About Auditory Quotes

Because memory…is everything. Physically speaking, a memory is nothing but a specific combination of neurons firing together—a symphony of neural activity. But in actuality, it’s the filter between us and reality. You think you’re tasting this wine, hearing the words I’m saying, in the present, but there’s no such thing. The neural impulses from your taste buds and your ears get transmitted to your brain, which processes them and dumps them into working memory—so by the time you know you’re experiencing something, it’s already in the past. Already a memory.” Helena leans forward, snaps her fingers. “Just what your brain does to interpret a simple stimulus like that is incredible. The visual and auditory information arrive at your eyes and ears at different speeds, and then are processed by your brain at different speeds. Your brain waits for the slowest bit of stimulus to be processed, then reorders the neural inputs correctly, and lets you experience them together, as a simultaneous event—about half a second after what actually happened. We think we’re perceiving the world directly and immediately, but everything we experience is this carefully edited, tape-delayed reconstruction.

For, to be woken up at five in the morning by the devotional treacle of Anup Jalota, Hari Om Sharan and other confectioners, all of them simultaneously droning out from several different cassette players; to be relentlessly assaulted for the rest of the day and most of the night by the alternately over-earnest and insolent voices of Kumar Sanu, Alisha Chinoy, Baba Sehgal singing 'Sexy, Sexy, Sexy', and 'Ladki hai kya re baba', 'Sarkaye leyo khatiya' and other hideous songs; to have them insidiously leak into your memory and become moronic refrains running over and over again in your mind; to have your environment polluted and your day destroyed in this way was to know a deepening rage, an impulse to murder, and, finally, a creeping fear at one's own dangerous level of derangement. It was to understand the perfectly sane people you read about in the papers, who suddenly explode into violence one fine day; it was to conceive a lasting hatred for the perpetrators, rich or poor, of these auditory atrocities. (on why he left Varanasi after a few days)

In one of the moments when my father was feeling especially righteous about his “Muslim-ness,” I overheard him expressing concern to my mother that the YMCA, which was after all the Young Men’s Christian Association, was teaching us Christian songs. “Do you think they are trying to teach Christianity to our kids?” he asked, the tone of his voice a kind of auditory chest thumping. “I hope so,” my mother responded. “I hope they teach the kids Jewish and Hindu songs, too. That’s the kind of Muslims we want our kids to be.

LeDoux and others have shown how auditory information about the tone stimulates BLA neurons. At first, activation of those neurons is irrelevant to the central amygdala (whose neurons are destined to activate following the shock). But with repeated coupling of tone with shock, there is remapping and those BLA neurons acquire the means to activate the central amygdala.fn16

They like to say everybody’s about six degrees Fahrenheit from hallucinating.” (Auditory hallucinations, the symptom most associated with serious mental illness, are actually quite common in the general population—as widespread as left-handedness, some studies say. A host of medical conditions can induce them: high fevers, of course, but also hearing loss, epilepsy, alcohol withdrawal, bereavement, and intense stress.

Axonal remapping in blind or deaf individuals is great, exciting, and moving. It’s cool that your hippocampus expands if you drive a London cab. Ditto about the size and specialization of the auditory cortex in the triangle player in the orchestra. But at the other end, it’s disastrous that trauma enlarges the amygdala and atrophies the hippocampus, crippling those with PTSD. Similarly, expanding the amount of motor cortex devoted to finger dexterity is great in neurosurgeons but

And this one is relatively common: iatrophobia, or fear of doctors. Or gynophobia, which is fear of women, and naturally only afflicts only men. Very widespread in Mexico, although it manifests itself in different ways. Isn't that a slight exaggeration? Not a bit: almost all Mexican men are afraid of women. I don't know what to say to that, said Juan de Dios Martínez. Then there are two fears that are really very romantic: ombrophobia and thalassophobia, or fear of rain and fear of the sea. And two others with a touch of the romantic: anthophobia, or fear of flowers, and dendrophobia, fear of trees. Some Mexican men may be gynophobes, said Juan de Dios Martínez, but not all of them, it can't be that bad. What do you think optophobia is? asked the director. Opto, opto, something to do with the eyes, my God, fear of the eyes? Even worse: fear of opening the eyes. In a figurative sense, that's the answer to what you just said about gynophobia. In a literal sense, it leads to violent attacks, loss of consciousness, visual and auditory hallucinations, and generally aggressive behavior.

When a boy grows up in a “dysfunctional” family (perhaps there is no other kind of family), his interior warriors will be killed off early. Warriors, mythologically, lift their swords to defend the king. The King in a child stands for and stands up for the child’s mood. But when we are children our mood gets easily overrun and swept over in the messed-up family by the more powerful, more dominant, more terrifying mood of the parent. We can say that when the warriors inside cannot protect our mood from being disintegrated, or defend our body from invasion, the warriors collapse, go into trance, or die. The inner warriors I speak of do not cross the boundary aggressively; they exist to defend the boundary. The Fianna, that famous band of warriors who defended Ireland’s borders, would be a model. The Fianna stayed out all spring and summer watching the boundaries, and during the winter came in. But a typical child has no such protection. If a grown-up moves to hit a child, or stuff food into the child’s mouth, there is no defense—it happens. If the grown-up decides to shout, and penetrate the child’s auditory boundaries by sheer violence, it happens. Most parents invade the child’s territory whenever they wish, and the child, trying to maintain his mood by crying, is simply carried away, mood included. Each child lives deep inside his or her own psychic house, or soul castle, and the child deserves the right of sovereignty inside that house. Whenever a parent ignores the child’s sovereignty, and invades, the child feels not only anger, but shame. The child concludes that if it has no sovereignty, it must be worthless. Shame is the name we give to the sense that we are unworthy and inadequate as human beings. Gershen Kauffman describes that feeling brilliantly in his book, Shame, and Merle Fossum and Marilyn Mason in their book, Facing Shame, extend Kauffman’s work into the area of family shame systems and how they work. When our parents do not respect our territory at all, their disrespect seems overwhelming proof of our inadequacy. A slap across the face pierces deeply, for the face is the actual boundary of our soul, and we have been penetrated. If a grown-up decides to cross our sexual boundaries and touch us, there is nothing that we as children can do about it. Our warriors die. The child, so full of expectation of blessing whenever he or she is around an adult, stiffens with shock, and falls into the timeless fossilized confusion of shame. What is worse, one sexual invasion, or one beating, usually leads to another, and the warriors, if revived, die again. When a boy grows up in an alcoholic family, his warriors get swept into the river by a vast wave of water, and they struggle there, carried downriver. The child, boy or girl, unprotected, gets isolated, and has more in common with snow geese than with people.

LeDoux and others have shown how auditory information about the tone stimulates BLA neurons. At first, activation of those neurons is irrelevant to the central amygdala (whose neurons are destined to activate following the shock). But with repeated coupling of tone with shock, there is remapping and those BLA neurons acquire the means to activate the central amygdala.fn16 BLA neurons that respond to the tone only once conditioning has occurred would also have responded if conditioning instead had been to a light. In other words, these neurons respond to the meaning of the stimulus, rather than to its specific modality.

Then one day this very quote from Epictetus—about everything having two handles—occurred to him. “I took hold now by the other handle,” he related later, “and carried on.” He actually began to have a good time there. He focused on his recovery with real enthusiasm. “I suddenly found it wonderful, strange, and beautiful, to be sober. . . . It was as if a veil, or scum, or film had been stripped from all things visual and auditory.” It’s an experience shared by many addicts when they finally stop doing things their way and actually open themselves to the perspectives and wisdom and lessons of those who have gone before them.

Grab Bag of Questions for Coach and Coachee Who has given you feedback well? What was helpful about how they did it? Have you ever gotten good advice that you rejected? Why? Have you ever received good advice that you took years later? What motivates you? What disheartens you? What’s your learning style? Visual, auditory, big picture, detail oriented? What helps you hear appreciation? What’s something you wish you were better at? Whose feedback-receiving skills do you admire? What did your childhood and family teach you about feedback and learning? What did your early job experiences teach you? What’s the role of time/stages? What’s the role of mood and outlook? What’s the role of religion or spirituality? What has been the impact of major life events? Getting married? Getting laid off or fired? Having children? Death of a parent? What do you dislike most about coaching? About evaluation? What helps you change?

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

I have just spoken of that morbid condition of the auditory nerve which rendered all music intolerable to the sufferer, with the exception of certain effects of stringed instruments. It was, perhaps, the narrow limits to which he thus confined himself upon the guitar which gave birth, in great measure, to the fantastic character of his performances. But the fervid facility of his impromptus could not be so accounted for. They must have been, and were, in the notes, as well as in the words of his wild fantasies (for he not unfrequently accompanied himself with rhymed verbal improvisations), the result of that intense mental collectedness and concentration to which I have previously alluded as observable only in particular moments of the highest artificial excitement. The words of one of these rhapsodies I have easily remembered. I was, perhaps, the more forcibly impressed with it as he gave it, because, in the under or mystic current of its meaning, I fancied that I perceived, and for the first time, a full consciousness on the part of Usher of the tottering of his lofty reason upon her throne. The verses, which were entitled “The Haunted Palace,” ran very nearly, if not accurately, thus:— I. In the greenest of our valleys, By good angels tenanted, Once a fair and stately palace— Radiant palace—reared its head. In the monarch Thought’s dominion— It stood there! Never seraph spread a pinion Over fabric half so fair. II. Banners yellow, glorious, golden, On its roof did float and flow (This—all this—was in the olden Time long ago); And every gentle air that dallied, In that sweet day, Along the ramparts plumed and pallid, A winged odor went away. III. Wanderers in that happy valley Through two luminous windows saw Spirits moving musically To a lute’s well-timed law; Round about a throne, where sitting (Porphyrogene!) In state his glory well befitting, The ruler of the realm was seen. IV. And all with pearl and ruby glowing Was the fair palace door, Through which came flowing, flowing, flowing And sparkling evermore, A troop of Echoes whose sweet duty Was but to sing, In voices of surpassing beauty, The wit and wisdom of their king. V. But evil things, in robes of sorrow, Assailed the monarch’s high estate; (Ah, let us mourn, for never morrow Shall dawn upon him, desolate!) And, round about his home, the glory That blushed and bloomed Is but a dim-remembered story Of the old time entombed. VI. And travellers now within that valley, Through the red-litten windows see Vast forms that move fantastically To a discordant melody; While, like a rapid ghastly river, Through the pale door; A hideous throng rush out forever, And laugh—but smile no more.

Flynn lived in a shiny glass apartment tower on the water in Melbourne. The building looked like hundreds of mirrors reflecting the bright blue sky. He lived at the top of the high-rise. Kope and I stepped off the elevator and looked down the hall at Flynn’s door. We’d been silent. Nodding to each other, we sent our hearing into the apartment. With a quiet gasp, I yanked my auditory sense back to normal. Flynn was busy with company at the moment. Very busy. Kope made a low sound and closed his eyes, shaking his head as if to clear away the sounds he’d heard. My face heated and I shifted from foot to foot, fighting back the nervous smile that always wanted to surface at inappropriate times. I found a small sitting area around the corner with glass walls overlooking the city. We sat, taking in the view. When my stupid urge to smile finally settled, I braved another look at Kope and pointed to myself, using my new, limited sign-language skills to tell him I’d listen. Given the new information about his inclination for lust, it was only fair. I quickly looked away, embarrassed by the crassness of the situation. I wasn’t going to listen the whole time. I’d just pop in for a quick check. Ten minutes passed. Still busy. Half an hour passed. Busy. Forty-five minutes passed. I shook my head to let Kope know they were still at it. He fidgeted and paced, out of his normal, calm comfort zone. An hour and ten minutes passed, and I took a turn at stretching my legs. I was getting hungry. I thought we’d be through with our talk by this time. We could interrupt Flynn, but I didn’t want him to freak out in front of somebody. We needed his guest to leave so we could talk alone. At the hour and a half mark, Kope checked his watch and looked at me. I sent my hearing into the room. Oh, they weren’t in the bedroom anymore. Finally! I wiggled my hearing around until it hit the sound of running water. A shower. This was a good sign. But wait . . . nope. I shook my head, eyes wide. Was this normal? Kope did something uncharacteristic then. He grinned, giving a little huff through his nose. This elicited a small giggle from me and I pressed both hands over my mouth. It was too late, though. At this point, I wouldn’t be able to stop myself. I could feel the crazy, unfortunate amusement rising. I jumped up and ran as spritely as I could to the stairwell with Kope on my heels. We sprinted down several flights before I fell back against the wall, laughter bubbling out. It went on and on, only getting worse when Kope joined in with his deep chuckling, a joyful rumble.

Young children with anxiety often respond well to visual sequences of events. Small pictures of daily events may be drawn out on felt, and arranged on a larger piece of felt. Children and parents can arrange the felt pictures in an order of events, displaying what will happen for that day or the next day. Children who seem to expect abandonment can see that in the morning Mom is there, or see and talk about what it feels like when Mom picks them up at day care. A difficulty common with younger, anxious children is that they tend to stop processing information when they come to the part of a daily sequencing that involves separation. This visual aid helps them to get to the other side of the sequence in which there is reunion. This is a good aid for children with permanent auditory processing problems or emotionally produced auditory processing problems.

We can also monitor signals coming from within our body. This is, again, the foundation of Damasio’s somatic marker hypothesis (see Chapter 5). The most specific of these are signals from the somatosensory system, which transmits information about touch, temperature, irritation, and pain from skin and muscles to cortical processing areas, much like the visual or auditory systems do. When you have a headache, backache, sore muscles, an itch, feel warmth or cool air on your skin, or are feverish, you become aware of somatosensory information being processed in cortical areas.

Paul R. Linde in his 1994 book, Of Spirits and Madness: An American Psychiatrist in Africa. “Major mental illness cuts across all cultures,” Linde writes. “Amazingly enough, or maybe not, acutely psychotic people in Zimbabwe appear very similar to those in San Francisco. . . . They suffer from disorganized thoughts, delusions, and hallucinations. The content of the symptoms, however, is very much different . . . Zimbabweans do not report hearing auditory hallucinations of Jesus Christ, rather they report hearing those of their ancestor spirits. They are not paranoid about the FBI, rather they are paranoid about witches and sorcerers.”1

3. Develop a personal learning style Having known your personal profile, you can pick the learning style that can give you the most benefits. There are three common types of learning styles; Visual, Auditory and Kinesthetic. By identifying the learning style that best suit your profile, you will be able to maximize your strengths and compensate for your weaknesses. Visual Learning – If your dyslexia isn’t anything related to your visual processing or any visual dyslexia, this learning type may just suit you. Visual learners like to see things with the eyes. They likely think in pictures and uses different illustrations, diagrams, charts, graphs, videos and mind maps when they study. If you are a visual learner it will be useful to rewrite notes, put information on post-it notes and stick it everywhere, and to re-create images in the mind. Auditory Learning – Auditory learners, on the other hand, think in verbal words rather than in pictures. The best they can do to learn is to tape the information and replay it. It also helps if they discuss the materials that must be learned with others by participating in class discussions, asking questions to their teachers and even trying teaching others. It is also helpful to use audio books and read aloud when trying to memorize information. Kinesthetic Learning – Kinesthetic learners are those who are better to learn with direct exposure to the activity. They are the ‘hands-on’ people and learn best when they actually do something. For them, wiring a circuit board would be much more informative than listening to a lecture about circuits or reading a text book or about it. However, it may also help to underline important terms and meanings and highlight them with bright colors, write notes in the margin when learning from text and repeat information while walking. 4. Don’t force your mind Don’t force your mind to do something beyond your ability. Don’t force yourself to enter a library and finish reading a shelf of books in one day. Be patient on yourself. Take everything slowly and learn step by step. Do not also push yourself if you are not in the mood to read, it will just cause you unnecessary stress. 5.

When my wife was pregnant with each of our two children, I used to sing to them in the womb. It was an old Russian song that my grandmother had sung to me, a child’s song about her love for life and for her mother—“May there always be sunshine, may there always be good times, may there always be Mama, and may there always be me.” I sang it—in Russian and in English—during the last trimester of pregnancy, when I knew the auditory system was wired up enough to register sound coming through the amniotic fluid. Then in the first week after each child was born, I invited a colleague over for a “research study.” (I know, it wasn’t controlled, but it was fun.) Without revealing the prenatal song, I sang three different songs in turn. No doubt about it—when the babies heard the familiar song, their eyes opened wider and they became more alert, so that my colleague could easily identify the change in their attention level. A perceptual memory had been encoded. (Now my kids won’t let me sing; I probably sounded better underwater.)

The visual and auditory information arrive at your eyes and ears at different speeds, and then are processed by your brain at different speeds. Your brain waits for the slowest bit of stimulus to be processed, then reorders the neural inputs correctly, and lets you experience them together, as a simultaneous event—about half a second after what actually happened. We think we’re perceiving the world directly and immediately, but everything we experience is this carefully edited, tape-delayed reconstruction.

Helena leans forward, snaps her fingers. “Just what your brain does to interpret a simple stimulus like that is incredible. The visual and auditory information arrive at your eyes and ears at different speeds, and then are processed by your brain at different speeds. Your brain waits for the slowest bit of stimulus to be processed, then reorders the neural inputs correctly, and lets you experience them together, as a simultaneous event—about half a second after what actually happened. We think we’re perceiving the world directly and immediately, but everything we experience is this carefully edited, tape-delayed reconstruction.

Nate used his left foot to block a determined Zero from escaping before closing his door with the intention to begin the next step in his own plan. His Plan B if you're keeping track ‒ once again hoping that Twitch had stayed put ‒ and which first required that he be granted his second out of the afternoon. Upon hearing the customary creak of a more tangible step ‒ the second from the bottom on the wooden staircase, which had become gradually loosened from the risers above and below it over time ‒ his mother did an about face from the bar, where she was making last minute modifications to her shopping list. The sound by then had become oddly comforting to each family member ‒ for separate but similar reasons. The step itself been repaired in just minutes, years prior when Dr. Lansing added five nails to the tread. But one evening many months ago it just as abruptly reappeared. Nate was the first to notice when, as Natalie bounded up the stairs ‒ which she so often did en route to his room ‒ it matter-of-factly announced its return. He pondered for the briefest moment if he hadn't simply imagined it, recalling several prior occasions when he'd become temporarily convinced that the faint but familiar cries of X-Ray were whispering to him from directly below his window ‒ though leading to anticlimax in each instance. Before knocking however, Natalie placated his incredulity. "It's back!” she exclaimed with typical unfettered enthusiasm, while smiling unseen from just beyond his closed door. Although he failed to demonstrate even a remotely comparable level of excitement, it turned into a pleasant reunification for Nate nonetheless, and this time ‒ due perhaps in equal parts to its' lesser prioritization and his greater procrastination ‒ their father had left well enough alone. During its previous incarnation it had been labeled by Ms. Lansing as the Cat's Bell due to its function as an auditory cue of the comings and goings in the home, although the cats themselves sauntered about far too lightly to bring about any noticeable effect.. Nate had become so attuned to its mildly disquieting creaks and more subtle wooden groans as to discern ‒ even when his door was closed ‒ whether Natalie had been specifically intent on visiting him, or was instead merely passing by along the way to her own room. A distinction which was due primarily to an initial amplified vibration that he decided brought to mind the recoil of a springboard, then followed by a sequence of forward gliding leaps rather than her usual evenly paced yet swift footsteps.

IF the act of reading didn’t already exist, to describe the process would sound like the height of science fiction: One person creates shapes on a page, and when another looks at the shapes they hear voices, see new worlds, are transported to a fiction that becomes as believable as reality. Auditory and visual hallucinations from staring at squiggles on a sliver of dead tree? And this process can work across space and time? So even the dead can talk to the living, and the living can shape the imagination of another? The strangest thing about this endeavor is that we don’t all marvel at its impossibility. We take it for granted.

there are crucial differences between the right hemisphere of the brain and the left. The left brain is the thinking brain as it is highly verbal and analytical. It operates as a conscious emotion regulation system that can modulate low to medium arousal. It is the domain of cognitive strategies as it processes highly verbal emotions such as guilt and worrisome anxiety. In contrast, the right hemisphere is the emotional brain. It processes all of our intense emotions, regardless of whether they are negative, such as rage, fear, terror, disgust, shame and hopeless despair, or positive such as excitement, surprise, and joy. When our level of emotional arousal escalates the left hemisphere goes off-line and the right hemisphere dominates. Our right brain enables us to read the subjective state of others through its appraisal of subtle facial (visual and auditory) expressions and other forms of nonverbal communication. The right hemisphere is more holistic than the left, holding many different possibilities simultaneously. Dreams, music, poetry, art, metaphor and other creative processes originate in the right hemisphere. The first critical period of development of the right brain begins during the third trimester of pregnancy and this growth spurt continues into the second year of life. It is primarily the right brain which is shaped by our early relational environment and which is crucial for the development of emotional security. Around two months after birth the right anterior cingulate comes on-line, meaning that it allows for more complex processing of social-emotional information than the earlier maturing amygdala. It is responsible for developing attachment behavior. Starting from about tenth months after birth, the highest level of the emotional brain, the right orbitofrontal cortex, becomes active. It continues developing for the next twenty years and remains exceptionally plastic throughout our entire life span. During the second year of life the right orbitofrontal cortex establishes strong, bidirectional connections with the rest of the limbic system. Once these connections are established it then monitors, refines, and regulates amygdala-

Six Simple Listening Tips Here are six simple tips for not only practicing good listening in your customer conversations but also for creating a high-impact customer experience by showing them that you’re engaged. 1. Don’t speak: This is easy to say but sometimes hard to do. You simply cannot listen if you’re speaking or poised on the edge of interrupting the other person. So what should you do? Just shut up and pay attention to what your customer is saying. 2. Make eye contact: Since a majority of our communication is non-verbal, looking at a person is one of the best ways to clearly demonstrate focus and attention. Even when you’re on a video call, customers can often tell (by the way your eyes dart around) if you’re looking at them on the screen or if you are distracted. Keep that gaze locked! (But a nice, friendly gaze… not a creepy one.) 3. Use visual/auditory cues: Smiling, nodding, and appearing pensive are all great ways to communicate understanding and acknowledgment. Even small auditory cues like the occasional “yes” or “uh-huh” can show your customer that you’re following along. 4. Write things down: Writing things down not only helps you remember key pieces of information later on, but it also demonstrates to the customer that you’re interested enough in their insights to memorialize them in writing. But what if they can’t see you taking notes, for example, on a phone or video call? No problem. Just tell them you are! After your customer finishes telling you something, simply pause for a moment and say “I’m just writing this down” to produce the same effect. 5. Recap: Nothing illustrates great attention to detail like repeating back or summarizing the insights the customer shared with you. This is especially powerful when the insights were shared earlier in the conversation. For extra impact, quote them directly using their exact words, prefaced by the phrase “What I heard you say was… ” Echoing someone’s exact words is a powerful and scientifically proven persuasive technique (we’ll be exploring this tactic in more detail as it relates to handling customer objections in chapter 7). 6. Ask good follow-up questions: When a customer answers your question, resist the temptation to say, “That’s great” or “Awesome!” and then move on to the next question. Asking killer follow-up questions like “Tell me more about that,” “Can you give me an example?” or “How long has that been going on?” is a great way to demonstrate your interest in the customer’s perspective and leave the call with high-impact insights. In fact, when it comes to addressing customer objections, a study by Gong.io found that top performers ask follow-up questions 54 percent of the time, versus 31 percent for average performers.6

Using the characterisation of left and right hemispheric functions of the brain (Silverman, 2002), we can infer that concrete experience and active experimentation tasks mainly use the left hemisphere of our brain, while reflective observation and abstract conceptualisation activities use the right hemisphere; former functions may require detailed descriptions and a sense of time, while the latter probably needs to understand the big picture in the process of integrating and may not need to be concerned about the time or sequencing. In other words, we can infer that those who prefer auditory-sequential learning may prefer the concrete experience and active experimentation stages of the Kolb cycle, while visual-spatial learners may prefer the reflective observation and abstract conceptualisation stages.

Sitting on the couch in the trailer watching TV one late night, I saw an infomercial for a series of audiocassettes called Attacking Anxiety and Depression from the Midwest Center for Stress and Anxiety. Without a moment’s hesitation I reached for the phone, called the 800 number on the TV screen and purchased the tapes. When the tapes arrived a few days later, I popped in the first cassette in the sixteen-cassette self-help series—which was comprised of testimonials from people afflicted with panic attacks—and realized that I wasn’t going crazy, that this was indeed a legitimate psychiatric disorder. As I listened to the remainder of the series in our trailer, I began to grasp that my brain could tell me something so convincingly that I had almost no choice but to believe it. During anxiety attacks I actually believed that I was dying. The attacks were so severe that I would have rather known that I was going to have open heart surgery at 9:00 a.m. the next day than a panic attack. That was the power of the nervous system: we can think things that aren’t true and feel and see things that aren’t real. With the Attacking Anxiety and Depression tapes suddenly the subjective no longer held the power for me that it had once held. Indeed, what I was learning about the power of the mind just might explain some of the experiences I’d had in the past—like speaking with God or hearing his voice. It was neurologically possible to hear an audible voice when there was no voice there. I began to entertain the possibility that there was an objective way of looking at my experiences, and that this objective perspective might prove those experiences to be false. Up until that moment seeing truly was believing, but what did it say about my beliefs if I had not seen or heard anything at all?

Just what your brain does to interpret a simple stimulus like that is incredible. The visual and auditory information arrive at your eyes and ears at different speeds, and then are processed by your brain at different speeds. Your brain waits for the slowest bit of stimulus to be processed, then reorders the neural inputs correctly, and lets you experience them together, as a simultaneous event—about half a second after what actually happened. We think we’re perceiving the world directly and immediately, but everything we experience is this carefully edited, tape-delayed reconstruction.

Yet some of the business of hearing is still frankly unfathomable. Although we know, for instance, that the brain procesess acoustic vibrations into neural signs, some of our phenomenal auditory talents, like translating the physical properties of sound into the abstract realm of meaning, remain a profound mystery, all the more since this occurs within 150 milliseconds after the beginning of the sound.

Sound travels from the outer ear, via the middle ear, and into the inner ear. In the course of this journey it's converted from sound waves into mechanical vibrations (in the eardrum), from mechanical vibrations into pressure waves (in the cochlea), and thence into electrical signals firing towards the brain. The outer ear (the cup-shaped part we can see, known as the pinna) collects sound and amplifies it, by as much as three decibels. From here the voice travels down the external auditory canal - a tube that acts as a resonator of its own, with its own frequencies. It's this characteristic of the external auditory canal that makes us sensitive to certain frequencies of the voice.

We can hear a wider range of frequencies than we can speak, but the frequencies to which the external auditory canal are most sensitive lie roughly int he middle of our hearing range, around 1000-3000 Hz. In other words, at normal volume, we detect the middle frequencies more easily than the high ones. In this way human beings have developed the most favourable capacities for speaking to and hearing each other.

Our auditory skills certainly demand just as many superlatives as our vocal abilities. We hear because the pressure of the air is great enough to move the eardrum, and yet the extraordinary responsiveness of the ear to tiny vibrations in pressure almost defies belief. The force brought to bear on the ear is measured in dynes-very small units of force. To support the weight of one ounce against the force of gravity, for instance, we have to exert an upward force of 28,000 dynes. Yet the ear can detect a force of 0.0002 dynes. In other words, the force acting on the eardrum is around 140 million times smaller than the force needed to lift a weight of an ounce. At the threshold of hearing, the eardrum moves roughly one-tenth of the diameter of a hydrogen molecule. It's even been argued (astonishingly) that, if there were nothing between you and an airport ten miles away, with no competing sounds or intervening objects for the sound to reflect off, in theory you could hear a piece of chalk drop at the airport.

To begin, look over the chapters by glancing at the content on the pages. Set aside about 30 minutes every four to five hours or three times a day and look at the bold words, pictures, and highlighted sentences. Nursing exams generally test on multiple chapters so it is important you start this process as soon as you can. Ideally, begin immediately after you have taken your last exam so you can get a head start on new material. This step helps you recognize the words and familiarizes you with the content. After several times of looking at a word read the definition. As you read the definition notice how you are able to focus on what the word means. Doing this simple step can eliminate reading without understanding. We must see a word several times before our brain flags it as important. That is why after the third or fourth time you look over information you finally say to yourself, “Okay, I have heard and seen this several times and I must know more about it!” Once you have reached that point you will find yourself directing all of your attention to the word’s definition. And that motivation is because you have seen it so many times. There is still a problem though, because in nursing school there are thousands upon thousands of words. By just reading you rely on vision to get you through and retain all of this knowledge. Although this is possible, and has probably worked in the past, this is not an ideal way to study for nursing classes. After you look at the words and read the definitions a few times, go back and underline each word and definition. This helps you engage the body by adding movement. Then say the words and definitions out loud. Doing so engages the three senses of sight, touch, and sound. You are also using all three learning styles, which are visual, auditory, and kinesthetic. No matter what type of learner you are predominately, if you constantly use all three styles it helps to lock the information into your brain. I have also noticed that these steps train you to have a photographic memory. This is especially important when there is a long chart you need to memorize. For example, in pediatric nursing you need to know a very extensive growth and development chart, and if you do not have kids yet it can be extremely foreign. At first, incorporating this new study method may be challenging. But once you start using it and see your exam results rise, you will never turn back. After

Activities to Develop the Auditory System Simplify your language. Speak slowly, shorten your comments, abbreviate instructions, and repeat what you have said. Reinforce verbal messages with gestural communication: facial expressions, hand movements, and body language. Talk to your child while she dresses, eats, or bathes, to teach her words and concepts, such as nouns (sunglasses, casserole), body parts (thumb, buttocks), prepositions (around, through), adjectives (juicy, soapy), time (yesterday, later), categories (vegetables/fruits), actions (zip, scrub), and emotions (pleased, sorry). Share your own thoughts. Model good speech and communication skills. Even if the child has trouble responding verbally, she may understand what you say. Take the time to let your child respond to your words and express his thoughts. Don’t interrupt, rush, or pressure him to talk. Be an active listener. Pay attention. Look your child in the eye when she speaks. Show her that her thoughts interest you. Help your child communicate more clearly. If you catch one word, say, “Tell me more about the truck.” If you can’t catch his meaning, have him show you by gesturing. Reward her comments with smiles, hugs, and verbal praise, such as, “That’s a great idea!” Your positive feedback will encourage her to strive to communicate. (Don’t say, “Good talking,” which means little to the child and implies that all you care about is words, rather than the message the child is trying to get across.) Use rhythm and beat to improve the child’s memory. Give directions or teach facts with a “piggyback song,” substituting your words to a familiar tune. Example: To the tune of “Mary Had a Little Lamb,” sing, “Now it’s time to wash your face, Brush your teeth, comb your hair, Now it’s time to put on clothes, So start with underwear!” Encourage your child to pantomime while listening to stories and poems, or to music without words. Read to your child every day!

Quick comprehension skills, measured by the ability to swiftly extract, interpret, and recall information, find support in various rapid learning components. Active learning, chunking, visualization, interleaved practice, and the incorporation of both visual and auditory learning elements enhance learners' ability to grasp information quickly.

Rapid learning strategies, techniques, and methods that foster quick comprehension encompass active learning, chunking, visualization, interleaved practice, as well as incorporating visual and auditory learning elements, summary, and recap exercises.

By associating new information with familiar cues, such as acronyms, rhymes, or visual and auditory cues, mnemonics simplify and condense information, making it more manageable for the brain.

Whether through acronyms, rhymes, associations, or auditory and visual cues, mnemonics offer learners an effective way to enhance recall and simplify complex information.