Moved - Discussing Merits/Legitimacy of Mid-Brain Activation

[sonya_post]

I'm in the middle of a ton of stuff right now, I appreciate everybody's input on both sides of this. I am slowly slogging my way through the material.

I had an interesting conversation with my particularly astute 17 year old (raised by me, I might add  ). He had looked into this for his own purposes a few years ago and then dropped it. His opinion after his research is that it is real and it works. His question is, "Works for what?"  Ridalin works, but works for what, to what end?  We don't know. We don't know enough about the brain to say for certain. And even if it is fine for adults does not mean that it is fine for babies.  His exact words on this were, "Mom this is programming the brain. You are talking about programming Philip. I don't want a programmed brother. I don't want to be programmed. I want a real brother. This is like creating Stepford children."         

Something to throw out there...............

[TeachingMyToddlers]

And what's the point of Linking Memory? Been doing a little "light reading" and perhaps something to do with this:

"Sequence learning" is inherent to human ability because it is an integrated part of conscious and nonconscious learning as well as activities. Sequences of information or sequences of actions are used in various everyday tasks: "from sequencing sounds in speech, to sequencing movements in typing or playing instruments, to sequencing actions in driving an automobile."[1] Sequence learning can be used to study skill acquisition and in studies of various groups ranging from neuropsychological patients to infants.[1] According to Ritter and Nerb, “The order in which material is presented can strongly influence what is learned, how fast performance increases, and sometimes even whether the material is learned at all.[2] Sequence learning, more known and understood as a form of explicit learning, is now also being studied as a form of implicit learning as well as other forms of learning. Sequence learning can also be referred to as sequential behavior, behavior sequencing, and serial order in behavior.

http://en.wikipedia.org/wiki/Sequence_learning

So if "the order in which material is presented can strongly influence what is learned" and "how fast performance increases," then lets apply that theory to training the memory. By sequentially remembering and reciting 1,000 images in 7 minutes as taught by Shichida, the ORDER in which this is learned (nonsensical or not, which definitely makes it easier to remember) will help determine how FAST the brain's performance/memory improves. It makes sense that the more you practice sometime the better you become at it, but in this case, the sequence in itself seems to be a key part of accelerating memory skills (versus practicing various unconnected memory games). This backs up Shichida's claim below (to quote Shen Li so I don't have to type it out again):

"In Shichida's book, he cites an example from one of the teachers regarding linking memory and what it does.  The children in the class are encouraged to practice linking memory to help them remember a series of cards.  They work at it until they can remember the entire series of cards all in order - it might be twenty cards, or it might be forty cards, or it could be more.  What one teacher reported was that when the children could remember about 30 cards in correct order using the linking memory method, something strange happens.  Some of the children are suddenly able to remember 40 or 50 cards by glancing at them without using words.  It is as if linking memory is triggers the brain's photographic memory ability."

[Mandabplus3]

See I know at isn't true for all kids. just some.  all my kids got to more than 30 in memory linking and their was no magical bullet. I think the main reason why they didn't is because they got to 30 in just a few days of very limited practice. I am not sure it was supposed to be quite as easy as my kids ( and I) found it. Mostly we stopped because it bored than to do the same stories over and over. I could also see them hitting the limits of the program within a week or two. ( magic memory) we needed more resourses and they just arnt easy to get ahold of. Shenli has some card pictures on her blog, I just didn't do anything about it as I needed loads more and then a story to go with it! To be honest the silly stories arnt hard to make up, but a packaged card set of 1000 with a story would be awesome!
For the record I can clearly see the benefits of memory linking. Practicing memory linking has given my girls another way to remember things they need for school. It is a skill already in use with them in their own way. I also believe that photographic memory has got to be the most useful skill you could give your kids. That and speed reading.  I already have had success teaching speed reading  but I can see it can be much faster than we have So far managed so our practice isn't over  Tiana in particular is keen to read as fast as the Shichida kids can, flipping pages. 
 I guess anything that enhances photographic memory is worth my time to look into. Perhaps since my kids found memory linking so easy we may need to access photographic memory in another way. Maybe something more visual and with less audio? I was thinking mandalas might be our key, but they did really well on those too. Perhaps it is that they are not far off cracking the code and I just need to give them a bit more exposure?
 Is after imaging the only other means to photographic memory we haven't done much with yet? All the kids and I can see alternate colours in after imaging. But not with every picture. I think this may be the one that gives my kids the missing link. I think the other activities are probably practice laps for the main race. A practice lap is important to a successful race but not the race itself.
I could of course be completely wrong 
I don't see this as programming a child nearly as much as an encyclopaedic knowledge program is. The child wouldn't be able to do anything that would harm him. Our bodies have plenty of inbuilt self defence mechanisms. Plus intuition on the part of both mum and child is strong with alpha training so I think mums would feel retry uncomfortable doing something that wasn't healthy for their child.

[sonya_post]

Have another question for this thread:

What constitutes mid-brain activation?

 I don't associate traditional memory training with mid-brain activation. That might be my own ignorance. I also don't see memory training as a questionable practice. The Greeks and Romans considered memory training a standard part of education.

Mental workouts like videos TMT placed earlier, especially the color on is a standard for basic brain training and I don't see that as questionable either. Those types of activities are used at Learning RX, www.thebraintrainers.net (created by the founder of LearningRX), Dianne Craft, and NILD. I mentioned earlier that the before/after brain scans of severely traumatized children is amazing after what is called cognitive skills training. Dianne Craft calls it Brain Integration therapy.

Maybe my concern is over particular methods not with the concept as a whole.  Thanks everyone for sharing.

[Tamsyn]

I think we are programming our kids brains no matter what we do.  Glenn Doman's books are all about making brain connections sooner.  When we use reading programs we're programming their brain to be able to read.  Some kids' brains are programmed to recognize the smells on a farm.  Others are programmed to function in a big city.  So the idea that mid-brain activation is programming my kid's brain, or that fast flashing wires the brains doesn't necessarily scare me away.  I thought that was what early learning was all about!  Granted, I'm not trying to hypnotize them or anything like that.  I want their brains to be wired to enjoy and love learning to give them the best chance for success in life.

As far as benefits of mid-brain activation, this parental testimonial is something that encouraged us to try it.  Among other things she says her son became more caring, more creative, and more confident after the workshop.

<a href="http://www.youtube.com/v/XMloCKikZfw&rel=1" target="_blank">http://www.youtube.com/v/XMloCKikZfw&rel=1</a>

[TeachingMyToddlers]

The most comprehensive information I have found so far is http://www.blindfoldactivation.com/ , I forked over $37 to satisfy my curiosity and get some answers, now I am trying to back it up with supporting evidence and scientific "proof" that 1) It is really possible and 2) That it is indeed a naturally occurring "biological" phenomena in response to the correct stimulation.  Hence all of my obsessive reading over the last few weeks. Even if you skip the guided imagery relaxation/suggestibility script (some may view it as hypnosis) they include and only use the less controversial aspects of brain training, there are still so many benefits like Sonya mentioned.  If you really think about it, even common Memory games are a form of HSP training/guessing games on some level.

Also, Shichida offers some commercial brain training apps that are a simplified version of Shichida style training in a box! or rather, an app. Search "Unotan" in the app store, they offer Memory, Concentration, and Intuition (simple guessing, with no skill involved) or the $1.99 app for a three in one version. I bought all of them and later realized that the all-in-one was complete. From using these I am developing some memory ticks to help remember the colors and order of things. I try to play it in the dark before bed when possible, the kids play it whenever. It's not SUPER engaging for a young child, but Owen really likes it nonetheless and I sit with him while he plays. (This link says $3.99 but I thought it was $1.99....http://www.theiphoneappreview.com/2009/09/brain-training-unotan/)

I guess it comes down to if a person thinks some of the more controversial training is acceptable or unacceptable.

-Are Brain gym style exercises mystical? or even worthwhile? Is vision training with fast paced items moving around the screen or rapidly flashing images messing with our brains to a negative affect?
-Is creating a "pretend" Shichida energy ball mystical? Is it any different that the mental tie tac toe mentioned below? Is deep breathing mystical only with the eyes closed while doing guided imagery (aka meditation)?
-Is listening to Alphawave music or using other entrainment methods to encourage brainwave synchronization mystical because waves are being intentionally manipulated into an "unnatural" state for that moment in time?
-Is even attempting to see things while blindfolded mystical or even "occult?" Some will view it as a supressed, biological, natural capability being drawn out and others may view it as trafficking with forces that should not be considered. That is a clearly a choice everyone must make for themselves.

Another program I have looked into myself recently is PhotoReading, another form of 1 second flash per page speed reading (unlike this, not limited by age). They have some dvd's and ebooks online and they may still run seminars, I know they used to. There is some other stuff I want to share later, I feel like I have dominated this thread unintentionally with countless posts but I have just been reading a lot and would rather spare someone else the work and I love having some intelligent minds to discuss it with!

Re: The viewpoint of programming a child. I am of the mindset we are all "programmed" on some level. (ETA: Tasmyn, I see we were posting at the same time and share a view on this one!)  Whether it is by our upbringing, our country/society, our religions, the media, the books we read...the resulting differences in our thinking impact the way we live, the choices we make, and what we beleive. Education is programming if you will, if that's what one wants to call it. I would just MUCH rather choose to intentionally run *beneficial* programs that can draw out what I believe are my children's natural talents and full potential. I really love that Tasmyn & Sonya sparked this conversation! Not from any kind of debate because I don't think it's turned into one, but from a desire to really examine and understand this stuff from all angles (both science AND psuedo-science!  ).

[cokers4life]

I love your posts TMT!  Keep dominating.     You have really given a lot to chew on, and its very helpful!  Thank you!

[TeachingMyToddlers]

See I know at isn't true for all kids. just some.  all my kids got to more than 30 in memory linking and their was no magical bullet. I think the main reason why they didn't is because they got to 30 in just a few days of very limited practice. I am not sure it was supposed to be quite as easy as my kids ( and I) found it.

I guess anything that enhances photographic memory is worth my time to look into. Perhaps since my kids found memory linking so easy we may need to access photographic memory in another way. Maybe something more visual and with less audio? I was thinking mandalas might be our key, but they did really well on those too. Perhaps it is that they are not far off cracking the code and I just need to give them a bit more exposure?
 Is after imaging the only other means to photographic memory we haven't done much with yet? All the kids and I can see alternate colours in after imaging. But not with every picture. I think this may be the one that gives my kids the missing link. I think the other activities are probably practice laps for the main race. A practice lap is important to a successful race but not the race itself.
I could of course be completely wrong 

Why do some babies intuit phonics from YBCR alone and others do not? YBCR does work *fully* for some children who can decode anything other than the specific words they have been taught? We know that other kids simply need exposure to MORE WORDS (more brain stimulation) to reach that threshhold. So if YBCR has 300 or so words, and LR has 3,000, the odds are MUCH better with LR due to the level of exposure alone. Maybe a particular baby needs 1,246 words before they intuit are able to intuit phonics. Or maybe they need direct phonics stimulation (another approach altogether). Just drawing parallels here.

The other thing that Dr. Titzer had going for him was that it was HIM on the videos, it was HIS voice, HIS love poured into it. When we do LM, Lily remembers much better the first time if SHE makes up the story and I sit with her one on one and we co-create the experience.  Lately we have been using Rory's Story Cubes. After we make up the story, I take a picture with my phone. I plan to take a picture of each side of the cube and get them printed cheaply, 2 to a photograph so they can be stuck into our 100 chart like the Silly Story cards. After we make the story, I cover them up and take away a cube one at a time to see if she can identify what is missing.  If you are indeed looking for a more audio directed approach, I would use that as inspiration and have the kids write and record their own stories in sets of 10, give it that personalized Dr. Titzer approach.

For Mandala, eventually they are supposed to graduate to more difficult Mandala that are more intricate with even more colors (have you seen the app for this? They have 4 levels of difficulty), and then draw it from memory after seeing it. You can also recreate 3 dimensional stacking shapes that are flashed. I think Shichida may use Nitikin materials for this, not sure but I have seen it done on youtube, duplos/legos are a good start though. You can also use Pixy Cubes, we just got a cute mini version from Chick-Fila-A last week and I will probably buy the whole version later. Learning RX also flashes tangram pictures that have to be recreated from memory (while a metronome is used) and they get really difficult. And I've heard you say that know spot the difference activities are good as well (we have a Kids Time Life book for this), so you know that, and there are loads of apps for memory in general.

For after imaging, eventually they will progressing to seeing the actual colors, not just the opposite ones, the longer they can hold the image. Also, Heguru uses their version of Linking Memory which is peg memory. This style requires students to also memorize the number associated with each image, at least that is my understanding. This might add a nice level of difficulty to challenge your kids?

Lastly, here's one mom's blog experience with linking memory.
http://101homeschool.blogspot.com/2009/01/shichida-materials.html

I have had maintenance people in my house all morning so EL has been out the window and I have been  posting away  ...they just left so now I need to sign off for a bit and teach these kids!

[TeachingMyToddlers]

Oh and I just remembered that on youtube I saw of the commercial brain training centers having kids do excercises with their eyes closed, too. Apparently, they instruct the kids to visualize others with their eyes open, as well, like mental tic tac toe described here at the bottom of this link http://blogs.orlandosentinel.com/ask_an_expert/category/may-learningrx and here, too. http://lrxnwa.wordpress.com/

"Paperless Tic-Tac-Toe — Take the classic game of tic-tac-toe and assign each box a number. Have your child visualize this grid in her mind and call off the box number in which she wants to place her mark. Or, try playing tic-tac-toe by drawing the grid in the air and pointing to the box where you want to place your mark. The game is over when someone wins with three in a row, or when someone loses by taking an occupied spot. What it helps: Memory, focus, planning, visualization, problem solving."

The closed eye game is the second activity shown in this video.

<a href="http://www.youtube.com/v/cG4GE7jGNTc&rel=1" target="_blank">http://www.youtube.com/v/cG4GE7jGNTc&rel=1</a>

They also talk about making up stories with eyes closed and using similar number/item peg memory like Heguru.

http://media.learningrx.com/2009/09/


There are countless compelling photos and videos here: https://www.facebook.com/midbrainactivationinfo Looking at the pictures gave me a better idea of what sorting and identification activities they are asked to complete while blindfolded.

[MarthaT]

Thanks for sharing the vid!

[baz]

TmT if you're here in Malaysia/Indonesia/Singapore all you need is a one time payment of approx USD400 for a 2 days course to activate your child's midbrain. I heard that results are guaranteed for kids under 12 (I can't remember the age actually)
I would like to try it out but I don't have a kid that age to experiment with

[Chris1]

This might be of interest  - http://gerryp.wordpress.com/2008/03/26/evaluation-of-superachievers-magazine/

Chris1

[seastar]

This might be of interest  - http://gerryp.wordpress.com/2008/03/26/evaluation-of-superachievers-magazine/

Chris1

Very interesting blogpost Chris - thanks for the link. I guess it is exactly what I have been grappling with. I have never met anyone who has developed these right brain abilities through practice so I am naturally sceptical. That said, until last year, I thought it was impossible for babies to read (unless they had hyperlexia) so I am trying to be openminded about the right-brain education claims. With that in mind, I have decided to work on developing these skills myself before I use the techniques with my kids. At least then I may get some evidence (or not) for myself!

[Chris1]

Hi Seastar

Blindfold reading or Dermo-optical perception is just the classic nose peek trick.

Chris.

[seastar]

Hi Seastar

Blindfold reading or Dermo-optical perception is just the classic nose peek trick.

Chris.

I love it! Yes, I have to say that's what I think too. I would love if it were true but I don't think so.

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