Auditory Learning Quotes

In the human species, the peak of synaptic overproduction ends around two years of age in the visual cortex, three or four years of age in the auditory cortex, and between five and ten years of age in the prefrontal cortex.

learning styles Visual — learn best by seeing Auditory — learn best by hearing Tactile — learn best by doing Oral — learn best by saying Social — learn best in groups Logical — learn best in linear process Imaginative — learn best through art, story, and image

Have you ever heard people say, “I know the face, but I can’t remember the name...?” You never hear people say, “The face is on the tip of my tongue”. We remember faces because they form an image in our mind. The names don’t normally ‘stick’ because we try to remember it with our auditory memory or our little voice. It doesn’t make sense to try to stick a sound to a vision – of course it won’t stick. Plus, auditory memories are never as solid as visual memories.

Chronic abuse and neglect in childhood interfere with the proper wiring of sensory-integration systems. In some cases this results in learning disabilities, which include faulty connections between the auditory and word-processing systems, and poor hand-eye coordination. As long as they are frozen or explosive, it is difficult to see how much trouble the adolescents in our residential treatment programs have processing day-to-day information, but once their behavioral problems have been successfully treated, their learning disabilities often become manifest. Even if these traumatized kids could sit still and pay attention, many of them would still be handicapped by their poor learning skills.22

Remapping occurs regularly throughout the brain in the absence of injury. My favorite examples concern musicians, who have larger auditory cortical representation of musical sounds than do nonmusicians, particularly for the sound of their own instrument, as well as for detecting pitch in speech; the younger the person begins being a musician, the stronger the remapping.15 Such remapping does not require decades of practice, as shown in beautiful work by Alvaro Pascual-Leone at Harvard.16 Nonmusician volunteers learned a five-finger exercise on the piano, which they practiced for two hours a day. Within a few days the amount of motor cortex devoted to the movement of that hand expanded, but the expansion lasted less than a day without further practice. This expansion was probably “Hebbian” in nature, meaning preexisting connections transiently strengthened after repeated use.

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?

Let’s start with an elementary example: Imagine hearing a series of identical notes, A A A A A. Each note elicits a response in the auditory areas of your brain—but as the notes repeat, those responses progressively decrease. This is called “adaptation,” a deceptively simple phenomenon that shows that your brain is learning to predict the next event. Suddenly, the note changes: A A A A A#. Your primary auditory cortex immediately shows a strong surprise reaction: not only does the adaptation fade away, but additional neurons begin to vigorously fire in response to the unexpected sound. And it is not just repetition that leads to adaptation: what matters is whether the notes are predictable. For instance, if you hear an alternating set of notes, such as A B A B A, your brain gets used to this alternation, and the activity in your auditory areas again decreases. This time, however, it is an unexpected repetition, such as A B A B B, that triggers a surprise response.

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

The auditory cortex seems to perform a simple calculation: it uses the recent past to predict the future. As soon as a note or a group of notes repeats, this region concludes that it will continue to do so in the future. This is useful because it keeps us from paying too much attention to boring, predictable signals. Any sound that repeats is squashed at the input side, because its incoming activity is canceled by an accurate prediction. As long as the input sensory signal matches the prediction that the brain generates, the difference is zero, and no error signal gets propagated to higher-level brain regions. Subtracting the prediction shuts down the incoming inputs—but only as long as they are predictable. Any sound that violates our brain’s expectations, on the contrary, is amplified. Thus, the simple circuit of the auditory cortex acts as a filter: it transmits to the higher levels of the cortex only the surprising and unpredictable information which it cannot explain by itself.

Linguistic and musical sound systems illustrate a common theme in the study of music-language relations. On the surface, the two domains are dramatically different. Music uses pitch in ways that speech does not, and speech organizes timbre to a degree seldom seen in music. Yet beneath these differences lie deep connections in terms of cognitive and neural processing. Most notably, in both domains the mind interacts with one particular aspect of sound (pitch in music, and timbre in speech) to create a perceptually discretized system. Importantly, this perceptual discretization is not an automatic byproduct of human auditory perception. For example, linguistic and musical sequences present the ear with continuous variations in amplitude, yet loudness is not perceived in terms of discrete categories. Instead, the perceptual discretization of musical pitch and linguistic timbre reflects the activity of a powerful cognitive system, built to separate within-category sonic variation from differences that indicate a change in sound category. Although music and speech differ in the primary acoustic feature used for sound category formation, it appears that the mechanisms that create and maintain learned sound categories in the two domains may have a substantial degree of overlap. Such overlap has implications for both practical and theoretical issues surrounding human communicative development. In the 20th century, relations between spoken and musical sound systems were largely explored by artists. For example, the boundary between the domains played an important role in innovative works such as Schoenberg's Pierrot Lunaire and Reich's Different Trains (cf. Risset, 1991). In the 21st century, science is finally beginning to catch up, as relations between spoken and musical sound systems prove themselves to be a fruitful domain for research in cognitive neuroscience. Such work has already begun to yield new insights into our species' uniquely powerful communicative abilities.

In April 2000, a team of neuroscientists from MIT reported in Nature the results of an extraordinary experiment. They rewired the brain of a ferret, rerouting the connections from the eyes to the auditory cortex (the part of the brain responsible for processing sounds) and rerouting the connections from the ears to the visual cortex. You’d think the result would be a severely disabled ferret, but no: the auditory cortex learned to see, the visual cortex learned to hear, and the ferret was fine. In normal mammals, the visual cortex contains a map of the retina: neurons connected to nearby regions of the retina are close to each other in the cortex. Instead, the rewired ferrets developed a map of the retina in the auditory cortex. If the visual input is redirected instead to the somatosensory cortex, responsible for touch perception, it too learns to see.

When the brain is trying to process the auditory information and make sense of it, the vestibular system can help and the brain is trying to do just that…move! Therefore, you will see the child trying to get vestibular input via fidgeting in the seat, trying to stand up, rocking back on the chair, bouncing in the chair, etc. The brain thrives on movement to learn, attend, and process information. It is unfortunate that our society and educational system has decided that sitting still is the best way to learn.

Some researchers used to believe that people had different learning styles—that some people are right brain and some are left brain; some are auditory and some are visual learners. There’s almost no credible evidence to support this view. Instead,

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.

tiny babies are capable of very fine auditory discrimination. For example, they can hear the difference between sounds as similar as ‘pa’ and ‘ba’.

If their students aren't learning, then they are not teaching. Adapt to global, auditory, tactile & visual learners.

You also may have heard teachers say that students have different learning styles—for example, some are “visual learners” and others are “auditory learners.” The way the brain processes information actually runs counter to these classifications. Research shows that if children are taught new information using several modalities, such as learning letters of the alphabet by looking at them, writing them, and naming them, the brain areas underlying each modality become activated even when children later process information using one modality, such as vision only (James, 2007). This suggests that rather than classify students as one type of learner or another, we should ask students to learn information in a variety of ways. This is consistent with research indicating that providing students

Blanket Volleyball Materials: A towel or baby blanket and a balloon or a soft ball. Preparation and Instructions: Hold two ends of the blanket and have the child hold the other two ends. The Game: Place a ball or balloon in the middle of the blanket. On a signal given by you, you and the child toss the ball into the air and catch it in the blanket. Use visual signals, such as “When I blink my eyes, it means go.” Use auditory signals, such as “1, 2, 3, go!” You may also say that the signal is a word, such as “alligator.” Then you would say, “Always, apple, alligator.” Auditory and word signals help the child learn to listen. To structure this game: Clearly state the goal of the game. “Our goal is to work together to toss the ball and catch it. We can count how many times we are able to do so. Clearly give a signal: “The signal to begin the game will be ‘ready, set, go.’” To ensure that the child waits for the signal and is successful, do not put the ball on the blanket until just before the signal to go.

The Four Dominant Learning Styles What are the Four Types of Learners? If you have spent any considerable amount of time in a learning institution, you know for almost a fact that each learner is different from the next. It is relatively easy to pick out the differences among learners. For instance, you can identify a student who has an easier time retaining information when presented in a particular format. Until recent decades, education seemed to be incredibly rigid towards the learners. Most often than not, they were subjected to a one-size-fits-all model that never accommodated for the differences in learning. However, research and studies made tremendous strides in identifying and reconciling these discrepancies. Nowadays, educators are developing strategies that help them reach out to each student's specific learning style. This gives each learner a fair chance at acquiring an education. This article seeks to breakdown the four main ways that learners acquire, process, and retain information. Visual Learners Information is optimally acquired and processed for this type of learners when conveyed in graphic or diagrammatic form. Such students retain content when it is presented as diagrams, charts, etcetera with much more ease. Some of them also lean towards pictures and videos at times. These learners tend to better at processing robust information rather than bits and pieces. This makes them holistic learners. Hence, they derive more value from summarized visual aids as opposed to segments. Auditory Learners On the other hand, these students learn more by processing information that has been delivered verbally. Such students are also more attentive to their instructors in class. Sometimes, they will do so at the expense of taking notes which can sometimes be mistaken for subpar engagement. Such learners will also thrive in group discussions where they get to talk through schoolwork with their peers. This not only reinforces their understanding but also presents an excellent opportunity to learn from others. Similarly, they can obtain significant value from reading out what they have written. Reading/Writing Learners These students lean more towards written information. For as long as they read through the content, they stand a better chance at retaining it. Such students prefer text-heavy learning. Thus, written assignments, handouts in class, or even taking notes are their most effective learning modes. Kinesthetic Learners Essentially, these students learn by doing. These are the students that rely on hands-on participation in class. For as long as they are physically proactive in the learning process, such learners stand a better chance at retaining and retrieving the knowledge acquired. This also earns them the popular term, tactile learners, since they tend to engage most of their sense in the learning process. As you would expect, such leaners have the most difficulties in conventional learning institutions. However, they tend to thrive in practical-oriented set-ups, such as workshops and laboratories. These four modalities will provide sufficient background knowledge on learning styles for you to formulate your own assessment. Ask yourself first, no less, what type of a learner are you?

Teachers! If the majority of your students are failing, then you are not adaptive-teaching. Adapt to global, auditory, tactile & visual learners.

the seven learning styles: Social (interpersonal) Solitary (intrapersonal) Visual (spatial) Aural (auditory-musical) Verbal (linguistic) Physical (kinesthetic) Logical (mathematical) Next,

AI monitored the neural activity and sent auditory and visual cues to steer the trainees toward the targets’ prerecorded neural states. In this way, the trainees learned to approximate the patterns of excitation in the targets’ brains, and, remarkably, began to report having similar emotions.

Another type of categorisation some psychologists have come up with is to differentiate the learning styles of individuals as auditory-sequential learning and visual-spatial learning (Silverman, 2002; Webb et al., 2005).

the left hemisphere of the brain is more specialised in processing linguistic and sequential information, while the right hemisphere is better in dealing with visual and spatial information. In other words, learners with the preference of auditory-sequential style predominantly use the left hemisphere, while the learners with the visual-spatial preference mostly use the right hemisphere.

two-thirds of the population possess primarily auditory-sequential characteristics, while the other one-third has predominantly visual-spatial characteristics.

traditional ‘sage on the stage’ educational practices mainly allowed auditory-sequential learners to benefit mostly in a relative sense in terms of extrinsic measures of achievement, but not necessarily in deep learning or in inner transformations leading to self-actualisation/self-transcendence (Maslow, 1968; Maslow,

The concrete experience stage of Kolb’s experiential learning cycle plays a predominant role in didactic approach, as learners are expected to hurriedly absorb information into their heads through sensory cortex, mostly by auditory means. There will be less time, if at all, expended on reflective observation and abstract conceptualisation stages. All the learners are expected to commit the information divulged to memory in an identical manner promoting conformity ahead of creativity (Kaufman & Gregoire, 2016); there will be no encouragement for unique, personalised knowledge creation internally in the head of the learner. Further, the teacher demonstrates an authoritative role, resembling knowing everything (as an omnipotent god) and attempting to fill the empty heads of students with something disregarding the notions of social-emotional learning altogether. Didactic teaching-learning environments have a negative impact more specifically on visual-spatial or creative/gifted learners, firstly because they usually resist authoritarianism, possibly due to their higher sensitivity levels, and secondly because they tend to grasp knowledge slowly in a deeper sense via reflective observation and abstract conceptualisation phases; visual-spatial learners will be more relaxed and emotionally stable in a nonauthoritative environment with an appropriate pace of presentation that would help them to think/reflect/conceptualise in pictures and objects than pure auditory means.

Auditory-sequential learners are able to engage in learning despite emotional setbacks, while the learning of visual-spatial learners is heavily dependent on emotional stability.

relation to mathematical abilities, visual-spatial learners are better in mathematical reasoning, while auditory-sequential learners are good in arithmetic.

In relation to these learning styles, psychologists have also identified other associated psychological, neurological, and personality characteristics. The students with preferences for the auditory-sequential learning style are more inclined to have extrovert personalities, while the students who prefer the visual-spatial learning style are inclined to possess introvert personalities. Extrovert personalities are more outgoing, engage in discussions, and respond easily, even with relatively unknown people, and they enjoy social activities with a large number of participants. On the contrary, introverts prefer attending to things on their own with less interaction with others, especially with relatively unknown people, and dislike social activities with large attendance. Auditory-sequential learners are good in analysis and pay more attention to specific detail; they approach solving a complex problem by dividing it into smaller parts. On the other hand, visual-spatial learners are good synthesisers, who can relate different perspectives to form an answer and are better at seeing the big picture or are holistic. As we would expect, auditory-sequential learners deal better with the concept of time and are better organised, while visual-spatial learners are relatively less competent with the concept of time. Auditory-sequential learners think in words and are better in rote memorisation; visual-spatial learners think in pictures and need to relate contextual meanings with pictures and, as a result, struggle with rote memorisation. That is, auditory-sequential learners have better auditory short-term memory, while visual-spatial learners have better visual long-term memory. Further, since they think in pictures, visual-spatial learners take a relatively longer time to process and relate information to contexts; once they do that, this contextual information is retained longer in memory.

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?

was exploring something called Decoded Neurofeedback. It resembled old-fashioned biofeedback, but with neural imaging for real-time, AI-mediated feedback. A first group of subjects—the “targets”—entered emotional states in response to external prompts, while researchers scanned relevant regions of their brains using fMRI. The researchers then scanned the same brain regions of a second group of subjects—the “trainees”—in real time. AI monitored the neural activity and sent auditory and visual cues to steer the trainees toward the targets’ prerecorded neural states. In this way, the trainees learned to approximate the patterns of excitation in the targets’ brains, and, remarkably, began to report having similar emotions. The technique dated back to 2011, and it claimed some impressive early results. Teams in Boston and Japan taught trainees to solve visual puzzles faster, simply by training them on the visual cortex patterns of targets who’d learned the puzzles by trial and error. Other experimenters recorded the visual fields of target subjects exposed to the color red. Trainees who learned, through feedback, to approximate that same neural activity reported seeing red in their mind’s eye. Since those days, the field had shifted from visual learning to emotional conditioning. The big grant money was going to desensitizing people with PTSD. DecNef and Connectivity Feedback were being touted as treatments to all kinds of psychiatric disorders. Marty Currier worked on clinical applications. But he was also pursuing

How do companies, producing little more than bits of code displayed on a screen, seemingly control users’ minds?” Nir Eyal, a prominent Valley product consultant, asked in his 2014 book, Hooked: How to Build Habit-Forming Products. “Our actions have been engineered,” he explained. Services like Twitter and YouTube “habitually alter our everyday behavior, just as their designers intended.” One of Eyal’s favorite models is the slot machine. It is designed to answer your every action with visual, auditory, and tactile feedback. A ping when you insert a coin. A ka-chunk when you pull the lever. A flash of colored light when you release it. This is known as Pavlovian conditioning, named after the Russian physiologist Ivan Pavlov, who rang a bell each time he fed his dog, until, eventually, the bell alone sent his dog’s stomach churning and saliva glands pulsing, as if it could no longer differentiate the chiming of a bell from the physical sensation of eating. Slot machines work the same way, training your mind to conflate the thrill of winning with its mechanical clangs and buzzes. The act of pulling the lever, once meaningless, becomes pleasurable in itself. The reason is a neurological chemical called dopamine, the same one Parker had referenced at the media conference. Your brain releases small amounts of it when you fulfill some basic need, whether biological (hunger, sex) or social (affection, validation). Dopamine creates a positive association with whatever behaviors prompted its release, training you to repeat them. But when that dopamine reward system gets hijacked, it can compel you to repeat self-destructive behaviors. To place one more bet, binge on alcohol—or spend hours on apps even when they make you unhappy. Dopamine is social media’s accomplice inside your brain. It’s why your smartphone looks and feels like a slot machine, pulsing with colorful notification badges, whoosh sounds, and gentle vibrations. Those stimuli are neurologically meaningless on their own. But your phone pairs them with activities, like texting a friend or looking at photos, that are naturally rewarding. Social apps hijack a compulsion—a need to connect—that can be even more powerful than hunger or greed. Eyal describes a hypothetical woman, Barbra, who logs on to Facebook to see a photo uploaded by a family member. As she clicks through more photos or comments in response, her brain conflates feeling connected to people she loves with the bleeps and flashes of Facebook’s interface. “Over time,” Eyal writes, “Barbra begins to associate Facebook with her need for social connection.” She learns to serve that need with a behavior—using Facebook—that in fact will rarely fulfill it.

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

Chronic abuse and neglect in childhood interfere with the proper wiring of sensory-integration systems. In some cases this results in learning disabilities, which include faulty connections between the auditory and word-processing systems, and poor hand-eye coordination.

This sensorimotor interplay, movement and contact, is the basis for learning any new skill. This is what is going on, for instance, when infants are indulging in the endless exercise of vocal movements—spitting, smacking, blowing, cooing—what we call “babbling.” In the course of these vocal tract gestures, [the infant] produces sound patterns which resemble the vowels and consonants of his parents’ language as well as those of many foreign languages. Most importantly however, he is being flooded with sensory feedback. His every unintentional variation of vocal pitch, quality, or loudness, every movement of the tongue or lips in the midst of a vocal sound, produces simultaneous changes in sound and in tactile-proprioceptive sensation. Perhaps one reason why infants can master some simple speech movements, complex as they are, by nine or ten months is simply this fact of inevitable, simultaneous auditory and tactile-proprioceptive feedback from the vocal tract.5 Children who have poor sensation in their mouths and lips do not learn to talk normally, no matter how much training they are given. “To learn normal motor patterns for speech a child must not only hear the speech of others, but also he must hear and feel his own speech movements.”6

information by listening. Auditory learners take information by seeing. Kinesthetic learning, who intake information by actually using; and last but not least read and write learners, who, well intake information by

The fastest route to a lifetime of dependence is withholding the support that is needed when it is needed.

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.