbols, is our first software program.
Achieving a near perfect ability in reading and mathematics is the human right of every child, utilizing simple natural ability to copy sound and physical movement will guarantee every child that ability, provided
we show them how.
Every parent by natural evolutionary concern for its own child, is best placed to ensure, that the perfect essential ability, within its own child, to read right and count at the earliest possible moment, can be provided if it follows a systematic program of demonstration and short daily lessons.
These simple steps taken at the earliest possible time, starting as the child acquires language and repeated daily until each essential step is absorbed will insure that your child can read right and count as well as any child anywhere in the world, The physical ability to copy, leads to the mental conscious and subconscious understanding of daily routines, where this association, leads directly to vital assimilation of procedure which is built into the perfect permanent memory we all poses in order to read and count at the speed of light.
Starting just as soon as the child can speak easily, at three to four years of age with little more then fifteen minutes per day of one to one demonstration, every healthy child can be taught to read write and count adequately to maintain a high level of ability and good reading habits by the time they are six, many children will read independently from five years of age.
In order to save time the lessons/demonstrations will be shown before their value is explained.
Three demonstrations as soon as the child can speak.
[/SIZE]
---------Early-------
'The Absorbent Mind', Dr. Montessori wrote, "The most important period of life is not the age of university studies, but rather the first one, the period of birth to the age of six. For that is the time when man's intelligence itself, his greatest implement is being formed. Not only his intelligence, but the full body of his psychic powers. At no other age has the child greater need of an intelligent help, and any obstacle that restricts his creative work will lessen the chance he has of achieving perfection." Recent psychological studies based on controlled research have confirmed these theories of Dr. Montessori's. After analysing thousands of such studies, Dr. Benjamin S. Bloom of the University of Chicago, wrote in 'Stability and Change in Human Characteristics, "From conception to age four, the individual develops 50% of his mature intelligence; from ages four to eight he develops another 30%..." This suggests the very rapid growth of intelligence in the early years and the great influence of the environment in early development. Through Montessori's experience, she found that the young child's absorbent mind usually lasts about six years, a period she observed to be split into two three-year phases.
The starting point for every child and every parent.
Only the parent or guardian is normaly in the position to affect the childs intelligence building at its most crucial stage.
The combination of experience and research identifies the critical period for building neural pathways essential in raising every childs IQ potential.
Comparing a three year old mind with a computer, we load programs into a computer to assist in using artificial intelligence efficiently.
The three year old mind of every child is packed with evolutionary potential.
Perfect recognition of thirty six symbols is our starting point.
Identifying the possibilities within the meaning of the words and numbers created by the use of those thirty six symbols, is our first software program.
Achieving a near perfect ability in reading and mathematics is the human right of every child, utilizing simple natural ability to copy sound and physical movement will guarantee every child that ability, provided
we show them how.
Every parent by natural evolutionary concern for its own child, is best placed to ensure, that the perfect essential ability, within its own child, to read right and count at the earliest possible moment, can be provided if it follows a systematic program of demonstration and short daily lessons.
These simple steps taken at the earliest possible time, starting as the child acquires language and repeated daily until each essential step is absorbed will insure that your child can read right and count as well as any child anywhere in the world, The physical ability to copy, leads to the mental conscious and subconscious understanding of daily routines, where this association, leads directly to vital assimilation of procedure which is built into the perfect permanent memory we all poses in order to read and count at the speed of light.
Starting just as soon as the child can speak easily, at three to four years of age with little more then fifteen minutes per day of one to one demonstration, every healthy child can be taught to read write and count adequately to maintain a high level of ability and good reading habits by the time they are six, many children will read independently from five years of age.
In order to save time the lessons/demonstrations will be shown before their value is explained.
Three demonstrations as soon as the child can speak.
[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 12-11-2008
[SIZE="7"]Teaching
your own child
Everything
John Nicholson
John Nicholson
Says no one can teach your child everything, simply because ninety nine % of what we will ever know has to be learnt by ourselves.
But we can ensure that our own children are equipped to be able to take advantage of the rapid rise in personal knowledge available to a modern child.
We simply teach it, to read and count perfectly.
Counting is easier then reading, so we teach it first.
Counting is easy simply because we can see it.
There is nothing to it, just look at the back of your hands. You can see two perfect patterns of five.
unny: Hide your thumbs and you can see eight, put the right hand down and you can see four, fold the fingers from right to left you will see three two and one, from a full left hand we can create every other number with the right hand thumb up for six then lift seven eight nine and ten.
What does John Nicholson do.
He just thinks what a great place the world would be if every body did something usefull for every one else. His personal effort is to show you just how easy it is for you, to show your own children how to read and count.
To be able to do this well, he has had to live sixty eight years doing every thing wrong. That is why he is so confident that when these two simple skills are perfected quickly by the Childs parents, grand parents or any child on the side of the road anywhere. We should be able to create a better world where we can live in peace, feed ourselves properly enjoy the advantages of being alive without destroying our human future. Make millions of friends and learn a great deal.
Every thing we see some one else do, we can do, maybe never as well as them, but maybe we can doe many things exceedingly well, especially reading and counting. Your own child will always be your responsibility so reading what I have spent
Thirteen years of my life thinking about. should help you to do quickly and thoroughly what you can do, for your own child,
Teach it to read and count PERFECTLY. [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 13-11-2008
[SIZE="5"]Research into speech
I am using the article below to prove the points that I have been making about normal speech being automatically prepared by the subconscious mind at will to give explanation or make enquiry when appropriate. This article is on the edge of physical proof of what I believe, our conscious mind is nothing other then a platform for conscious reason, by far the major part of our human brain remains hidden storing our vast visual memory bank and taking most of decisions of a life and death nature quite apart from our conscious mind. The preparation of natural speech is instantaneous something coming from somewhere more able then our conscious mind. SOMEWHERE Maria Montessori describes as our psychic and which I describe as our intuition ,in reality the major part of our instantaneous ability to react without reason our deep independent mind, of course we can consciously use the images from that deeper mind at will, its evolutionary purpose is to prevent our conscious reasoning ability mixing with ANY necessity FOR safety or wasting time in preparation of misleading speech.
Within science already
The rules of grammar you follow while speaking may not reflect what you're thinking.
In a study published today in the Proceedings of the National Academy of Sciences, researchers found that speakers of subject-verb-object languages -- "Bill eats cake" -- reverted to a subject-object-verb form when asked to communicate with their hands.
"Bill cake eats" may sound counterintuitive to an ear weaned on English or any of the one-half of human languages that modify subjects with verbs, but it appears to follow the natural order of our cognition.
"This may reflect the real thought that comes before language," said study co-author Susan Goldin-Meadow, a University of Chicago psychologist. "It seems pretty natural."
Goldin-Meadow's team asked forty people -- ten speakers apiece of English, Mandarin Chinese and Spanish, each of which follows the SVO order, and ten speakers of Turkish, which follows an SOV order -- to describe a series of simple actions, such as a girl turning a knob, with gestures.
Regardless of their native language, the subjects almost universally preceded object with verb: girl knob turns.
"We expected that the language they spoke would influence the language of their gestures, but it didn't," said Goldin-Meadow.
To test whether the subjects used subject-object-verb as a communicative strategy, they were given a series of illustrated transparencies, each depicting one element of a scene, and told that order was irrelevant: the final layered montage would look the same regardless of its assembly. The subjects still put object before verb.
"It almost speaks to the independence of language from thought," said Goldin-Meadow.
The implications of these unexpected results aren't yet clear. Speakers of subject-verb-object languages may actually experience a constant low-level cognitive stress from translating their thoughts into less-intuitive speech patterns, though Goldin-Meadow said it would likely be so tiny as to be undetectable.
However, such a cognitive load could become more apparent in neurologically damaged children, or in children who have trouble learning a subject-verb-object language.
"There's no evidence for this," she cautioned, "but maybe looking at kids with problems is the first step. Maybe we could understand that the child is thinking in a different way, and teach them a translation strategy."
The natural order of events: How speakers of different languages represent events nonverbally [PNAS]
Image: Paul Wicks[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 14-11-2008
I SEE YESTERDAY WAS THE VERY BEST VIEWING FIGURES
CONGRATULATIONS TO SUCH A GOOD RESULT FOR OECD
[SIZE="6"]Attitudes about
Mathematics Learning
• Encourage your child to have a positive
attitude about learning mathematics.
• Stress the importance of effort. Prompt
your child to face challenges positively
and to see mathematics as a subject
that is important.
• Avoid statements like “I wasn’t good at
math†or “Math is too hard.â€
Early Yea rs
• Introduce your baby and toddler to
numbers, counting and shapes.
• Prior to kindergarten, help your child
explore shapes and their features to
gain a basic understanding of the language
related to mathematics, such as
“more than,†“less than†and “equal to,â€
and “light†and “heavy.â€
• Ask your child’s caregivers or preschool
teachers about activities that
can develop your child’s mathematical
knowledge and skills, including beginning
activities in counting and joining
(adding) and separating (subtracting)
objects.
• For a list of suggested activities please
visit Helping Your Child Learn Mathematics
online at http://www.ed.gov/parents[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 17-12-2008
[SIZE="5"]November/December issue of Child Development Karen Bierman, Ph.D., Psychology at Penn State University.
When has one ever enjoyed rote memorizing? If you forget just one point or a particular figure the entire thing falls apart. Interesting things never leave our mind and it is more so for children who like to learn the fun way. Pictorial memory is retained better and is definitely more interesting.
The Abacus as a tool for mental calculation has been proved by studies to be an effective method of brain development.
The benefits of using the abacus to calculate have a bearing not just on this particular area but also on other walks of life too.
Rote Memorization of tables is a very tedious process that the child is obviously apprehensive to it. Learning the tables with the Abacus is a fun way because the retention is better for the child with the pictorial memory. Otherwise if the child forgets just one figure in the time tables then he is sure to get confused about the whole sequence. The Chinese abaci were designed with a special suanpan technique to specially make the multiplication process easier to handle.
According to researchers visual memory is a very crucial aspect of learning. For learning tables with the abacus the children will use both their hands for moving the beads. The synchronizing movement of the hands initiates the cell development in the brain and also utilizing the right part of the brain which is very important to actually master something.
The human brain is divided into two parts the left brain and the right brain. What is used by children most of the times is only the left brain and the right brain which is the actual seat and origin of intelligence is left unutilized. This very important part of the brain integrates whatever information is received and is also responsible for thinking and creative human activities. The learning of time tables through the abacus is one of the many activities that prompts simultaneous activity of the both the parts of the brain.
The use of the abacus is not just a better method for learning time tables over rote memorizing but also the abacus being an attractive tool manages to capture the undivided attention of the child too. It eliminates the phobia attached to tables and makes the processing of numbers a relatively easy activity for them.
Numerical memory and improvement of the spatial arrangement of memory are most enhanced by the use of the Abacus. Apart from that the skill of solving general mathematical problems of the elementary school grade are seen to improve too.
The facts stated here are backed by results of tests conducted among children, one group using the Abacus method and the other group without this method. The group using the Abacus method was more efficient naturally as they correlated the calculation with the Abacus image in their minds and were not confused.[SIZE="5"][/SIZE]
So choosing the abacus method for your children will definitely give you the satisfaction of ensuring for them a better future. This will be by making their basics strong right from the beginning. Go ahead get the abacus advantage for your child and recommend it to other people as well so as to pave the way for a sound and confident future for the young generation. [/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 01-03-2009
[SIZE="4"]
The outer limits of the human brain
01 October 2008 by Helen Phillips
For similar stories, visit the The Human Brain Topic Guide
EVEN the average human brain is remarkable. In adults it has perhaps 100 billion neurons, each connected to its neighbours by 5000 synapses or so. A brain can make and break a million new connections each second. It can store information for more than a century if you live that long, automatically cataloguing, re-filing and editing as needed. It can reconstruct our surroundings using a range of sensors that sample vibration, electromagnetic radiation, chemicals and pressure, and prioritise in milliseconds what might be of interest or concern. It coordinates at least 640 muscles and looks after the essentials of energy generation, reproduction and survival with little thought, freeing our minds to socialise, ponder the meaning of our existence and learn from our experiences and those of people who we may never even have met.
Yet some brains are that little bit more remarkable than others. Why do the most gifted and talented brains stand out from the crowd? Is there anything physical or physiological that sets them apart? Here we take a look at some outstanding grey matter, and ask what brains are like at the outer limits of human achievement.
High IQ
INTELLIGENCE is a slippery concept to define, so not surprisingly it has been tricky to pin it down in the brain. Several studies claim to link brain size, weight, volume or head circumference to intelligence, but no clear or consistent pattern has emerged. For example, Sandra Witelson from McMaster University in Ontario, Canada, studied the post-mortem brains of 100 people who in life had had a variety of IQ test scores. She found that while there were some positive correlations between hemisphere volume and score, the relationships varied with sex, handedness and type of test (Brain, vol 129, p 386). For example, verbal intelligence was positively correlated with cerebral volume in women and in right-handed men. And in women, visuospatial intelligence was positively linked with volume, but less strongly than verbal skills.
Certainly size is not the whole story. Women's brains are smaller than men's, even when corrected for body size, yet there is no consistent difference in men and women's IQs. Indeed, the Guinness World Records listed a woman, Marilyn vos Savant, as having the highest IQ between 1986 and 1989. Since then, incidentally, the category has not been included, partly because IQ is so hard to measure at these extreme limits - vos Savant's score varied from 186 to 228, depending on the test used, the conditions and the day.
If size does not explain all, does brain activity give any clues? In 2000, a team led by John Duncan of the MRC Cognition and Brain Sciences Unit in Cambridge, UK, identified what might be called the brain's "G spot", the area associated with general intelligence, which is what IQ tests are thought to measure (Science, vol 289, p 457). PET scans showed that puzzles and tasks that provide a good measure of general intelligence or "g" seem not to recruit vast areas of the brain as you might expect, but produce activity in a very specific region of the lateral frontal cortex. In tasks that don't measure g very well, activity is more diffuse. It is not clear exactly what this finding means or what this region does, but it hints that efficiency, connectivity and focused activity may be more important than size.
Intelligence may also be connected to working memory, located in the middle and inferior frontal gyrus, a region near the brain's G spot. It is sometimes possible to train working memory with practice, and doing so may benefit IQ, especially fluid intelligence - the ability to solve new problems. However, this may just be a short cut to better IQ test scores rather than an indication of brain structures that confer intelligence.
More recently, Philip Shaw from the National Institute of Mental Health in Baltimore, Maryland, found a developmental difference linked to IQ. His team studied more than 300 children aged 7 to 18, divided into groups with IQs that were average (up to 108), high (up to 120) and superior (above 120) (Nature, vol 440, p 676). Looking at the cerebral cortex, they found no differences in the overall thickness attained by age 18. However, children in the average group had reached peak thickness by age 8, followed by a thinning down through adolescence, whereas in the superior group, the cortex was thinner at age 7 but continued thickening until age 11 or 12 before thinning again. The high group lay in between. Shaw concludes that intelligence is a dynamic process, related to a particularly high level of plasticity during these years.
A flair for language
ZIAD FAZAH claims to speak, read and write 59 languages - 10 at the tip of his tongue, and the others he reckons could be brushed up in a week. He is Lebanese, though his father was born in Colombia and he in Liberia. He moved to Lebanon as a baby, and growing up near a port, met and tried to converse with sailors of many nationalities. Fazah began learning French and English at school and decided at the age of 11 that he wanted to speak all the world's languages. So, over a three-year period during which he never left Lebanon, he studied more than 50 languages, several at a time, taking about three months to master each. Fazah had once wanted to work for the United Nations and has been approached by several intelligence agencies, but now he prefers the quiet life, working as a language teacher in Brazil.
What is the secret of such amazing linguistic talents? Fazah doesn't claim to be special, though he says his memory is "like a photographic camera", and he admits to a good deal of study. Anyone can speak a foreign language, he thinks. You need to spend 30 minutes each day listening carefully to the sounds of a native speaker, another 30 minutes studying the grammar and then 15 minutes reciting the sounds - a very important step. Recently he mastered a Caribbean creole in just a week, speaking well enough to be interviewed on local TV.
Fazah himself has never been near a brain scanner or taken part in any formal studies of his talents. Research on other polyglots, however, suggest there is no simple answer to what makes a brain linguistically gifted. The only consensus is that early exposure is a big advantage. If you don't form memories of language-specific sounds during the first year of life, the ability to recognise them may all but vanish, and learning becomes much more difficult (Nature Neuroscience, vol 1, p 351). Exposure to different grammars by the age of 7 also seems to leave open a window that makes it easier to learn later. On the other hand, acquiring vocabulary, say the experts, is simply down to memory and hard graft.[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 01-03-2009
[SIZE="4"]Scientific genius
ONE of the greatest scientific minds of all time ended up in 240 pieces, packed into a couple of jars, and was carted around for years in the trunk of Princeton pathologist Harvey Thomas's car. Einstein's brain, at the time of his autopsy in 1955 (just 7 hours after his death), was reported by Thomas to appear unremarkable - it was a little shrunken with age, and slightly smaller than average. Nevertheless, Thomas carefully photographed and dissected it, and kept it preserved in formalin until science had new ways to scrutinise this amazing grey matter.
In the early 1980s, neurologist Marian Diamond from the University of California, Berkeley, analysed some slides containing sections of Einstein's brain taken from the prefrontal and parietal lobes. These areas are part of the "association" cortex, which is involved with higher thought. Comparing the slides with similar tissue from 11 control brains, she found that Einstein's brain contained a greater than normal ratio of glial cells to neurons. Glial cells were until recently thought to be support cells for the neurons, important in providing energy and resources but not much more. They are now known to be involved in neural processing and signal transmission too. The absolute numbers were hard to measure, because of the way the tissue was preserved and sectioned, but Einstein's brain appeared to have double the normal number of glial cells in the left parietal region.
Diamond compared her findings to a case report of a mathematician whose brain was damaged in this same region so that he became unable to draw or write formulae, or to use a slide rule. Some eminent mathematicians say abstract concepts feel almost real, to the point that it is as if they exist in the brain and can be manipulated like real objects. Perhaps this region, which is known to be important for visuospatial cognition, is key. There are other possibilities, however. Einstein claimed to be dyslexic and to have a poor memory for words. Damage to this region can cause dyslexia, so maybe his low neuron-to-glia ratio was a cause or result of his verbal difficulties rather than his reasoning skills.
Another study in the mid-1990s looked at the outer millimetre of cortical tissue from Einstein's right prefrontal lobe, a region that is associated with working memory, planning, regulation of intellectual function, and motor coordination. Britt Anderson from the University of Alabama, Birmingham, reported that the number and size of neurons here appeared normal, but that the cortex was thinner than average (2.1 millimetres compared with 2.6 millimetres in five control brains) making Einstein's cortical neurons more densely packed than usual. Anderson speculates that closer packing may speed up communication between neurons.
Then in 1998, Witelson studied Einstein's brain again, this time from photos, and it appeared unremarkable except for the parietal lobes. Here the brain was 15 per cent wider than average, giving it a more spherical shape. In addition, two major grooves in this area were joined into one large furrow, which suggests the local circuitry was particularly highly integrated, Witelson speculates. What's more, while normal brains are asymmetrical, Einstein's parietal lobes were symmetrical. This all lends weight to the idea that his brain structure may have been unusual in some key areas that are important for spatial and reasoning skills.
Einstein's brain was 15 per cent wider than average, making it more spherical
What about other scientists? Manuel Casanova from the University of Louisville, Kentucky, studied post-mortem brain tissue from three eminent scientists and found that there were interesting patterns in the arrangement of cortical neurons (Autism, vol 11, p 557). The smallest processing module of neurons in the cortex is called a minicolumn - a vertical arrangement of cells that seem to work as a team. The scientists' minicolumns were smaller than those of controls, with less space between cells, meaning there were more processing units within any given cortical area. Computer modelling suggests that smaller processing units may allow for better signal detection and more focused attention. Small minicolumns are also seen in people with autism and Asperger's syndrome, says Casanova.
Long-stayers
A STUDY published in August describes an autopsy of the brain of 115-year-old Hendrikje "Henny" van Andel-Schipper, a Dutch woman who was the world's oldest woman at her death (Neurobiology of Aging, vol 29, p 1127). Remarkably, the autopsy revealed little vascular damage, almost no build-up of the proteins linked to degenerative diseases such as Alzheimer's, and cell counts that seemed normal for an average 60 to 80 year old. The longevity of human cognition may extend far beyond most people's natural lifespan, conclude Wilfred den Dunnen and his team from the University Medical Centre Groningen in the Netherlands.
The longevity of human cognition may extend far beyond a natural lifespan
Ageing inevitably brings changes to the human brain. There is some decline in the blood vessels servicing it, and in the quantity of myelin, the fatty material that insulates the nerve fibres. The brain reduces slightly in volume, the grooves all over its surface widen, and there's a slight expansion of the cavities called ventricles. Age also brings a reduction in the speed at which nerve signals travel and there is a general decrease in coordination between different brain regions, which could explain why a person's memory can seem ever more challenged. However, while memory may start to decline as early as our 20s or 30s, according to psychologists, experience and general knowledge compensate until at least our 50s or 60s. What's more, functional imaging shows that often performance in cognitive tasks is maintained, at least to some extent, because the older brain compensates for any reduction in activity in specific regions by recruiting more areas to work on the problem.
Some researchers have suggested that dementia is almost inevitable in an aged brain. That view is being challenged as more and more sprightly centenarians have been found to have quite healthy minds and brains. There are no simple recipes for a long mental life - some risk factors for dementia run in families, others are spontaneous or build up over a lifetime - but high blood pressure, obesity and heart problems all increase the risk of stroke and dementia, while exercise and mental activity seem to reduce it. But clearly, old brains can show remarkable staying power.
Extraordinary talents
GLOBALLY there are around 100 "prodigious savants", who show one remarkable skill in complete isolation to their other mental functions. Savants either have autism or have suffered brain damage at birth or later in life, and their general intelligence, excepting their remarkable skill, is poorer than average. Some have photographic memories of complex scenes and can draw or sculpt unbelievably accurate representations. Others can calculate numbers, squares, primes or calendar dates. Some can remember entire books and some can rattle off a piano concerto after a single hearing. Yet others can draw perfect circles. What leads to such islands of intelligence?
There are many theories. Savants always have amazing recall in some sphere or other, though the neuropsychological basis of this is not clear. Some researchers claim that practice, which is clearly obsessive and focused in some savants, could explain their skills. Others believe that developmental errors in the brain leave a few rare people with an incredible focus on detail, while losing the more general view. This might be because of damage, or perhaps an unusual pattern of connectivity in the left hemisphere, which sees the big picture, with overcompensation by the more detail-conscious right. Certainly, injury to the left hemisphere can lead to symptoms of autism, and MRI scans of people with autism suggest differences in white matter, with hyperconnectivity in some regions but fewer connections overall.
However, research by Allan Snyder from the Centre for the Mind in Sydney, Australia, has convinced him that savant-like skills lie within us all. He believes they result from a shutting down of some of the higher-order, "rule-based" cognition, which usually makes thinking more efficient and generalisable. These higher cortical functions normally turn large amounts of basic subconscious information into useful conscious concepts. Snyder has used transcranial magnetic stimulation - a blast of magnetic pulses that temporarily and harmlessly interrupts higher brain functions - to inactivate a small area of the cortex in volunteers, who he then asks to draw, proof-read or perform difficult calculations. He claims that this improves these skills in ordinary people. If Snyder is correct, the outer limits of some of our memory and information-processing capacities may only be revealed when parts of the brain are inactivated.[/SIZE]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 01-03-2009
[SIZE="4"]Savant-like skills may result from shutting down higher-order cognition
Athletic minds
THE bodies of athletes are clearly special - the result of good genes and lots of hard graft - but what about their brains? Is there any grey-matter advantage that helps the likes of Usain Bolt and Michael Phelps to outperform their rivals?
Many sports require specific patterns of stereotypical body movements, and these certainly leave their mark on the brain. In the somatosensory cortex, which monitors signals from different parts of the body, and the neighbouring motor cortex, which controls movements, areas corresponding to the most regularly used body parts expand with use.
Good hand-eye coordination can also be traced to a specific part of the brain. Tests in the lab using prisms that alter hand-eye relationships by shifting images to the right or left or turning them upside down, reveal that some people adapt more quickly than others. Those with more dynamic hand-eye coordination show greater activity in a region called PEG in the parietal cortex - which contains maps of space and of our bodies - on the opposite side to the movement.
Some people may also have brains that allow them to keep on going when lesser competitors give up. The sensation of tiredness we get from sporting activity seems to be generated not in the muscles but in the brain, through a signalling molecule called interleukin-6. Perhaps this signal is naturally weaker or easier to ignore in some brains. If so, this might be why some athletes can push their bodies beyond the limits that most people are able to endure.
Memory marvels
FOR anyone who goes through life forgetting where they left their keys, the outer limits of human memory are truly mind-blowing. Take AJ who is in her 40s and can remember every day of her life since her teens. Or Kim Peek, the real-life inspiration for the film Rain Man, who has memorised at least 7600 books and countless zip codes and telephone area codes. Then there's Ben Pridmore, an accountant from Derby, UK, who has just smashed three world records for remembering 930 binary digits in 5 minutes, 819 digits in 15 minutes and 364 playing cards in 10 minutes.
Recall like AJ's may indicate that the normal process of memory pruning has gone awry. Autobiographical memories are held temporarily in the hippocampus and then those that are not reinforced or recalled are gradually thrown away and the rest are shifted into longer-term stores in other brain regions. However, many experts believe that differences in memory owe nothing to innate structures or special neurophysiology and everything to skills that are developed. Memory marvels often use tried and tested techniques, such as mnemonics, rhymes or visualisation to help stamp memories into their grey matter. Others may use obsessive rehearsal - this can happen strategically or as a result of mental illness or brain damage. A good memory requires effort and attention not special grey matter.
A good memory requires effort and attention not special grey matter
Supersenses
WHILE most of us have three types of colour receptors in our eyes, some people have four. This gives them an extra dimension to their colour perception. All these so-called tetrachromats are women, because the genes involved are on the X chromosomes. One person studied was an interior decorator, and was sensitive to colours within the range most people would see as just beige - so perhaps this supersense isn't always an advantage.
Then there are super-tasters, whose enhanced taste comes from having more than the average number of tastebuds. And acute hearing is common to most young adults, who can hear frequencies up to 20,000 hertz as compared with 8000 in the elderly. However, there is nothing special about the brains of supersensors. The human sensory cortex seems to be able to handle whatever information the sense organs can throw at it - the limits are down to the information coming in, not the grey matter that handles it.
But there is one way that the brain itself seems to stretch the boundaries of the sensors in a condition known as synaesthesia. Here the sensory experiences merge, as one sensation recruits others. Some people experience colours when they hear certain sounds or see words and numbers. Others hear sounds with touch sensations, or experience shapes with tastes. One theory for why this happens is heightened connectivity between different sensory areas in the brain (Neuron, vol 48, p 509).
Up to 1 in 23 people are synaesthesic and it runs in families, indicating a genetic component. However, our everyday use of mixed sensory metaphors such as "sharp tastes" or "soft sounds" indicates that this is one extraordinary mental ability that we may all experience to some extent at least.[/SIZE][/FONT]
Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 16-04-2009
[SIZE="5"]
ACHIEVING EQUALITY WITHIN EDUCATIONAL OPPORTUNITY
[/SIZE][SIZE="6"]
"THE SCIENCE OF PATTERNS."
[/SIZE][SIZE="4"]Unless we adopt a standard method of teaching children to count read and think, we shall never create equality within education.
It goes without question that any such standard method shall be under consistent revue, whereby proven techniques achieving superior results are trialled and adopted.
Educating oneself is dependant on three main issues, competent mathematics, perfection within reading, and the only variable, self motivation.
The first essential issue starts with mental arithmetic, from counting to calculus, abilities within mathematics, need to be consistently demonstrated and practised. A linier programme transferring knowledge from child to child can easily achieve mathematic near perfection.
Once a child can read independently at five or six years of age, it is within the provision of suitable books, plus encouragement from parents and teachers, that will lead to a regular reading habit. Reading for pleasure between five and ten years of age is a minimum childhood right for ever child, which they can not experience if our early teaching fails them.
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Using Our Imagination To Develop The Teaching Facilities Necessary For The Future - John Nicholson - 20-04-2009
[SIZE="6"]THE PROBLEM[/SIZE]
[COLOR="Blue"][SIZE="5"]“There is one hard fact, which is humanly inescapable and unaddressed.â€
The earlier we are taught to read count and think, the better we can read count and think for life.[/SIZE][/COLOR]
[SIZE="4"]Why is this? As human beings, our evolutionary heritage is geared to learning quickly.
Our individual capabilities have been as they are now for at least forty thousand years, whilst our ability to use written language and signs to record numbers are no more then, ten thousand years old, according to the evidence available to us at the moment.
It was therefore vital,(an evolutionary necessity) for our children to learn our language and everything vital for survival just as quickly as is possible.
With the necessity in today’s world for everyone of us to have abilities in reading writing and arithmetic, all children need to take advantage of this evolutionary capacity in early learning ability.
Research and observation prove children are born with amazing abilities to learn quickly, we can not ignore the evidence from this research if we are to develop our children’s abilities to their full potential.
Our species abilities are a common heritage, but today’s children are most generally brought up in safer circumstances then ever previously within human history.
The requirement to learn everything we need to know to survive, just as quickly as is humanly possible, has been exchanged for an extended period of learning, alongside parental and society care.
Previously if a child failed to learn quickly it could not have survived the historical circumstances it was born into, that is no longer true but the capabilities of learning quickly are still part of our human abilities.
If we consider counting reading writing and thinking are a modern necessity, exchanged for the life skills previously needed to survive, skills which are impossible to learn quickly without instruction, but just as vital today as skills in hunting searching and gathering food was previously, to the real basis of our civilisation.
[SIZE="6"]Counting reading and thinking.[/SIZE]
Whenever we first learnt to count and read, it is most likely that, we can not remember how we were taught. In today’s world teaching is considered to be a profession and therefore best left to professionals.
The real truth however, is that when a child needs to be taught to count and read, it is in the care of its mother. Mothers are of necessity the teacher of most consequence, throughout our lives, but as regards teaching children of two and three years of age, mothers are at a distinct disadvantage, they can not remember how they were taught themselves.
[SIZE="6"]The Crux of our modern educational problem.[/SIZE]
As with any problem, before you can do anything about it, you must fully understand how it came about in the first place. Teaching every child to read and count efficiently in today’s world is a problem that affects us all.
Thinking is natural, but thinking is greatly affected by personal knowledge. Personal knowledge itself can be severely affected by our abilities in reading and mathematics, it follows therefore that counting and reading are the basis for constructive thinking, that is why I consistently refer to teaching your own and every child to count read and think.
It is my contention that to simplify this early teaching, we must create a universal model, that is rigorously tested, proven to be totally effective , consistently under review, well publicised and adopted by every country.
As primary schools are usually the first contact between the state and this vital early instruction, it is important they convey to parents the importance of early teaching and awareness of the simple resources available to overcome any problems in this vital ability building stage.
Teaching every child to count read and think effectively is best achieved by the child’s parents provide they are made aware of these facts. The earlier we are taught to read count and think, the better we can read count and think for life.
In order to insure this is possible I have developed simple effective demonstrations which every three/four year old child can follow simply turning these demonstrations into ability in counting reading and thinking.
Our two hands provide numeric meaning, an abacus provides that every arithmetic process can be visualised and committed to every child’s mental awareness.
[SIZE="5"]CREATING [/SIZE]
“ The perfect memory of every physical mathematic process for life.â€
Counting precedes reading by providing the neural pathways vital in memory linking.
For reading we simple turn chanting into visual memory, and the visual memories into the alternative sounds of letters, by using three dimensional objects every child can name all ready. So creating automatic subconscious permanent memories of the appropriate sounds in the differing word and letter combinations we use to read with.
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