TYPES of Questions (Part 1a)

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Types of Qs

 

 

I NEVER KNEW HOW MANY WAYS
there were of asking questions

PREVIOUS: ACoAs & Questions (Part 4)

CHART ⬆️  based on material from http://www.edutopia.org

QUOTES: 36 Quotes from Successful People re. the Wisdom of Asking


TYPES of Questions (Qs) – mainly from the “Q Tool Kit”
Each category gives us a wider framework & clarity for the process of finding out things.
Asking is essentially about being curious. It’s the only way of accessing knowledge directly from other people, so asking the right ones, in the right way, is crucial. When approached correctly, Qs can motivate & inspire people, generate new ideas & change the perception of a problem or situation.

ACoAs rightly say we don’t know what to ask, what word to use….. No matter what the circumstance – where it’s trying to find out something from a loved one, dealing with a work issue, questions a religious doctrine or trying to unravel what our politicians are saying – it’s helpful to know what we’re trying to accomplish.. It’s also important to know which kinds of Qs may potentially get us the answers we’re looking for – and which kinds won’t!

While the following list is primarily focused on research in academic settings, it offers a variety of approaches when we’re trying to find answers or solve a dilemma in our daily life. Many of these Q types are part of the skill of a good psychotherapist.

ESSENTIALpersonal needs
These are Qs at the center of info gathering. They’re at the heart of the search for truth, probing the deepest issues confronting us, those complex & baffling matters which elude simple answers (the meaning of Birth, Death, Love, Relationships…..).  All other Qs, when used appropriately, enhance & illuminate the learning process. (EXP: “What does it mean to be a good friend? // MORE….)

SUBSIDIARY
🔎 Qs which combine to help build answers to the Essential Qs – which naturally spawn families of smaller ones – leading to insight. The more skillful we are at formulating & then categorizing these Qs, the more successful we’ll be at building new knowledge.

All of the following categories are Subsidiary types

CLARIFICATION
🔎 Qs designed to make sense of confusing or complex info. They can define words & concepts, examine the logic & continuity of a topic, & determine if an underlying assumption is valid. (“What did you mean when you said you were tired of trying?” // More….)

CLOSED
🔎 Qs that only require YES or NO answers, which can be a conversation stopper – but not necessarily. (“Are you cold?”). They can be Qs that one has to choose from a list of possible options, to identify a piece of info, to help with a new dialogue, to encourage participation, or when fact-finding.
Since answers can be True or False, context is important. “Why” Qs are good for soliciting info, but can make people defensive, so they have to be worded carefully (“Do you want to eat right now?”, as opposed to “Why are you always hungry?”)

CONVERGENT
🔎 Qs ask for standard information, such as on multiple-choice tests for intelligence. They usually start with ‘What, Where, When’ & lead to expected results. Answers that are looked for don’t require a great deal of creativity. But they emphasize speed, accuracy & logic, focusing on recognizing the familiar, re-applying techniques & accumulating stored information (“What is the second largest country in the world: A– / B–/ C– or D–? // What’s in that container?”)diverge vs converge

DIVERGENT
🔎 Also called ‘lateral thinking’, these are Qs that are used in the process of creating multiple, unique ideas or solutions related to a problem one is trying to solve. They Qs use existing knowledge as a base from which to explore territory ‘next to’ to something already known or understood, & perhaps help to avoid other people’s mistakes (“What other options do we have for saving money this month?” // How might life in the year 2100 differ from today?”)

NEXT: Types of Qs – Part 1b

ACoAs & ASKING QUESTIONS (Part 4)

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PREVIOUS: ACoAs & Qs #3

<— IMAGE from “Random Qs”

SITE: “Asking the Right Qs”
“…. is a subtle art, & everyone can benefit from improving their Questioning techniques. It’s the only way to gather knowledge from others, so asking the right Q, in the right way, is crucially important.”

 

a. FROM the WIC
b. ASKING from the ADULT – EXP:
Ina is on the bus, going home after a long painful day at the hospital. It’s crowded & she helps a lady get a seat next to her. Ina is in the mood for company, but doesn’t want to be intrusive. Intuiting that the woman is friendly, Ina quietly says: “I feel like talking. How was your day?”making connection

Her Q is well received, & they have a lovely, informative conversation for the next half hour. It turns out they have a lot in common, & the woman is happy to share her own difficult day with a sympathetic listener!

IDENTIFYING an ISSUE
What seems to be the trouble? // What do you make of _________?
How do you feel about __________?
What concerns you the most about _________?
What seems to be the problem? // What seems to be your main obstacle?
What is holding you back from _________________?
What do you think about doing X this way?

GET FURTHER INFO
🤔 To find out what someone has already done to work on or resolve a problem you know they’re dealing with
What do you mean by __________?
Tell me more about _______________ // What else?
What other ways did you try so far?
What will you have to do to get the job done?

so many QsOUTCOMES
🤔 To help with negotiating a problem, or planning how to do something
How do you want ____________ to turn out?
What do you want? // What is your desired outcome?
What benefits would you like to get out of X?
What do you propose? // What is your plan?
If you do this, how will it affect ________ ?
What else do you need to consider?

TAKING ACTIONS
What will you do? // When will you do it?
How will I know you did it? // What are your next steps?
(MORE ….. Also re. Listening. ~ Irene Leonard, Coach)

🧤    🧤    🧤

ASKING for info when trying to find out something important to you :
1. Do as much preliminary research on your own, if possible (internet….)
2. Then, ask the RIGHT people – someone who or someplace that might know what you’re looking for. Make sure to consider the complexity of the problem & the skill level of the people you want to ask

3. Don’t ask for permission unless it’s a delicate subject, the person is very busy or they’re an authority figure. If they’re busy, ask if you can come back later. If not – find another source
4. Ask directly & clearly. If the person you’re asking doesn’t know or doesn’t have time, they may redirect you to someone who can be of more help ask a lot of people

5. Ask more than one person for the same info, such as people from different walks of life, different genders , different backgrounds…. in order to get bits & pieces that may eventually lead to a whole answer, and to get a rounded perspective. It can also provide the same info from many sources, so that you can figure out what info is legitimate & what’s just someone’s point of view.

EXP: As an adult – searching for an excellent orthodontist, at a ‘reasonable’ price – Marty interviewed 5 different doctors, & collated any info that overlapped, while checking out the location & ambiance of each dental office. Then chose the one that seemed to fit his need the best.

6. Be Patient. If you’re ‘depending’ on another person for an answer or solution, it may take longer than you’d like. Many people need time to process the Qs, figure out what they know or believe & then organize their thoughts, especially if it’s a new topic.
Or they may just be busy or in a bad mood. If necessary, go away & come back later. Ask if they’re ready.  (Based on images from Deviant Art)

NEXT: TYPES OF Qs Part 1

ACoAs & ASKING QUESTIONS (Part 3)

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5 easy questions I’M LEARNING THAT
I have lots of options

PREVIOUS: ACoAs & Asking Qs (#2)

SITE: “The Value of Questions” monograph by Professor B.F. Plybon

• Importance of Asking Questions – Steve Jobs

 

HEALTHY:
ASKING Qs. FROM the ADULT
On the other hand, asking Qs from the Adult Ego State (ES) means we’re fully IN present reality, interacting with the person or situation in front of us, not to someone from our past.
The Adult ES knows:
• other people are not a carbon copy of us
• we have options we didn’t have as a child
• that not everyone is as emotionally or physically dangerous as our family
• that everyone has their own personality & experience – separate & usually difference from our own
• that other adults are not responsible for taking care of us, nor are they responsible for healing our wounds – ie. not replacement parents

PURPOSE of ASKING
differencesAppropriate, clear Qs is a legitimate, normal part of good communication skills. Children ask a lot of Qs, mainly about facts, to find out about the world around them. But they also don’t have to ask for emotional needs because healthy parents know & provide those. Ours didn’t, so we don’t know we can to ask for them now.

Legitimate, healthy Qs may be a way TO:
• connect with a person you’ve been thrown together with for a short time. It cuts down on loneliness, makes you part of the larger world, you can learn something new & interesting, & you may even get unexpected help.
EXP : Sitting next to a person on a bus, or standing in line :  “How has your day been so far? “/// “That’s a great bag, Did you get that on vacation?”
TO
• find out about the other person – who they really are, instead of what we’re projecting on to them from our past, or what we want them to be
• find out HOW someone thinks / feels about a current situation
• to find out what someone has already done, or what they already know about a need, a situation or experience
• get clarity if you don’t understand something
TO
• go deeper (How do feel about that”) — OR —
• keep things LIGHT!! (“How was your vacation?”)
• respond to what they’re saying, not what we are thinking or feeling
• use the Socratic method, to help someone draw on their inner knowledge, to think thru a problem by figuring out who they are or what’s right for them….

EFFECTIVE Questioning
Re. info – there is no such thing as a stupid question – except if you aren’t interested in the answer. However, not all Qs are created equal. Different situations call for different types. Along with learning how to use Qs, effective questioning is also the ability to listen to the answer, & suspend judgment. Letting go of our preconceived needs & opinions make it possible to get the most info possible in a situation.

This requires being intent on understanding what the other person is really saying when they talk about something. What’s behind their words?
No matter how smart or experiences we may be, much of the time we’ll never guess what a person will say if we just ask “What do you mean?”

The following sets of Qs can help improve communication & understanding of anyone we want to stay connected to, whether family, friends or in business. Modify the Qs according to the situation.
1. What do you think / feel?
This Q stops the questioner from talking too much.
2. Why do you think / feel that?
Once the person shares what they think or feel, this follow-up encourages them to provide the reasoning behind their thinking/ feeling. It’s ok if it’s not “deep”. It’s still info. I wonder
3. What leads you to believe this? (How do you know this?) This Q encourages the responder to make connections between their ideas / feelings & things they’ve experienced, read & seen.
4. Can you tell me more?
Most people always have more to say, but need encouragement to ‘spill’. This Q can extend their thinking & share added evidence for their ideas
NOTE : sometimes just being quiet allows them to say more.  However,  – this works best with Extroverts. With Introverts, we do have to ask – if we’re genuinely interested
5. Do you have any questions for me?
Use a friendly tone with ALL Qs, so the person doesn’t feel attacked or pressured to give the ‘right’ answer.  (Edutopia.org)

NEXT: ACoAs & Qs #4

ACoAs & ASKING QUESTIONS (Part 2)

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defending selfPREVIOUS: ACoAs & Qs #1

 


AS ADULTS (cont.)

NOTE: One of many effects of not having direct guidance, not being taught skills or appropriate socialization is a very deep belief that anything we figured out for ourself was at best wrong, at worst absolutely worthless.

An antidote to this is to have at least one person who is knowledgeable in our area of activity & who we respect – to review what we’ve accomplished or created on our own. They can validate its accuracy, skill level & value.mentoring

If that ‘mentor’ is fair & respectful, they can let us know the positive truth about our action or accomplishment. If the ‘verdict’ is less than stellar, we can look for ways to improve. If positive, the WIC part of us will be satisfied, & we can continue to flourish in whatever medium we’re best at.

BROAD categories of Questions (Qs)
a. Negative: to attack, to challenge, to embarrass, to stir things up
b. Positive: to connect, to encourage, get info, make you think, to teach

2 Inappropriate forms
From Narcissism 
• Questions that are controlling (“Why don’t you do it THIS way?”)
• Qs from the WIC, in the victim position, if you’re asking for info about things we DO know, as a way of feeling taken care of (How do I….?)

• Qs coming from the assumption that others are like us
— PP: “Why would you even consider that?” (that’s not the way Would….) OR
— WIC: “Don’t you think this color is the most?” (If I do, you must too)
symbiotic• Asking (insisting) others go with you or do something that only you like, or even that you know they dislike (so you won’t be alone)

• Qs that are rude &/or insensitive, because we don’t think about other people’s feelings – just impulsively ask whatever comes to mind without considering the consequences. This is a copy of our parents, who never acknowledged our emotions, so we act the same way
EXP: At a church dinner, teenage Jane notices that Sarah (in her 30s) is not wearing her engagement ring. Across the table, in a rather loud voice she asks about it (“Where your ring?”) but Sarah doesn’t answer, so Jane asks again – twice more before giving up. She doesn’t get the hint that her Q is not well received, although it’s obvious to everyone else.
Some others at the table know that Sarah’s engagement has been called off, so the Q is painful. Jane hasn’t gotten the 411 yet, but that’s not the point. Her Q is insensitive & intrusive – especially in such a public way – being in total immature mode, oblivious to another person’s reaction (silence) , especially after the initial rebuff.

With Anger
These are Qs with an attitude, which put people off. Ironically, it’s always because the Abandonment angry QWound got bumped. We feel disconnected, which scares the WIC, making him/her angry. If we lash out we create more distance, which is the opposite of what we want.

Anger Qs can come:
• in the form of accusing, blaming, shaming (“Who took my pen?”)
• as an attack on an authority figure (“Why don’t you do something about this problem?”)
• as challenging someone’s belief system (“How can you believe in that mythology – the Bible”?)
• showing someone up, insulting them  (“You didn’t know that?”)

UNHEALTHY: ASKING Qs from the WIC – in the present
• asking for what you need from the wrong person or venue, specially when you already know they’re not able or willing (like going to an unavailable parent for comfort // trying to get emotional support in a school or business setting…..)
• not using “I” statements, when trying to get info. EXP: “Why can’t you be more attentive?”, instead of: “I’d like you to pay attention when I’m talking. Would you be willing to do that?”
• talking from emotions : “I feel like I can’t trust her”, instead of : “ I know I can’t trust him”. The former implies you have a feeling about  her /him, but don’t trust your perceptions – even tho’ you do actually know that person is not trustworthy – from experience
• talking around an important subject, rather than asking a direct Q
• whining, begging, bugging, not taking ‘no’ for an answer

NEXT: ACoAs & Qs Part 3

ACoAs & ASKING QUESTIONS (Part 1)

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asking QsIT NEVER DAWNS ON ME
to ask about the other person

PREVIOUS: Reverse Laundry List & Healthy version

PROBLEM
Another indicator of ACoA damage is the fear of asking questions or worse – not even realizing it’s necessary, appropriate, even imperative.
At the core of this issue is the unconscious but ingrained perspective that we should not hold other people responsible for their words & actions. As emotionally immature adults, we are still going on the assumption that everything is our fault (narcissistic S-H), & therefore it’s all up to us to correct misunderstandings & fix whatever is causing us pain (narcissistic grandiosity).

In CHILDHOOD
Most ACoAs stopped asking Qs because of the messages & reactions we got from our dysfunctional family, as well as from outside sources such as school & religious institutions. “Children should be seen & not heard”. They :
• didn’t want their authority questioned
• didn’t want their bad behavior pointed out or abuse objected to
• didn’t want their hypocrisy & neglect uncovered
not allowed to ask• didn’t know the answer…
AND they —
• couldn’t be bothered to listen or explain things
• didn’t have the patience to show us what they did know how to do
• made it sound like we’re dumb for not knowing things they knew
• told us we were disrespectful for questioning their authority
• punished us with a smack or with guilt – for wanting to know what’s going on around us
• made fun of us for exploring & being curious ……

NOTE: Curious & clever children may seem to be ‘challenging’ the adults “WHY … WHY…” But if we got a bad reaction from them (“you’re arrogant, you’re being difficult, you’re disrespectful”) it was almost always because the person did NOT know the information & was ashamed to admit it

No matter what Toxic family Role were fell in to as kids (Hero, Scapegoat, Lost Child, Mascot), ultimately we were on our own, because our wounded parents we unable to connect with us in healthy loving ways. We got the message that we were a burden to them – or worse – hated (“You’ll be the death of me yet!”). We understood that if we were to figure things out it would have to be from other sources, like school & our peers, but mainly by just watching other people & events. Quietly, secretly observing the world around us helped, but it didn’t encourage asking questions.

being muteAs ADULTS
Our early trauma, distorted mirroring & lack of good role models has left holes in our ability to think of what to say. This is because of missing information, rather than stupidity. It literally means not having the vocabulary for legitimate questioning – what words to use, what point of view we need to come from, or what to expect if we do ask.
BUT this can be learned from books such as “The Gentle Art of Verbal Self-Defense”, & from others who already know how.

Many of us believe that any form of Qs is impertinent, boundary invasive, & just plain rude – which is not true when Qs come from our Adult ES. (ego state).
And when someone says or does something unkind, inappropriate, narcissistic or flat-out mean – we justify, over-explain, excuse ourself        (Sorry, Sorry), instead of lobbing the ball back at the other person by saying something like:“What did you mean? // Why did you say it that way? // Is that what you would do / want?… (See “Useful & Clever Responses”).

ACoAs were not allowed to defend, protect or stand up for ourself, didn’t have the right to object to abuse, & never to know what our true needs are. So we continue to live in a quasi-world of not really belonging, not having rights, not being heard, not having access to our personal power, & most of all – never truly feeling safe.
Others of us will bite back when we feel neglected, dismissed or accused, a version of the PP &/or WIC trying to protect ourself, but this is simply ineffective & can serve to escalate a bad situation.

NEXT: ACoAs & Asking Qs – Part 2

REVERSE Laundry List & Healthy Version

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drunk narcissists I HATE KNOWING
how much I’ve copied them!

PREVIOUS:

 Original LL

SITE: ACoAs – Qualities & Traits

REVIEW: “Variation of ACoA Laundry List” post

NOTE: Reprinted from the ACoA World Service Org.

REVERSE Laundry List – acting out the Introject (the PP)
1. To cover our fear of people and our dread of isolation we tragically become the very authority figures who frighten others and cause them to withdraw
2. To avoid becoming enmeshed and entangled with other people and losing ourselves in the process, we become rigidly self-sufficient. We disdain the approval of others
3. We frighten people with our anger and threat of belittling criticism
4. We dominate others and abandon them before they can abandon us or we avoid relationships with dependent people altogether. To avoid being hurt, we isolate and dissociate and thereby abandon ourselves

5. We live life from the standpoint of a victimizer, and are attracted to people we can bad attitudemanipulate and control in our important relationships
6. We are irresponsible and self-centered. Our inflated sense of self-worth and self-importance prevents us from seeing our deficiencies and shortcomings
7. We make others feel guilty when they attempt to assert themselves
8. We inhibit our fear by staying deadened and numb
9. We hate people who “play” the victim and beg to be rescued
10. We deny that we’ve been hurt and are suppressing our emotions by the dramatic expression of “pseudo” feelings

11. To protect ourselves from self punishment for failing to “save” the family we project our self-hate onto others and punish them instead
12. We “manage” the massive amount of deprivation we feel, coming from abandonment within the home, by quickly letting go of relationships that threaten our “independence” (never get too close)
13. We refuse to admit we’ve been affected by family dysfunction or that there was dysfunction in the home or that we have internalized any of the family’s destructive attitudes and behaviors
14. We act as if we are nothing like the dependent people who raised us.

OPPOSITE of Reverse Laundry List
1. We face and resolve our fear of people and our dread of isolation and stop intimidating others with our power and position
2. We realize the sanctuary we have built to protect the frightened and injured child within has become a prison, and we become willing to risk moving out of isolation
3. With our renewed sense of self-worth and self-esteem we realize it is no longer necessary to protect ourselves by intimidating others with contempt, ridicule and anger
4. We accept and comfort the isolated and hurt inner child we have abandoned and disavowed, and thereby end the need to act out our fears of enmeshment and abandonment with other people

5. Because we are whole and complete we no longer try to control others through manipulation and force, and bind them to us with fear in order to avoid feeling isolated and alone
healing heart6. Through our in-depth inventory we discover our true identity as capable, worthwhile people. By asking to have our shortcomings removed we are freed from the burden of inferiority and grandiosity

9. We have compassion for anyone who is trapped in the “drama triangle” and is desperately searching for a way out of insanity.
10. We accept we were traumatized in childhood and lost the ability to feel. Using the 12 Steps as a program of recovery we regain the ability to feel and remember and become whole human beings who are happy, joyous and free.
11. In accepting we were powerless as children to “save” our family we are able to release our self-hate and to stop punishing ourselves and others for not being enough.
12. By accepting and reuniting with the inner child we are no longer threatened by intimacy, by the fear of being engulfed or made invisible.
13. By acknowledging the reality of family dysfunction we no longer have to act as if nothing were wrong or keep denying that we are still unconsciously reacting to childhood harm and injury.
14. We stop denying and do something about our post-traumatic dependency on substances, people, places and things to distort and avoid reality.

NEXT: Asking Questions (#1)

ORIGINAL Laundry List + Healthy Version

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bad family IT’S GOOD TO HAVE CLARITY
about the source of our damage

PREVIOUS:
 Multiple Learning Styles, #6

SITE:  Psychological Characteristics of ACoAs – article

NOTE: Part 1 & 2 Reprinted from the ACoA World Service Org.
— The Laundry List serves as the basis for ‘The Problem’ statement – the intro read at every ACA meeting

BASIC LAUNDRY LIST – acting out the Wounded Child
1. We became isolated and afraid of people and authority figures
2. We became approval seekers and lost our identity in the process
3. We are frightened by angry people and any personal criticism
4. We either become alcoholics, marry them or both, or find another compulsive personality such as a workaholic to fulfill our sick abandonment needs
5. We live life from the viewpoint of victims and we are attracted by that weakness in our love and friendship relationships

6. We have an overdeveloped sense of responsibility and it is easier for us to be concerned with others rather than ourselves. This enables us not to look too closely at our own faults,….broken heart
7. We get guilt feelings when we stand up for ourselves instead of giving in to others
8. We became addicted to excitement
9. We confuse love and pity and tend to “love” people we can “pity” and “rescue”
10. We have “stuffed” our feelings from our traumatic childhoods and have lost the ability to feel or express our feelings because it hurts so much (Denial)

11. We judge ourselves harshly and have a very low sense of self-esteem
12. We are dependent personalities who are terrified of abandonment and will do anything to hold on to a relationship in order not to experience painful abandonment feelings, which we received from living with sick people who were never there emotionally for us
13. Alcoholism is a family disease. We became para-alcoholics and took on the characteristics of that disease even though we did not pick up the drink.
14. Para-alcoholics are reactors rather than actors.
Tony A., 1978

OPPOSITE of the LAUNDRY LIST – healthy version
1. We move out of isolation and are not unrealistically afraid of other people, even authority figures
2. We do not depend on others to tell us who we are
3. We are not automatically frightened by angry people and no longer regard personal criticism as a threat
4. We do not have a compulsive need to recreate abandonment
5. We stop living life from the standpoint of victims and are not attracted by this trait in our important relationships

6. We do not use enabling as a way to avoid looking at our own shortcomings
7. We do not feel guilty when we stand up for ourselvesrepaied heart
8. We avoid emotional intoxication and choose workable relationships instead of constant upset
9. We are able to distinguish love from pity, and do not think “rescuing” people we “pity” is an act of love
10. We come out of denial about our traumatic childhoods and regain the ability to feel and express our emotions
11. We stop judging and condemning ourselves and discover a sense of self-worth
12. We grow in independence and are no longer terrified of abandonment. We have interdependent relationships with healthy people, not dependent relationships with people who are emotionally unavailable
13. The characteristics of alcoholism and para-alcoholism we have internalized are identified, acknowledged, and removed
14.We are actors, not reactors.

NEXT: REVERSE L.L. (Part 2)

OUR SENSES & Learning – Combos (#6)

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PREVIOUS: Other Learning Styles, #5


SITEs: Learning Styles Affects How You Play GOLF

• 3 Reasons to Use Multi-sensory Teaching Techniques

• ‘LEARNING STYLES’ myth // MODALITIES – & theory  // Links to OTHER QUESTIONNAIRES

MULTI-SENSORY Learning
Multi-modal absorption is the ability of the nervous system to combine the input from all our senses, making it easier to detect & identify available information. This happens when multi-modal neurons receive stimuli that overlap the various modalities, & kicks in when no one particular sense responds to an event.

Most people – about 60% – use a combinations of the 3 main types (sight, hearing, body movement). While some may have a strong preference, it’s normal for all the other senses to be used as well. Because it involves more Brain areas, multi-sensing allows more mental connections & associations when learning any new concept. This makes it more efficient & effective, providing redundancy & strengthens reinforcement.

Combining all the senses becomes a powerful tool for encouraging Language Arts learning, in important ways. Key Benefits:
Much more knowledge is transferred, with the possibility of more being absorbed. Student engagement is more likely, which can improve attitudes towards learning, & therefore higher student achievement. (MORE….Research study).

Multi-sensory learning is particularly helpful for kids with learning & attention issues, such as having trouble with visual or auditory processing. They can tap into learning strengths which form memories, & lets them use a wider range of ways to show what they’ve learned& absorbed.
It helps students:
• collect information & make connections between new info & what they already know
• understand & work through problems, using nonverbal problem-solving skills., giving every kid a chance to succeed

Audio-Visual-Kinesthetic: A-V-K students – definitely need a combination of stimuli – handling material, along with seeing & hearing words & numbers.  They grasp & retain info best by doing & experiencing, touching & handling whatever they’re learning – being totally personally involved. Best study tools  Flashcards, highlighters, mind maps, and watching videos.

TECH Learners (visual-haptic-kinesthetic)
technical type• are mechanically oriented
• can read technical manuals without intensive training
• communicate with others via text, e-mail & Internet
• enjoy & use the video camera
• know how to work with and use hardware and software
• like integrated learning activities
• spend excessive time on computer and/or video games
• want to learn everything via the computer
• understand how to integrate various technologies
• understand technology tools without formal instruction

LEARNING STYLES info & Qs
CHART: See which column fits you the best. OR – some of each?

Qs re Learning Tpes

«
INTERESTING:
In terms of MBTI – there’s a wide gap between Sensate & Intuitive Learners.

INTUITIVE (iN) vs. SENSORY (S) Learning
♦︎ Intuitives – 30% of the population, important as TRAIL BLAZERS
INFO: They prefer speed & depth of insight. They learn to trust pattern recognition to help them understand info quickly & see things that aren’t ‘there’. Can extrapolate from large amounts of facts & experiences with only a few data points

TIME: iNs are already comfortable seeing what ‘isn’t there’, theorizing or speculating on what could be in both the here-and-now & in the future. The past is only useful as a reference for future predictions
VALUES: They’re focused more on possibilities, memes, paradigms, perspectives & concepts. Conversation generally revolves around these things, with little interest in small talk.

♦︎ Sensates – 70%, important for “HOLDING DOWN the FORT”
INFO: Sensates need info to be reliable – using the 5 senses to learn things. They have the same intuitive ability as iNs, but don’t trust it, so they ignore it. Instead, they look for anything that can be verified in the Real World, becoming masters of historical facts & fantastic at manipulating objects in real time. If it’s right in front of you, it’s reliable. Speculation is not.

TIME: Sensors can’t count on something that hasn’t happened yet, so the future is not interesting
VALUES: are about things like family, tradition, actions, old friends..… trustworthy because they’re all rooted in the known & knowable.
(MORE…..in POST: S vs N)

NEXT: Laundry list

OUR SENSES & Learning – Others (#5)

dmtorbi 12-step, ACoAs, al-anon, Alcoholics Anonymous, alcoholism, Psychotherapy, recovery, self growth

PREVIOUS: Taste #4b

INFO : “To get the most out of Passive Tasks” and “To Maximize Studying”

BOOK: “TOUCH – the Science of Hand, Heart & Mind “~ David J. Linden


EYE of HORUS is both a symbol of knowledge, protection, & power, AND a mathematical equation, fractions of a heqat, representing the six senses:
Thought – 1/8 🔹 Hearing – 1/2 🔹 Sight – 1/4 🔹 Smell – 1/16 🔹 Touch – 1/64 🔹 Taste – 1/32. (MORE…..)

HAPTIC Learning
This style refers to the sense of touch or grasp. Such people generally have a great sense of touch, so they prefer to use a hands-on approach, which is essential to them. They need to touch & feel as many things as possible, so they can form a visual image of it, which helps them piece together information in a way they can easily understand.
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They can often be found tinkering with things, & once they’ve taken the object apart, they now know how it works & can tell you what they learned. (Institute for Learning Styles Research, 2003)

People who prefer haptic learning enjoy art projects, tracing words or pictures, & are often found doodling.
Those who combine haptic & visual styles learn best through a demonstration, followed by hands-on practice.brain & words

LANGUAGE
Auditory: Learn by hearing words spoken. These people may vocalize or move their lips or throat while reading, especially when trying to understand new material. They can absorb & remember certain words or facts they could only have learned by hearing

Visual: Learning is best from images, diagrams & videos, – which help the brain process data fast & hold onto memories longer. Learners absorb info more easily that way as compared to text-only materials. It can stretch ‘human bandwidth’ –  absorbing, comprehending & analyzing new information

NUMERICAL
Auditory: Learning from hearing numbers & oral explanations. Learners can easily remember phone & locker numbers, are good at games, puzzles, ‘hear’ numbers & work problems in their head. They can do just as well without a math book, since written material is not as important.  Often say numbers to themself & move their lips when reading a problem

Visual : Learners need to see numbers – on charts, graphs, number lines …. in order to work with them. Seeing numbers written down turns abstract ideas into clear pictures,  so don’t need as much oral explanation. (MORE….)

🌍    🌎    🌏
LEARNING in various COUNTRIES

Germany: math through moving
Advantages of the multi-sensory approach are being championed at one pioneering school in Hamburg. Teachers combine movement, sights & sounds to help teach math & spelling. The method appears to have the desired effect, & the kids love it  (EuroNews)

India : Be curious
In New Delhi, Sugata Mitra devised experiments in learning, giving children access to the Internet, while providing support & encouraging them to explore & develop their ideas. With the freedom to be curious, the children began self-organizing their education, learning from & teaching each other

Italy : Get social
In the 1940s Loris Malaguzzi encouraged students to express themself through various artistic outlets. And socialization was the most crucial. He believed that social interaction allowed education to flourish. He wrote that children have “a 100 languages, 100 hands, 100 thoughts, 100 ways of thinking.”

Scotland : Play more games
In an experiment, students in 16 schools got a brand new Nintendo DS. Each morning before traditional learning, they played brain training games. The Development Officer for the program said the results were astonishing. Students showed a “significant improvement” in mental math & concentration

Tunisia: Sound makes sense
Cognitive psychologist Dr Slim Masmoudi, believes sound can have a smell,  taste & touch – for young learners. Applying a multi-sensory approach (memory, with perceptual & motor skills) at a kindergarten to awaken musical awareness, he helped children become sensitive to rhythms & sounds. This strategy enhances creative thinking (flexibility, fluency & originality), encouraging positive emotions & a strong motivation to learn

USA: room of relaxation
Children who have to stay in hospital for a long time face many challenges, including disruption to their emotional & educational development. At several locations in the US experts have created special ‘multi-sensory rooms’ where young patients can experience a range of exciting & fun activities. The aim is to put them at ease, since young minds develop better when relaxed. (“Multi-sensory Environments Benefits”)

NEXT: Other learning, #6

OUR SENSES & Learning – Taste (#4b)

dmtorbi 12-step, ACoAs, al-anon, Alcoholics Anonymous, alcoholism, Psychotherapy, recovery, self growth

PREVIOUS: Taste 4a

BOOK: “What the Nose Knows....” (Review) ~ Avery Gilbert

 

GUSTATORY Learning (Taste, cont.)

Tastes, smells & chemo-sensory irritants are often experienced together in food or beverages – such as a burning sensation when eating spicy foods. In this case, the trigeminal nerve  (responsible for sensation in the face. & motor functions such as biting & chewing) carries info about chemo-sensory irritation detected in the mouth & throat, while other nerves carry info about tastes & odors collected from other parts of the mouth & nose.

All these sensations are combined in the brain to produce what we think of as the ‘taste’ of a particular food, but is actually a blend of inputs.   ARTICLE: “Why does food taste so delicious?” In any learning situation, associating a fact with a fun experience or memory helps retain more information, so the love of food can be used educationally.

At the Institute for Food Research (UK), classes introduce students to the science of the taste sensation.  Subjects including chemistry, biology and food science, covering topics such as healthy eating, anatomy, genetics, the nervous system, molecular biology and organic chemistry.bad tastes
An exercise : Pupils try a set of compounds that represent the five basic tastes in solution – sugar, salt, citric acid, MSG & flat tonic water. Subjects should be able to identify these equally well with or without holding the nose, because these flavors do not depend on smell.

Research also tells us that taste & smell combine with other senses when tasting.  The greater number of senses used with taste, like smell & vision, the more accurate the detection of  flavored stimuli will be.
EXP :  COLOR has a significant effect on our ability to recognize flavors of soda. Experiment participants were less likely to accurately identify fruit-flavored beverages when they were unaware of the color. This shows a correlation between taste & vision.
Since color plays a role in identifying flavors, there must be top-down processing before we actually taste something, which starts with familiar knowledge & only then is experienced by the senses.

NOTE : SENSATION = bringing info in thru the 5 senses
PERCEPTION = how the brain makes sense of that info
Together they form PROCESSING, either Top Down or Bottom Up.

Aside from Food Technology classes, taste can play a large part in the broader curriculum :
• for History & Geography lessons, making dishes from around the world or tasting a famous historical food are fun for students & make for memorable lessons
• learning about Yeast Reactions in Science can be enhanced by actually baking bread with yeast & then tasting it, providing a vivid connection between the two modalities
science & food• food can be used to demonstrate Irreversible Reactions in Chemistry, such as boiling eggs or making jelly.

So, although cooking/baking might not seem relevant to science, engaging multiple senses will in fact increase memory. Also, baking as a classroom group activity can reinforce team spirit & cooperation in students.

LESS: People being treated for cancer are keenly aware of how vital taste is – even when their sense of smell is not impaired. In the short-term, chemotherapy tends to produce many small sores in the mouth, a chemical aftertaste & numbing of the tongue – which significantly cut down on the ability to taste food.
ALSO – Disorders of taste, long-term or permanent:
Ageusia (complete loss) // Hypogeusia (reduced sense) // Dysgeusia (distorted sense) //  Parageusia (persistent abnormal) // Hypergeusia (abnormally heightened sense)

MORE: Super-tasters are people whose sense of taste is significantly more sensitive than average. At least in part, this is due to a greater number of fungiform papillae, structures in the tongue with taste buds on their upper surface.  The ‘average’ person has about 184 super tastersbuds per square centimeter, while super-tasters have around 425 pr cm/2.

Studies have shown that super-tasters require less fat & sugar in their food to get the same satisfying effects. However, contrary to ‘logic’, they actually tend to use more salt than most – because of their heightened ability to taste bitterness, since salt drowns that out.
ALSO: Patients with Addison disease, pituitary insufficiency, or cystic fibrosis sometimes have a hyper-sensitivity to the 5 primary tastes.

NEXT: Others (#5)