Changing stroke rehab and research worldwide now.Time is Brain! trillions and trillions of neurons that DIE each day because there are NO effective hyperacute therapies besides tPA(only 12% effective). I have 523 posts on hyperacute therapy, enough for researchers to spend decades proving them out. These are my personal ideas and blog on stroke rehabilitation and stroke research. Do not attempt any of these without checking with your medical provider. Unless you join me in agitating, when you need these therapies they won't be there.

What this blog is for:

My blog is not to help survivors recover, it is to have the 10 million yearly stroke survivors light fires underneath their doctors, stroke hospitals and stroke researchers to get stroke solved. 100% recovery. The stroke medical world is completely failing at that goal, they don't even have it as a goal. Shortly after getting out of the hospital and getting NO information on the process or protocols of stroke rehabilitation and recovery I started searching on the internet and found that no other survivor received useful information. This is an attempt to cover all stroke rehabilitation information that should be readily available to survivors so they can talk with informed knowledge to their medical staff. It lays out what needs to be done to get stroke survivors closer to 100% recovery. It's quite disgusting that this information is not available from every stroke association and doctors group.

Friday, March 23, 2018

The Secret to Better Learning That Most People Don’t Know

The million dollar question. Is this applicable to stroke? And whom will do the followup research? Only three years old and I can guarantee that your doctor knows nothing about this.
https://www.spring.org.uk/2015/09/the-secret-to-better-learning-that-most-people-dont-know.php
Despite multiple studies showing the benefits, many people don’t know this learning trick.
Mixing up your learning can lead to massive gains, a study of academic performance reveals.
For years now ‘interleaving’ has been a secret largely confined to researchers.
Interleaving means practising or learning different skills in quick succession.
When interleaving, tennis players might practice forehands, backhands and volleys altogether.
Interleaving for musicians could mean practising scales, arpeggios and chords all in the same session.
It’s quite a different method to how people normally learn.
Tennis players typically focus on forehands for a session and musicians on scales for a session.
The benefits have been shown in studies of motor skills:
“…college baseball players practiced hitting three types of pitches (e.g. curve ball) that were either blocked by type or systematically interleaved.
During a  subsequent test in which the three types of pitches were interleaved (as in an actual game), hitting performance was greater if practice had been interleaved rather than blocked.
A similar benefit was observed in a study of basketball shooting…” (Taylor & Rohrer, 2010)
A new study, though, shows the dramatic benefits of interleaving on children’s performance at math.
For the research some kids were taught math the usual way.
They learned one mathematical technique in a lesson and then practised it.
A second group, however, were given assignments which included questions requiring different techniques.
The results were impressive.
On a test one day later, the students who’d been using the interleaving method did 25% better.
But, when tested a month later, the interleaving method did 76% better.
That’s quite an increase given that both groups had been learning for the same amount of time.
The only difference was that some learned block by block and others had their learning mixed up.
One of the potential drawbacks of the technique is that it can feel harder at first.
Instead of concentrating on one skill at a time, you have to work on two or more.
But interleaving probably works because it forces the mind to work harder.
Instead of relying on learning a system and sticking with it, the mind has to keep searching and reaching for solutions.
The research was published in the Journal of Educational Psychology (Rohrer et al., 2015).

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