Kevin McGrew IM Keynote Oct 2012. Use of movement in slides is not present in this static SlideShare show ..the red circle bounces around in the live presentation.
Thinking, Creativity, Decision Making and OpportunityMurray Hunter
Thinking, creativity & decision making - slide showing how our cognitive system works, how we make decisions, and the concept and elements of creativity - with a focus on entreprenurial opportunity
Comprehensive Guide to Taxonomy of Future KnowledgeMd Santo
(Cited from http://mobeeknowledge.ning.com/forum/topics/comprehensive-guide-to-... )
Our “Comprehensive Guide to Taxonomy of Future Knowledge” covering two variables continuum :
Data – Information – Knowledge – Wisdom or DIKW continuum origin (considered as Modern Knowledge) and
Nature Knowledge continuum origin (considered as Post Modern Knowledge)
The sub-variables being discussed consecutively are the followings :
Source of Consciousness as Knowledge attribute, Knowledge considered as....., Format of Knowledge, Terms given and the features of the domain, Knowledge Assessment, Methodology of Science, Definition of Knowledge, Eclectic definition of Knowledge Management
Hey guys, this is a really good overview of the Cognitive Perspective. It has all of the key concepts and theorists and what the theorists did in their research and how it contributed to cognition. It's good and plus its arranged into charts :)
Thinking, Creativity, Decision Making and OpportunityMurray Hunter
Thinking, creativity & decision making - slide showing how our cognitive system works, how we make decisions, and the concept and elements of creativity - with a focus on entreprenurial opportunity
Comprehensive Guide to Taxonomy of Future KnowledgeMd Santo
(Cited from http://mobeeknowledge.ning.com/forum/topics/comprehensive-guide-to-... )
Our “Comprehensive Guide to Taxonomy of Future Knowledge” covering two variables continuum :
Data – Information – Knowledge – Wisdom or DIKW continuum origin (considered as Modern Knowledge) and
Nature Knowledge continuum origin (considered as Post Modern Knowledge)
The sub-variables being discussed consecutively are the followings :
Source of Consciousness as Knowledge attribute, Knowledge considered as....., Format of Knowledge, Terms given and the features of the domain, Knowledge Assessment, Methodology of Science, Definition of Knowledge, Eclectic definition of Knowledge Management
Hey guys, this is a really good overview of the Cognitive Perspective. It has all of the key concepts and theorists and what the theorists did in their research and how it contributed to cognition. It's good and plus its arranged into charts :)
Programming Cognitive Technologies in Processing LanguageArtur Gunia
Lecture will be about the idea of cognitve enhancement which is the amplification or extension of the core mental capacities through improvement or augmentation of internal or external information processing systems. But I will also show some practical solution how to develop cognitive technologies for mind improvement. We will learn how to use Processing IDE to develop simple augmented reality application. More here: https://bit.ly/2UbEKwi
The interplay of affect and cognition in consumer decision making. Baba Shiv & Alexander Fedorikhin
Buying Behavior presentation: Andreea Dicu, Raquel Gonzalez Martin,
François-Xavier Jeanne, Carmen Neghina, Algirdas Sabaliauskas
MEMORY
By JOYSRI ROY
M.SC APPLIED PSYCHOLOGY
SEMESTER 1
CALCUTTA UNIVERSITY
Definition
Our ability to encode, store, retain and subsequently recall information and past experiences in the human brain.It is the sum total of what we remember, and gives us the capability to learn and adapt from previous experiences as well as to build relationships.
In more Physiological and neurological term, memory is, at its simplest , a set of encoded neural connections in the brain.
MEMORY PROCESS
1)Encoding
2)Storage
3)Retrieval
NEURO-BIOLOGY OF ENCODING
Process of laying down a memory begin with attention, which is regulated by thalamus and fontal lobe, in which a memorable event causes neurons to fire more frequently making the experience more intense and increasing the likelihood that the event is encoded as a memory. Emotion increases attention in the amygdala. The perceived sensation are decoded in the various sensory areas of the cortex. Then combined in the hippocampus into one single experience. Hippocampus analyzing these inputs and ultimately deciding if they will be committed to long- term memory.
TYPES OF MEMORY
1)Sensory memory
2)Short term memory
3) Long term memory
MODELS OF MEMORY
1) ALLEN D. BADDELEY’S MODEL
2)ATKINSON AND SHIFFRIN’S MODEL (1968)
3)LEVELS OF PROCESSING ( CRAIK AND LOCKHART)
ZEIGARNIK EFFECT
Bluma Zeigarnik , a Russian Psychologist, compared memory for tasks that were successfully completed and those which were not. She interpreted the work and did not allow them to finish it. Interrupted tasks were remembered more frequently than those which were completed.
Dutta and Kanungo gave a new interpretations to this effect.
The intensity of emotiom arousal by the completed tasks or the interrupted task is the critical factor. Any aivity that gives to strong emotion, be it pleasant or unpleasant , is remembered better than ordinary everyday actions
METHODS OF STUDYING MEMORY
1)FREE RECALL
2)RECOGNITION
3)PRIMIMG
FORGETTING
1)TRACE DECAY THEORY
2)DISPLACEMENT FROM STM
3)LACK OF CONSOLIDATION
4)RETRIEVAL FAILURE
5)INTERFERENCE THEORY
6)AMNESIA
TYPES OF MNEMONIC DEVICES
These are the primary slides for my "Brain Clock" keynote presentation at the Interactive Metronome conference in October 2007 (Chicago). Joke, video, and some other slides have been deleted to allow for posting at this site.
Programming Cognitive Technologies in Processing LanguageArtur Gunia
Lecture will be about the idea of cognitve enhancement which is the amplification or extension of the core mental capacities through improvement or augmentation of internal or external information processing systems. But I will also show some practical solution how to develop cognitive technologies for mind improvement. We will learn how to use Processing IDE to develop simple augmented reality application. More here: https://bit.ly/2UbEKwi
The interplay of affect and cognition in consumer decision making. Baba Shiv & Alexander Fedorikhin
Buying Behavior presentation: Andreea Dicu, Raquel Gonzalez Martin,
François-Xavier Jeanne, Carmen Neghina, Algirdas Sabaliauskas
MEMORY
By JOYSRI ROY
M.SC APPLIED PSYCHOLOGY
SEMESTER 1
CALCUTTA UNIVERSITY
Definition
Our ability to encode, store, retain and subsequently recall information and past experiences in the human brain.It is the sum total of what we remember, and gives us the capability to learn and adapt from previous experiences as well as to build relationships.
In more Physiological and neurological term, memory is, at its simplest , a set of encoded neural connections in the brain.
MEMORY PROCESS
1)Encoding
2)Storage
3)Retrieval
NEURO-BIOLOGY OF ENCODING
Process of laying down a memory begin with attention, which is regulated by thalamus and fontal lobe, in which a memorable event causes neurons to fire more frequently making the experience more intense and increasing the likelihood that the event is encoded as a memory. Emotion increases attention in the amygdala. The perceived sensation are decoded in the various sensory areas of the cortex. Then combined in the hippocampus into one single experience. Hippocampus analyzing these inputs and ultimately deciding if they will be committed to long- term memory.
TYPES OF MEMORY
1)Sensory memory
2)Short term memory
3) Long term memory
MODELS OF MEMORY
1) ALLEN D. BADDELEY’S MODEL
2)ATKINSON AND SHIFFRIN’S MODEL (1968)
3)LEVELS OF PROCESSING ( CRAIK AND LOCKHART)
ZEIGARNIK EFFECT
Bluma Zeigarnik , a Russian Psychologist, compared memory for tasks that were successfully completed and those which were not. She interpreted the work and did not allow them to finish it. Interrupted tasks were remembered more frequently than those which were completed.
Dutta and Kanungo gave a new interpretations to this effect.
The intensity of emotiom arousal by the completed tasks or the interrupted task is the critical factor. Any aivity that gives to strong emotion, be it pleasant or unpleasant , is remembered better than ordinary everyday actions
METHODS OF STUDYING MEMORY
1)FREE RECALL
2)RECOGNITION
3)PRIMIMG
FORGETTING
1)TRACE DECAY THEORY
2)DISPLACEMENT FROM STM
3)LACK OF CONSOLIDATION
4)RETRIEVAL FAILURE
5)INTERFERENCE THEORY
6)AMNESIA
TYPES OF MNEMONIC DEVICES
These are the primary slides for my "Brain Clock" keynote presentation at the Interactive Metronome conference in October 2007 (Chicago). Joke, video, and some other slides have been deleted to allow for posting at this site.
Earlier this year, researchers behind a study in Archives of Neurology say they had a found a link between “brain-stimulating activities” and levels of protein thought to cause Alzheimer’s disease. Showcased in the presentation are the results of two previous studies that seem to indicate an increase in cognitive processing as well. The following presentation walks the learner through a better understanding of the physical systems in the brain that are most affected by learning. Associated with each system is a glimpse of the games that were developed by educational game developers to stimulate brain activity. Towards the end of the presentation, there is a surprise twist! It turns out that there may be a more effective and even simpler way to increase cognitive processing. Can you guess what it is?
For fun, try out a few games for yourself at: http://www.lumosity.com/
You can also visit my learning blog at: http://arupert.wordpress.com/2012/05/18/561/
Archives of Neurology reference:
http://abcnews.go.com/blogs/health/2012/01/23/brain-games-may-help-thwart-alzheimers-study/
The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fifth (Part E) in the series. It is brief...only 11 slides. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part D: The volition ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fourth (Part D) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the third (Part C) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the second (Part B) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentKevin McGrew
This is a brief presentation that explains why the WJ IV (and WJ III) GIA IQ score is an appropriate and valid indicator of general intelligence that can be used in possible intellectual disability (ID) determinations
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...Kevin McGrew
This presentation is based on Schneider, W. J., & McGrew, K. S. (in press). The Cattell-Horn-Carroll Theory of Cognitive Abilities. This presentation includes a portion of key material to be published in a forthcoming CHC update/revision chapter-->In D. P. Flanagan & Erin M .McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues (4thed.,) New York: Guilford Press.
This is only a small amount of the chapter. Also, I have inserted some new material related to test interpretation that is not included in the to-be-published chapter. The tentative date for publication of the Flanagan book is spring 2018.
Beyond cognitive abilities: An integrative model of learning-related persona...Kevin McGrew
For centuries educational psychologists have highlighted the importance of "non-cognitive" variables in school learning. The presentation is a "big picture" overview of how cognitive abilities and non-cognitive factors can be integrated into an over-arching conceptual framework. The presentation also illustrates how the big picture framework can be used to conceptualize a number of contemporary "buzz word" initiatives related to building 21st century educationally important skills (social-emotional learning, critical thinking, creativity, complex problem solving, etc.)
What about executive functions and CHC theory: New research for discussionKevin McGrew
This module contains a subset of slides that were only briefly touched on as part of a larger "Beyond CHC" presentation at the Australian Psychological Society (APS) 2016 Annual Congress. Time was limited. Thus, the complete subset of slides are presented here for FYI and discussion purposes.
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...Kevin McGrew
This presentation contains a historical overview of the derivation of the Glr ability domain in contemporary CHC theory. It then presents new data, as well as historical conclusions of the CHC masters, that makes a strong case for replacing the stratum II broad ability domain of Glr with two separate broad ability domains of Gl (learning efficiency) and Gr (retrieval fluency). How to obtain WJ IV scores for these two broad abilities is presented, as well as other possible Gl and Gr tests indicators from the CHC cross-battery literature.
"intelligent" intelligence testing: Why do some individuals obtain markedly ...Kevin McGrew
This is the second in a series. Please view the first ("intelligent" intelligence testing: Evaluating wihtin CHC domain test score differences) to better appreciate this module
Data and theory-based hypotheses for evaluating differences between scores on the different WJ IV tests of Gwm
A presentation on deciding when the scores from two tests, which are from the same CHC domain (e.g., Gwm), and which may have the same narrow CHC classifications, are different enough to warrant clinical interpretation.
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...Kevin McGrew
The WJ IV provides two primary methods for comparing tests or cluster scores. One is based on a predictive model (the variation and comparison procedures) and the other allows comparisons of SEM confidence bands, which takes into account each measures reliability. A third method for comparing scores, one that takes into account the correlation between compared measures (ability cohesion model) is not provided, but is frequently used by assessment professionals. The three types of score comparison methods are described and new information, via a "rule of thumb" summary slide and nomograph, are provided to allow WJ IV users to evaluate scores via all three methods.
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshopKevin McGrew
This presentation represents the slides Dr. Kevin McGrew presented at his WJ IV and Beyond CHC theory mini-skills workshop at the 2015 NASP convention in Orlando, Florida. The show includes more and newer slides than were presented at the live session.
The WJ IV Measurement of Auditory Processing (Ga)Kevin McGrew
The WJ IV Cognitive and Oral Language include new measures of auditory processing (Ga) that are much more cognitively complex auditory measures of intelligence. This short presentation provides an overview of the WJ IV Ga tests and presents evidence supporting the importance of Ga as a major component of human intelligence.
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersKevin McGrew
This slideshow provides an overview of the composition of the WJ IV Cognitive clusters. It outlines the design principles used to assign tests to the GIA and CHC clusters, and also presents summary statistics as per the primary design principles used in constructing the COG clusters.
CHC Theory Codebook 1: Cognitive definitionsKevin McGrew
A presentation of the most up-to-date CHC broad and narrow ability definitions as adapted from McGrew & Schneider (2012) and McGrew, LaForte and Schrank (2014). One of two. See CHC Codebook 2 for additional information
4. Kevin McGrew Affiliations
Institute of Applied Psychometrics (IAP)-Director
Woodcock-Munoz Foundation – Research
Director
Measurement Learning Consultants - Associate
Director
University of Minnesota - Visiting Professor
(Educ. Psych.)
Interactive Metronome - Director of Research
and Science (External Consultant) *
* Conflict of interest disclosure: Financial relationship and
interest in IM
7. Primary goal of presentation:
To provide an understandable research-based
explanation of one of the key cognitive benefits of IM
Importance
icon
8. My 2006/2007 IM presentations focused primarily on
mental time-keeping (brain clock)
Still critically
important but the
focus today will be
different. The brain
clock research is at
a different
explanatory level
So much research
and theory…so little
time
Increased brain clock temporal resolution?
9. Will not deal with important motor, gait, stroke, etc.
IM implications and explanations….sorry
11. Other possible titles (advance organizers)
Quieting the busy mind
On demand focus
A wandering mind is an unfocused mind
Better thinking through brain synching
When you must ponder…your mind must not wander
You must train to gain
Train and maintain a “focused brain”
Detect and deflect distractions and TUTs (task unrelated
thoughts)
Engage in focus…disengage from distractions
Focus like a laser beam…that is the key
Lock on the tone to think in the zone
Fine tune your brain networks
Is the P-FIT it?
12. Brief Tribute to the Original
Time Doc – Jim Cassily
”If I have seen farther,
it is by standing on the
shoulders of giants”
As stated by Isaac Newton
in a letter to Robert
Hooke in 1676:
15. The Original Purpose + Serendipity
To help athletes and musicians improve
their timing, rhythmicity, coordination and
focus. However, it was quickly discovered
that training with this physically and aurally
interactive version of the traditional
metronome yielded unprecedented
improvement in children with debilitating
cognitive, as well as, physical based
disorders.” (Jim Cassily, 1993)
16. Why I (like all of you) am a part of the IM Family
Purpose, Passion and Serendipity
17. My Brief Personal and
Professional IM Journey
Many a scientific adventurer sails the uncharted seas and sets his
course for a certain objective only to find unknown land and
unsuspected ports in strange parts. To reach such harbors, he
must ship and sail, do and dare; he must quest and question.
These chance discoveries are called “accidental” but there is
nothing fortuitous about them, for laggards drift by a haven that
may be a heaven. They pass by ports of opportunity. Only the
determined sailor, who is not afraid to seek, to work, to try, who
is inquisitive and alert to find, will come back to his home port
with discovery in his cargo (p. 177)
18. How can this…
Etc.
…produce positive outcomes
across such diverse domains?
20. IM Must be Impacting a Domain-General
Cognitive/Learning Mechanism
The quest to find a domain-general
cognitive learning mechanism that can be
manipulated has been one of the major
goals of cognitive and educational
psychology
21. Some aspect(s) of IM
must be increasing the
ability or efficiency of
some domain general
learning mechanism (s)
•There is a long-standing tradition within psychological research
to search for general principles or cognitive mechanisms that
can be used to address all aspects of behavior and cognition.
•Not tied to any specific content or domain.
•An underlying mechanism that can be applied to a wide range
of novel problems and domains of performance
•“Jack-of-all-trades” mechanisms (Chiappe & McDonald,2005)
22. (feedback loop)
Sensory Cognitive Abilities
Perceptual & Executive Cognitive
Systems Functions (control) Performance
Cognitive Processing
Speed
Visual
Cognitive Processing Speed
Auditory Motor Speed &
Environmental input
Timing
Attention Motor
Working Motor
Tactile Performance
Memory Control
Kinesthetic
Storage efficiency (feedback loop)
Olfactory Retrieval fluency
Most likely domain general
mechanisms IM effects.
Motor Motor Verbal Due to increased temporal
Verbal
Sequences Sequences (how) resolution of the brain
(what)
(what) (how)
clock(s)
Etc. Etc. Reading Reading
(what) (how) (what) (how)
Etc. Etc.
(what) (how)
Motor Cognitive
Kevin McGrew Acquired Knowledge Systems (aka, long-term memory)
23. IM Task Analysis: It is Measuring and Impacting
an Important Human Ability:
Attentional Control (Focus)
24. IM Long Form Assessment “Norms”
The core of IM therapy is measuring a human
ability that follows a developmental pattern
similar to other abilities (intelligence; physical
growth). Such curves are believed to be due,
depending on the specific ability, to the influence
of education and experiences as well as
genetically-driven biological maturation of the
central nervous system (CNS).
(Rotated version of original plot above)
25. Examples of cognitive ability (IQ) and
physical development norms
WJ III Tests of Cognitive Abilities
26. The primary cognitive goal of IM is to stay in “right on” zone
IM “out of zone” feedback
Out of zone
IM “right on” feedback
Right on zone
27. “It is quite difficult to force your brain to stay on
task and to shut of extraneous thoughts”
(Scientific American-Mind, 2012; Dr. Barry Gordon, John Hopkins)
This is HARD to do. Research suggests a
maximum of 20-30 minutes of true
focus or controlled attention
Focus of attention
Difficult due to constant presence of
external and internal distracting stimuli
that results in attentional capture
Attentional Pirates
•People vary in this ability
• Atypical development is associated
with a variety of clinical disorders (e.g., ADHD)
28. IM provides millisecond feedback. When not in synch
(due to attentional pirates) performance feedback trains
person to get back “on target”
Focus of attention
Attentional Pirate
“Attentional capture”
pulls mental target
out of focus of
attention – attentional
pirates
29. IM and Focus, Controlled Attention,
Working Memory and Executive Functions
Positive IM effects on cognitive and
learning tasks (e.g., reading fluency/rate
and comprehension) can be explained as
increasing the efficiency of working
memory and executive functions — all due
to enhanced attentional control (focus)
30. Extensive intelligence research has suggested a strong relationship
between working memory and general intelligence and reasoning
31.
32. Extensive intelligence
research has suggested a
r = .82 strong relationship between
working memory and general
intelligence and reasoning
r = .50
r = .98
33. Executive attention, controlled attention, attentional
control have been implicated as the fundamental core
mechanism of effective working memory
34. Positive IM effects on reading fluency/rate and comprehension can be
explained as increasing the efficiency of working memory and executive
functions—all due to enhanced attentional control (focus)
Will explain via the information processing model in next slide
In the next slide
consider the red circle
as a sentence of text a
child has just read
35. Efficiency of Attentional Control (Focus) = Working The goal is to maintain task critical information in attentional
focus zone – in activated working memory to allow efficient
Memory Capacity Complex cognitive processing learning to occur. Information in activated working memory (e.g..,
reading a sentence) can then be connected with prior knowledge
from long-term memory---therefore reading comprehension
Sensation Perception Long-Term Memory
Storage Retrieval
Central
Executive
Focus of (Executive
???? attention functions or
control?
• Inhibit
•Shift
•Update
Working Memory
Notice the strong parallel of IM task demands and prominence of Decisions
attentional control (focus) in information process models of intelligence Output
where activated working memory space is key ability domain
Schneider & McGrew (in press)
36. Two major threats to controlled attention
(focus)—Attentional Capture: One from without
External
attention
pirates
Focus of
attention
Decisions
Output
37. Two major threats to controlled attention
(focus)—Attentional Capture: One is from within
Internal
attention pirates The Default Brain Network
(40-50% of the time is active)
• REST: Rapid episodic
spontaneous thinking
• TUT’s: Task unrelated
thoughts
• Mind Wandering
Focus of
attention
Decisions
Output
38. Comedian Steven Wright said it best
“I was trying to day dream, but my mind
kept wandering”
39. Efficiency of Attentional Control = Working Memory Attentional Pirates
Capacity Complex cognitive processing.
Sensation Perception Long-Term Memory
Storage Retrieval
Central
Executive
Focus of (Executive
Attention functions or
????
control?
• Inhibit
•Shift
•Update
Working Memory
Efficiency of learning is impacted by ability to maintain focus and to detect and
deflect distractions (attentional pirates—that displace task relevant information) Decisions
from capturing or entering the focus of attention in activated working memory Output
40. IM trains the brain to shut down the attentional
pirates…and increases cognitive efficiency
External attention Internal attention
pirates pirates
Decisions
Output
41. IM trains the brain to detect and deflect distractions…like a
cognitive force field
Internal attention
External attention pirates
pirates
Sustained &
contained focus
Repel…so you can excel
Decisions
Output
42. •Focus
•Attentional Control
•Working Memory
•Executive Functioning
“Quiet the busy mind” to maintain focus on task relevant information
Central
Executive
Focus of (Executive
Major attention functions or
hypothesis: control?
This is (these • Inhibit
•Shift
are) the •Update
domain
general
cognitive Working Memory
mechanism(s)
trained by IM
Consistent with McGrew (2006, 2007) and Taub & McGrew (2007)
51. • There is a stable, general mind wandering
propensity
• People who mind wander a lot while reading
also mind wander a lot on other everyday tasks
• WMC is related to reading comprehension partly
because WMC reflects an executive ability to regulate
and control thought while reading
• Executive-attention theory
• Attention-control capability (focus) is a
domain-general system that controls both WMC
and TUTs
52. •Focus
•Attentional Control
•Working Memory
Executive control theory
•Executive Functioning
Central
Executive
Focus of (Executive
attention functions or
control?
• Inhibit
•Shift
Working Memory •Update
53. Time Doc Bytes
When you must ponder…your mind must not wander
• A wandering mind is an unfocused mind
• Quiet the busy mind
• On demand focus
• Train and maintain a “focused brain”
• Engage in focus…disengage from distractions
• Detect and deflect distractions
60. IM and Brain Networks and Neural Efficiency
(A few very brief “teaser” comments)
More for your
later review
61. Time Doc Bytes
• Better thinking through brain synching
• Fine tune your brain networks
• Neurons that fire together…wire together
• White matter matters
• Is the P-FIT it?
62. Increasing brain or neural efficiency or synchronization
• Building more brain network communication connections
• Increasing efficiency of existing brain network communication
Central
Executive
Focus of (Executive
attention functions or
control?
• Inhibit
•Shift
•Update
Working Memory
Hypothesis: Increased brain clock temporal resolution facilitates neural
efficiency and synchronization which in turn increases efficiency of working
memory and executive functions
67. Is the P-FIT It?
IM and The Parietal-Frontal Integration
Model of Intelligence
The Frontal (esp., DLPFC) and Parietal
lobes have been repeatedly linked (via
research) to the cognitive constructs
of controlled attention, working
memory and executive functions
general intelligence and higher level
cognition
68. The Brain and Working Memory: The Evidence-Based P-FIT Model
Frontal Lobe
(DLPFC) Adapted from Hunt
(2011)
Focusing
attention
internally
Focusing
Parietal Lobe
attention T
externally
Working General
Memory reasoning
Short-term
storage
Procedural &
Response Declarative
selection know.
Anterior
cingulate gyrus
69. Controlled attention (focus) is the minds gold/treasure
(limited attentional resources)
Internal attention
pirates
Focusing
attention
internally Key cognitive
ability for cognitive
and motor learning &
Focusing
performance
attention T
externally
Working General
External attention
pirates Memory reasoning
Short-term
storage
Procedural &
Response Declarative
selection know.
The P-FIT Model
73. Three biomarkers of white matter integrity
Indicators of g-factor were
WAIS-III Gs tests (Symbol
Search, Digit Symbol),
Gsm tests (Digit Span-
Backwards; Let-Num. Seq),
Gf test (Matrix Reasoning),
and Gv test (Block Design).
Indicators of g-speed were
measures of reaction time
(Gt) – simple reaction
time, four-choice reaction
time, inspection time)
CHC test classifications
not by article authors but
by Kevin McGrew as per
CHC theory
White matter matters!
78. White matter matters! Very interesting
common white matter tract finding in P-FIT and
recent reading research
arcuate fasciculus tract
79. Increases the temporal resolution
(faster clock speed) of the brain
clock(s) which improves neural
efficiency of the brain
The observable IM
Frontal Lobe
treatment Parietal Lobe
(DLPFC)
Improves brain network
communication efficiency via
white matter tracts, Network
particularly between the communication
parietal-frontal regions (P-FIT
neuro-model of intelligence)
White matter tracts
(brain network
communication infrastructure)
Working memory
Improves focus (attentional control that
maintains goal related information focus
active in working memory) which in turn
Cognitive improves efficiency of working memory,
performance
(reasoning,
the most central cognitive ability for
new learning and performance Knowledge in long-
comprehension,
term memory.
etc)
Cognitive abilities.
Exec functions
The observable
positive outcome
Hypothesized IM effect at different “under the hood” explanatory levels
(based on brain clock and IM-specific research and theory)
Editor's Notes
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing
CHC abilities as parameters of information processing