The Space Walk
Evidence supporting the positive effects of the Space Walk is below.
Space Walk, Copyright 1982. Frank A Belgau and Beverley Belgau
Falsifying the Low and Average Intelligence Stereotypes: The Promise of the Space Walk, Copyright 2008. David Matson
Falsifying the Low and Average Intelligence Stereotypes: The Promise of the Space Walk
by David Matson
Problem: Our brains enter a discovery mode when we first encounter a new concept, person, place, thing, etc. In this discovery mode we emotionally feel inquisitive. We are open to challenging the meaning of our experiences in an effort to improve them, to make our mental maps better match the territory. At a certain point, our brains create the illusion that the meanings that they create are actually being sensed by our eyes and ears. This empathy shift from feeling like we need to challenge our experiences, to feeling like we know what we are experiencing is our brains' creation of stereotypes. Brains that fail to make stereotypes, like autistic brains, treat each piece of information delivered by the senses as unique, filling autistic brains full of huge amounts of trivia. For the non-autistic brain, social interaction that challenges its stereotypes can put the brain back into discovery mode. Children's brains refine their stereotypes for animals from calling all animals cats for example, to distinguishing between cats and dogs, to then distinguishing among wiener dogs, labs, tabbies, calicos, etc. as a result of observing their stereotypes continually challenged by more experienced individuals. New brain research is now soundly falsifying the socially acceptable low and average intelligence stereotypes (something known by many parents and educational professionals: "We know our children are bright, but what can we do to prove it?!!"). New research reveals that there are no low or average brains, just brains stereotyped as low and average. All children with normal brains are capable of reaching the highest levels of academic achievement.
Solution: The solution to falsifying the low and average stereotypes about human brains is to test the evidence falsifying their validity by allowing each child, parent, and teacher to test for themselves the evidence that all people with normal brains are capable of achieving high levels of academic performance. This solution, of course, is the de facto motto of science nullius in verba ('On the words of no one1,' or roughly translated: 'Take nobody's word for it2,'). The Space Walk, created by Frank Belgau, is an experiment that should reveal various levels of foundational intelligences (the intelligences on which academic intelligences are built), and increase participants' IQs as they begin to master its exercises. The point of the experiment is not to reveal that some children have been erroneously stereotyped poor or average. The point is to falsify the low and average stereotypes, so that whenever our brains see low or average performance they stereotype the person as underdeveloped (not low, not average), and rather than feel disappointed in them or sorry for them, we feel the need to question what is keeping their brains from demonstrating the full measure of intelligence that brain science says is there. Only when we feel that brains are either bright or underdeveloped, will we experience the desire to shatter the false stereotypes of low and average intelligences, and spend the time and money necessary to fully develop underdeveloped intelligences in ourselves and in others.
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1 The Person of the Millennium: The Unique Impact of Galileo on World History. M Weidhorn. iUniverse: 2005
2 Nullius in verba. Retrieved 9/5/08, from http://royalsociety.org/
Evidence
The New Brain: How the Modern Age is Rewiring Your Mind. Richard Restak. Rodale: 2003
Recent findings . . . indicate that by following certain brain-based guidelines anyone can achieve expert performance in sports, athletics, or academic pursuits. Such findings, of course, run counter to the traditional theory that sports achievers and geniuses are born not made, that our genes and other factors outside of our control impose limits on our individual capabilities. Not so. Instead, it's now clear that by learning about and applying this new research, most of us can reasonably expect greatly enhanced personal levels of achievement.
Advocacy: A Case for Daily Quality Physical Education. Jean Blaydes. Retrieved September 5, 2008, from http://www.actionbasedlearning.com/article01.shtml
Balance Improves Reading Capacity
The vestibular and cerebellum systems (inner ear and motor activity) are the first systems to mature. These two systems work closely with the RAS system (reticular activation system) that is located at the top of the brain stem and is critical to our attentional system. These systems interact to keep our balance, turn thinking into action, and coordinate moves. Physical Education curriculum games and activities that stimulate inner ear motion like rolling, jumping and spinning are necessary to lay the foundation for learning.
The Effects of Movement on Literacy. Kathy S. Luppe. East Tennessee State University, August 2007. Retrieved September 5, 2008, from http://etd-submit.etsu.edu/etd/theses/available/etd-0703107-205636/unrestricted/LuppeK071107f.pdf
Barrett (2000) theorizes that students who fail to experience sufficient movement, or who experience developmental delays in visual perception, tracking, balance, and gross-motor skills, and fall behind in school need sensory-motor remediation, not content remediation. Content assimilation can only happen when basic sensory-motor skills have developed, when the ability to use both sides of the brain-body in an integrated fashion for efficient action has developed (Jones, 2005).
Fadigan (as cited by Barrett, 2000) has extensively reviewed the research of educational, neuroscience, and psychology experts. His findings reveal the brain develops its ability to process information first at level one (conception to 2 years), when various sensory-motor skills are developed; then level two, when cognitive skills or multiple intelligences are acquired; then finally to level three, after enhancement of levels one and two, when content assimilation occurs. He offers an interesting consideration: most public and private schools teach exclusively at level three, and when a student exhibits problems assimilating content at this level, he or she is given remediation (usually in the form of additional content either in one-on-one tutoring or small group instruction), which doesn't adequately address the root of the problem. These students need experience at the sensory motor level to create neurological pathways, and only then can content assimilation occur.
Kokot (2003) reveals similar findings. For a child to experience success in learning areas, a number of underlying sensory-motor systems have to be functioning as well. If the vestibular, proprioceptive, tactile, visual, and auditory systems are malfunctioning, they will fail to support the child's attempts to learn academic work, sit still, pay attention, complete tasks, and learn appropriate social behaviors. Furthermore, she states these sensory systems develop according to a hierarchy. Success on one level is necessary for success on the next. If any of these developmental steps have been interrupted or skipped, it is likely to affect the degree to which the child experiences academic success.
New Jersey Comprehensive Health Education and Physical Education Curriculum Framework, Chapter 4: Learning and Behavior. Retrieved September 5, 2008, from http://www.state.nj.us/education/frameworks/chpe/chapter4.pdf
Movement and Learning
Research conducted by neurophysiologist Carla Hannaford indicates that the inner ear's semicircular canals and the vestibular nuclei are an information-gathering and feedback source for movement. The impulses travel through nerve tracts back and forth from the cerebellum (the part of the brain involved in almost all learning) to the rest of the brain, including the visual system and the sensory cortex. These impulses also seem to impact areas in the brain critical to attention. All together, these actions help human beings to maintain balance, turn thought into action, and coordinate moves. Hannaford supports participation in activities that stimulate inner ear motion such as swinging, rolling, and jumping (Jensen, 1998).
Other researchers have linked pathways from the cerebellum to parts of the brain involved in memory, attention, and spatial perception. Movement and learning seem to have "constant interplay" (Jensen 1998). More than 80 studies presented at the 1995 Annual Society of Neuroscience Conference suggested strong links between the cerebellum and memory, spatial perception, language, attention, emotion, nonverbal cues, and decision-making. According to Eric Jensen (1998), a former teacher and member of the International Society of Neuroscience, these findings strongly implicate the value of physical education, movement, and games in boosting cognition. Research suggests that the relationship between movement and learning continues throughout life.
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Jensen, E. (1998). Teaching with the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Vestibular Function, Sensory Integration, And Balance Anomalies: A Brief Literature Review. HA Solan, J Shelley-Tremblay, S Larson. Optometry and Vision Development. 2007 Volume 38 (1), pp. 13-18. Retrieved September 5, 2008, from www.greatvisioncare.com/files/solan.pdf
Clinical experience supports the notion that delayed vestibular maturation may be associated with sensory integrative dysfunctions, slow vision processing, and delayed acquisition of reading skills in primary and middle grade elementary school children.
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In part, because of the overlap in cortical systems, uncorrected vestibular disorders may ultimately affect attention processing and result in cognitive dysfunctions.7,8 Smith, Zheng, Horii, and Darlington7 have reviewed extensive animal and human studies. They provide evidence that, in addition to more commonly known deficits in balance and posture, problems with vestibular function can be seen to be associated with deficits in object recognition, spatial navigation, learning and memory.
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The need to see clearly and comfortably at all distances for extended periods of time remains a primary consideration. Normal binocular vision is a complex psycho-physiological process that is not always attained to its fullest extent by all who see with both eyes.
The experience of Rosen, Cohen, and Trebing24 in rendering vision therapy supports the notion that a successful rehabilitation program may require treatment for both the vestibular and visual systems, since the former may have provided only a partial cure.
Occupational Performance and Sensory Integration Therapy: Preliminary Findings of a Rating Scale. Veronica Steer. Retrieved September 5, 2008, from http://www.occupationalperformance.com/index.php/au/home/opm_book/occupational_performance_and_sensory_integration_therapy_preliminary_findings_of_a_rating_scale
Teachers noticed improvements in most areas required by the children to establish functional occupational roles as students. Most noticeable improvements were in the cognitive skills required for the classroom. These findings are consistent with clinical reports of improvements that therapists notice as a result of sensory integrative procedures (Fisher, Murray, & Bundy, 1991).
Evidence that Vestibular *Hypofunction Affects Reading Acuity in Children. Braswell J., Rine R.M. (2006) International Journal of Pediatric Otorhinolaryngology, 70 (11), pp. 1957-1965. Retrieved September 5, 2008, from http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T7V-4KSD80W-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=b7c31919ecb59fd20b865c9e957bda38
[*Diminished, abnormally low, or inadequate functioning]
Seventy-two typically developing children and 14 children with sensorineural hearing loss with and without vestibular hypofunction participated. We examined: (1) reliability and age related changes in reading acuity scores, (2) the effect of vestibular hypofunction on reading acuity scores, and (3) the relationship between these scores and a test of dynamic visual acuity. RESULTS: The test was reliable (ICC (3,2)>or=0.86). Reading acuity scores were significantly worse in children with vestibular hypofunction (p<or=0.002). Furthermore, reading acuity scores correlated with dynamic not static visual acuity scores (r=0.55, p<0.001). CONCLUSIONS: These results imply that the gaze instability due to vestibular hypofunction affects reading ability in young children.
Training Quiets Aging Reflexes. Indiana University (2007, November 15). ScienceDaily. Retrieved September 5, 2008, from http://www.sciencedaily.com/releases/2007/11/071107160215.htm
[Indiana University] researchers have recently found that a psychological inventory that probes such things as planning strategies and short-term memory is surprisingly effective in predicting balance ability.
Exercise Therapy Can Help Dizziness From Inner-Ear Ills. New York Times. January 26, 1994. Retrieved September 5, 2008, from
http://query.nytimes.com/gst/fullpage.html?sec=health&res=9F03EFD71E30F935A15752C0A962958260
The attendant problems of concentration, memory loss and fatigue, which can often accompany inner-ear problems, actually develop because the brain is working so hard simply to keep the body upright that other brain functions are compromised.
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The treatment is a home-exercise program custom-designed for each patient; it includes habituation exercises, like jumping, sitting up and lying down rapidly and turning in circles. The exercises are so simple that many patients are skeptical at first that they can work.
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Vestibular rehabilitation is not for everyone. Some inner-ear disorders require medication or surgery. But practitioners say the success rate of this drug-free, risk-free treatment has made it one of the fastest-growing areas of physical therapy.
Protect Your Balance System–Or Else . . . Neil Bauman, Ph.D. 2003. Retrieved September 5, 2008, from http://www.hearinglosshelp.com/articles/balancesystem.htm
When you damage your vestibular system, keeping your balance is now largely a conscious effort, not the automatic effortless procedure it once was. Consequently, those areas of your brain that you once just used for thought and memory, now must constantly work on keeping you balanced. As a result, your memory may suffer. You may grope for words when talking. You may easily forget what is being spoken about during a conversation. You may be easily distracted. You may have difficulty comprehending directions or instructions. You may have trouble concentrating and may feel disoriented at times.
You may also experience fatigue because keeping your balance is now no longer a subconscious event, but something that you must consciously work hard to maintain. All this work makes you tired!
Vestibular damage may also give rise to muscular aches and pains. This is because when your vestibulo-spinal reflex no longer works automatically, you have to consciously control your balance by making your muscles rigid and less relaxed as you strain to keep your balance. In addition, you may get headaches and a stiff/sore neck from trying to hold your head absolutely still so you won't feel dizzy or nauseous.
Finally, damage to your vestibular system can include emotional problems such as anxiety, frustration, anger and depression. Your feelings of self-confidence and self-esteem may plummet. You may feel vaguely uneasy. You may feel that something is wrong or unreal without knowing why.
Ototoxicity-the Hidden Menace. Part I: Lives in Upheaval. Neil G. Bauman, Ph.D. Retrieved September 5, 2008, from www.hearinglosshelp.com/articles/ototoxicupheaval.htm
Memory problems can result because areas of your brain that were previously used for thought and memory, must constantly work on keeping you balanced. As a result, you may grope for words, forget what was just said, be easily distracted or have trouble concentrating.
Making Sense. Victor Smetacek and Franz Mechsner. Nature 432:21 (04 Nov 2004). Retrieved September 5, 2008, from http://scienceweek.com/2005/sw050916-2.htm
Our daily doings are coordinated and run by a trinity of independent sensory systems: proprioception, vision, and the vestibular organs of the inner ear (which sense balance, momentum, and guide the eyes). Their signals are so tightly integrated that it is impossible to unravel them through introspection, a view which seems to favor vision as the primary sense organ of the mind. But whereas in the congenitally blind other senses more or less compensate for the loss, a child born without proprioception would not know it had a body and would be physically and mentally retarded as a result.
The Vestibular System: A Primer. Dr. J. David Dickman. Retrieved September 5, 2008, from http://vestibular.wustl.edu/science.html
In the Dickman lab, we study the anatomy and physiology of the vestibular system. The vestibular system not only drives gaze and body stabilizing responses to head motion in space, but also interacts in complex ways with other sensory systems to generate spatial percepts and to guide reflexive and voluntary action. [Go to this website to learn more about the vestibular system.]
Bibliography
Blink: The Power of Thinking Without Thinking. Malcolm Gladwell. Little, Brown and Company: 2005
How Brains Make Up Their Minds. Walter J. Freeman. Columbia University Press: 2000
How We Think. John Dewey. Prometheus Books: 1991
Mind Time: The Temporal Factor in Consciousness. Benjamin Libet. Harvard University Press: 2004
Satisfaction: The Science of Finding True Fulfillment. Gregory Berns. Holt: 2005
The Body has a Mind of Its Own. Sandra Blakeslee and Matthew Blakeslee. Random House: 2007
The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science. Norman Doidge. Penguin Group: 2007
The First Idea: How Symbols, Language, and Intelligence Evolved from our Primate Ancestors to Modern Humans. Stanley Greenspan and Stuart G. Shanker. Da Capo Press: 2004
The New Brain: How the Modern Age is Rewiring Your Mind. R Restak. Rodale: 2003
The Mind and the Brain Neuroplasticity and the Power of Mental Force
Jeffrey M. Schwartz and Sharon Begley. Harper Collins Publishers: 2002
Space Walk
Frank A Belgau. Balametrics, Inc: 1982
Space Walk, Copyright 1982. Frank A Belgau and Beverley Belgau
Space Walk Movie, Copyright 2008. David Matson and Bill Alston
