1. Edward C. Taylor, Ph.D. Child and Adolescent Psychologist

5.  Socially and Cognitively, Neither Here Nor There  High Volume of Data Presented Rapidly  Rapid Shifts in Topic or Place  Compressed Speech  Environmentally Directed Awareness  Digital and Visual Data  Multi-Tasking

6.  Every experienced event modifies the brain’s structure and processing style  The brain is plastic into old age  All behavior comes from the brain

7.  Musicians who became music teachers engaged in solitary, intense, reflective music practice 9 hours per week or 4000 hours total by age 20.  Musicians who became expert performers practiced 24 hours per week or 10,000 hours total by age 20.  The brain becomes expert by practice, practice, practice and by trying to improve in each practice session, until automaticity is achieved, by storing information and patterns in long-term memory and constantly reflecting upon one’s performance.

8.  Divided controlled attention  Heightened reactive attention  Heightened arousal  Frequent shifts from one topic to another  High volume of data  Inadequate time to reflect and evaluate  External rather than internal direction  Multisensory experience  Limited physical activity

9.  Reacting, Not Planning or Reflecting  Someone else is making decisions about what, where, how, how long, and how much.

10.  Control over emotions  Impulse resistance  Planning  Plan execution  Execution monitoring and self-evaluation  Task persistence

11. 1940  3 year olds 0 minutes  5 year olds 3 minutes  7 year olds a long time 2001  3 year olds 0 minutes  5 year olds 0 minutes  7 year olds 3 minutes

12. PLAY IN FIRST HALF OF 20 TH CENTURY  Unsupervised  Child directed  In groups  Imaginative  Activity focused  Improvisation  Symbolic toys  Kids made the rules  At home and at school PLAY IN SECOND HALF OF 20 TH CENTURY  Adult organized and directed  Toy or object focused  Real toys with a specific purpose or theme  Rules are given  TV, video games, or lessons  Schools focus on cognitive skills development to pass the test

13.  Imaginative play promotes self-regulatory self-talk  Self- regulatory self-talk promotes  Control over emotions  Impulse resistance  Planning  Plan execution  Execution monitoring and self-evaluation  Task persistence

14.  The Rule of 7  Divided attention  Superficial engagement  Continuous partial attention leads to staying busy without truly focusing on anything  Limited opportunity for reflecting and planning  Continually in the “on” position; stimulus seeking; increased cortisol production  Are we producing an ADD style of living ?

18. Country20002003Japan 557(1 st ) 534(4 th ) Korea 547(2 nd ) 542(2 nd ) China- 550(1 st ) United States 493(18 th ) 483(24 th ) International Average 500 (32 Countries) 500 (39 countries)

19. Country199519992003Singapore 609(1 st ) 604(1 st ) 605(1 st ) Korea 581(2 nd ) 587(2 nd ) 589(2 nd ) China 569(4 rd ) 582(4 th ) 586(3 rd ) Japan 581(2 nd ) 579(5 th ) 570(5 th ) U.S 492(18 th ) 502(19 th ) 504(12 th ) International Average 519 (23 Nations) 487 (38 Nations) 466 (45 Nations)

20.  “Technology… The knack of so arranging the world that we don’t have to experience it.” Max Frisch, architect and author  Decreased capacity for social perception  Decreased tolerance for social interchange over a period of time  Lower scores on memory testing  More ADD-like in relationships  Derivatives traders

21.  Pilot induced oscillation  Heal thyself first

22.  List your priorities  Allocate your time accordingly  Schedule your time  Power naps  Alternate tasks  Pause, reflect, summarize, plan before moving on  Set limits  Watch your speedometer  Slowly build multi-tasking ability

23.  Mind you mind  Consciously engage your mind  Increase the interest value of the task  Minimize distractions  Manipulate the environment  Be a noisy learner  Frequent breaks  Power naps  No phones at the dinner table, etc.

24.  Simon Says  Thinking  Impulse inhibition  Complex Imaginative Play  Sustained for 30+ minutes  Of the 1940’s style

25.  Activities requiring planning  Games with directions and goal seeking  Construction activities  Pattern recognition activities  Cooking  Joint Storybook Reading  Process the characters self-regulatory behavior promoted modeling  Mastery models not Expert models

26.  Model self-talk  Encourage self-talk  Internalize, do not externalize, the conflict

27.  Classroom routines  Classroom rules  Classroom organizational systems  Learning strategy training  Classroom process meetings  Managing developmental angst  Watch your language

28.  Explicit instruction in learning processes  Modeling  Post-mortems to discuss why the patient lived or died  Post-mortems to define the “next level’ and how to get there. Then, go do it.  Practice, practice, practice with a focus on attaining a specific level of proficiency or grade

29.  iBrain, Gary Small, MD and Gigi Virgan  The New Brain, Richard Restak, MD  The Overflowing Brain, Torkel Klingberg, MD  Learning and the Brain Conference, November 2009, Boston, MA