Improve your thinking with Cognitive training
 

The bonded cognitive approach


In early childhood, we acquire core learning and thinking skills from our parents and caring adults. We do not automatically or optimally acquire every skill we need. Therefore, our learning and thinking skills are incomplete and often inefficient. At AILCD, we enable clients to achieve their intellectual potential by perfecting their learning and thinking skills.

Recent research has shown that these skills are learned, not inherited. We learn them through a combination of information exchange (language), contact with other human beings (bonding), and example (modeling). Using this research, we have developed a program to find, assess and repair learning and thinking skill gaps, thus enabling older children and adults to overcome years of difficult learning, frustration, and underachievement.

In early childhood, children listen to and observe their parents and follow their example. With loving attention, a child learns quickly. However, when this learning process is incomplete or disrupted, a child’s process for learning will be less effective and slower. The child acquires inefficient functional skills. These inefficient skills will stay with him throughout life, hindering his efforts to learn higher skills, affecting the way he sees himself, and distorting the way he interprets his experiences and everything and everyone around him. These inefficient skills will hamper his ability to develop meaningful personal relationships, develop healthy social skills, and develop productive study and work habits. When extreme, inefficient skills create emotional disturbances.

Reasons for Inefficient Learning Skill Development

Many factors interfere with developing optimal learning skills. The information transmitted may be faulty, bonding with parents may be inadequate, and examples parents set may be undesirable. Even when parents provide the most loving and powerful learning atmosphere, negative physical and environmental factors beyond their control also influence a child’s ability to learn. The following have been shown to interfere with developing functional level learning:

Television

While TV may be a source of excellent information and provide an occasional break, it is often abused. When children spend long hours in front of the TV set, they lose precious hours for learning and socialization. Even when they are being exposed to useful information in a carefully controlled manner, they continue to learn inefficiently. A parent should be present to help children interpret and practice the new information and to provide the bonding and modeling necessary for optimal learning. Many pediatricians recommend no TV for children below the age of 2.

Diet

When a diet is high in fat, high solute levels in the blood inhibit hormonal flows that enhance learning. When these hormones are not present in sufficient quantities, learning is impaired. High fat meals may impair effective learning by 50 percent for as long as 12 hours.

Water

In the United States, most people are dehydrated. Water, not coffee or soft drinks, and particularly not caffeinated drinks, is necessary for proper neurochemical balance. Many people do not understand that drinking large quantities of coffee, tea and other caffeinated beverages causes further dehydration. Drinking beverages high in sugar does not help either. Plain water is best to assure proper hydration, allowing more efficient functioning of neurotransmitters.

Stress

Children cannot learn effectively when they are over stressed, in turmoil due to emotional overload, humiliated in school, or experiencing chaotic home life. Attention that should be placed on learning is instead directed to inner and outer turmoil. Children should experience “positive stress” as it will be a factor throughout their lives. What is most important is teaching children how to cope with appropriate levels of stress rather than removing it completely.

Lack of an Interested Parent or Teacher

Research has demonstrated repeatedly that learning is best absorbed in the company of a caring adult.

Ineffective Modeling

Along with the rest of us, parents and caretakers have their own learning skill inefficiencies. They cannot model and teach skills they do not have. Thus basic skill inefficiencies are passed from parent to child. Moreover, children of single parents are unlikely to receive the modeling they need. Many parents believe children learn most of what they need on their own, that learning is a natural process. Learning that does not come naturally will be acquired in school. However, the process of learning is taught, mostly by parents.

Modern Life

In prior times, when children were regarded as economically useful, they were rigorously taught a variety of skills so they could contribute. Such training developed many basic functional learning skills including shape recognition, environmental acuity, and problem solving. Further, children were constantly in the company of the adults who were instructing them to develop useful skills.

Today that kind of instruction is largely absent. Worse, adults have taken over children’s activities that once provided opportunities to develop these skills. For example, children who arranged their own baseball games learned to make rules, plan, lay out a field and more. Today, this work is done for them.

Considering the foregoing, it is not surprising that we have an epidemic of children and adults with faulty learning skills. Just as modern life now requires us to set aside time for physical exercise to remain physically healthy, it requires us to make time for basic mental exercise to remain mentally healthy.

At AILCD, we offer clients an opportunity to “relearn” those skills that were missed or learned incompletely in early childhood. In order to take advantage of the research relating to learning, we use what we call “The Bonded Cognitive Approach” in which each learner shares his learning experiences with another interested person. We also make suggestions regarding TV watching, leisure activities, diet, and other practices that affect cognition. The purpose of the Bonded Cognitive Approach is to create optimum emotional and neurological conditions for learning.


 
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