Limited Learning communication Behaviours

Mar 2015
18
0
Australia
Using the 7 Up premises “show me a child aged 7 years” predetermines they’re future . Children's behaviour becoming fixed after aged 7 years, for their remaining life span. Placing aged 5 year old children in school classroom environments. Teachers restricting children's communication skills with teachers enforcing rules that children can't talk to the child next to them, placing self-controlled fear conditioning not to verbally communicate and or express they're beliefs.
Laws enforcing requirements for aged 5 no later than 6 years children to attend school 5 days a week for up to 6 hours a day, for the number of school days per year. Teachers limiting learning behaviour experiences to 26 alphabetical letters and zero to nine number symbols. Teachers reading out of date to modern life Cinderella fairy tale stories and children performing simple finger painting skills.
Young children's ongoing hourly devotions to school work's repetitive hand writing chalkboard copying, limited thought inspiring learning, children would develop hurrying memory (cognitive overload) fatigue. Mentally fatigued children after attending daily school, having children avoiding complex verbal communication, many children preferring to play medicating distracting from fatigued human advanced memory capable of rationalising thoughts, memories being filled with education's useless to real life' information. Many children playing primitive brain dog like ball chasing games instead. Poorly expressing language skilled children heard using the word “cool” Can't Optimise Oral Language, as an example. Because young children have limited child intelligence, teachers are restricting learning to child level information all the way through to young adulthood. Because mental stress represses memorising abilities and as formal education progresses through the many years, more mental stress is applied to learning, further repressing simple information memorising abilities. The frog in boiling water experiment. Placing a frog in boiling water the frog immediately jumps out. Place the frog in cold water, slowly bringing the water to a boiling point temperature, the frog doesn't move. Increasing mental stress trauma repression is excepted due to increasing mental stress is gradually increasing over many years. When it comes to rationalising the above mentioned problem, most everyone's thoughts are conditioned to be occupied with playing ball chasing games and or something similar.
Children having failed to be prompted into enjoying experiencing complex verbal conversation: Teachers asking students in classroom environments for complex answers rather than simple answers have students confronted with embarrassing fears of being unable to provide teachers with suitable answers, many classroom students experiencing empathy from other student's embarrassing fears, further conditioning students not to want to create complex conversations. Students over time develop avoidance tactics prompted by classroom remembered fears to avoid experiencing not knowing how to correctly respond using complex communication. Without a teacher authority figure present, non-authority figure prompters of complex communication from “cool” responders could expect to receive: anger; profanity; people simply walking away.
If by challenging people's fixed beliefs “religious and or political beliefs” as an example, instant mistaken fear of complex communication responding has believers' fixed beliefs reinforced by the responding mistaken emotion of fear that the challenger person of fixed beliefs are wrong. The fixed beliefs person not having to provide rationalised arguments to defend they're fixed beliefs is feeling relieved, feeling less fears, provides emotional positive reinforcement to they're fixed beliefs. Coming from a state of fear to a state of less fear feels confirming to oppose what was creating fear in the first instance.
Psychology professionals must believe by confronting a client's fixed behavioural problems directly using verbal language, clients fixed belief dysfunctional behaviours are emotionally confirmed as correct behaviours.
There also exists a degree of competitive spirit emotional gratification to win arguments. Classroom environments provide a forum of competition brought on by test result scores, sports and question and answer sessions.
If by hearing something new feels like learning something new feeling repressed learning traumas, by quickly responding negatively to a new information provider, a responder blocks any further information from being heard, distracting feeling further learning fears. Moving from feeling fear to feeling less fear distracting from learning fears provides emotional rewarding reinforcement to they're being correct in their beliefs. Repeating such behaviours conditions the self into knee jerk reaction responding.
The above reading could provide plausible reasoning for why some contracted relationships tend to argue without soon after coming to a concluding resolution.
There also maybe an argument that educational reading material forced an ability onto higher educated students to understand complex language. A reply argument can be: students while experiencing mental stress, such language would be emotionally traumatising therefore memory repressing and or what complex language reading discussions were not correctly understood and or unrelated to realistic modern life. Complex language can be used to hide and or justify events that are not real, that never happened and or does not work. Readers under time limitation pressures to read many different subjects to escape increased time consuming thought, except what they read to be true to reduce mental stress (further self-conditioning themselves to hurry through readings making limited idea assumptions on what readings are about) and in future will defend (headlined statement memories) what they perceive as true to be true.
 
Mar 2015
18
0
Australia
I was speaking to a Korean woman. She was telling me that the reasons Koreans speak to each other in Korean and not in English is because if Koreans spoke to each other in English both Koreans would have as much trouble understanding each other than English only speaking people would to understand a Korean person's Korean accent.

Reading English words from chalkboards is a poor practice for learning how to communicate to each other using English.
listening for groups of words that have combined sounds aids quick understanding allowing the brain move time to understand meanings of sentences.
placing children in classrooms, restricting communication, creating thinking traumas hold back student verbal communication understanding.
 
Mar 2015
18
0
Australia
Young children left to a television as a baby sitter are subject to the speed and information content of television programs. Child minds are often figuring out what's happening on the television screen. Children have no control over the speaking speed of the actors. Questions should be asked: how much of the information is understood and how much of the information is allowed to be ignored? How much influenced behaviour is programmed into children who without television would want to know what's happening? Being that much of television information passes by without any loss of anything valuable to children watching television... away from television behaviours can result in important information being ignored. Bad behaving children whom are overly uncaring about anything, could have the bad behaviour caused by fast talking television.