copyright ed young, PhD 1 LESSON 2 OVERCOMING EXTERNAL AND INTERNAL BARRIERS TO SCHOOL SUCCESS UNDER CONSTRUCTION Presented by THE NATURAL SYSTEMS INSTITUTE.

copyright ed young, PhD1

LESSON 2

OVERCOMING EXTERNAL AND INTERNAL

BARRIERS TO SCHOOL SUCCESS

UNDER CONSTRUCTION

Presented by

THE NATURAL SYSTEMS INSTITUTE


Understanding the Teen’s Brain, Cognition, and Intentional Processes

andLearning Mind Management

in Relation to Inner and Outer Worlds


I. Addressing Intentional Processes to Optimize Creativity, Productivity, and Self Modification

• Sensitivity of intentional processes to structural change– Dynamic relations between structures and intentional processes– Degrees and types of structure and their effects– Depth of personal change when there is structural change– Persistence and Transferability of personal change from a structured

to an unstructured environment

• Model of intentional processes– Elements of the model of intentional processes– Addressing the elements of intentional processes– Optimizing relations between structures and intentional processes


Cri

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a fo

r Ful

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ent

I. Model of Intentional ProcessesI. Model of Intentional ProcessesPart I. Basic Elements of IntentionalityPart I. Basic Elements of Intentionality

World and External

Environmental Context

PerceptionReception

Retrieval ofInternal Representations

Assimilating or AccommodatingPrior Schemata and Schemes

Levels of MentalAssessment

Individuation

Physical and

Cognitive Hedonic

Tone

States of Incorporation

Envis

ioni

ng

FORESHADOWINGFORESHADOWING

MASTERINGMASTERING

Transcendence

Dec

idin

g



II. Model of Intentional ProcessesII. Model of Intentional Processes Part II A. The Perception and Cognitive Part II A. The Perception and Cognitive

Response to Structural ChangeResponse to Structural Change

Perception

Retrieval

Reception

Internal representation of environmental context:

Schemata for Social ‘Sets’

Assimilation Accommodation

Levels of Assessment

ExtrospectionExtroceptionExteroception

InteroceptionIntroceptionIntrospection

Individuation based on physical

and cognitive hedonic toneIntense Pleasure

Moderate PleasureMild Pleasure

Mild PainModerate Pain

Intense Pain

States ofIncorporation

Memory Patterns for

Prior Schemata and

Prior Schemes

Dis-IncorporationHeuristic Dis-IncorporationPseudo-Dis-Incorporation

Dys-

corporation

Pseu

do-D

ys-corp

oration

Pseudo IncorporationHeuristic IncorporationIncorporation



III. Model of Intentional ProcessesIII. Model of Intentional Processes Part II B. The Intentional and Behavioral Part II B. The Intentional and Behavioral

Response to Structural ChangeResponse to Structural Change

EnvisioningEnvisioning

Environmental

Environmental

ConditionsConditions

Time Time

PerspectivePerspective

Level Level

PerspectivePerspective

StrategyStrategy

ImplicitImplicit

OtherOther

DECIDING ADVENTURINGADVENTURING

Bodily ExperienceBodily ExperienceTimingTimingTemporal ExperienceTemporal ExperienceEmotional By-productsEmotional By-products

Re-engaging Dis-engagingComplete / Fail Exit

AdventuringAdventuring

MirroringMirroringCriteria for Fulfillment

Foreshadowing

REVISINGREVISING

STORAGE

MASTERINGMASTERING

Transcendence


I. TRAINING AND EDUCATING FOR MIND MANAGEMENT

• Structuring Settings, Situations, Tasks To Elicit Specific Levels Of Assessment, Parameters Of Awareness, And Domains Of Focus.

• Targeting and Eliciting Specific Mental Processes During Progress on a Task.

• Training in Conscious Elicitation and Use of Specific Mental Processes.

• Training in Self Reflexivity and Self Correction for Optimal Mental Performance Relative to Task Types.


II. Model of the Mind for Mind Management

DIRECTION

LEVEL

ORGANIZATION

COMPLEXITY

INTENSITY

PERSEVERANCE

INTEGRITY

BOUNDARY

CONTENT

MANAGEABLE PARAMETERS OF

INNER AWARENESSAND FOCUS

MANAGING THE CONSCIOUS MIND

MANAGEABLE LEVELS OF ASSESSMENT

MANAGEABLE PROCESSES OFENVISIONING AND ADVENTURING DIRECTED TOWARD DOMAINS OF

FOCUS

IMAGINATION or ABSTRACTION

IMAGINATION or ABSTRACTION

CONCRETE

VISUAL OR VERBAL

VISUAL OR VERBAL

CONCRETE

PERCEPTIONS AND CONCEPTIONS OF THE EXTERNAL /SOCIAL STRUCTURESPERCEPTION OF THE EXTERNAL,

IMMEDIATE PHYSICAL WORLD

THE BODY'S SENSATIONS

MIND'S FEELINGS AND CONCEPTS

PERSPECTIVES ON YOUR OWN PERSONALITY HISTORY AND FUTURE

PERSPECTIVES ON HISTORY AND THE FUTURE

EXTROSPECTION

EXTROCEPTION

EXTEROCEPTION

INTEROCEPTION

INTROCEPTION

INTROSPECTION

MANAGEABLE DOMAINS OF FOCUS

PRODUCT

INTEGRATING

Switchin

g

Domains

CrossFertilizatio

n


III. TRAINING AND EDUCATING FOR MANAGEMENT OF COGNITIVE OPERATIONS

• Structuring Settings, Situations, Tasks To Elicit Specific Cognitive Operations and Units Operated Upon.

• Targeting and Eliciting Specific Cognitive Operations During Progress on a Task.

• Training in Conscious Elicitation and Use of Specific Cognitive Operations.

• Training in Self Reflexivity and Self Correction for Optimal Mental Performance Relative to Task Types.


IV. BASIC COGNITIVE OPERATIONS

• Holding.• Shifting.• Copying.• Overlaying.• (Dis) Assembling.• (Re) Ordering.• Queuing.• Transmoding.• Chunking.• Subsuming.• Tagging.• Substituting.• Iterating.


DOMAINSCombinations of Operators, Operations, and Units are selectively involved in disciplines, domains, and tasks such as:

MathConstructionLanguage

Imagistic domainsChronicity-History

Experience

DOMAINS AND OPERATION SUBCATEGORIES:SYMBOLIC involves abstracting and concretizing.ANALYTICAL involves differentiating, comparing, contrasting, and reversing.COMPUTATIONAL involves addition, subtraction, and substitution.PERSPECTIVE involves micro-scoping and telescoping, temporal perspective,

magnification and contraction, value, and personal and impersonal.QUANTIFICATION involves label, dimension and measure

Interoception Introception Introspection Extroception

MODES OF ASSESSINGPERSPECTIVES

INTERNAL EXTERNALExteroception Extrospection

INNER AWARENESSPARAMETERS OF

AND FOCUS

Direction

Level

Intensity

Organization

Complexity

Perseverance

Integrity

Boundary

COGNITIVE OPERATIONS Searching Analyzing Taking Perspective Synthesizing Transposing Quantifying Symbolizing Computing Abstracting Concretizing

COGNITIVEMICRO-OPERATORSHoldingShiftingCopyingOverlaying(Dis)Assembling(Re)OrderingQueuingTransmodingChunkingSubsumingTaggingSubstitutingIterating

OPERATING ON THEFOLLOWING UNITS SUBJECTTO COGNITIVE PROCESSES

WholesUnits/PartsPatternsRelationsProcessesQualitiesQuantities

V. COGNITIVE OPERATIONS AND PROCESSES WITHIN THE CONTEXT OF MORE GLOBAL MENTAL PROCESSES


VI. The Gradual Construction, Elaboration, and Perfection of Cognitive Operations in Relation to Educational Systems:

Lattice Vs Lock Step

OPERATION 2OPERATION 1










OPERATION 1

Language

Reading

Writing

Calculation

Visualization

Action

Perspecting

Collecting

Mathematics

SKILLS RELATED TO KNOWLEDGE DOMAINS

DECLARATIVE SKILLS

PROCEDURAL SKILLS

OPERATIONAL SKILLS

COG

NITI

VE

OPE

RATI

ONS

AND

KNO

WLE

DGE

ELA

BORA

TIO

NST

EP

BY S

TEP


VI. Lattice Vs Lock Step






OPERATION 1






Language

Reading

Writing

Calculation

Visualization

Action

Perspecting

Collecting

Mathematics

SKILLS RELATED TO KNOWLEDGE DOMAINS

DECLARATIVE SKILLS

PROCEDURAL SKILLS

OPERATIONAL SKILLS

COG

NITI

VE

OPE

RATI

ONS

AND

KNO

WLE

DGE

ELA

BORA

TIO

NST

EP

BY S

TEP

In lock step, the instruction proceeds whether the knowledge content or cognitive operation has been mastered or not. When pieces of the lattice are missing, the edifice can not be built

Unlearned building blocks prevents learningnext step. Also prevents integration with relatedsteps from otherdomains.

Integrating cognitive operations from different knowledge domains


I. The Final Factor Ensuring That Optimal Learning and Utilization Take Place Is Making Sure That a

Connection Is Made Between the Learned Concept and Skill and Real Life Situations.

• Imaging past situations with deficient understanding and action.

• Imagining such situations while also imagining using the new concepts and skills.

• Practicing the new concepts and skills in simulated situations.

• Applying the new concepts and skills in real life situations.

• Imaging past situations with deficient understanding and action.

• Imagining such situations while also imagining using the new concepts and skills.

• Practicing the new concepts and skills in simulated situations.

• Applying the new concepts and skills in real life situations.


II. Effective Application of Knowledge and Skills and Successful Implementation of Plans and Goals Requires Integration With Real

Life Projects Within the Culture’s Institutions

• Where and how does this knowledge and skill fit in the world, in the place where I will be working?

• How do I use this knowledge and skill when interacting with others in my work situation?

• How do I synchronize with larger, higher level projects and smaller, lower level projects?


III. INTEGRATING WITHIN AND ACROSS LEVELS OF EXTERNAL STRUCTURES

AND INTERNAL PROCESSES FOR GOAL ORIENTED COGNITION AND ACTION

• CORPORATE

• DEPARTMENT

• PROJECT

• TASK

• ORGANIZATIONAL AFFILIATION

• INTERPERSONAL INTERACTION

• INTENTIONAL-COGNITIVE PROCESSES

• INTENTIONAL-COGNITIVE-BEHAVIORAL-PROCESSES


IV. Meeting the Challenges of Uncharted Future Projects

Requires Integrating: Personality-Character,

Cognitive-Intentional Processes, andMental and Behavioral Effectiveness.

• Learning Strategies and KnowledgeAcquisition.

• Processes of Intentionality.• Cognitive Operations.• Personal Strengths of Character.


I. Adventuring, Without the Acquisition of Prior Knowledge and Using and Experimenting With a Combination of Prior Knowledge and Current

Experience Means Cognitive Growth Will Be InefficientThe confident or secure person who adventures, but without acquiring relevant knowledge means learning new cognitive and social skills will be inefficient. Without building on prior knowledge, growth is very inefficient.

Adventuring with a high

degree of uncertainty

without attempting to

acquire and use knowledge, experiment, or think and learn from mistakes

results in minimal growth

in cognitive and social

skills or character.

New territory

Now that I’ve accepted the challenge, I’d better know what I’m doing. Once I know little more about what I’m doing, I’ll be better able to meet the challenge, experiment and learn intelligently, use whatever feedback I can get, and master the new skills. Wow, I expect to grow a lot facing this new challenge, even if I have to make a lot of mistakes.


II. OPTIMAL CONDITIONS FOR MENTAL CHALLENGES:DEGREE OF RISK AND COMPLEXITY IS MODERATE,

ACETYCHOLINE AND ADRENALINE ARE MODERATE,SERONTONIN IS MODERATE,

DOPAMINE IS HIGH

LOW DEGREE OF RISK HIGH

LOW MENTAL EFFICIENCY LOW

OP

TIM

AL

N

EU

RO

TR

AN

SM

ITT

ER

S

SEROTONIN

SEROTONIN

ADRENALINE

ADRENALINE

OP

TIM

AL

DE

GR

EE

OF

RIS

K

LOW LEVEL OF COMPLEXITY HIGH

OP

TIM

AL

LE

VE

L

OF

CO

MP

LE

XIT

Y F

OR

TH

E

PA

RT

ICU

LA

R I

ND

IVID

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L


III. Types of Risk Takers Have Different Neuro-Endocrine States, Cognitive Processes, and Behavioral Strategies in Relation to Challenges

The high risk taker is impulsive, driven by adrenaline rushes, and low on information and planning, and rushes in, believing luck or personal power will suffice for the achievement of the challenge.

The moderate risk taker is calm, reasonable, high on information and planning and, while spontaneous, does not believe in luck or personal power, but believes that all factors must be considered and carefully and strategically executed for the achievement of the challenge. Believes in ability to cope with eventualities.

The low risk taker is anxious, and collects information and plans endlessly, believing anything bad that can happen will happen and that he/she will not have the personal resources necessary to cope with unforeseen situations that will prevent achievement of the challenge.


IV. Distracted by What Peers Might Think Reduces and Clouds Focus on Mental Tasks

Distracted by

clouded awareness

fears of peer reactions

Focus

on

Task


V. Personality, Adventuring, Experimenting, and Cognitive Growth

A high A high degree of degree of

uncertainty uncertainty when when

adventuring adventuring into into

unknown unknown future future

carries risk carries risk of ridicule of ridicule

and and rejection.rejection.

A high A high degree of degree of

uncertainty uncertainty when when

adventuring adventuring into into

unknown unknown future future

carries risk carries risk of ridicule of ridicule

and and rejection.rejection.

.

A modest degree of uncertainty

when adventuring into

unknown future carries little risk

of ridicule and rejection

A modest degree of uncertainty

when adventuring into

unknown future carries little risk

of ridicule and rejection

No uncertainty,

remaining in familiar ground, involves

no risk

Avoiding risk, so as to avoid ridicule or rejection, results in minimal growth in cognitive and social skills and character. Didactic knowledge may increase, but skill in application and creativity remain dormant.

Wow! What a challenge. I know I can make it, but I will have to really try, and learn, and grow, and risk failure. So what! The risk is worth it. So what if I fail and someone laughs at me or ridicules me! And, think how much I’ll learn.

Wow! This is a really big challenge. What if I don’t make it? Everybody will know I failed and I’m incompetent. They’ll laugh at me and ridicule me. I’d better not risk it. I’ll stay in my familiar territory.

The confident or secure person who adventures has the advantage of learning new skill and knowledge as well as developing character. Building of this, adventuring and facing risk becomes easier in the future.

OK, Let’s go. To hell with what

happens or what

anybody thinks!



I. Integration of Task and Time

Causes of Missed Deadlines:°Lack of Mature Time Estimation Skills°Habitual Lack of Time Calculation and Planning°Failure to Consider Coordination With Co-workers and Lack of Timing Sensitivity°Competing Tasks°Competing Interests, Lack of Interest, Lack of Motivation, Anxiety°Unanticipated Interruptions and Delays°Fatigue, Frustration, and Illness°Failure to Recalculate

Units of Future Time| | | | |Becomes | Hazy |With |Distance

Estimation of Time Per Task

Actual Time Taken Increases Beyond Expectations


Reserve Prospective Distant Personal Future Ongoing Personal Future

Distal Project Completion

Proximal Stages of Project

Present Strategies, Steps, Operations

INDIVIDUALTIME-TASK INTEGRATION





INDIVIDUALTIME-TASK INTEGRATION





INDIVIDUAL TIME-TASK INTEGRATION





INDIVIDUAL TIME-TASK INTEGRATION

PERSON A

PERSON B

PERSON C

PERSON D

COLLECTIVETIME-TASK-PROJECT

INTEGRATION

II. COLLECTIVETIME-TASK-PROJECT INTEGRATION

Integrating task with time for one’s own task and with the tasks of others and the overall project





III. Addressing Cognitive Processes to Optimize Creativity, Productivity, and Self Modification

• Learning to manage the perspectives your mind takes on issues and problems.

• Learning to manage the way your mind focuses on issues and problems.

• Learning to manage the timing of perspective taking and mode of focus.

• Learning to manage the cognitive operations to be brought into play for working on issues and problems.

• Learning when and how to bring your mental processes into sync with the agenda and tasks of interdependent departments, projects, and co-workers.

• Learning to integrate temporal, intentional, and cognitive processes with external structures.


IN SUMMARY

THE PRIMARY CONSIDERATION IS TO OPTIMALLY

DESIGN THE STRUCTURE OF THE ENVIRONMENT

SO THAT IT BRINGS OUT

THE OPTIMAL MENTAL EFFICIENCY AND PERFORMANCE

OF EACH UNIQUE PERSON

copyright ed young, PhD 1 LESSON 2 OVERCOMING EXTERNAL AND INTERNAL BARRIERS TO SCHOOL SUCCESS UNDER CONSTRUCTION Presented by THE NATURAL SYSTEMS INSTITUTE.

Documents

intentional processesdegrees

intentional processescopyright

copyright ed young

structural changepersistence

cognitive response

incorporation pseudo

specific levels of assessment

self correction