I want them to play to their strengths

Choose strength not shame Ben Foss at TEDxSonomaCounty
TEDx Talks
Jun 19, 2014

1:46 Realizing that I have strengths I can play to
decide if I was ready to go to the edge and try on a new version of who I was

3:29 move to doing life by your strengths because
We should be measured by what we can do, not by what we can’t

3:55 Goya: The Spanish Inquisition

8:40 you are going to fail without context
that lack of context leads to a script that you are lazy or stupid. And that gets embedded because at this time in your life the concrete of your personality is wet, and something that lands in it hardens there and will take later work to get it out

11:08 What they’re trying to say is you can’t do this

11:28 When you’re trying to get rid of shame you do not want to do this on your own.
The point of not being shamed is not being isolated. So you want a coach.
[related: https://franzcalvo.wordpress.com/2017/06/16/william-h-mcraven]

12:34 My favorite illiterate of all time: Socrates
In Phaedrus he specifically warns against the writing down of language.
He said it will make us forget the memories of our souls.
He wanted us to be in dialogue, like in TED, to be here in person, but it wouldn’t have been as effective.
Basically Socrates was against Facebook and Tweeter.

14:43 Shame is feeling bad about who you are. An immutable characteristic that you can’t get rid of or it is a pattern that would be very hard to break.

16:34 I was proud because I changed the narrative
I wanted to believe that I was competent

17:35 I could have gone for three scripts:
I could have gone for blame.
I could have gone for contempt, and
I could have gone for comparison
Those are the negative scripts.
Instead I went for “This is hilarious!”

19:44 I want them to play to their strengths
As they grow up, they’re going to be given negative scripts. They could internalize the scripts.

I want to learn how to bring out her strengths

Episodic simulation

Imagining the future: The core episodic simulation network dissociates as a function of timecourse and the amount of simulated information.
Cortex. 2017 May;90:12-30.
Thakral PP, Benoit RG, Schacter DL.

Neuroimaging data indicate that episodic memory (i.e., remembering specific past experiences) and episodic simulation (i.e., imagining specific future experiences) are associated with enhanced activity in a common set of neural regions, often referred to as the core network. This network comprises the hippocampus, parahippocampal cortex, lateral and medial parietal cortex, lateral temporal cortex, and medial prefrontal cortex. Evidence for a core network has been taken as support for the idea that episodic memory and episodic simulation are supported by common processes. Much remains to be learned about how specific core network regions contribute to specific aspects of episodic simulation. Prior neuroimaging studies of episodic memory indicate that certain regions within the core network are differentially sensitive to the amount of information recollected (e.g., the left lateral parietal cortex). In addition, certain core network regions dissociate as a function of their timecourse of engagement during episodic memory (e.g., transient activity in the posterior hippocampus and sustained activity in the left lateral parietal cortex). In the current study, we assessed whether similar dissociations could be observed during episodic simulation. We found that the left lateral parietal cortex modulates as a function of the amount of simulated details. Of particular interest, while the hippocampus was insensitive to the amount of simulated details, we observed a temporal dissociation within the hippocampus: transient activity occurred in relatively posterior portions of the hippocampus and sustained activity occurred in anterior portions. Because the posterior hippocampal and lateral parietal findings parallel those observed during episodic memory, the present results add to the evidence that episodic memory and episodic simulation are supported by common processes. Critically, the present study also provides evidence that regions within the core network support dissociable processes.



When you find your learning style extraordinary things will happen

How we suppress genius and create learning disability
Scott Sonnon at TEDxBellingham
TEDx Talks
Nov 23, 2013

“time warp”
10:35 When you find your learning style extraordinary things will happen

12:00 sixth sense: mecano reception

71 different learning styles:
1 is verbal linguistic
70 are non-verbal “dyslexic” learning styles

The True Gifts of a Dyslexic Mind
Dean Bragonier | TEDxMarthasVineyard
TEDx Talks
Nov 24, 2015

A more direct link between effort and success

Psychiatric comorbidity in children and adolescents with reading disability.
J Child Psychol Psychiatry. 2000 Nov;41(8):1039-48.
Willcutt EG, Pennington BF.
This study investigated the association between reading disability (RD) and internalizing and externalizing psychopathology in a large community sample of twins with (N = 209) and without RD (N = 192).
In contrast, relations between RD and symptoms of anxiety and depression remained significant even after controlling for comorbid ADHD, suggesting that internalizing difficulties may be specifically associated with RD.

Raising A Child With Dyslexia: 3 Things Parents Can Do
November 29, 2016
Experts say that children with dyslexia are at a higher risk for depression. And having another passion — where there’s a more direct link between effort and success – is helpful.

What’s this word? … Of course that’s what it is!

Millions Have Dyslexia, Few Understand It
November 28, 2016·

Over the years, I survived by memorizing words. It started with boxes and boxes of index cards. I’d practice each night, looking at a word and saying its sound as quickly as I could. I memorized hundreds and hundreds — maybe a few thousand — words this way.

I’ve never been able to sound out unfamiliar words. And I still can’t.

However, most estimates in the United States put it at somewhere between 5 and 17 percent of the population.

… “What’s this word?” And as she answers, he almost always has the same response: “Of course that’s what it is!”