Brain 555
How does the brain
work like the Internet?
by Carl Peterson
8-25-99
I apologize in advance
for this oversimplification.
I may be using or misusing
outdated computer
and internet jargon.
Your brain has some similarity
to the Internet.
Your brain capacity is much larger
in than the brains
of 100,000 computers.
Think of the largest number
you have ever used.
That number is probably not close
to the number of gigabytes
of storage capacity in your brain.
"Hard drives?"
Your hard drives
contain billions
of Web sites
of different sizes.
Your brain stores and retains
all you hear and see in your files,
Web sites,
and back up files.
New experiences
and all information inputs
create more links between brain sites.
Memory patterns trigger
auditory and visual searches
by thousands
of your "search engines."
These engines find and discard
the less usable information
within milliseconds.
Your search engines
select the most correct answers
to your queries
much faster than a DSL line.
The brain memory retrieves
sound and images
in pictures and scenarios.
This enables you
to talk and write
the information
to meet the needs
of your listener or reader.
What has this got to do
with Accelerated Thinking?
1.
555 divides books
"new download files"
into short 5 minute auditory inputs.
This is a "small file"
the memory can convert
to usable visual scenarios
without "locking up"
and losing most of the input.
Making simultaneous memory patterns
creates webs and links
needed for rapid memory.
These links are visual and auditory.
2.
The second 5 minute "tell-back"
is an auditory review
of the first 5 minutes.
While you are speaking and listening
the mind races through
a "sorting procedure"
or a "learning procedure."
The mind organizes the material
for speaking and writing.
It uses software
like an "outliner."
3.
The third 5 minute "fast-write"
condenses the original auditory input
into 10 to 20 short sentences
or 150 words.
Your hand "prints" them
on the paper
at 30 words per minute.
During the fast-write
"artificial intelligence"
analyzes the "look" and meaning
of the sentences.
It usually substitutes a different
and more appropriate ending
to most of the sentences
you started to write.
Your "grammar" and "spellchecker"
work simultaneously
to arrange the words
in understandable formats.
--------------
MORE ABOUT
THE MEMORY PATTERNS
The memory pattern
is a unique "map"
or indexing of the material.
Mapping enables you
to "save" then "retrieve"
and reassemble the input.
During reassembly
you draw conclusions
of your own.
The two word phrases
that you scribble
on the memory pattern
are connected with lines
to create a "cluster."
This cluster diagram
creates supplemental "links."
The links
guide your re-creation
of the thoughts
in your own personal order.
and reordering of the thoughts.
You demonstrate
your reassembly with "output":
-restatements
during the tellback.
-restatements
during the fast-write.
-------------
SORTS AND RETRIEVING
The mind performs
thousands of multiple assembly practices
within milliseconds.
Each resorting and comparison
with your preexisiting memories
results in minor variations.
This massive number of placements
and linkings of data
makes the retrieval process
possible and even relatively easy.
The cumulative total
of countless billions
of linkings is essential
to good decisionmaking.
---------------
PETERSON PHRASE LISTS
- An essential starting point
for learning new subjects.
- Efficient rapid input
of learning components.
Repetition of input
adds more meaning to the phrases.
-Common usage phrases
are more likely to be remembered.
-Multiple word inputs
get stored in multiple files
in your brain.
-Chorusing practices
quickly train your mouth
and voice muscles
to make the correct sounds.
-Chorusing practices
reduces time wasting regressions,
questions poor comprehension,
and overwriting.
---------------
QUESTIONS AND ANSWERS
Why do you want students
to write so much?
We learn most
when we are espousing our views.
Writing
An opportunity
to espouse a viewpoint
without a problem.
Let the ideas wash
and be kept or discarded.
----------------
Strict timing
Fast auditory inputs
Verbal output practices
Listening to students
Students write over 2000 pages
of notes and drafts
each school year.
--------------------------
IS THERE THOUGHT WITHOUT INNER SPEECH?
DOES ALL INNER SPEECH HAVE WORDS?
INNER SPEECH
Internal conversation.
Which comes first
thought or inner speech
or inner speech then thought?
How fast is unaware inner speech?
Has it ever been clocked?
Is it as fast as thought?
IS THIS THE QUESTION?
What is the thought process?
Who has any factual information?
Speculation?
Time for lexical deliberation
and interpretation or argument?
Personal
Silent
Auditory
Audience?
----------------------------
WHO HAS ANSWERS?
Speed of thought
Speed of fixations
After thought?
Before thought?
Speed of decisions?
Speed of action?
Speed of recognition
visual and auditory?
WHO HAS SPECULATED WITH ANY DATA?
-------------
1995 BRAIN
AND MEMORY
True or false.
THE SHAPE AND SIZE OF THE BRAIN
IS NO LONGER CONSIDERED STATIC?
Some articles indicate
older persons can keep their
brains learning?
True or false.
MATH CENTER DETERIORATES
FOR LACK OF USE?
True or false?
Math is a verbal process
using inner or audible speech.
Traditional exercise
is to verbally explain the problem
on the chalk board.
Math needs the vocalization
of the symbols.
---------------
WITNESS MEMORY
JUDICIAL SYSTEM PROBLEMS
Visual identity of witnesses
is likely to be faulty.
Visual memory is flawed because?
Visual memory
without inner speech
storage for retrieval is limited.
Modifying visual memory of a crime
is easy because it is not auditory?
The speed of the crime
interferes with subvocalization
during the crime.
A lack of auditory input
during the crime limits memory.
Few words
before fast action.
Little discussion
mostly automatic reactions.
Responses not calculated
or thought out.
Scenarios
are not properly indexed
with auditory input.
Inadequate path
for auditory memory retrieval.
No time to rehearse
with inner speech
before talking.
Fear dominates
inner speech responses.
Can't remember the sequence.
Afterward
victims may be coached verbally.
Investigator questions
may mislead you.
This may invent a response or
replace a limited memory.
--------------
INNER SPEECH
Beethoven continues writing music
after becoming deaf?
He continues with inner speech.
Hears all the sounds mentally.
Not distracted by new sounds.
------------
Idiot savant discussion.
Here is a possible sequence.
What is your explanation?
Possible scenario?
Savant is incapable
of time consuming attempts at speech.
Idiot savant learns piano
by intense listening
and reproduces the sound accurately.
Diverted by birth and speech defects
from wider opportunities
to think and communicate.
Being free to listen and absorb
piano full-time
the child learns piano very well.
Receives inordinately high
encouragement and reinforcement
for the only good skill.
------------
Random access minds have
many more opportunities
to think about unrelated things.
Squeezing in all the opportunities
to listen and absorb is challenging.
You can't do it all day.
You must withdraw
from the intensity
after 2 or 3 hours.
If you have recorded your reactions
with photos or phrases
you will be able
to revisit the information.
This will add more
neurological connections
and multiply your personal data base.
Comparison of formats
|
- Mind555
- Stroke555
- Infant and Injured
- Meaning Phrases
- Meaning Searches
- Handwriting
- Free Books
- Free Pictures
- Literacy Free
- Ewriting
- Accelerated Schools
- Global Read
- Peterson Reading
- Reading Improvement
Student Life
Denver
Student Life
Kansas City
- Missouri
Field Trips - KC Buildings
- Kansas
City
Country Club
Plaza Shopping 1 - Kansas
City
Country Club
Plaza Shopping 2
RATE OF AUDITORY INPUT
Oral input to infants
can include several dozen
to several hundred
new phrases per day.
----------------------
PETERSON READING
Our electronic recordings provide continuing high-rate input.
------------------------
Peterson Reading inputs
at the rate of
10,000 to 12,000
words per hour.
4,000 to 5000
phrases per hour.
500 hours of input
equals 5 million words
equals 2 million phrases.
-------------------
MAJOR PROBLEM
Q.
Why do so many persons
claim that the brain
learns more slowly
after the first few months
or age two?
A.
THE RATE OF
ORAL INPUT SLOWS
Here are some
possible reasons why:
1.
Child becomes less dependent on parent.
2.
Child learns
to crawl and walk away.
3.
Parents reduce
the time they
hold the child.
4.
Child has less contact
with parents and phrases.
5.
Parent returns
to older children.
6.
Parent may have
another baby.
7.
Parent returns to work.
Any of the above
can make
the learning rate
drop precipitously.
-------------------------------
