LESSON 2
UNDER CONSTRUCTION
OVERCOMING
EXTERNAL AND INTERNAL
BARRIERS
TO SCHOOL SUCCESS
Presented by
THE NATURAL SYSTEMS INSTITUTE
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Understanding the Teen’s
Brain, Cognition, and Intentional Processes
and
Learning Mind Management
in Relation to Inner and Outer Worlds
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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
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I. Model of Intentional Processes
Part I. Basic Elements of Intentionality
Transcendence
FORESHADOWING
MASTERING
World and
External
Environmenta
l Context
Perception
Reception
Retrieval of
Internal Representations
Assimilating or Accommodating
Prior Schemata and Schemes
Levels of Mental
Assessment
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Individuatio
n
Physical and
Cognitive
Hedonic
Tone
States of
Incorporation
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Perception
Reception
II. Model of Intentional Processes
Part II A. The Perception and Cognitive
Response to Structural Change
Retrieval
Internal representation of
environmental context:
Schemata for Social ‘Sets’
Assimilation Accommodation
Memory Patterns for
Prior Schemata and
Prior Schemes
Levels of Assessment
Mild Pain
Moderate Pain
Intense Pain
Pseudo Incorporation
Heuristic Incorporation
Incorporation
Pseudo-Dyscorporation
Interoception
Introception
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Introspection
Intense Pleasure
Moderate Pleasure
Mild Pleasure
Dyscorporation
Extrospection
Extroception
Exteroception
States of
Incorporation
Individuation
based on physical
and cognitive
hedonic tone
Dis-Incorporation
Heuristic Dis-Incorporation
Pseudo-Dis-Incorporation
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Transcendence
III. Model of Intentional Processes
Part II B. The Intentional and Behavioral
Response to Structural Change
MASTERING
STORAGE
REVISING
Adventuring
Mirroring
Complete / Fail Exit
Re-engaging
DECIDING
Dis-engaging
ADVENTURING
Bodily Experience
Timing
Temporal Experience
Emotional By-products
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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.
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II. Model of the Mind
for Mind Management
MANAGING THE CONSCIOUS MIND
MANAGEABLE
PARAMETERS OF
INNER
AWARENESS
AND FOCUS
MANAGEABLE
LEVELS OF ASSESSMENT MANAGEABLE DOMAINS OF FOCUS
PERSPECTIVES ON HISTORY AND
THE FUTURE
EXTROSPECTION
CONTENT
DIRECTION
EXTROCEPTION
EXTEROCEPTION
COMPLEXITY
ORGANIZATION
INTEROCEPTION
PERSEVERANCE
INTEGRITY
BOUNDARY
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VISUAL
OR
VERBAL
IMAGINATION or ABSTRACTION
LEVEL
INTENSITY
MANAGEABLE PROCESSES OF
ENVISIONING AND ADVENTURING
DIRECTED TOWARD DOMAINS OF
FOCUS
INTROCEPTION
INTROSPECTION
I
N
T
E
G
R
A
T
I
N
G
PERCEPTIONS AND CONCEPTIONS
OF
THE EXTERNAL /SOCIAL
STRUCTURES
PERCEPTION OF THE EXTERNAL,
IMMEDIATE PHYSICAL WORLD
CONCRETE
CONCRETE
PRODUCT
THE BODY'S SENSATIONS
MIND'S FEELINGS AND CONCEPTS
PERSPECTIVES ON YOUR OWN
PERSONALITY HISTORY AND FUTURE
VISUAL
OR
VERBAL
IMAGINATION or ABSTRACTION
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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.
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IV. BASIC COGNITIVE OPERATIONS
•
•
•
•
•
•
•
•
•
•
•
•
•
Holding.
Shifting.
Copying.
Overlaying.
(Dis) Assembling.
(Re) Ordering.
Queuing.
Transmoding.
Chunking.
Subsuming.
Tagging.
Substituting.
Iterating.
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V. COGNITIVE OPERATIONS AND PROCESSES WITHIN THE CONTEXT OF MORE GLOBAL MENTAL PROCESSES
MODES OF ASSESSING
PERSPECTIVES
INTERNAL
Interoception
PARAMETERS OF
INNER AWARENESS
AND FOCUS
Direction
Level
Intensity
Organization
Complexity
Perseverance
Integrity
Introception
Searching Analyzing
COGNITIVE
MICRO-OPERATORS
Holding
Shifting
Copying
Overlaying
(Dis)Assembling
(Re)Ordering
Queuing
Transmoding
Chunking
Subsuming
Tagging
Substituting
Iterating
EXTERNAL
Introspection
Exteroception
Extroception
Extrospection
COGNITIVE OPERATIONS
Taking Perspective Synthesizing Transposing Quantifying Symbolizing Computing Abstracting Concretizing
OPERATING ON THE
FOLLOWING UNITS SUBJECT
TO COGNITIVE PROCESSES
Wholes
Units/Parts
Patterns
Relations
Processes
Qualities
Quantities
Boundary
DOMAINS
Combinations of Operators, Operations, and Units are selectively involved in disciplines, domains, and tasks such as:
Math
Construction
Language
Imagistic domains
Chronicity-History
Experience
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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
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VI. The Gradual Construction, Elaboration, and Perfection of
Cognitive Operations in Relation to Educational Systems:
Lattice Vs Lock Step
SKILLS RELATED TO
KNOWLEDGE DOMAINS
OPERATIONAL SKILLS
Language
Reading
OPERATION 9
OPERATION 8
OPERATION 7
OPERATION 6
OPERATION 5
OPERATION 4
OPERATION 3
OPERATION 2
OPERATION 1
Writing
OPERATION 2
OPERATION 1
Calculation
OPERATION 2
OPERATION 1
Mathematics
DECLARATIVE SKILLS
Collecting
OPERATION 2
OPERATION 1
PROCEDURAL SKILLS
Perspecting
OPERATION 2
OPERATION 1
Visualization
OPERATION 2
OPERATION 1
Action
OPERATION 2
OPERATION 1
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VI. Lattice Vs Lock Step
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
SKILLS RELATED TO
KNOWLEDGE DOMAINS
OPERATIONAL SKILLS
Language
Reading
Integrating cognitive
operations from
different knowledge
domains
Unlearned building blocks prevents learning
OPERATION 9
OPERATION
8
next step. Also prevents
OPERATION 7
integration with related
OPERATION 6
OPERATION
5
steps from other
OPERATION 4
domains.
OPERATION 3
OPERATION 2
OPERATION 1
Writing
OPERATION 2
OPERATION 1
Calculation
OPERATION 2
OPERATION 1
Mathematics
DECLARATIVE SKILLS
Collecting
OPERATION 2
OPERATION 1
PROCEDURAL SKILLS
Perspecting
OPERATION 2
OPERATION 1
Visualization
OPERATION 2
OPERATION 1
Action
OPERATION 2
OPERATION 1
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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.
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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?
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III. INTEGRATING WITHIN AND ACROSS
LEVELS OF EXTERNAL STRUCTURES
AND INTERNAL PROCESSES FOR GOAL
ORIENTED COGNITION AND ACTION
• CORPORATE
• ORGANIZATIONAL
AFFILIATION
• DEPARTMENT • INTERPERSONAL
INTERACTION
• INTENTIONAL-COGNITIVE
• PROJECT
PROCESSES
• INTENTIONAL-COGNITIVE• TASK
BEHAVIORAL-PROCESSES
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IV. Meeting the Challenges of
Uncharted Future Projects
Requires Integrating:
Personality-Character,
Cognitive-Intentional Processes, and
Mental and Behavioral Effectiveness.
• Learning Strategies and Knowledge
Acquisition.
• Processes of Intentionality.
• Cognitive Operations.
• Personal Strengths of Character.
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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 Inefficient
The 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.
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.
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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.
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OPTIMAL LEVEL
OF COMPLEXITY FOR THE
PARTICULAR INDIVIDUAL
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
LOW
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DEGREE OF RISK
S
E
R
O
T
O
N
I
N
HIGH
DEGREE OF RISK
HIGH
OPTIMAL
NEUROTRANSMITTERS
A
D
R
E
N
A
L
I
N
E
LEVEL OF COMPLEXITY
OPTIMAL
LOW
MENTAL EFFICIENCY
LOW
S
E
R
O
T
O
N
I
N
A
D
R
E
N
A
L
I
N
E
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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.
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IV. Distracted by What Peers Might Think Reduces and
Clouds Focus on Mental Tasks
Distracted by
F
o
c
u
clouded
s
awareness
o
n
T
a
s
k
fears of peer
reactions
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V. Personality, Adventuring, Experimenting, and Cognitive Growth
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!
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.
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.
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A high
degree of
uncertainty
when
A modest degree
of uncertainty adventuring
No
when
uncertainty,
into
remaining in familiar
adventuring into unknown
ground, involves
no risk unknown future
future
carries little risk
of ridicule and carries risk
rejection of ridicule
and
rejection.
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.
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I. Integration of Task and Time
Units of Future Time|
|
|
|
|Becomes | Hazy |With |Distance
Estimation of Time Per Task
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
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II. COLLECTIVE
TIME-TASK-PROJECT INTEGRATION
Integrating task with time for one’s own task and with the tasks of others and the overall project
Reserve Prospective
Distant Personal Future
Ongoing Personal Future
Distal
Project Completion
Proximal
Stages of Project
Present
Strategies, Steps, Operations
INDIVIDUAL
TIME-TASK INTEGRATION
PERSON A
Integrating task with time for one’s own task and with the tasks of others and the overall project
Reserve Prospective
Distant Personal Future
Ongoing Personal Future
Distal
Project Completion
Proximal
Stages of Project
Present
Strategies, Steps, Operations
INDIVIDUAL
TIME-TASK INTEGRATION
PERSON B
Integrating task with time for one’s own task and with the tasks of others and the overall project
Reserve Prospective
Distant Personal Future
Ongoing Personal Future
Distal
Project Completion
Proximal
Stages of Project
Present
Strategies, Steps, Operations
INDIVIDUAL
TIME-TASK INTEGRATION
PERSON C
Integrating task with time for one’s own
task and with the tasks of others and the
overall project
Reserve Prospective
Distant Personal Future
Ongoing Personal Future
Distal
Project Completion
Proximal
Stages of Project
Present
Strategies, Steps, Operations
INDIVIDUAL
TIME-TASK INTEGRATION
PERSON D
COLLECTIVE
TIME-TASK-PROJECT
INTEGRATION
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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.
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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
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