Re: SV: Vocabulary

[Guest guest]

I have done a lot of tutoring of both neurotypical and not so neurotypical kids. This work included preparing kids for standardized exams. I also once memorized about a thousand words before taking the GRE exam and have helped kids do the same. What I have found is that the key with long term memory is constant/continual review using an assortment of study methods. It sounds like your son's short term memory works because he gets good grades on his quizzes, but then the words don't stay in long term memory storage. This is not unusual. I did extremely well on my GRE exam, but I don't remember many of the words I learned then b/c I never used them after the test. You might already be doing this, but your son should be looking at long lists of the same words on a daily or regular basis up until his exam in order to imbed the words in his long term memory. The more

often he sees a word over time, the better he will remember it. In addition to writing the words, you may also want to quiz him orally on words because speaking the word may help him to store in long term memory. He can think up mnemonic devices or make up little rhymes for difficult words that he can't remember well. For example, "livid: if you don't "liv"e long, you will be very angry." wrote: The child's peers have great vocabularies, as do parents and

teachers. He loves drama and has no problem memorizing (and properly interpreting) a variety of texts. Also, reads aloud well. But, at 13, is fuzzy about what "exceptional," "versatile," "livid," and "vivid" mean. These are fairly basic words, especially for a monolingual 13 year old. You are right, the words are not integrated. That's the presenting problem. Although he has written words on 3 x 5 cards, studied word lists, read "cartoon" vocab books, and reads 45 minutes daily, he does not retain vocab. He utilizes context cues and gets high marks for reading comprehension. He speaks well, and writes alright, though simply. The main problem is that he won't test well for private school entrance exams. Thanks for your interest and suggestions.jim ekgren <j-ekgrenfrisurf (DOT) no> wrote: The words might not be integrated, because they are not used. Are the child’s peers using these words? Probably not. Do the other kids have the same problems? It is possible. Ask their parents. It’s good that the child gets 100% on the

tests. Does the school or the child have plans how to repeat learned material. As a parent, before doing neurofeedback, I would write all new words on paper, and hang on kitchen wall. I would try to incorporate the words when speaking to the child, or when writing notes to the child. I learned words like “Thalamus”, “basal ganglia” and “prefrontal cortex” three years ago. I still know what they mean because I speak with a lot of NFB folks who constantly repeats these. I imagine that if I start

forgetting these words’ meaning, the NFB folks will talk with me less. Therefore I have a personal interest in keeping the words alive and fresh in my mind. Jim Fra: braintrainer [mailto:braintrainer ] På

vegne av kneurotykSendt: 22. mars 2007 22:21Til: braintrainer Emne: Vocabulary I am wondering if anyone has tried to address, or noticed improvements in, a child's vocabulary as a result of NFB and, if so, what protocols were used? I have the idea that T5-T6 might be useful in a child who is functioning well across domains but cannot seem to retain new word meanings -- gets 100% on vocab quizzes through memorization, but has no idea what the word means three

weeks later, and doesn't incorporate the new words into speech or writing. I suspect slow wave activity frontally and maybe temporally as well, but am planning the assessment and wondering what sites might make sense.Thanks for any suggestions. Don't get soaked. Take a quick peek at the forecast with theYahoo! Search weather shortcut.

Don't be flakey. Get Yahoo! Mail for Mobile and always stay connected to friends.

[Guest guest]

Thanks, I will include T5 and CP5 as optional pairs in the upcoming assessment. So far I have parent and teacher report, and am planning the TLC assessment, so the site info is what I am looking for. It's not clear to me whether it's a retrieval issue, or whether the words never make it into long-term memory. He does not present with "tip of the tongue" or associational responses to the words he previously learned -- rather, he acts like he's never heard (or seen) them before and is making a pained guess, which makes me think they stuck around just long enough to help him ace his quizzes and then flew the coop rather than moving into longer-term storage. Van Deusen wrote: Have you looked at P3, T5 and CP5 for slowing or alpha issues? These are areas where specific frequency problems could relate to vocabulary recall and use. Also coherence problems may be related as well. It sounds like this child can get the words into memory but doesn't necessarily have access to them. Pete On 3/26/07, <kneurotyk> wrote: The child's peers have great vocabularies, as do parents and teachers. He loves drama and has no problem memorizing (and properly interpreting) a variety of texts. Also, reads aloud well. But, at 13, is fuzzy about what "exceptional," "versatile," "livid," and "vivid" mean. These are fairly basic words, especially for a monolingual 13 year old. You are right, the words are not integrated. That's the presenting problem. Although he has written words on 3 x 5 cards, studied word lists, read "cartoon" vocab books, and reads 45 minutes daily, he does not retain vocab. He utilizes context cues and gets high marks for reading comprehension. He speaks well, and writes alright, though simply. The main problem is that he won't test well for private school entrance exams. Thanks for your interest and suggestions.jim ekgren

<j-ekgrenfrisurf (DOT) no> wrote: The words might not be integrated, because they are not used. Are the child's peers using these words? Probably not. Do the other kids have the same problems? It is possible. Ask their parents. It's good that the child gets 100% on the tests. Does the school or the child have plans how to

repeat learned material. As a parent, before doing neurofeedback, I would write all new words on paper, and hang on kitchen wall. I would try to incorporate the words when speaking to the child, or when writing notes to the child. I learned words like "Thalamus", "basal ganglia" and "prefrontal cortex" three years ago. I still know what they mean because I speak with a lot of NFB folks who constantly repeats these. I imagine that if I start forgetting these words' meaning, the NFB folks will talk with me less. Therefore I have a personal interest in keeping

the words alive and fresh in my mind. Jim Fra: braintrainer [mailto:braintrainer@yahoog roups.com] På vegne av kneurotykSendt: 22. mars 2007 22:21Til: braintrainer Emne: Vocabulary I am wondering if anyone has tried to address, or noticed improvements in, a child's vocabulary as a result of NFB and, if so, what protocols were used? I have the idea that T5-T6 might be useful in a child who is functioning well across domains but cannot seem to retain new word meanings -- gets 100% on vocab quizzes through memorization, but has no idea what the word means three weeks later, and doesn't incorporate the new words into speech or writing. I suspect slow wave activity frontally and maybe temporally as well, but am planning the assessment and

wondering what sites might make sense.Thanks for any suggestions. Don't get soaked. Take a quick peek at the forecast with theYahoo! Search weather shortcut. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

Sucker-punch spam with award-winning protection. Try the free Yahoo! Mail Beta.

[Guest guest]

How is his sleep?

Thanks, I will include T5 and CP5 as optional pairs in the upcoming assessment. So far I have parent and teacher report, and am planning the TLC assessment, so the site info is what I am looking for.

It's not clear to me whether it's a retrieval issue, or whether the words never make it into long-term memory. He does not present with " tip of the tongue " or associational responses to the words he previously learned -- rather, he acts like he's never heard (or seen) them before and is making a pained guess, which makes me think they stuck around just long enough to help him ace his quizzes and then flew the coop rather than moving into longer-term storage.

Van Deusen wrote:

Have you looked at P3, T5 and CP5 for slowing or alpha issues? These are areas where specific frequency problems could relate to vocabulary recall and use. Also coherence problems may be related as well. It sounds like this child can get the words into memory but doesn't necessarily have access to them.

Pete

On 3/26/07, <kneurotyk@...

> wrote:

The child's peers have great vocabularies, as do parents and teachers. He loves drama and has no problem memorizing (and properly interpreting) a variety of texts. Also, reads aloud well. But, at 13, is fuzzy about what " exceptional, " " versatile, " " livid, " and " vivid " mean. These are fairly basic words, especially for a monolingual 13 year old.

You are right, the words are not integrated. That's the presenting problem. Although he has written words on 3 x 5 cards, studied word lists, read " cartoon " vocab books, and reads 45 minutes daily, he does not retain vocab. He utilizes context cues and gets high marks for reading comprehension. He speaks well, and writes alright, though simply. The main problem is that he won't test well for private school entrance exams.

Thanks for your interest and suggestions.jim ekgren wrote:

The words might not be integrated, because they are not used. Are the child's peers using these words? Probably not. Do the other kids have the same problems? It is possible. Ask their parents.

It's good that the child gets 100% on the tests. Does the school or the child have plans how to repeat learned material.

As a parent, before doing neurofeedback, I would write all new words on paper, and hang on kitchen wall. I would try to incorporate the words when speaking to the child, or when writing notes to the child.

I learned words like " Thalamus " , " basal ganglia " and " prefrontal cortex " three years ago. I still know what they mean because I speak with a lot of NFB folks who constantly repeats these. I imagine that if I start forgetting these words' meaning, the NFB folks will talk with me less. Therefore I have a personal interest in keeping the words alive and fresh in my mind.

Jim

Fra:

braintrainer [mailto:

braintrainer@yahoog roups.com] På vegne av

kneurotykSendt: 22. mars 2007 22:21Til:

braintrainer Emne: Vocabulary

I am wondering if anyone has tried to address, or noticed improvements in, a child's vocabulary as a result of NFB and, if so, what protocols were used? I have the idea that T5-T6 might be useful in a child who is functioning well across domains but cannot seem to retain new word meanings -- gets 100% on vocab quizzes through memorization, but has no idea what the word means three weeks later, and doesn't incorporate the new words into speech or writing. I suspect slow wave activity frontally and maybe temporally as well, but am planning the assessment and wondering what sites might make sense.Thanks for any suggestions.

Don't get soaked. Take a quick peek at the forecast with theYahoo! Search weather shortcut.

-- Van Deusen

pvdtlc@...http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

Sucker-punch spam with award-winning protection.Try the free Yahoo! Mail Beta.

-- Van Deusen

pvdtlc@...http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

Improved since receiving 20 sessions of NFB from a different provider about a year ago. At that time he had regular onset problems (up to 90 minutes). Now onset issues only occur situationally -- before exciting events, usually. He does report not being refreshed in the morning, and often feels tired during the day. What do you make of that? Van Deusen wrote: How is his sleep? On 3/27/07, <kneurotyk> wrote: Thanks, I will include T5 and CP5 as optional pairs in the upcoming assessment. So far I have parent and teacher report, and am planning the TLC assessment, so the site info is what I am looking for. It's not clear to me whether it's a retrieval issue, or whether the words never make it into long-term memory. He does not present with "tip of the tongue" or associational responses to the words he previously learned -- rather, he acts like he's never heard (or seen) them before and is making a pained guess, which makes me think they stuck around just long enough to help him ace his quizzes and then flew the coop rather than moving into longer-term storage. Van Deusen <pvdtlcgmail> wrote: Have you looked at P3, T5 and CP5 for slowing or alpha issues? These are areas where specific frequency problems could relate to vocabulary recall and use. Also coherence problems may be related as well. It sounds like this child can get the words into memory but doesn't necessarily have access to them. Pete On 3/26/07, <kneurotyk > wrote: The child's peers have great vocabularies, as do parents and teachers. He

loves drama and has no problem memorizing (and properly interpreting) a variety of texts. Also, reads aloud well. But, at 13, is fuzzy about what "exceptional," "versatile," "livid," and "vivid" mean. These are fairly basic words, especially for a monolingual 13 year old. You are right, the words are not integrated. That's the presenting problem. Although he has written words on 3 x 5 cards, studied word lists, read "cartoon" vocab books, and reads 45 minutes daily, he does not retain vocab. He utilizes context cues and gets high marks for reading comprehension. He speaks well, and writes alright, though simply. The main problem is that he won't test well for private school entrance exams. Thanks for your interest and suggestions.jim ekgren <j-ekgrenfrisurf (DOT) no> wrote:

The words might not be integrated, because they are not used. Are the child's peers using these words? Probably not. Do the other kids have the same problems? It is possible. Ask their parents. It's good that the child gets 100% on the tests. Does the school or the child have plans how to repeat learned material. As a parent, before doing neurofeedback, I would write all new words on paper, and hang on kitchen wall. I would try to incorporate the words when speaking to the child, or when writing notes to the child. I learned words like "Thalamus", "basal ganglia" and "prefrontal cortex" three years ago. I still know what they mean because I speak with a lot of NFB folks who constantly repeats these. I imagine that if I start forgetting these words' meaning, the NFB folks will talk with me less. Therefore I have a personal interest in keeping the words alive and fresh in my mind. Jim Fra: braintrainer [mailto: braintrainer@yahoog roups.com] På vegne av kneurotykSendt: 22. mars 2007 22:21Til: braintrainer Emne: Vocabulary I am wondering if anyone has tried to address, or noticed improvements in, a child's vocabulary as a result of NFB and, if so, what protocols were used? I have the idea that T5-T6 might be useful in a child who is functioning well across domains but cannot seem to retain new word meanings -- gets 100% on vocab quizzes through memorization, but has no idea what the word means three weeks later, and doesn't incorporate the new words into speech or writing. I suspect slow wave activity frontally and maybe temporally as well, but am planning the assessment and wondering what sites might make sense.Thanks for any suggestions. Don't get soaked. Take a quick peek at the forecast with theYahoo! Search weather shortcut. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc. Sucker-punch spam with award-winning protection.Try the free Yahoo! Mail Beta. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

Expecting? Get great news right away with email Auto-Check.Try the Yahoo! Mail Beta.

[Guest guest]

Improved since receiving 20 sessions of NFB from a different provider about a year ago. At that time he had regular onset problems (up to 90 minutes). Now onset issues only occur situationally -- before exciting events, usually. He does report not being refreshed in the morning, and often feels tired during the day. What do you make of that? Van Deusen wrote: How is his sleep? On 3/27/07, <kneurotyk> wrote: Thanks, I will include T5 and CP5 as optional pairs in the upcoming assessment. So far I have parent and teacher report, and am planning the TLC assessment, so the site info is what I am looking for. It's not clear to me whether it's a retrieval issue, or whether the words never make it into long-term memory. He does not present with "tip of the tongue" or associational responses to the words he previously learned -- rather, he acts like he's never heard (or seen) them before and is making a pained guess, which makes me think they stuck around just long enough to help him ace his quizzes and then flew the coop rather than moving into longer-term storage. Van Deusen <pvdtlcgmail> wrote: Have you looked at P3, T5 and CP5 for slowing or alpha issues? These are areas where specific frequency problems could relate to vocabulary recall and use. Also coherence problems may be related as well. It sounds like this child can get the words into memory but doesn't necessarily have access to them. Pete On 3/26/07, <kneurotyk > wrote: The child's peers have great vocabularies, as do parents and teachers. He

loves drama and has no problem memorizing (and properly interpreting) a variety of texts. Also, reads aloud well. But, at 13, is fuzzy about what "exceptional," "versatile," "livid," and "vivid" mean. These are fairly basic words, especially for a monolingual 13 year old. You are right, the words are not integrated. That's the presenting problem. Although he has written words on 3 x 5 cards, studied word lists, read "cartoon" vocab books, and reads 45 minutes daily, he does not retain vocab. He utilizes context cues and gets high marks for reading comprehension. He speaks well, and writes alright, though simply. The main problem is that he won't test well for private school entrance exams. Thanks for your interest and suggestions.jim ekgren <j-ekgrenfrisurf (DOT) no> wrote:

The words might not be integrated, because they are not used. Are the child's peers using these words? Probably not. Do the other kids have the same problems? It is possible. Ask their parents. It's good that the child gets 100% on the tests. Does the school or the child have plans how to repeat learned material. As a parent, before doing neurofeedback, I would write all new words on paper, and hang on kitchen wall. I would try to incorporate the words when speaking to the child, or when writing notes to the child. I learned words like "Thalamus", "basal ganglia" and "prefrontal cortex" three years ago. I still know what they mean because I speak with a lot of NFB folks who constantly repeats these. I imagine that if I start forgetting these words' meaning, the NFB folks will talk with me less. Therefore I have a personal interest in keeping the words alive and fresh in my mind. Jim Fra: braintrainer [mailto: braintrainer@yahoog roups.com] På vegne av kneurotykSendt: 22. mars 2007 22:21Til: braintrainer Emne: Vocabulary I am wondering if anyone has tried to address, or noticed improvements in, a child's vocabulary as a result of NFB and, if so, what protocols were used? I have the idea that T5-T6 might be useful in a child who is functioning well across domains but cannot seem to retain new word meanings -- gets 100% on vocab quizzes through memorization, but has no idea what the word means three weeks later, and doesn't incorporate the new words into speech or writing. I suspect slow wave activity frontally and maybe temporally as well, but am planning the assessment and wondering what sites might make sense.Thanks for any suggestions. Don't get soaked. Take a quick peek at the forecast with theYahoo! Search weather shortcut. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc. Sucker-punch spam with award-winning protection.Try the free Yahoo! Mail Beta. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

Expecting? Get great news right away with email Auto-Check.Try the Yahoo! Mail Beta.

[Guest guest]

Excessive slow activity with difficulty getting into beta for any length of time. He thus stays in stage 3 sleep, coma sleep, pretty much throughout the night without being able to get or stay into REM sleep. REM is the psychologically restorative sleep that looks a lot like waking brain. Not getting into REM, he would not feel rested no matter how long he sleeps. Also evidence that consolidation of memory from the hippocampus into distributed cortical memory (the real long-term memory), which requires flashes of high-speed brain activity for the long-term potentiation that actually hard-wires the connections in a neuronal network, happens during REM sleep. That's why I asked.

Pete

Improved since receiving 20 sessions of NFB from a different provider about a year ago. At that time he had regular onset problems (up to 90 minutes). Now onset issues only occur situationally -- before exciting events, usually. He does report not being refreshed in the morning, and often feels tired during the day. What do you make of that? Van Deusen wrote:

How is his sleep?

On 3/27/07, <kneurotyk@...

> wrote:

Thanks, I will include T5 and CP5 as optional pairs in the upcoming assessment. So far I have parent and teacher report, and am planning the TLC assessment, so the site info is what I am looking for.

It's not clear to me whether it's a retrieval issue, or whether the words never make it into long-term memory. He does not present with " tip of the tongue " or associational responses to the words he previously learned -- rather, he acts like he's never heard (or seen) them before and is making a pained guess, which makes me think they stuck around just long enough to help him ace his quizzes and then flew the coop rather than moving into longer-term storage.

Van Deusen wrote:

Have you looked at P3, T5 and CP5 for slowing or alpha issues? These are areas where specific frequency problems could relate to vocabulary recall and use. Also coherence problems may be related as well. It sounds like this child can get the words into memory but doesn't necessarily have access to them.

Pete

On 3/26/07, <kneurotyk@...

> wrote:

The child's peers have great vocabularies, as do parents and teachers. He loves drama and has no problem memorizing (and properly interpreting) a variety of texts. Also, reads aloud well. But, at 13, is fuzzy about what " exceptional, " " versatile, " " livid, " and " vivid " mean. These are fairly basic words, especially for a monolingual 13 year old.

You are right, the words are not integrated. That's the presenting problem. Although he has written words on 3 x 5 cards, studied word lists, read " cartoon " vocab books, and reads 45 minutes daily, he does not retain vocab. He utilizes context cues and gets high marks for reading comprehension. He speaks well, and writes alright, though simply. The main problem is that he won't test well for private school entrance exams.

Thanks for your interest and suggestions.jim ekgren wrote:

The words might not be integrated, because they are not used. Are the child's peers using these words? Probably not. Do the other kids have the same problems? It is possible. Ask their parents.

It's good that the child gets 100% on the tests. Does the school or the child have plans how to repeat learned material.

As a parent, before doing neurofeedback, I would write all new words on paper, and hang on kitchen wall. I would try to incorporate the words when speaking to the child, or when writing notes to the child.

I learned words like " Thalamus " , " basal ganglia " and " prefrontal cortex " three years ago. I still know what they mean because I speak with a lot of NFB folks who constantly repeats these. I imagine that if I start forgetting these words' meaning, the NFB folks will talk with me less. Therefore I have a personal interest in keeping the words alive and fresh in my mind.

Jim

Fra:

braintrainer [mailto:

braintrainer@yahoog roups.com]

På vegne av kneurotykSendt: 22. mars 2007 22:21Til:

braintrainer Emne: Vocabulary

I am wondering if anyone has tried to address, or noticed improvements in, a child's vocabulary as a result of NFB and, if so, what protocols were used? I have the idea that T5-T6 might be useful in a child who is functioning well across domains but cannot seem to retain new word meanings -- gets 100% on vocab quizzes through memorization, but has no idea what the word means three weeks later, and doesn't incorporate the new words into speech or writing. I suspect slow wave activity frontally and maybe temporally as well, but am planning the assessment and wondering what sites might make sense.Thanks for any suggestions.

Don't get soaked. Take a quick peek at the forecast with theYahoo! Search weather shortcut.

-- Van Deusen

pvdtlc@...http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

Sucker-punch spam with award-winning protection.Try the free Yahoo! Mail Beta.

-- Van Deusen

pvdtlc@...http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

Expecting? Get great news right away with

email Auto-Check.Try the Yahoo! Mail Beta.

-- Van Deusen

pvdtlc@...http://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

[Guest guest]

This makes a lot of sense, as he is also a child who wet the bed until his first few sessions of NFB last year. (I believe they focused on CZ to begin and, later, F3 F4). He was reportedly sleeping so deeply that nothing -- including soggy sheets -- could wake him. Sounds like "coma sleep" to me. I will watch for slowing all over when I do the assessment. We may be able to "kill" a few things with even fewer stones. Thanks for your help. Van Deusen wrote: Excessive slow activity with difficulty getting into beta for any length of time. He thus stays in stage 3 sleep, coma sleep, pretty much throughout the night without being able to get or stay into REM sleep. REM is the psychologically restorative sleep that looks a lot like waking brain. Not getting into REM, he would not feel rested no matter how long he sleeps. Also evidence that consolidation of memory from the hippocampus into distributed cortical memory (the real long-term memory), which requires flashes of high-speed brain activity for the long-term potentiation that actually hard-wires the connections in a neuronal network, happens during REM sleep. That's why I asked. Pete On 3/28/07, <kneurotyk> wrote: Improved since receiving 20 sessions of NFB from a different provider about a year ago. At that time he had regular onset problems (up to 90 minutes). Now onset issues only occur situationally -- before exciting events, usually. He does report not being refreshed in the morning, and often feels tired during the day. What do you make of that? Van Deusen <pvdtlcgmail> wrote: How is his sleep? On 3/27/07, <kneurotyk > wrote: Thanks, I will include T5 and CP5 as optional pairs in the upcoming assessment. So far I have parent and teacher report, and am planning the TLC assessment, so the site info is what I am looking for. It's not clear to me whether it's a retrieval issue, or whether the words never make it into long-term memory. He does not present with "tip of the tongue" or associational responses to the words he previously learned -- rather, he acts like he's never heard (or seen) them before and is making a pained guess, which makes me think they stuck around just long enough to help him ace his quizzes and then flew the coop rather than moving into longer-term storage. Van Deusen

<pvdtlcgmail> wrote: Have you looked at P3, T5 and CP5 for slowing or alpha issues? These are areas where specific frequency problems could relate to vocabulary recall and use. Also coherence problems may be related as well. It sounds like this child can get the words into memory but doesn't necessarily have access to them. Pete On 3/26/07, <kneurotyk > wrote: The child's peers have great vocabularies, as do parents and teachers. He loves drama and has

no problem memorizing (and properly interpreting) a variety of texts. Also, reads aloud well. But, at 13, is fuzzy about what "exceptional," "versatile," "livid," and "vivid" mean. These are fairly basic words, especially for a monolingual 13 year old. You are right, the words are not integrated. That's the presenting problem. Although he has written words on 3 x 5 cards, studied word lists, read "cartoon" vocab books, and reads 45 minutes daily, he does not retain vocab. He utilizes context cues and gets high marks for reading comprehension. He speaks well, and writes alright, though simply. The main problem is that he won't test well for private school entrance exams. Thanks for your interest and suggestions.jim ekgren <j-ekgrenfrisurf (DOT) no> wrote: The words might not be integrated, because they are not used. Are the child's peers using these words? Probably not. Do the other kids have the same problems? It is possible. Ask their parents. It's good that the child gets 100% on the tests. Does the school or the child have plans how to repeat learned material. As a parent, before doing neurofeedback, I would write all new words on paper, and hang on kitchen wall. I would try to incorporate the words when speaking to the child, or when writing notes to the child. I learned words like "Thalamus", "basal ganglia" and "prefrontal cortex" three years ago. I still know what they mean because I speak with a lot of NFB folks who constantly repeats these. I imagine that if I start forgetting these words' meaning, the NFB folks will talk with me less. Therefore I have a personal interest in keeping the words alive and fresh in my mind. Jim Fra: braintrainer [mailto: braintrainer@yahoog roups.com] På vegne av kneurotykSendt: 22. mars 2007 22:21Til: braintrainer Emne: Vocabulary I am wondering if anyone has tried to address, or noticed improvements in, a child's vocabulary as a result of NFB and, if so, what protocols were used? I have the idea that T5-T6 might be useful in a child who is functioning well across domains but cannot seem to retain new word meanings -- gets 100% on vocab quizzes through memorization, but has no idea what the word means three weeks later, and doesn't incorporate the new words into speech or writing. I suspect slow wave activity frontally and maybe temporally as well, but am planning the assessment and wondering what sites might make sense.Thanks for any suggestions. Don't get soaked. Take a quick peek at the forecast with theYahoo! Search weather shortcut. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc. Sucker-punch spam with award-winning protection.Try the free Yahoo! Mail Beta. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc. Expecting? Get great news right away with email Auto-Check.Try the Yahoo! Mail Beta. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

Never miss an email again!Yahoo! Toolbar alerts you the instant new Mail arrives. Check it out.

[Guest guest]

This makes a lot of sense, as he is also a child who wet the bed until his first few sessions of NFB last year. (I believe they focused on CZ to begin and, later, F3 F4). He was reportedly sleeping so deeply that nothing -- including soggy sheets -- could wake him. Sounds like "coma sleep" to me. I will watch for slowing all over when I do the assessment. We may be able to "kill" a few things with even fewer stones. Thanks for your help. Van Deusen wrote: Excessive slow activity with difficulty getting into beta for any length of time. He thus stays in stage 3 sleep, coma sleep, pretty much throughout the night without being able to get or stay into REM sleep. REM is the psychologically restorative sleep that looks a lot like waking brain. Not getting into REM, he would not feel rested no matter how long he sleeps. Also evidence that consolidation of memory from the hippocampus into distributed cortical memory (the real long-term memory), which requires flashes of high-speed brain activity for the long-term potentiation that actually hard-wires the connections in a neuronal network, happens during REM sleep. That's why I asked. Pete On 3/28/07, <kneurotyk> wrote: Improved since receiving 20 sessions of NFB from a different provider about a year ago. At that time he had regular onset problems (up to 90 minutes). Now onset issues only occur situationally -- before exciting events, usually. He does report not being refreshed in the morning, and often feels tired during the day. What do you make of that? Van Deusen <pvdtlcgmail> wrote: How is his sleep? On 3/27/07, <kneurotyk > wrote: Thanks, I will include T5 and CP5 as optional pairs in the upcoming assessment. So far I have parent and teacher report, and am planning the TLC assessment, so the site info is what I am looking for. It's not clear to me whether it's a retrieval issue, or whether the words never make it into long-term memory. He does not present with "tip of the tongue" or associational responses to the words he previously learned -- rather, he acts like he's never heard (or seen) them before and is making a pained guess, which makes me think they stuck around just long enough to help him ace his quizzes and then flew the coop rather than moving into longer-term storage. Van Deusen

<pvdtlcgmail> wrote: Have you looked at P3, T5 and CP5 for slowing or alpha issues? These are areas where specific frequency problems could relate to vocabulary recall and use. Also coherence problems may be related as well. It sounds like this child can get the words into memory but doesn't necessarily have access to them. Pete On 3/26/07, <kneurotyk > wrote: The child's peers have great vocabularies, as do parents and teachers. He loves drama and has

no problem memorizing (and properly interpreting) a variety of texts. Also, reads aloud well. But, at 13, is fuzzy about what "exceptional," "versatile," "livid," and "vivid" mean. These are fairly basic words, especially for a monolingual 13 year old. You are right, the words are not integrated. That's the presenting problem. Although he has written words on 3 x 5 cards, studied word lists, read "cartoon" vocab books, and reads 45 minutes daily, he does not retain vocab. He utilizes context cues and gets high marks for reading comprehension. He speaks well, and writes alright, though simply. The main problem is that he won't test well for private school entrance exams. Thanks for your interest and suggestions.jim ekgren <j-ekgrenfrisurf (DOT) no> wrote: The words might not be integrated, because they are not used. Are the child's peers using these words? Probably not. Do the other kids have the same problems? It is possible. Ask their parents. It's good that the child gets 100% on the tests. Does the school or the child have plans how to repeat learned material. As a parent, before doing neurofeedback, I would write all new words on paper, and hang on kitchen wall. I would try to incorporate the words when speaking to the child, or when writing notes to the child. I learned words like "Thalamus", "basal ganglia" and "prefrontal cortex" three years ago. I still know what they mean because I speak with a lot of NFB folks who constantly repeats these. I imagine that if I start forgetting these words' meaning, the NFB folks will talk with me less. Therefore I have a personal interest in keeping the words alive and fresh in my mind. Jim Fra: braintrainer [mailto: braintrainer@yahoog roups.com] På vegne av kneurotykSendt: 22. mars 2007 22:21Til: braintrainer Emne: Vocabulary I am wondering if anyone has tried to address, or noticed improvements in, a child's vocabulary as a result of NFB and, if so, what protocols were used? I have the idea that T5-T6 might be useful in a child who is functioning well across domains but cannot seem to retain new word meanings -- gets 100% on vocab quizzes through memorization, but has no idea what the word means three weeks later, and doesn't incorporate the new words into speech or writing. I suspect slow wave activity frontally and maybe temporally as well, but am planning the assessment and wondering what sites might make sense.Thanks for any suggestions. Don't get soaked. Take a quick peek at the forecast with theYahoo! Search weather shortcut. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc. Sucker-punch spam with award-winning protection.Try the free Yahoo! Mail Beta. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc. Expecting? Get great news right away with email Auto-Check.Try the Yahoo! Mail Beta. -- Van Deusenpvdtlcgmailhttp://www.brain-trainer.com305/433-3160The Learning Curve, Inc.

Never miss an email again!Yahoo! Toolbar alerts you the instant new Mail arrives. Check it out.