Perception 3
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Bypass Processing (continued)

Well if you picked the difference between "heard" and "speak" great going. If you didnít donít worry few did until Dr. Goto in Japan said to himself (one presumes in Japanese) what if they are speaking it but cannot hear it? Now this is actually quite profound if you think about it. For any human to operate he, she or it MUST have feedback (see communications chart). Dr. Goto took subjects who spoke perfect English he, taped their voices reading word lists containing the L/R sounds. Dr. Goto then played back the taped lists to the same subjects, and found that they could not distinguish between such words as glass and grass without the context clues of a phrase, even in their own voices. How then were they able to produce the correct sounds, the answer they were not using sound feedback they were using subliminal kinetic feedback from the vibration in their larynx.

As well as other implications for an education system one of the immediately obvious is the foolishness of often expensive language laboratories using taped information and programmes, the sound of which cannot be perceived by some of the unfortunate subjects. For many it will be a formula for frustration and failure. The simple inexpensive solution for the speech element would be to use a bypass technique which would involve an inexpensive childís balloon, and tactile feedback from the fingers as is done in some situations with those who are deaf. This of course has implications not only for the general education system but also for very early childhood learning and for effective parenting.

Bypass processing

A further area where there is a need for understanding of the perceptual system is the question of where is the information being processed in the brain. To illustrate the point I would refer to the case of SB. SB was the first person in the United Kingdom to have been blind from birth to have been given a corneal graft and to have gained sight of the first time in adult life. Prior to the operation he had been well adjusted and frequently rode a bicycle with his hand on the shoulder of a colleague. One of the lessons from this case was that one does not just instinctively "see" one has to learn to see. After some time of learning to see SB was taken to a museum of technology. He had always wanted to be able to use a lathe, at the museum there was one in a glass case, they had to open the case and let him touch the lathe before he could "see" it. Again one of the areas of interest was his drawings. His early drawings of a London double decker bus become more and more sophisticated and detailed over time, however enven to the time of his death there was one detail always left out, part of the front of the bus Ė the radiator- it was always hot and he had never touched it. I would suggest that indeed the information is actually being mainly processed in the tactile cortex.

A similar situation exists in the processing of audio information. It is well known that a child learns to discriminate sounds before the age of 2 years. If the child has not learned to discriminate between the sounds by that time it is unlikely the individual will ever do so. It is common knowledge that with Chinese and Japanese because of the lack of L/R discrimination it is common for them to have difficulty with words such as rice and lice. These sorts of problems are common across other languages also and tend to be life long problems for migrant populations. There are of course exceptions, sometimes music or melody may give the experience needed. I would ask how is it that some Japanese or Chinese people who have never heard the sounds of English until adult life actually speak English perfectly including the L/R discrimination ?

Just to please me I would like you to think about what I have just said. In there is a major clue as to the answer. If you pick it you go to the top of the class for now anyway.

Well if you picked the difference between "heard" and "speak" great going. If you didnít donít worry few did until Dr. Goto in Japan said to himself (one presumes in Japanese) what if they are speaking it but cannot hear it? Now this is actually quite profound if you think about it. For any human to operate he, she or it MUST have feedback (see communications chart). Dr. Goto took subjects who spoke perfect English he, taped their voices reading word lists containing the L/R sounds. Goto then played back the taped lists to the same subjects, and found that they could not distinguish between such words as glass and grass without the context clues of a phrase, even in their own voices. How then were they able to produce the correct sounds, the answer they were not using sound feedback they were using subliminal kinetic feedback from the vibration in their larynx.

As well as other implications for an education system one of the immediately obvious is the foolishness of often expensive language labs using taped information the sound of which cannot be perceived by some of the unfortunate subjects. For many it will be a formula for frustration and failure. The simple inexpensive solution for the speech element would be to use a bypass technique which would involve an inexpensive childís balloon and tactile feedback from the fingers as is done in some situations with those who are deaf. This of course has implications not only for the general education system but also for very early childhood learning and for effective parenting.

High Creative and High IQ

Here again we have a continuum at one end those who score highly on tests which are designed to give answers which are expected outcomes. Whilst it is well accepted that IQ tests only test those things that IQ tests test. A circular definition which really goes nowhere. It does not measure the ability to cope in the real world though paradoxically it can be used in criminal cases to indicate inability to cope.

It might be suggested that Hi IQ people are excellent maze thinkers whilst Hi Creatives are excellent pattern thinkers. The communication between the two can often be very difficult. Indeed at times those who are at the Hige end of the Creatives scale can drive Hi IQs to distraction.

Creatives tend to come up with answers, and solutions which are not evident to the majority. Their answers are frequently rejected or ignored. They are therefore rapidly conditioned to suppress their abilities. As has been indicated they are initially in the minority and they appear to be even fewer in number due to their suppression. The chances of survival of our species is reduced by this ethos which is negative to them.

OF OWLS AND FOWLS

In the time even before the Sapiens or the Neanderthal there was obvious survival advantage in there being those who preferred the long hours of the night. Whist the others slept they were alert to the dangers of the darkness. It is clear that there are those who greet the dawn with great enthusiasm, chirpy, bright and often noisy and vocal. These are the fowls frequently much abhorred by the Owls. The reverse is also the case where the Fowls having expended their energies in the daylight chase now wish to rest and the confounded owls are on the razzle dazzle.

The fundamental circadian rhythms of these two groups are quite different. Generally speaking fprobably approximately one third of our school population is being forced to function at a time when they are least capable of coping. Well meaning parents and doctors will seek to pump drugs into them to "cure" that which is not an ailment in the first place. The attempt to impose the dictatorship of unnecessary conformity results in self defeating strategies resulting in lowered performance.

 

FEEDBACK

This seems an appropriate place to consider the question of feedback. The fundamental theory of communication model starts in the 1930's the Shannon and joined by Weaver in the 1960's culminated the fundamental, Source Transmitter, Noise, Receiver, and Destination System. It lacked a vital element for us. Feedback. In order to operate effectively in the real world people need feedback. Interfere with the feedback system and the organism can have major problems. To illustrate the point I have used a technique with my students where they volunteered to read from a text whilst the feedback to their ears was delayed, the results were amusing but made the point clearly as literate tertiary students found that they sounded intoxicated or were usually unable to complete the task. One of the most terrible forms of torture is the total deprival of sensory input.

For learning to be effective not only must there be feedback but that feedback must be as quick as possible and must be relevant and understood.

Yet if one considers our education systems from this perspective they must be found to be failing and ineffective at best. This element also contributes to the high level of rejection by students. On would ask are they really for may places of incarceration. control and torture. The description by Shakespeare "And then the whining schoolboy, with his satchel and shining morning face, Creeping like snail unwillingly to school." (As you like it) is still the rule rather than the exception. Schools are rarely pla ces of discovery and reward even today.

Using the appropriate programmes and technology those with differing perceptual modes can be assisted to work in other modes. However it must be recognized that they will be unlikely to be able to operate in the adopted mode with the same facility as someone who has that as their fundamental mode.

The ability to use alternative perceptual modes will have the effect of increasing the possibility of good communication with others. Certainly the existing education systems have failed and are still failing.

Evaluation and Assessment

One of the objections which will be put forward by those who would be critical of what is being proposed here would be that it is all too difficult. However I would suggest that the first step would be to deter mine the entry level skills and behaviours of the individual student. In other terms it might be thought of as what is the entry level asset base. Without such evaluation at the outset at the best there is likely to be a waste of time and effort and highly likely frustration and failure of the learning programs.

A student who does not have the base requirements will be highly likely to fail. A student who has excess skills will be bored to tears and may not only fail but may actually dis-learn.

With the evaluation and assessment of outcomes for most information chains it should be possible to use Magerian objectives which if properly written in their framing should provide the test material for that type of information. I would be important however to combine the Magerian material with appropriate evaluation of the creativeness displayed or involved.

 

 
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