Podcasts about memory strategies

Episode 37 titled "How Do Memory Champions Train Their Minds?", has 5-time memory champion Nelson Dellis, give his insights on how to memorize information. Episode Summary: This episode features a discussion with Nelson Dellis, a 5-time USA Memory Champion. Nelson is the current world record holder for memorizing a little over 9 decks of cards within 30 minutes, memorizing 907 digits within 30 minutes, and memorizing 235 names in just 15 minutes. Listen as Nelson reveals the strategies that made him an accomplished memory competitor. In this episode we discuss: 00:23 - Introducing Nelson Dellis 02:13 - Discovering Memory Competitions 3:54 - Memory Competitions 6:50 - Understanding Memory 8:26 - Memory Strategies 16:21 - Competition Training 17:46 - Personal Usage 23:42 - Competitive Habits 26:51 - Applications to Aphantasia 33:52 - Flow State 36:01 - Internal Storage 39:57 - Challenges Memorizing 40:54 - Learning More 41:51 - Conclusion Resources: Nelson's Website Hire Nelson as a Memory Coach Nelson's YouTube Channel This episode includes the track 'RSPN' by Blank & Kytt. The song is used under the Creative Commons Attribution 3.0 Unported License. You can find more of Blank & Kytt's music ⁠here⁠.

With this concise episode, expert faculty bring you insights from the evolving area of Alzheimer disease diagnosis, including strategies for improving identification of cognitive decline and incorporating evidence-based tools in screening. Discover the impact of advanced neuroimaging and fluid markers, empowered by recent FDA approvals of anti-amyloid therapies. Come away with actionable knowledge to boost your role in cognitive health.

In this insightful episode of "Personal Brain Trainer," Darius Namdaran delves into a unique perspective on artificial intelligence (AI) and its connection to the Socratic Method. Together with Dr. Erica Warren, they explore how AI can be utilized to enhance executive function skills and encourage out-of-the-box thinking through inquiry and reflection. Drawing inspiration from Socrates's approach to teaching, they discuss how questions and responses can provoke curiosity, foster exploration, and build understanding. Whether you're an educator, student, or lifelong learner, this episode offers a fresh perspective on embracing AI as a tool for personal growth. Guided by the Socratic Method, Darius and Dr. Warren invite you to challenge conventional learning paradigms and embark on a collaborative journey of inquiry. Join them in exploring this innovative approach and discover new ways to enhance your thinking and learning. Prompt: I want you to act like Socrates and Imagine you are a teacher using the Socratic method to engage with students. When answering questions, remember to: Pose open-ended, thought-provoking questions to guide the conversation. Actively listen and encourage elaboration and clarification of ideas. Encourage self-examination and personal growth. Demonstrate intellectual humility and openness to new perspectives. Engage in a dialectical process, refining ideas through dialogue. Adapt your approach to individual learners' needs and abilities. Emphasize the importance of the inquiry process over finding the "right" answer. Encourage participants to ask their own questions and cultivate curiosity." You are going to be the teacher and I am going to be the student. I want you to ask me a question and wait for my response then repeat the process. Are you ready to begin Socrates? If you are, ask me what topic I want to learn. Links ChatGPT- ⁠https://chat.openai.com/chat⁠  Socratic Method: https://en.wikipedia.org/wiki/Socratic_method Memory Strategies: ⁠https://tinyurl.com/4nmatd9v⁠  Working Memory Screener: ⁠https://tinyurl.com/2tvuzet4⁠  Working Memory Exercises: ⁠https://tinyurl.com/jyr68xfy⁠  Eclectic Learning Approach and Student Processing Inventory: ⁠https://tinyurl.com/yntf4k8h⁠  A Workshop on Multisensory Teaching: Accommodating Each Learner's Best Ways of Processing: ⁠https://tinyurl.com/yuedmr64⁠  BulletMap Academy: ⁠https://bulletmapacademy.com/⁠ Learning Specialist Courses:⁠https://www.learningspecialistcourses.com/⁠ Executive functions and Study Skills Course: ⁠https://tinyurl.com/n86mf2bx⁠ Good Sensory Learning: ⁠https://goodsensorylearning.com/⁠ Dyslexia at Work: ⁠www.dyslexiawork.com Brought to you by ⁠⁠⁠https://goodsensorylearning.com⁠⁠⁠ ⁠⁠⁠https://learningspecialistcourses.com⁠⁠⁠ ⁠⁠⁠https://bulletmapacademy.com⁠⁠ ⁠⁠https://www.dyslexiaproductivitycoaching.com

In this episode of The Personal Brain Trainer Podcast, join hosts Erica and Darius as they dive deep into the fascinating world of artificial intelligence (AI), its likeness to the human brain, and how it interacts with our memory systems. They unpack the functions of language models like GPT, which Erica describes as a procedural memory powerhouse, and Darius compares it to an "inference machine" that predicts and processes language in a similar way to our brains. Will AI impact our personal and professional lives? How does it affect data privacy, copyright laws, and overall human intelligence? And most importantly, how can AI tools like Chat GPT support those of us with unique cognitive profiles, such as dyslexia? Tune in to explore these questions and more, and let's journey together into the future of cognitive science and technology.  Links ChatGPT- https://chat.openai.com/chat  Memory Strategies: https://tinyurl.com/4nmatd9v  Working Memory Screener: https://tinyurl.com/2tvuzet4  Working Memory Exercises: https://tinyurl.com/jyr68xfy  Eclectic Learning Approach and Student Processing Inventory: https://tinyurl.com/yntf4k8h  A Workshop on Multisensory Teaching: Accommodating Each Learner's Best Ways of Processing: https://tinyurl.com/yuedmr64  BulletMap Academy: https://bulletmapacademy.com/ Learning Specialist Courses:https://www.learningspecialistcourses.com/ Executive functions and Study Skills Course: https://tinyurl.com/n86mf2bx Good Sensory Learning: https://goodsensorylearning.com/ Dyslexia at Work: www.dyslexiawork.com Brought to you by ⁠⁠https://goodsensorylearning.com⁠⁠ ⁠⁠https://learningspecialistcourses.com⁠⁠ ⁠⁠https://bulletmapacademy.com⁠ ⁠https://www.dyslexiawork.com

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.07.548112v1?rss=1 Authors: Purg, N., Rahmati, M., Cho, Y. T., Slana Ozimic, A., Kraljic, A., Murray, J. D., Anticevic, A., Repovs, G. Abstract: Spatial locations can be encoded and maintained in working memory using high-precision, fine-grained representations that are cognitively demanding, or coarse and less demanding categorical representations. In this study, we employed an individual differences approach to identify brain activity correlates of the use of fine-grained and categorical representations in spatial working memory. We combined data from six fMRI studies, resulting in a sample of 153 (77 women, 25 {+/-} 6 years) healthy participants performing a spatial working memory task. Our results showed that individual differences in the use of spatial representations in working memory were associated with distinct patterns of brain activation, with fine-grained representations requiring greater engagement of attentional and control brain systems, while categorical representations were associated with decreased inhibition of the default network. These findings may indicate a greater need for ongoing maintenance and protection against interference for fine-grained compared to categorical representations. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

In this episode, Darius and Erica dive into the interplay between memory and executive functioning. Learn about internal and external memory techniques as well as specific strategies that can be used to enhance memory. This episode offers a multitude of insights, whether you're a student eager to boost academic performance or a lifelong learner striving to optimize cognitive abilities. Links: - Executive functions and Study Skills Course: https://tinyurl.com/n86mf2bx - Memory Strategies: https://tinyurl.com/4nmatd9v  - Working Memory Screener: https://tinyurl.com/2tvuzet4  - Working Memory Exercises: https://tinyurl.com/jyr68xfy  - Multisensory Multiplication: https://tinyurl.com/bdc8btfv  - Scattergories Game: https://amzn.to/3xHseG2  - Hey, What's the Big Idea Game: https://tinyurl.com/mwbeavc3  - The Main I-deer Game: https://tinyurl.com/mv49vv9j  - Course that teaches memory strategies: https://tinyurl.com/n86mf2bx   - Method of Loci: https://tinyurl.com/2eh4r8vm  - Executive Functioning Library: https://tinyurl.com/yeytwn7v  - BulletMap Academy: https://bulletmapacademy.com/ - Learning Specialist Courses: https://www.learningspecialistcourses.com/ - Executive functions and Study Skills Course: https://tinyurl.com/n86mf2bx - Good Sensory Learning: https://goodsensorylearning.com/ - Dyslexia at Work: www.dyslexiawork.com

In this Episode, Laurie and Abbey revisit a conversation they started with Danielle from Memory Strategies in episode 43. Danielle is versed in all aspects of memory, including the causes of certain types of memory struggles. She has so many great resources and strategies to improve memory on many levels! In this conversation, they talk through executive functioning, memory and how to help yourself or others around you improve in that area. Resources: Learning Disabilities Online - www.ldonline.org Memory Strategies Website - www.memorystrategy.com Let's Talk Learning Disabilities Website: https://ltldpodcast.com Contact info for the podcast: letstalklearningdisabilities@gmail.com E-Diagnostic Learning Website: https://ediagnosticlearning.com Social: Facebook: https://www.facebook.com/eDiaglearning/ Twitter: @diaglearning LinkedIn: https://www.linkedin.com/company/diagnostic-learning-services/ Instagram: @diaglearning

Today's episode is a beautifully practical; we're talking about memory with Danielle Winton of Memory Strategies! Danielle founded Memory Strategies in 2018 with a focus on how to help students and professionals learn effective and efficient techniques for studying, learning, remembering, focus, and productivity. We're talking about some things Danielle wishes people understood more about human memory and how it works, and some basic things folks can do to improve their memories. Enjoy! Donate to this podcast: Patreon.com/neurodiverging, or paypal.me/neurodiverging Learn more about Danielle Winton and Memory Strategies at https://www.memorystrategy.com/ Full show notes and a transcript are available at https://neurodiverging.com/how-to-strengthen-your-memory-with-danielle-winton/ --- Send in a voice message: https://anchor.fm/neurodiverging/message Support this podcast: https://anchor.fm/neurodiverging/support

Episode #113 If you need an easy way to memorize lists or information, this episode is an intro to tools that can help.  This episode is a little more interactive than usual in that Terri shares two memory strategies and puts Daisy to the test! See how you do in applying these two memory tricks as Terri teaches what she learned from Jim Kwik and Nelson Dellis.  If you'd like more examples, you can learn about the memory palace or method of loci by watching Memory palace: The trick that will help you remember almost anything: https://www.youtube.com/watch?v=578JJeLN9Kw And learn more about the chain link strategy by checking out How to Remember Your Password: https://www.youtube.com/watch?v=bGYAw7QyhAE Please consider helping us make more episodes by supporting Daisy on Patreon. https://bit.ly/MondayMindsetPatreon If you have enjoyed listening to this episode, please leave us a review on iTunes or whichever platform you listen on. It really helps new people hear about the podcast. Connect with and follow us on Facebook, Instagram and YouTube: https://bit.ly/MondayMindsetFB https://bit.ly/MondayMindsetIG https://bit.ly/MondayMindsetYT

In this Episode, Laurie and Abbey interview Danielle Winton from Memory Strategies. She shares her expertise in helping others to not just memorize facts and data for test retention, but also how to store that information into long-term memory, and recall it as needed. Danielle talks through what that process looks like, and how she works one-on-one with individuals to increase their memory ability up to 4x in some cases. Resources: Danielle's Website: https://www.memorystrategy.com Let's Talk Learning Disabilities Website: https://ltldpodcast.com Contact info for the podcast: letstalklearningdisabilities@gmail.com E-Diagnostic Learning Website: https://ediagnosticlearning.com Social: Facebook: https://www.facebook.com/eDiaglearning/ Twitter: @diaglearning LinkedIn: https://www.linkedin.com/company/diagnostic-learning-services/ Instagram: @diaglearning

Frustrated because you are struggling to remember, did you know that's a good sign? Join us on today's podcast as we chat with Danielle Winton of Memory Strategies. Danielle helps others learn how to learn, learn how to study, and learn how to remember. She has helped thousands improve their memory and works with both professionals and teens to increase test scores. The AVERAGE test score increase after a 90 minute Memory Workshop is nearly double! Her methods are backed by research peer-reviewed journals and many people are floored that they are capable of recalling and understanding more than they thought possible! http://www.memorystrategy.com (http://www.memorystrategy.com) Raising Confident Teens Links Website https://raisingconfidentteens.com/ (https://raisingconfidentteens.com) Facebook Business Page https://www.facebook.com/confident.teensbizpage (https://www.facebook.com/confident.teensbizpage/) Parents Community Group

Memory Athletes use techniques and tricks that enable them to remember long lists of information. Research shows that students who use memory strategies perform better academically, because these strategies help expand working memory and access long term memory. In this episode we sat down with 4x USA Memory Champion, author, and mountaineer, Nelson Delllis. Nelson wrote the book, "Memory Superpowers", that helps readers learn the secrets to remembering everything from the world capitals to the elements of the periodic table to speeches and soliloquies.   Watch our show live on our Facebook page, Noggin Educational Foundation, Tuesdays at 5:30 pm CST.  For more information about School Dazed head to schooldazedshow.com.

In this episode I discuss memory strategies, my 100th PNTV video thoughts and future content with friends?

Over the last several decades, the public's understanding of a Traumatic Brain Injury (TBI) and the cognitive, behavioral, and emotional sequelae of the same has undergone radical transformation. There is ample evidence that supports the fact that rehabilitation is a critical part of the road to recovery and making treatment functional can be done successfully by a bridge into the community where the TBI survivor hopes to thrive. However, what's still missing is the society's lack of awareness of the needs of those who have sustained a TBI and are experiencing life-altering consequences.On this episode, the Senior Health Scientist on the Traumatic Brain Injury (TBI) Team at the Center for Disease Control (CDC), Juliet Haarbauer-Krupa, PhD, returns to discuss the therapeutic consideration to successfully manage a TBI. This episode offers an expanded view on how to accentuate the lifestyle change in the form of skill building, use of compensatory strategies, and family support to build the person's hope back.About Julie Haarbauer-Krupa, Ph.D.Juliet Haarbauer-Krupa, PhD, is a Senior Health Scientist on the Traumatic Brain Injury (TBI) Team in the Division of Unintentional Injury Prevention (DUIP) at the Injury Center. As a behavioral scientist, her role on the TBI team is to devise research projects and products to better understand trends in TBI in the U.S., and to improve health outcomes for individuals living with a TBI. She is project lead on the Report to Congress, the Management of Traumatic Brain Injury in Children, and the Return to School Projects in the division. Recent publications include: a report on life expectancy and unemployment outcomes for moderate to severe TBI; PTSD in mild TBI; point of healthcare entry for children with concussions; talking to young children about concussions; and service delivery systems for children with TBI.Dr. Haarbauer-Krupa has 30 years of experience and has authored over 20 publications and presentations in the area of TBI with specialties in rehabilitation and pediatric populations. She previously served as a faculty member at The University of Pittsburgh, George Washington University, and Georgia State University, and currently holds an adjunct position in the Department of Pediatrics at Emory University's School of Medicine.WebsitesCenters for Disease Control and Prevention (www.cdc.gov)Brain Injury Association of America (www.biausa.org)North American Brain Injury Society (www.nabis.org)Defense and Veterans Brain Injury Center (www.dvbic.org)National Association of State Head Injury Administrators (www.nashia.org)National Center for Medical Rehabilitation Research, NICHD, NIH(https://www.nichd.nih.gov/about/org/ncmrr/Pages/overview.aspx)National Institute on Disability and Rehabilitation Research (www.ed.gov/about/offices/list/osers/nidrr)Support the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Over the last several decades, the public’s understanding of a Traumatic Brain Injury (TBI) and the cognitive, behavioral, and emotional sequelae of the same has undergone radical transformation. There is ample evidence that supports the fact that rehabilitation is a critical part of the road to recovery and making treatment functional can be done successfully by a bridge into the community where the TBI survivor hopes to thrive. However, what’s still missing is the society’s lack of awareness of the needs of those who have sustained a TBI and are experiencing life-altering consequences.On today’s podcast, the Senior Health Scientist on the Traumatic Brain Injury (TBI) Team at the Center for Disease Control (CDC), Juliet Haarbauer-Krupa, PhD, returns to discuss the therapeutic consideration to successfully manage a TBI. This episode offers an expanded view on how to accentuate the lifestyle change in the form of skill building, use of compensatory strategies, and family support to build the person's hope back.

The hopeful expectation of living into old age is often marred by the fear of the irreversible decline in one’s abilities and mental faculties. When it comes to Alzheimer’s disease, the scientific community, professionals and society in general is dedicated to pursuing a three-pronged approach: find ways to irradiate the disease, delay the onset of the disease, and finally, figure out the most effective and comfort-centered approach to care-giving. Since brain imaging studies reveal that the damage to the brain begins decades prior to the symptoms ever starting to interfere with daily functions, on today’s podcast our guest, Kenneth S. Kosik, M.A. M.D., returns to discuss ways to envision the vitality of the neural landscape to build a better brain and elevate well-being, a sure way to reduce the risk of developing Alzheimer’s disease. Dr. Kosik is a Harriman Professor and Co-Director of the Neuroscience Research Institute at UCSB, and is a highly celebrated award-winning research scientist who has coauthored a book called Outsmarting Alzheimer’s Disease: What You Can Do To Reduce Your Risk.

The hopeful expectation of living into old age is often marred by the fear of the irreversible decline in one's abilities and mental faculties. When it comes to Alzheimer's disease, the scientific community, professionals and society in general is dedicated to pursuing a three-pronged approach: find ways to irradiate the disease, delay the onset of the disease, and finally, figure out the most effective and comfort-centered approach to care-giving.Since brain imaging studies reveal that the damage to the brain begins decades prior to the symptoms ever starting to interfere with daily functions, on this episode our guest, Kenneth S. Kosik, M.A. M.D., returns to discuss ways to envision the vitality of the neural landscape to build a better brain and elevate well-being, a sure way to reduce the risk of developing Alzheimer's disease. Dr. Kosik is a Harriman Professor and Co-Director of the Neuroscience Research Institute at UCSB, and is a highly celebrated award-winning research scientist who has coauthored a book called Outsmarting Alzheimer's Disease: What You Can Do To Reduce Your Risk.About Dr. Kenneth S. KosikKenneth S. Kosik, M.A. M.D. served as professor at the Harvard Medical School from 1996-2004 when he became the Harriman Professor and Co-Director of the Neuroscience Research Institute at UCSB. His awards include Whitaker Health Sciences Award (MIT), Milton Foundation Award (Harvard Medical School), Moore Award (American Association of Neuropathologists), Metropolitan Life Award, Derek Denny-Brown Award (American Neurological Association), Zenith and Temple Awards (Alzheimer's Association), Ranwell Caputo Medal (Argentine Society of Neurochemistry), NASA Group Achievement Award to Neurolab Team, the Premio Aventis (Academia Nacional de Medicina, Colombia), a fellow of the American Association for the Advancement of Science (AAAS) and Santa Barbara Innovation Star Award.  He co-authored Outsmarting Alzheimer's Disease and The Alzheimer's Solution: How Today's Care is Failing Millions and How We Can Do Better. His work, including the characterization in Colombia of the largest family in the world with familial Alzheimer's has appeared in the New York Times, Wall Street Journal, New Yorker, BBC, CNN, PBS and CBS 60 Minutes. His 2016 UCSB commencement address was archived at the Graduation Wisdom Best Commencement Speeches web site.Websitehttps://labs.mcdb.ucsb.edu/kosik/kenneth/BooksThe Alzheimer's Solution: How Today's Care Is Failing Millions and How We Can Do BetterOutsmarting Alzheimer's: What You Can Do to Reduce Your RiskSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Even while leading a healthy mental and physical life, no one can be certain about the aging brain's destiny. The stage of life marked by walkers, hearing aids, and memory lapses is averted by a few, but dreaded by all. Since Alzheimer's Disease is one of the three leading causes of death in the elderly population, how to keep performing at the top of one's game, even in old age, is of interest to many.On this episode, our guest, a Harriman Professor and Co-Director of the Neuroscience Research Institute at UCSB, and highly celebrated, award-winning research scientist, Kenneth S. Kosik, M.A. M.D., will speak on the topic of Alzheimer's, aging, and age-related changes. Since age-related cognitive decline goes beyond just remembering and forgetting, it's important to understand how it all relates to Executive Function and self-sufficiency.About Dr. Kenneth S. KosikKenneth S. Kosik, M.A. M.D. served as professor at the Harvard Medical School from 1996-2004 when he became the Harriman Professor and Co-Director of the Neuroscience Research Institute at UCSB. His awards include Whitaker Health Sciences Award (MIT), Milton Foundation Award (Harvard Medical School), Moore Award (American Association of Neuropathologists), Metropolitan Life Award, Derek Denny-Brown Award (American Neurological Association), Zenith and Temple Awards (Alzheimer's Association), Ranwell Caputo Medal (Argentine Society of Neurochemistry), NASA Group Achievement Award to Neurolab Team, the Premio Aventis (Academia Nacional de Medicina, Colombia), a fellow of the American Association for the Advancement of Science (AAAS) and Santa Barbara Innovation Star Award.  He co-authored Outsmarting Alzheimer's Disease and The Alzheimer's Solution: How Today's Care is Failing Millions and How We Can Do Better. His work, including the characterization in Colombia of the largest family in the world with familial Alzheimer's has appeared in the New York Times, Wall Street Journal, New Yorker, BBC, CNN, PBS and CBS 60 Minutes. His 2016 UCSB commencement address was archived at the Graduation Wisdom Best Commencement Speeches web site.Websitehttps://labs.mcdb.ucsb.edu/kosik/kenneth/BooksThe Alzheimer's Solution: How Today's Care Is Failing Millions and How We Can Do BetterOutsmarting Alzheimer's: What You Can Do to Reduce Your RiskSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Even while leading a healthy mental and physical life, no one can be certain about the aging brain’s destiny. The stage of life marked by walkers, hearing aids, and memory lapses is averted by a few, but dreaded by all. Since Alzheimer’s Disease is one of the three leading causes of death in the elderly population, how to keep performing at the top of one’s game, even in old age, is of interest to many. On today’s podcast, our guest, a Harriman Professor and Co-Director of the Neuroscience Research Institute at UCSB, and highly celebrated, award-winning research scientist, Kenneth S. Kosik, M.A. M.D., will speak on the topic of Alzheimer’s, aging, and age-related changes. Since age-related cognitive decline goes beyond just remembering and forgetting, it’s important to understand how it all relates to Executive Function and self-sufficiency.

Would you be willing to head-butt a ram for an icy cold bottle of Mountain Dew? That's the kind of lighthearted foolery that got a lot of laughs during a Super Bowl commercial one year. At the end, we see the young man sipping from the winning drink, but you're not quite sure if he is okay because you can hear a stutter in his speech as he staggers away in a disoriented haze. Even though our precious brain comes in a special protective casing, not everyone is lucky enough to keep it safe from harm. Whether it is a tiny bump, a big jolt, or a hard blow to head, the result can often be life altering. This episode, my guest, Professor Jerry Hoepner, will discuss the art and science of neurorehabilitation after a traumatic brain injury and its relationship with executive function and real-world functioning.About Jerry Hoepner, Ph.D.Jerry Hoepner, Ph.D., CCC-SLP is an Associate Professor at the University of Wisconsin – Eau Claire. He teaches coursework in adult neurogenics, including Anatomy & Physiology, Neuroanatomy & Physiology, Aphasia, Acquired Cognitive Disorders, Dysphagia, and Counseling. He is co-developer of the UW Systems SoTL Think Tank, an annual disciplinary consortium of faculty interested in evidence based instruction and scholarship of teaching and learning research. He is a founding editor and editor-at-large of the Teaching and Learning in Communication Sciences and Disorders (TLCSD) journal. Jerry's teaching research focuses on non-course based learningopportunities, pedagogy, and training CSD students as educators. This research has been published in a variety of journals, including: the Journal of Scholarship of Teaching and Learning and Journal of Teaching and Learning with Technology.He also remains active in clinical research, including student and camper outcomes at the Chippewa Valley Aphasia Camp, social networking applications for individuals with aphasia, Video Self-Modeling interventions for individuals with acquired cognitive disorders, and communication partner training. This research has been published in a variety of journals including Brain Injury, Aphasiology, and the Journal of Interactional Research in Communication Sciences and Disorders. In addition, Dr. Hoepner has published several chapters in edited texts. He remains active in community programming for individuals living with traumatic brain injuries and those living with aphasia, including being a co-founder of the Chippewa Valley Aphasia Group, Chippewa Valley Aphasia Camp, Mayo Mild Brain Injury Group, and Blugold Brain Injury Group.BookSelect Chapters in A Clinician's Guide to Successful Evaluation and Treatment of DementiaDigital SeminarCognitive Rehabilitation: Therapeutic Strategies for Effective InterventionSupport the show

Would you be willing to head-butt a ram for an icy cold bottle of Mountain Dew? That’s the kind of lighthearted foolery that got a lot of laughs during a Super Bowl commercial one year. At the end, we see the young man sipping from the winning drink, but you’re not quite sure if he is okay because you can hear a stutter in his speech as he staggers away in a disoriented haze. Even though our precious brain comes in a special protective casing, not everyone is lucky enough to keep it safe from harm. Whether it is a tiny bump, a big jolt, or a hard blow to head, the result can often be life altering. Today, my guest, Professor Jerry Hoepner, will discuss the art and science of neurorehabilitation after a traumatic brain injury and its relationship with executive function and real-world functioning.

In NBC's award winning series, This is Us, Mandy Moore's character Becca, a new mother of three, leaves the house for the first time after the childbirth to buy groceries so that she can make something special for her husband, Jack. Ordinarily, Becca plays by the book and goes with the flow but an encounter where another shopper grabs the last bag of yellow onions that Becca wanted for herself leads to a massive meltdown. One can clearly see what happens when the demands on a capable and caring person like Rebecca exceeds her capacity as woman who's recovering from postnatal blues and warding off the unlimited pressure of raising babies. This episode, my guest, Professor Jerry Hoepner, will talk about the daily tug of war where a novel context causes a seismic shift in the demands and deterioration in the performance as it exceeds capacity.About Jerry Hoepner, Ph.D.Jerry Hoepner, Ph.D., CCC-SLP is an Associate Professor at the University of Wisconsin – Eau Claire. He teaches coursework in adult neurogenics, including Anatomy & Physiology, Neuroanatomy & Physiology, Aphasia, Acquired Cognitive Disorders, Dysphagia, and Counseling. He is co-developer of the UW Systems SoTL Think Tank, an annual disciplinary consortium of faculty interested in evidence based instruction and scholarship of teaching and learning research. He is a founding editor and editor-at-large of the Teaching and Learning in Communication Sciences and Disorders (TLCSD) journal. Jerry's teaching research focuses on non-course based learningopportunities, pedagogy, and training CSD students as educators. This research has been published in a variety of journals, including: the Journal of Scholarship of Teaching and Learning and Journal of Teaching and Learning with Technology.He also remains active in clinical research, including student and camper outcomes at the Chippewa Valley Aphasia Camp, social networking applications for individuals with aphasia, Video Self-Modeling interventions for individuals with acquired cognitive disorders, and communication partner training. This research has been published in a variety of journals including Brain Injury, Aphasiology, and the Journal of Interactional Research in Communication Sciences and Disorders. In addition, Dr. Hoepner has published several chapters in edited texts. He remains active in community programming for individuals living with traumatic brain injuries and those living with aphasia, including being a co-founder of the Chippewa Valley Aphasia Group, Chippewa Valley Aphasia Camp, Mayo Mild Brain Injury Group, and Blugold Brain Injury Group.BookSelect Chapters in A Clinician's Guide to Successful Evaluation and Treatment of DementiaDigital SeminarCognitive Rehabilitation: Therapeutic Strategies for Effective InterventionSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

In NBC’s award winning series, This is Us, Mandy Moore’s character Becca, a new mother of three, leaves the house for the first time after the childbirth to buy groceries so that she can make something special for her husband, Jack. Ordinarily, Becca plays by the book and goes with the flow but an encounter where another shopper grabs the last bag of yellow onions that Becca wanted for herself leads to a massive meltdown. One can clearly see what happens when the demands on a capable and caring person like Rebecca exceeds her capacity as woman who’s recovering from postnatal blues and warding off the unlimited pressure of raising babies. Today, my guest, Professor Jerry Hoepner, will talk about the daily tug of war where a novel context causes a seismic shift in the demands and deterioration in the performance as it exceeds capacity.

Taking care of children by feeding them, protecting them, and loving them is not the same as preparing them for their future. American education has been through an evolutionary process; which is just a few centuries old and the quest is yet to be fulfilled. We forget, a century ago, attending school past age 12 was not mandatory, the classrooms were often filled with 50-60 kids of varying ages and demanding kids to recite and regurgitate facts was a standard practice. Forecasting the needs of tomorrow continues to be an enigma in spite of the rapidly evolving information technology age and serving the needs of all types of learners continues to be as opaque as ever. This episode, my guest, Dr. Sam Goldstein, a clinical neuropsychologist, will discuss how to rethink educating self-sufficient students with Executive Function at the heart of learning.About Sam Goldstein, Ph.D.Sam Goldstein, Ph.D. ABPdN is an Adjunct Assistant Professor at the University of Utah School of Medicine.  He is Clinical Director of the Neurology Learning and Behavior Center.  Dr. Goldstein has authored fifty books as well as over three dozen book chapters and thirty research articles. He has also co-authored six psychological tests. He currently serves as Editor in Chief of the Journal of Attention Disorders and sits on the editorial boards of six peer reviewed journals. Currently he has three books and four psychological tests in development.Websiteswww.samgoldstein.comBooksHandbook of Executive FunctioningRecommended BooksPromoting Executive Function in the Classroom by Lynn MeltzerSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Taking care of children by feeding them, protecting them, and loving them is not the same as preparing them for their future. American education has been through an evolutionary process; which is just a few centuries old and the quest is yet to be fulfilled. We forget, a century ago, attending school past age 12 was not mandatory, the classrooms were often filled with 50-60 kids of varying ages and demanding kids to recite and regurgitate facts was a standard practice. Forecasting the needs of tomorrow continues to be an enigma in spite of the rapidly evolving information technology age and serving the needs of all types of learners continues to be as opaque as ever. Today, my guest, Dr. Sam Goldstein, a clinical neuropsychologist, will discuss how to rethink educating self-sufficient students with Executive Function at the heart of learning.

If you're trying to bum a cigarette from someone outside a bar after midnight be prepared for them to say no. Talented actor, Shia Lebeouf, wasn't prepared. Ironically, he who has painstakingly portrayed Tennis' tempestuous bad-boy, John McEnroe, in “Borg vs McEnroe,” himself has been arrested one time too many for emotional volatility, impulsivity, and disorderly conduct. Not everyone has strong executive function to circumvent life's obstacles with grace. Today, my guest, Dr. Sam Goldstein, a clinical neuropsychologist, will discuss how Executive Function helps us negotiate everyday bumps and insulates us from bad decisions and self-destruction.About Sam Goldstein, Ph.D.Sam Goldstein, Ph.D. ABPdN is an Adjunct Assistant Professor at the University of Utah School of Medicine.  He is Clinical Director of the Neurology Learning and Behavior Center.  Dr. Goldstein has authored fifty books as well as over three dozen book chapters and thirty research articles. He has also co-authored six psychological tests. He currently serves as Editor in Chief of the Journal of Attention Disorders and sits on the editorial boards of six peer reviewed journals. Currently he has three books and four psychological tests in development.Websiteswww.samgoldstein.comBooksHandbook of Executive FunctioningRecommended BooksPromoting Executive Function in the Classroom by Lynn MeltzerSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

If you’re trying to bum a cigarette from someone outside a bar after midnight be prepared for them to say no. Talented actor, Shia Lebeouf, wasn’t prepared. Ironically, he who has painstakingly portrayed Tennis’ tempestuous bad-boy, John McEnroe, in “Borg vs McEnroe,” himself has been arrested one time too many for emotional volatility, impulsivity, and disorderly conduct. Not everyone has strong executive function to circumvent life’s obstacles with grace. Today, my guest, Dr. Sam Goldstein, a clinical neuropsychologist, will discuss how Executive Function helps us negotiate everyday bumps and insulates us from bad decisions and self-destruction.

Pre-teen years are a breeding ground for pimples, mood swings, eye-rolls, and social awkwardness. But that's not the only stuff these kids have to adjust to. There is a remarkable shift in academic demands that's far out and equally daunting. During the Middle School years, kids have to actually learn how to study for tests, independently write papers by elaborating on ideas, and manage their priorities to put together projects. The system assumes that somehow these kids will learn to swim just because we have thrown them into the water of self-management. Lynn Meltzer, Ph.D., returns for the second time to discuss ways to teach these essential and intricate skills that go into managing goals and priorities to help support the development of Executive Function skills.About Lynn Meltzer, Ph.D.Lynn Meltzer, Ph.D. is the President and Director of Research at the Research Institute for Learning and Development (ResearchILD) and Director of Assessment at the Institute for Learning and Development (ILD) in Lexington, MA. She holds appointments as an Associate in Education at the Harvard Graduate School of Education and as an Adjunct Associate Professor at the Tufts University Department of Child Development. She is a fellow and Past-President of the prestigious International Academy for Research in Learning Disabilities. Her 35 years of assessment and clinical consultation with children, adolescents, and adults have emphasized the critical importance of the theory-to-practice cycle of knowledge.Her research, publications, and presentations have focused on understanding the complexity of learning and attention problems using a multi-dimensional model to bridge the gap between theory, research, and practice. Her extensive publications and professional presentations include articles, chapters, and books relating to the assessment and treatment of learning difficulties with an emphasis on the importance of metacognition, strategy use, cognitive flexibility, self-concept, and resilience.BooksThe Power of Peers in the Classroom: Enhancing Learning and Social SkillsPromoting Executive Function in the ClassroomWebsitesResearchILD.orgSMARTS-EF.orgSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

Pre-teen years are a breeding ground for pimples, mood swings, eye-rolls, and social awkwardness. But that’s not the only stuff these kids have to adjust to. There is a remarkable shift in academic demands that’s far out and equally daunting. During the Middle School years, kids have to actually learn how to study for tests, independently write papers by elaborating on ideas, and manage their priorities to put together projects. The system assumes that somehow these kids will learn to swim just because we have thrown them into the water of self-management. Today, Lynn Meltzer, Ph.D., returns for the second time to discuss ways to teach these essential and intricate skills that go into managing goals and priorities to help support the development of Executive Function skills.

If not properly handled, some projects can spiral out of control like a runaway train. Assignments involving project-based learning professes that children learn best when they experience the real-world problems and solve them on their own. In one of the elementary schools I had worked with, students were spotted to rush in with awkwardly large homemade robots as part of their 4th grade project. The teacher's conditions were such that each student had to design the robot without spending more than $5, assemble it without parents' help, put together an operating manual, and finally present everything in front of the class.  Project management involves the finer aspects of executive function skills and is rarely taught systematically. So did this project truly help inculcate the crucial skills for real world problem solving? My guest Lynn Meltzer, Ph.D., will discuss this very idea of ways to increase student's control over his or her learning.* This is Lynn's first podcast episode where she discusses Executive Function, managing long range goals, and learning the how of learning.About Lynn Meltzer, Ph.D.Lynn Meltzer, Ph.D. is the President and Director of Research at the Research Institute for Learning and Development (ResearchILD) and Director of Assessment at the Institute for Learning and Development (ILD) in Lexington, MA. She holds appointments as an Associate in Education at the Harvard Graduate School of Education and as an Adjunct Associate Professor at the Tufts University Department of Child Development. She is a fellow and Past-President of the prestigious International Academy for Research in Learning Disabilities. Her 35 years of assessment and clinical consultation with children, adolescents, and adults have emphasized the critical importance of the theory-to-practice cycle of knowledge.Her research, publications, and presentations have focused on understanding the complexity of learning and attention problems using a multi-dimensional model to bridge the gap between theory, research, and practice. Her extensive publications and professional presentations include articles, chapters, and books relating to the assessment and treatment of learning difficulties with an emphasis on the importance of metacognition, strategy use, cognitive flexibility, self-concept, and resilience.BooksThe Power of Peers in the Classroom: Enhancing Learning and Social SkillsPromoting Executive Function in the ClassroomWebsitesResearchILD.orgSMARTS-EF.orgSupport the show (https://mailchi.mp/7c848462e96f/full-prefrontal-sign-up)

If not properly handled, some projects can spiral out of control like a runaway train. Assignments involving project-based learning professes that children learn best when they experience the real-world problems and solve them on their own. In one of the elementary schools I had worked with, students were spotted to rush in with awkwardly large … Read More Read More

These Memory Strategies Can Quickly Boost Your Foreign Language Fluency ... Even If You Wind Up Throwing The Mnemonics Away! Have you ever wished someone would just inspire you and give you exactly the tools you need to succeed in one blast of self-empowerment at the same time? Well, if you're into language learning, what I'm about to tell you may be the most important episode of this podcast you'll ever hear. And of course if you'd like the transcripts in handsome PDF form, you can download them here. You can also scroll all the way to the end for the links mentioned in the podcast for a power-packed injection of inspiration and practical guidance. Plus, I've got something cool to teach you at the very end about using hats to increase your productivity, so go all the way through for that. Here's How Philosophy Can Double Your Fluency When All Other Techniques Fail ... Last week I attended the Polyglot Gathering in Berlin. Of the many talks, Christopher Huff's struck me the most. All of the other presentations were great, of course, but... because Christopher drew some language learning ideas from philosophers I know very well, I was struck by the connections I'd never noticed before. He also had some great ideas about memory techniques and more importantly, memory strategies. Taken in the context of philosophy, Christopher presented some exciting ideas you can start applying to your language learning and overall life right away. You may even experience results overnight. Here's why: The Undercover Secrets Of Minimalism And Hedonism Christopher talked about two kinds of philosophers, which we could call the minimalists and the Epicureans. The first group like to toss out everything unnecessary and the Epicureans fill everything to excess. What they share in common is that only the now exists. You might want to check out philosophers like Plato and Aristotle for more info on this matter. For example, Plato's Republic has many passages on frugality in many aspects of life (including thought). Aristotle talked about minimalism in terms of the Golden Mean and eudaimonia, a special definition of happiness. When it comes to learning a language, minimalism helps you concentrate on the essentials by using only the essentials. Sell Everything! Being minimalist also helps you identify what is essential. If you're only working on mastering one language learning book, after all, you're more likely to discover what's essential in that book in a meaningful way than if you try to find out what's essential in twelve books. You can learn more about this powerful form of whittling down in How to Memorize a Textbook. By focusing on just one thing, you're more likely to get a concentrated vision of what you're lacking. So minimalism creates focus, understanding and diamond-hard clarity about what you don't know yet. You can make much more powerful decisions because you're a minimalist. You're only going to acquire one more book, one that you select well based on your well-developed knowledge of what you need. Epicureanism, on the other hand, allows for excess. So long as it's linked to pleasure, epicureanism happily encourages maximalism. How to Over-Exaggerate Everything And Still Get Results Although it might sound wild, excess can be done intelligently. Christopher pointed out the value in giving yourself rewards of excess (which is different than giving yourself an excess of rewards). Christopher also implied that having a library of special books you've collected, even ones you're never going to read, is not really clutter. Each book is a memory of the passion behind why you got the book in the first place. So even though Christopher (and probably you) may never study some of the language learning books in his collection, they serve as part of a language learning whole. It is a specific library, one that contains many touchstones that point to the larger goal of gaining fluency in many languages.

Interested in lucid dreaming? Think again.

Followup From the Last Episode Danny introduced students to Class Dojo. Class Dojo can have the unintended consequence of riling students up and students who have difficulty understanding probability or who are impatient may say, “The randomizer never picks me.” Memory Strategies We all know that students with special needs struggle with memory issues. Not just students identified with an IEP, but all students have trouble remembering all the things they need to know. We are not just talking about academic tasks. Students need memory strategies for how to remember important things in their lives as well. What are some memory strategies you use with your students. “There are three components of memory: sensory memory, short-term memory, and long-term memory. Sensory memory (SM) holds information for about 20–30 seconds, after which time it is lost unless it is stored in short-term memory; icons and echoes are common forms of short-term sensory storage. Short-term memory (STM) holds information temporarily. Long-term memory (LTM) involves permanent storage of information.” Muskingum College Attention as a Major Issue Attention is the ability to concentrate mentally and observe carefully. Listening refers to applying oneself to hearing something. One must pay attention in order to listen effectively, but attending is also important when doing other tasks like reading, writing, taking tests, and reviewing information. Attention: Muskingham College Our students attention is often so encapsulated with other social aspects of the high school experience. Many students are worried about how they look to others / how their actions will be perceived. Teaching does not take place in a vacuum. How do we get students to concentrate on the right thing for the right amount of time and retain information that they believe sometimes does not apply to them? Possible Solutions: Small groups where students demonstrate evidence of learning at different points throughout the lesson. Backwards planning, so that YOU know where you are going in the end. Using images or hashtags to remind students of the main ideas. Knowledge vs. Critical Thinking There are two main camps: Core knowledge vs. critical thinking. Is it more important for students to know facts or for students do critical thinking. Danny falls more on the side of core knowledge because of what he is teaching and Hernesto makes the argument for core knowledge. They also discuss how teaching will change with implementation of the common core. Homework Next episode, Hernesto and Danny will discuss how their hashtag idea worked out.