Importance of Memory Color

Taken from: E-learning May 16th, 2007

Cari Denby

February 2002

Stephen F. Austin State University

Return to Class front page.

One of the most influential aspects on the quality of our lives is color. We use our perception of color every day. Without color we could not see traffic signals or enjoy sunsets, and learning techniques would be much more difficult. Color is an important function that signals and helps facilitate perceptual organization. Memory color is a phenomenon in which an object’s characteristic color influences our perception of its color. The study of what colors will maximize memorization skills is important for many reasons. Human beings rely on color to keep order in our lives. Traffic signals, warning signs, and many other signals require perception of color in order to be effective. Without the use of color our world would become chaotic. Finding the colors that are most effective on memorization would increase safety and order in our lives. Also, finding the colors that best stimulate memorization could increase study skills in students, especially those with learning disabilities. The use of memory color could also be used in areas of business such as retail to optimize sales by using colors that are most familiar to people, and will therefore grab their attention. Furthering the study of the effect of color on memory would be beneficial in many areas.

Our lives are kept in order by numerous signs, signals, and devices that provide instruction and precautions. We are constantly adapting these devices in ways that will increase our awareness of their function. Naor (2001) found that color knowledge interacts with object representation in many levels, depending upon the access level that is triggered by the stimulus. Therefore, using colors in signs and signals that are more familiar to people would increase the effectiveness of the devices. A red STOP sign stimulates color knowledge and aids in our recognition of the object and it’s function. Traffic lights are another example of color knowledge interacting with object representation. The color red is a symbol to STOP, yellow is a symbol to SLOW, and green is a symbol to GO. Traffic signals rely completely on a person’s ability to memorize the colors and associate them with certain functions. Other objects, or devices, also require color memory in order to be highly effective. The color red is used in DANGER and WARNING signs. Since red is a familiar color associated with stop, when we see this color on warning signs we automatically stop because our color knowledge is interacting with the objects, or signs. The same is true of yellow CAUTION signs. One problem with using color knowledge for object representation is that as people get older and are affected by presbyopia, colors begin to change because the lens becomes slightly yellowed. Lighter pastel colors begin to look gray to these individuals. Finding bright colors that will visually stimulate the person’s memory will likely increase the safety of elderly drivers and those around them.

Another important impact color has in our lives is on our learning processes. Disorders such as dyslexia are sometimes affected by color. According to a web page on the testing of dyslexia the ‘glare’ of the white paper makes it hard for some dyslexic children and adults to read the page (Dyslexia, 2002 http://www.dyslexia-test.com/color.html.) These dyslexic people are unable to focus on information on plain white paper and, therefore, can’t memorize or learn the information found on the paper. White paper is highly aversive which causes learning to become aversive as well. Colored transparent filters often help with this problem. By simply using a filter to change the color of the paper dyslexic people with this ‘glare’ problem will now be able to concentrate on material found in the paper. Another problem when dealing with color knowledge and memorization is color blindness. This can also be a serious problem if not diagnosed. Using colored flash cards or other color related teaching methods will not be an effective way of increasing memorization skills of color blind students. These methods could actually harm the child’s performance in school. A shade or hue must be found that is stimulating for this individual. The Color Span Test is used to screen for Attention Deficit Disorder. Johnson, Altmair, and Richman (1999) reported that the Color Span Test seems to be a useful measure when screening quickly for aspects of visual and verbal memory. This test requires children to retain color names in sequences of increasing lengths. Familiar colors such as RED, BLUE, ORANGE, BLACK, BROWN, WHITE, YELLOW and GREEN are displayed on a gray background. By using color as a stimuli there is a reduced likelihood that results will be confounded by hierarchical groupings or semantic association. Children begin to develop color knowledge long before they begin formal education. The implementation of familiar colors to beginning students would, therefore, increase their ability to recognize and memorize the information. Kido (2000) found that the color blue evokes high electrodermal values and causes excitation of the sympathetic nervous system. Perhaps the use of this color would increase the memorization skills of students as well. A study by Goolsby (2001) also found that there are age-related improvements on explicit color memory. The explicit color memory task was performed that only differed in test instructions from the implicit color choice task. On the opposite end of the spectrum, as people begin to get older their memory begins to fail. However, Robinson and Cipolotti (2001) found that elderly subjects showed selective preservation in color naming even though they had problems in many other categories such as naming nouns.


Memory color is also an important part of the business world. Success in the sales related area depends on the satisfaction of the customer and the ability to make one product stand out more than the competing product. David (1999) reported that in a study conducted by the Newspaper National Network black-and-white ads had an unaided recall rate of 6 percent, but the only ad using color scored 21 percent. Without even realizing it the customer will use memory color to find areas in a store that are familiar to them. According to Goldstein (2002) familiar colors are seen as being richer and also more saturated. The consumer’s attention will be drawn to displays or signs that appeal to their color knowledge. Many businesses already use brightly colored signs that grasp the attention of the consumer and leave and image in their mind. One example of a billboard that uses memory color to advertise is the “THIS SIGN IS READ” billboard. The reader will recognize the familiar color of red, and also associate the color with the word read. Memory color will be used in this association and the sign will therefore be easily remembered. Tavussoli found that copycat brands acquire meaning from existing brands by using consumer recognition (Tavussoli 2001). People become familiar with certain colors associated with brand name items. When the same colors are used on extension brands, the recognition of color is used, and this is a major strategy used by copycat brands. A good example of this can be found upon examining soda cans of various brands. Practically all brands of the original cola use red cans for packaging, for Dr. Pepper and other brands maroon is used, Sprite and it’s extension brands all use the green can. This is not because there is a mandate specifying the color of can that must be used with a certain product, rather it is a marketing strategy used to appeal to memory color. Businesses not only use color to increase sales, but also to increase productivity and safety of employees. As mentioned in the preceding paragraphs, precautionary signs use familiar colors to convey warnings and precautions when dealing with machinery and equipment. Businesses using this type of signage should be able to reduce employee injury causing an increase in productivity.

In conclusion, color is a very important part of our every day life. Our use of memory color occurs so often we usually don’t even realize it is happening. Many aspects of our lives are affected by color. Some of these areas are signs and signals that bring us safety, learning techniques that incorporate use of memory color to increase the amount of knowledge we retain, and also the use of color in the business industry to increase sales, productivity, and safety. Some solutions to the before mentioned disorders are colored lenses for those with dyslexia, or using the Color Scan Test to screen for Attention Deficit Disorder. Color knowledge is a very influential part of our perceptive lives. Though a great deal of research has been conducted in this area, much more is needed.

References

Davids, M. (1999). Stand Out. Brandweek, Vol. 40 issue 17, Special Report newspapers p4

Dyslexia-The effect of reading through colored filters on Dyslexic children and adults; testing, assessment, and advice for helping. http://www.dyslexia-test.com/color.html

Goldstein, B. E. (2002) Sensation and Perception: Sixth Edition p. 209

Goolsby, B. A., & Suzuki, S. (2001). Understanding priming of color-singleton search: Roles of attention at encoding and retrieval. Perception and Psychophysics Vol. 63(6), 929-944

Johnson, B. D., Altmaier, E. M.; & Richman, L.C. (1999). Attention Deficits and Reading Disabilities: Are Immedeate Memory Defects Additive? Developmental Neuropsychology, Vol 15(2), 213-227

Kido, M. (2000). Bio-psychological effects of color. Journal of International Society of Life Info. Science, Vol 18(1), 254-262

Naor Raz, G. (2001). Understanding the role of color object representation; Evidence for multiple levels of interaction.

Robinson, G., & Cipolotti, L. (2001). The selective preservation of colour naming in semantic dementia. Neurocase Special Issue: Vol 7(1), 65-75

Tavussoli, N. T. (2001). Color memory and evaluations for alphebetical and logographic brand

Jualan Kraftangan, Buku Untuk Tabung Kanak-kanak Istimewa

Bernama.com
Malaysian National News Agency
July 20, 2005 11:21 AM



KUALA LUMPUR, 20 Julai 2005 (Bernama) -- Di celah-celah ratusan gerai jualan sempena Perhimpunan Agung Umno di Pusat Dagangan Dunia Putra (PWTC) di sini, terdapat sebuah gerai yang menjual pelbagai kraftangan dan buku kanak-kanak khusus untuk mengisi tabung bagi kanak-kanak istimewa di Pusat Pembangunan Potensi CADS.

CADS atau singkatan daripada "Cerebral Palsy, Autism, Down Syndrome and Slow Learners", merupakan pusat yang diuruskan oleh pertubuhan bukan kerajaan (NGO) yang terdiri daripada sekumpulan ibu bapa kanak-kanak istimewa yang berpusat di Jalan Semarak.

Walaupun terpaksa bersaing dengan 350 gerai lain yang menjual pakaian, songket, tudung, kerongsang, kraftangan dan cenderamata yang berjaya menarik ramai pengunjung, namun gerai bernombor B128 di Legar Putra, Aras 2, PWTC itu tetap menarik perhatian individu yang prihatin untuk membeli sambil menderma kepada pusat itu.

Menurut presidennya, Salmiah Ahmad Khan, hasil jualan daripada gerai itu akan dimasukkan ke dalam tabung pusat berkenaan bagi membiayai perbelanjaan bulanan pusat itu yang melebihi RM20,000 sebulan

Katanya pusat yang ditubuhkan pada tahun 2003 dengan sembilan pelajar itu kini telah mempunyai 30 pelajar istimewa berumur antara empat dan 12 tahun yang mengikuti sesi persekolahan masing-masing mulai pukul 8.15 pagi hingga 3.15 petang, diikuti kelas iqra' dan tuisyen.

Pusat itu, yang ditubuhkan sekumpulan ibu bapa kanak-kanak istimewa, ahli akademik dan individu yang prihatin terhadap pembangunan kanak-kanak berkenaan, turut menawarkan khidmat kaunseling dan sokongan untuk keluarga dan penjaga kanak-kanak CADS.

Salmiah berkata pusat itu bergantung sepenuhnya kepada yuran pengajian yang dibayar oleh ibu bapa kanak-kanak berkenaan dan kutipan derma daripada orang ramai.

Pada 15 Julai lepas, pusat itu mendapat pengecualian cukai daripada Lembaga Hasil Dalam Negeri (LHDN) dan pengecualian yang sama juga diberikan kepada penderma yang menyumbang kepada pusat berkenaan, katanya.


Salmiah berkata pihaknya telah memohon geran daripada kerajaan untuk meringankan pembiayaan pusat itu untuk menyediakan sekolah rendah dan mempunyai bangunan lebih besar pada masa depan memandangkan bilangan pelajarnya akan bertambah kepada 60 orang.

Selain itu, katanya, pusat itu yang kini mempunyai tiga guru siswazah dan empat pemegang diploma, memerlukan dua lagi guru pendidikan khas untuk melatih kanak-kanak istimewa itu.

Beliau berkata pusat itu yang mempunyai lima bilik darjah, sebuah bilik komputer, sebuah bilik terapi, sebuah gimnasium yang didermakan oleh sebuah badan korporat, sebuah bilik kaunseling dan sebuah padang permainan, ditempatkan di sebuah banglo di No 8, Lorong San Ah Wing, Off Jalan Semarak dan memerlukan ruang yang lebih luas untuk keselesaan kanak-kanak berkenaan.

"Matlamat kami ialah memberi peluang yang sama rata kepada kanak-kanak CADS untuk memaksimumkan potensi mereka supaya dapat membangun sebagai individu berdikari dan menyumbang kepada masyarakat kelak," katanya.

Salmiah berkata pusat itu berperanan merangka program pembangunan individu menyeluruh yang merangkumi keperluan fizikal, perubatan, pemakanan, psikologi, sosial dan akademik untuk kanak-kanak berkenaan.

Katanya selain menjadi pusat sumber setempat untuk ibu bapa kanak-kanak CADS, pusat itu menyediakan dan merancang dua program individu untuk kanak-kanak berkenaan iaitu program intervensi awal untuk kanak-kanak pra-sekolah (EIP) dan program pembelajaran individu untuk kanak-kanak sekolah (IEP).

Beliau berkata setiap kanak-kanak CADS diawasi melalui penilaian berterusan serta program sokongan yang dilaksanakan bersama-sama pakar psikologi, fisioterapi dan ahli akademik.

Katanya kanak-kanak istimewa itu berpeluang bersekolah dan menjalani pelbagai aktiviti bersama kanak-kanak lain bagi membiasakan diri mereka dengan kehidupan masyarakat.

Salmiah berkata pelbagai program telah dilaksanakan dan dirancang untuk pembangunan kanak-kanak istimewa itu seperti perkhemahan, percutian sambil belajar dan memasak, selain seminar dan bengkel kerja yang dianjurkan untuk ibu bapa dan masyarakat bagi meningkatkan kesedaran mengenai keperluan kanak-kanak berkenaan.

Sektor swasta dan individu yang ingin menyumbang kepada pusat itu boleh menghubungi Salmiah di talian 03-26928300 atau 012-2131548 atau faksimili 03-41085858 atau melalui e-mel cadskl03@streamyx.com atau contact@care4cads.org.my

Maklumat lanjut berhubung pusat itu boleh dilayari di www.geocities.com/cadskl. atau (www.care4cads.org.my)


-- BERNAMA

Are Learning Disabilities The Only Problem? You Should Know About Other Related Disorders

By: Larry B. Silver, M.D. (2007)

An LD OnLine Exclusive!
You know that you or your child has Learning Disabilities (LD). You need to know that about 50 percent of people with LD will also have one or more related disorders. There is a "Continuum of neurologically-based disorders" that are frequently found together. It is important that all problems be recognized so that all can be addressed.

These related problems might include:

- Other Brain Processing Disorders
- Attention-Deficit/Hyperactivity Disorder
- Difficulties with Regulation of Emotions
- Tic Disorders
- Bipolar Disorders
- Other Brain Processing Disorders

Many people with LD will also have a Language Disability. He or she will have difficulty quickly processing what is heard, often not being able to keep up. Others may have no difficulty speaking when he or she initiates the conversation, but have significant difficulty finding the right words and organizing thoughts when asked to respond to a question or comment. Thus, language disabilities might include receptive and/or expressive language problems.

Another brain processing disorder relates to a Motor Coordination Disorder (Sensory Integration Disorder). Some might have difficulty coordinating teams of small muscles (fine motor skills), resulting in poor handwriting and possibly in difficult with buttoning, zipping, or tying. Others might have problems coordinating teams of large muscles (gross motor skills), resulting in being clumsy or running with poor coordination. Some might have difficulty coordinating eye-hand activities (catching, hitting, throwing) or knowing where they are in space, bumping into things. Another aspect of motor problems might relate to balance, resulting in difficulty riding a bike or quickly going down stairs. Finally, some with motor problems might be very sensitive to touch (tactile sensitivity).

Finally, some with LD might have problems with higher level tasks such as organization and executive function. He or she will have problems organizing materials, losing, forgetting, or misplacing things. Or, the problems might relate to organizing ideas when speaking or when writing. Executive function problems relate to analyzing tasks, deciding how to address these tasks, and carrying them out in a timely way.

Attention-Deficit/Hyperactivity Disorder (ADHD)
About half of individuals with LD will also have ADHD. This problem is characterized by a chronic and pervasive history of hyperactivity, inattention, and/or impulsivity. The inattention might relate to being distracted by what is seen, heard, or thought or might relate to organization or executive function problems.

Regulation of emotions
It is not uncommon for adults or children with LD to struggle with anxiety, depression, or anger control as a result of the frustrations and failures experienced. These emotional problems usually start at a certain time and relate to specific circumstances or stresses and are thought of as secondary emotional problems.

For most people with LD, the problems with regulating their emotions are not situational, they are neurologically-based. These problems have a chronic history, often beginning in early childhood, and are pervasive, occurring at home, in school, with friends, and during all months of the year. Often, there is a family history of similar problems.

Anxiety Disorders
These might be related to specific themes such as separation, social interactions, performance, specific objects, or specific places. Or, the anxiety disorder might be generalized to most aspects of life. If the level of anxiety becomes too great, the child or adult will experience a panic attack with an increased heart rate, breathing rate, sweating and feelings of apprehension.

Depression
Behaviors suggesting depression might include feeling depressed, an irritable mood, decreased interest or loss of pleasure in many activities, sleep disturbances, decreased ability to concentrate, indecisiveness, agitation, slowness of thinking, fatigue, feelings of worthlessness and, inappropriate anger. Suicidal thoughts or thoughts of death might occur.

Anger Control
This problem, also called Intermittent Explosive Disorder, results in angry outburst that go beyond the typical tantrum. They are real "melt downs." The child or adult will quickly lose his/her temper, often so fast that it is not clear what set it off. This rage will last for five to ten minutes or up to an hour. During this rage, he or she will be screaming, cursing, hitting, throwing, threatening. They are irrational and the person cannot be reasoned with. This episode ends almost as quickly as it begins. Once over, the person may feel sorry for what was done and have difficulty explaining the behaviors.

Obsessive-Compulsive Disorder
These problems often begin in early childhood. Some might have difficulty with obsessive thoughts others might have the need to do compulsive behaviors, and others will have both problems. Common compulsive problems might include the need to count or repeat behaviors, the need to check what was done over and over, the need to collect or hoard objects, the need to arrange and organize things, the need to clean and wash, or the need to bite nails or cuticles, pick at sores, or twirl/pull out hair.

Tic Disorders
Some children and adults may have difficulty regulating certain motor functions. They experience contractions of clusters of muscles causing motor tics. Others may experience the need to say certain sounds or words, called oral tics. These tics may come and go and change in form. If both motor and vocal tics are present, the problem is often called Tourettes Disorder.

Bipolar Disorder
The primary behavioral pattern relates to mood swings. These swings might be from depression to a state of extreme happiness, referred to as manic behavior. The mind is racing and full of thoughts. It is difficult to stop talking or acting or to relax. Behavior is driven and may appear to be inappropriate. Another mood swing is from calm to irritability or rage. As with the other related disorders, these behaviors show a chronic and pervasive history and there is often a family history.

Related neurologically-based disorders
Brain Processing Disorders
Learning Disabilities
Language Disabilities
Motor Coordination Disorder
Organization/Executive Function Disorders
Attention-Deficit/Hyperactivity Disorder
Regulatory Disorders
Anxiety Disorders
Depression
Anger Control Problems
Obsessive-Compulsive Disorder
Tic Disorders
Bipolar Disorder
What to do?
If you or your child has a LD and you suspect other processing problems, such as a Language Disability, Motor Coordination Disorder, or problems with organization and executive function, request that these problems be considered and appropriate evaluations be done. Should they be confirmed, special interventions will be needed.

If ADHD is suspected, discuss this possibility with the family physician. He or she should be able to diagnose and treat this disorder. If not, a referral to a general psychiatrist or a child and adolescent psychiatrist may be needed.

If any of the emotional regulatory problems or Bipolar Disorder is suspected, seek a consultation with a general psychiatrist (for adults) or a child and adolescent psychiatrist (for children and adolescents) to clarify the diagnosis and to recommend treatment.

What not to do?
Think that LD stands alone. Consider all of the possible related disorders. If you suspect one or more might be present, seek a professional to confirm the diagnosis and to help with planning necessary interventions.

More resources
Brown, Thomas E. (2000). Attention-Defecit Disorders and Comorbidities in Children, Adolescents, and Adults. Washington , D.C. : American Psychiatric Press, Inc

Silver, Larry B., M.D. (2006). The Misunderstood Child, Fourth Edition. New York : Three Rivers Press.

Silver, Larry B., M.D. (July 2007). Is LD the Only Problem? You Should Know About Other Related Disorders. Written exclusively for LD OnLine.

The Edison Trait: Saving the Spirit of Your Free-Thinking Child in a Conforming World

DOES YOUR CHILD HAVE THE EDISON TRAIT? by Lucy Jo Palladino

He was a boy who learned only by doing. At age six, he had to see how fire worked and accidentally burned his father's barn to the ground. The next fall he began school, where he alternated between letting his mind travel to distant places and keeping his body in perpetual motion in his seat. Because he was distractible and restless, he did not last long in a formal classroom. His teacher called him "addled." Eventually, his mother had to home-school him. As an adult he would recall: "My father thought I was stupid and I almost decided I must be a dunce."

The core of his learning was his passion for experiments. As his new teacher, his mother gave his talent free rein. At the same time she infused him with the disciplines of study. With time and determination, he mastered his runaway mind. He grew up to become a prolific inventor, bringing the magic of electricity and sound recording into the world. He either invented or improved hundreds of practical conveniences. It is said that Thomas Alva Edison succeeded where others failed or never tried, because it was his nature to dare.

Today, a growing number of children have that nature to dare. Like young Edison, they are easily distracted and disorganized, but also wildly imaginative and inventive.

They have minds that are at home with meanderings and leaps of vast proportions. They make unexpected, sometimes startling, connections.

QUALITIES OF A CREATIVE MIND

There was once a man who drove a truck on a road through a town and got stuck under a bridge that had a low clearance. The men of the town gathered around the wedged truck to think of ways to dismantle the truck or the bridge. Finally, a young boy came up and asked, "Why don't you let some air out of the tires?" That is what they did, and the truck went on its way.

This was a child who had the Edison trait. He saw an element of the scene that no one else saw, because they were busily and systematically focused on what to them was relevant to the solution.

An Edison-trait child:

Expects the Unexpected

A child with the Edison trait makes sudden, astonishing connections. Because his inner critic disallows neither the ridiculous nor the sublime, he can be innovative, ingenious, and fascinating. He can see ordinary things in extraordinary ways, which is the very essence of creativity.

His sense of humor is disarming. It stems from keen perception and the ability to see things from a different perspective. Sometimes he exhibits the kind of straight-from-the-subconscious humor that makes successful stand-up comics so funny. He blurts out ideas that are just under the surface, things that most others would have automatically censored.

Thinks Autonomously

This is a child who stands up for his own ideas, especially when they are uncommon or nonconformist. He is an independent thinker and does not rely on the opinions of others to form his own judgments. In a matter of personal interest to him, he stands firm with conviction, even in the face of strong opposition.

Hyperfocuses and Persists

When the Edison-trait child is intrinsically motivated, he has formidable mental power. If he is working on a project that is his own brainstorm, he is determined, tenacious, and persevering. As if by magic, he can work for hours involved in what he is doing. He finds ways to overcome barriers; his passion sees him through. In matters of his own choosing, he has inner direction and resolve.

Is Diverse and Intense

Edison-trait children are pluralistic, nonconforming, and multifarious. Once they begin to speak on a topic of their choosing, clear your calendar ... you'll be here for a while. Flights of fancy are common. One thing leads to another, though sometimes the connections are not apparent to the rest of us.

Has a Mind That Is Holistic

The Edison-trait child notices and reacts to things from any and all directions, so he is likely to have a global sense of places he has been. Take this child to the shopping mall and he'll probably be able to lead you back to your parked car.

Lives on His Own Schedule

Time passes slowly for this child when he is not engaged in an activity of interest. Otherwise, watch out! When an Edison-trait child works on a project of his choosing, he is dedicated and determined.

Loves to Come Up with Ideas

Some do this slowly and dreamily. Others are like kernels of popcorn popping. Many do both. They have qualities of being both a whimsical Dreamer and a high-charged Discoverer or turbulent Dynamo.

DOES YOUR CHILD HAVE THE EDISON TRAIT?

All children are imaginative and enjoy make-believe, but children who have the Edison trait live even closer to their imaginations. It is their lifeblood.

Children manifest the Edison trait in various ways. Some are quiet and reserved and live in their own worlds. Others are loud, interruptive, and bold.

Your child may be a Dreamer, a Discoverer, or a Dynamo. Or he may combine features of any or all of these patterns.

Dreamers drift from place to place, on a schedule of eternal time. Discoverers have to find things out for themselves and do things their own way. Dynamos are always in motion, with a flair forsurprises, power, and speed. To see how closely your child's patterns match the profile of children with this trait, take a moment and think about him since his earliest days. Then ask yourself these questions:

If your child is a Dreamer

1. Does he get absorbed or intensely involved in his own ideas much of the time?

2. Is he prone to saying things out of the blue?

3. Does he procrastinate to an extreme?

4. Are his interests and activities eclectic?

5. Does he start at least three projects for every one he finishes?

If your child is a Discoverer

1. Is he easily attracted to sights and sounds around him?

2. Is it vital for him to express his opinion?

3. Does he crave novelty, power, and excitement?

4. Is he always ready to speak, especially if you're talking?

5. When he wants his own way - which is almost always - is he relentless?

Or, if your child is a Dynamo

1. Does he get aggressive or intensely emotional about his own ideas much of the time?

2. Is some part of his body always in motion?

3. Are chances to run and climb as vital as the air he breathes?

4. Does he have boundless energy, enough for about three children his age?

5. Do you find yourself wondering if he lacks common sense?

The more "yes" answers you gave to these questions, the more reason there is for you to read on.

DREAMERS

Dreamers are mind wanderers. These Edison-trait youngsters seem to be lost in timeless space. From time to time, they have blank expressions on their faces or may look a little dazed. Actually, they are floating through one or several ideas in another realm, a world of their own.

I dwell in Possibility

A fairer house than Prose,

More numerous of windows,

Superior of doors.

Like Emily Dickinson, the author of these words, Edison-trait Dreamers are self-styled visionaries and poets. They have an ephemeral quality, a digressive style of thinking, and an inclination to see things from an unusual, even quixotic angle. In the classroom, after a lesson is taught, the Dreamer may not give the expected response, so others presume he just didn't "get it." But ask him and you'll find out that if he was tuned in, he probably "got it" all right - in an entirely unintended or uncommon way. He produces the kind of answer that makes you think twice.

Dreamers like sensory experience. They are drawn to color, sound, texture, taste, and fragrance. Often, Edison-trait Dreamers remember odd and seemingly unrelated facts and details, knowledge of an idiosyncratic nature. Seldom can they say exactly why they are drawn to these particular thoughts or recollections, but their fascination can become intense. What appears as spaciness to us is felt as absorption by them.

DISCOVERERS

Discoverers are Edison-trait adventurers who must blaze their own trail. They are high-spirited and have to see "what would happen if . . ." They are spontaneous and they must do things their own way.

Discoverers are multi-sensory, usually with a strong preference for visual input. This is a child who craves, and often creates, the stimulation of power, surprise, or diversity. He wants to explore his own ideas and express his own opinions. He wants life to keep him interested. If he does not find people stimulating, he will stimulate them, usually by provoking laughter or anger.

Discoverers like to live in the moment, without giving too much mind to what will happen in the future. Typically, they are not planners. Discoverers live with the attitude that they'll discover what's going to happen when it happens. That's what makes life interesting.

When a Discoverer is on the trail of an idea or project of his own, he feels a sense of urgency or impatience. During these times the Discoverer may "hyperfocus." He pays attention to what he is doing with an unusual degree of intensity and to the exclusion of all else. Discoverers also "multitask." Multitasking means doing more than one thing at a time. Dreamers and Dynamos hyperfocus and multitask, too. But Discoverers do it more.

DYNAMOS

Dynamos are fuel-injected speedsters. They have erratic spurts of energy. They overexcite easily, and when this happens, trouble is on the way.

In some ways, a Dynamo is also a Discoverer. He is impulsive. He acts first and thinks later. Like the Discoverer, the Dynamo loves power and speed. And like the Discoverer, the Dynamo is strong willed and immovable in his position.

The distinguishing feature of the Dynamo is his boundless physical energy. Dynamos keep their bodies in motion, one way or another, almost all the time. They walk, run, skip, kick, climb, jump, bounce, leap, bound, pounce, bolt, dash, race, sprint, dive, swim, splash, and fly.

Dynamos act with gusto and zest. They are risk takers and daredevils. And they are constantly entertaining. Life in their company is never dull.

THE EDISON TRAIT IS LIFELONG

The Edison trait is a personality characteristic. It endures. As Edison himself did, people with the trait have to make good matches between their aptitudes and their life work.

TURNING THE LIGHTS ON

As the parent of an Edison-trait child, you have probably asked yourself some variation of the following question: "If my child can recall the entire roster of the 1955 Brooklyn Dodgers, why can't he remember that eight times seven is fifty-six?"

To better understand your youngster, picture him wandering through an empty house alone. Most of the rooms are dark. One or two are well lit. When your child enters a bright room, he is filled with enthusiasm to explore. He remembers those bright rooms and develops a strong preference for them. Of course, the way you see it, he should be able to turn the lights on in any room, if only he would use the light switch. When you ask him to and he doesn't, a strain of tension develops between you.

From his point of view - and this is his house - his lights are wired differently. In the past, your Edison-trait child has tried to use the same kind of switch he sees others use, but to no avail. He senses that he doesn't operate the same way. He has a different configuration. Problems start getting solved when you work from his blueprints, not yours. You empower him to figure out his own circuitry, and the rules and methods to turn his lights on.

CONVERGENT, NO - DIVERGENT, YES

Having the Edison trait makes some things easier for your child and some things harder. The things that come easy are;

Thinking up wild or unusual ideas

Standing up for, feeling strongly about, and getting involved in those ideas

Making things up, and imagining the future

Trying things out

Starting new projects

The things that come hard are;

Focusing on someone else's ideas

Letting go of his own ideas

Remembering things he's been asked to do

Practicing skills repeatedly

Finishing things

The things that come easy are divergent thinking skills. In divergent thinking, one thought stimulates many others; thinking branches out. The things that come hard require convergent thinking. In convergent thinking, many thoughts reduce to a single one; thinking funnels in.

Read the lists again. It is no surprise that Edison-trait children will not shine in a typical classroom, or on the playground, or in most forms of organized sports. In settings like these, their chemistry sets them apart. They are the exceptions to our implicit rules of how children should think and perform, rules that say they should behave like uniform convergent thinkers.

CONVERGENT THINKING AS THE NORM

It is a natural human tendency to assume that all minds work the same way. We tacitly agree that all minds should naturally be able to follow through on one idea at a time, from beginning to end, with attention to detail. We call convergent thinking the norm and we presume it's what comes naturally if a brain is "normal." Divergent thinkers are viewed as having "attentional problems."

We label convergent thinking as right and divergent thinking as wrong. We base the methods we use to train our children on this premise. We expect children to focus in a linear fashion for as long as we say they should. This is true at home and at school. And at school, as class sizes get larger and children get more diverse, a teacher's tolerance for a student's divergent thinking necessarily diminishes. The same curriculum gets taught to all students in the same way and at the same pace.

The brains of Edison-trait children are misunderstood, not inferior. As students they are attentionally disadvantaged because we punish, and fail to appreciate, their unique creative slant. They get blamed for not completing desk work in the allotted time. They are scolded for not staying in their seats until recess. They are forced to work at an unsuitable tempo, and then get graded down for poor handwriting, and errors in grammar, spelling, and math facts. These outcomes are inevitable artifacts of a mismatched approach.

We teach to their weaknesses, not to their strengths. We insist that they see things our way, but we won't see things theirs. These children are stunningly divergent. They are on a quest for discovery, exploration, and stimulation. Surely we can be flexible and accommodate their style. They can and will develop convergent skins, but only if their desire to learn is protected and kindled with success.

WE CAN HELP EDISON-TRAIT CHILDREN DEVELOP SKILLS

We Can Guide Them to Motivate Themselves

These children need extra incentive and stimulating rewards. They need to experience success so that they can believe in it. They need reasons compelling enough to keep up the extra effort to get through the glass maze.

We Can Communicate - Think and Talk - in Their Language

A child with the Edison trait needs to feel he's in control. He will accept help only if it does not threaten his autonomy. He is prone to feeling crowded and seeing adults as overbearing. The Edison-trait child is easily overwhelmed. For this reason, he needs clear direction, phrased in brief, concise messages. He needs his workload assigned in manageable portions. He needs structure, simple categories, and prominent visual cues.

For this same reason, he needs frequent breaks and relief from tension. He responds best to a calm and steady voice, devoid of emotional charge.

The Edison-trait child thinks in images and stories. He needs instruction that is attractive and captivating. He responds to metaphors and identifies with characters he likes. Creative approaches work best. Humor is a strong ally.

Your goal is to value your child's divergent thinking, while at the same time teaching and encouraging him to think convergently. With guidance and support, he will learn how to concentrate, shift focus, and do things in sequence. He'll make his own ways to organize his thoughts, words, papers, time, and money, to follow through, plan, schedule, and stay on track. He will come to appreciate conventional wisdom and the merit of reflective thought.

BRIDGES, NOT FENCES

Pretend for a moment that when babies are born, they already know how to talk. Right from the cradle: "Hello, Mother. Hello, Father. Please feed me. I'm hungry."

Now let's say 80 percent of the babies in the United States are born speaking English, but you're a parent of one of the 20 percent who speak a foreign language. You know you must help him to learn English somehow, so he can get along with everybody else. But it's clear your little guy likes his language better than yours.

He learns barely enough English to get by, but no more. He prefers the sound and the flow and the feel of his own tongue. He doesn't know how much of your language he can learn, even if he tries. And why should he try, when everyone acts as if he already should speak English fluently, and people make a bigger deal over his failures than his efforts?

At first, you forbid your child to speak his language. That doesn't work.

Next, you reward him when he speaks only English. That works some, but it's a strain on everyone.

Finally, you make a commitment to learn and appreciate the language he speaks. You enter his world - through his sounds, his words, and his expressions. You don't insult his language; you find what is beautiful and useful about it.

At the same time, you acknowledge every attempt he makes to speak English - regardless of whether he succeeds or not. You let him know you recognize his efforts and his desire to communicate with you. You tell him that you see his courage and his hard work.

And then, a funny thing happens.

The more good you see in his world, the more good he sees in yours.

You build bridges, not fences.

You become enriched by your knowledge of his language. And he grows in his motivation to learn yours.

Excerpted from Dreamers, Discoverers and Dynamos by Lucy Jo Palladino

Gifted Children with Attention Deficit Hyperactivity Disorder

By: Maureen Neihart (2004)

Attention Deficit / Hyperactivity Disorder(ADHD) is the most common behavioral disorder of childhood, and is marked by a constellation of symptoms including immature levels of impulsivity, inattention, and hyperactivity. The National Institutes of Health declared ADHD a "severe public health problem" in its consensus conference on ADHD in 1998.

There are three subtypes of ADHD: predominantly inattentive type, predominantly hyperactive/impulsive type, and combined type. The combined type is most common and best researched. The DSM-IV states that to meet criteria for a diagnosis of Combined Type ADHD, a child must meet at least six of the nine criteria from both lists and exhibit significant impairment in functioning. Symptoms must occur in more than one setting, have been present for at least six months, and have been present before the age of seven. It is important to note that a child who meets the criteria but doesn't exhibit significant impairment is not diagnosed with the disorder. The subjective determination of what constitutes significant impairment is one of several factors that contribute to the controversy regarding diagnosis and treatment, especially in gifted children.

Differences in gifted children and non-gifted children with ADHD

Initial findings suggest two points for consideration. First, Kaufman and her colleagues' work indicates that identified gifted ADHD children are more impaired than other ADHD children, suggesting the possibility that we are missing gifted children with milder forms of ADHD. Second, high ability can mask ADHD, and attention deficits and impulsivity tend to depress the test scores as well as the high academic performance that many schools rely on to identify giftedness. Also, teachers may tend to focus on the disruptive behaviors of gifted ADHD students and fail to see indicators of high ability.

These delays are of concern because early provision of appropriate services is important for academic and social success. Gifted children whose attention deficits are identified later may be at risk for developing learned helplessness and chronic underachievement. ADHD children whose giftedness goes unrecognized do not receive appropriate educational services. It is recommended that children who fail to meet test score criteria for giftedness and are later diagnosed with ADHD be retested for the gifted program.

As a group, ADHD children tend to lag two to three years behind their age peers in social and emotional maturity. Gifted ADHD children are no exception. This finding has important implications for educational placement. As a group, gifted children without ADHD tend to be more similar in their cognitive, social, and emotional development to children two to four years older than children their own age. When placed with other high ability children without the disorder, ADHD children may find the advanced maturity of their classmates a challenge they are ill prepared for. Also, gifted children without the disorder may have little patience for the social and emotional immaturity of the gifted ADHD student in their midst. This is not to say that gifted ADHD students should not be placed with other gifted students. The research is clear that lack of intellectual challenge and little access to others with similar interests, ability, and drive are often risk factors for gifted children, contributing to social or emotional problems.

Assessing ADHD in gifted children

It is difficult to differentiate true attention deficits from the range of temperament and behavior common to gifted children. There is concern in the literature that clinicians err on the side of pathologizing normal gifted behavior. Common characteristics of gifted children can be misconstrued as indicators of pathology when the observer is unfamiliar with the differences in the development of gifted children. This difficulty can be exacerbated when the gifted child in question spends considerable time in a classroom where appropriate educational services are not provided. The intensity, drive, perfectionism, curiosity, and impatience commonly seen in gifted children may, in some instances, be mistaken for indicators of ADHD. The creatively gifted child may appear to be oppositional, hyperactive, and argumentative. Gifted children with some kinds of undiagnosed learning disabilities will be very disorganized, messy, and have difficult social relations.

Ideally, a diagnosis of ADHD in gifted children should be made by a multidisciplinary team that includes at least one clinician trained in differentiating childhood psychopathologies and one professional who understands the normal range of developmental characteristics of gifted children. Since as many as two thirds of children with ADHD have coexisting conditions such as learning disabilities or depression, assessment must include an evaluation for these disorders as well. School personnel rarely have the training needed to differentially diagnose ADHD, and few clinicians are aware of the unique developmental characteristics of gifted children. Accurate assessment must be a team effort.

One of the reasons parents may be hesitant to comply with treatment recommendations for their children is because they aren't convinced their child has the disorder. Parents want a thorough evaluation, and parents of gifted children want assurance that their child's giftedness has been taken into consideration when evaluations are conducted. When parents see that their child has been properly evaluated, they may be more willing to participate in a treatment plan.

What is appropriate intervention and support?

The available research suggests that we should not assume that all interventions recommended for ADHD children are appropriate for gifted children who have the disorder. Early findings suggest that there may be some differences in the way we intervene with gifted ADHD children. Treatment matching is crucial. Effective interventions are always those that are tailored to the unique strengths and needs of the individual. There is wide agreement in the literature on gifted children with learning problems that as a general strategy, intervention should focus on developing the talent while attending to the disability. Keeping the focus on talent development, rather than on remediation of deficits, appears to yield more positive outcomes and to minimize problems of social and emotional adjustment.

In addition, there is limited evidence that some of the commonly recommended interventions for ADHD children may make problems worse for ADHD children who are also gifted. For instance, since gifted children tend to prefer complexity, shortening work time and simplifying tasks may increase frustration for some gifted ADHD students who would handle better more difficult and intriguing tasks. Similarly, decreasing stimulation may be counterproductive with some gifted ADHD children who, as a group, tend to be intense and work better with a high level of stimulation.

Conclusion

There has been some concern that problems with inattention or hyperactivity that are better attributed to a mismatch with the curriculum or to characteristics of high creative ability are wrongly attributed to ADHD. Although there are good reasons to believe that misidentifications occur, there are yet no hard data on the frequency with which gifted children are over- (or under-) diagnosed or over- (or under-) medicated. Until systematic studies are conducted, we should be cautious about rejecting ADHD diagnosis in gifted children out of hand because there are serious, long-term negative consequences for under-treating the disorder (Barkley, 1998). The available research on ADHD children indicates that nationally, there is a good deal of under-treatment as well as some over-treatment of ADHD children.

It is a challenge to arrange a good fit in school for gifted ADHD children. They must have an appropriate level of intellectual challenge with supports and interventions to address their social and emotional immaturity. Placement in the gifted program may or may not be appropriate, depending on the nature of the program, the social milieu of the gifted classroom, and the coping ability of the child, but a coherent plan for addressing the student's intellectual, social, and behavioral needs is nevertheless imperative.

Work with your child at home

Parents are a child's first and best teachers. Show your child that reading can be fun. Read to your child every day. Visit the library frequently. Point out words on billboards and traffic signs as you drive, on food labels at the grocery store, on packages, mail, and letters. Play word games. Set an example by giving your child a chance to see you reading and writing at home.

See the tips below on how to help your child with schoolwork.

Join with others who care

You are not alone. By joining with other parents and professionals you can increase awareness of the issue, dispel popular misconceptions, help establish educational systems that provide for the needs of children with learning disabilities, and get support for yourself. Look into the organizations in Section 5 for ways to become involved and learn more about learning disabilities.

Work with professionals

There are many trained professionals who can help your child. Ask your child's teacher or a resource consultant for names of individuals who can help. Contact one of the organizations in Section 5 for additional suggestions and information.

Professionals who can help

• Audiologist – measures hearing ability and provides services for auditory training; offers advice on hearing aids.
• Educational Consultant – gives educational evaluations; familiar with school curriculum but may have a background in special education issues.
• Educational Therapist – develops and runs programs for learning and behavior problems.
• Learning Disabilities Specialist – a teacher with specific training and credentials to provide educational services to students with learning disabilities and their teachers.
• Neurologist – looks for possible damage to brain functions (medical doctor).
• Occupational Therapist – helps improve motor and sensory functions to increase the ability to perform daily tasks.
• Pediatrician – provides medical services to infants, children, and adolescents; trained in overall growth and development including motor, sensory, and behavioral development (medical doctor).
• Psychiatrist – diagnoses and treats severe behavioral and emotional problems and may prescribe medications (medical doctor).
• Psychologist (Clinical) – provides psychological and intellectual assessment and treatment for mental and emotional health.
• School/Educational Psychologist – gives and interprets psychological and educational tests; assists with behavior management; provides counseling; consults with parents, staff, and community agencies about educational issues.
• Speech and Language Therapist – helps children with language and speech difficulties.
  

Tips for helping with schoolwork

• Show an interest in your child's homework. Inquire about the subjects and the work to be done. Ask questions that require answers longer than one or two words.
• Help your child organize homework materials before beginning.
• Establish a regular time with your child to do homework-developing a schedule helps avoid procrastination.
• Find a specific place for your child to do homework that has lots of light, quiet, and plenty of work space.
• Encourage your child to ask questions and search for answers, taking the time to figure out correct answers.
• Make sure your child backs up answers with facts and evidence.
  Practice school-taught skills at home.
• Relate homework to your child's everyday life. For instance, teach fractions and measurements as you prepare a favorite food together.
• Be a role model-take the opportunity to read a book or newspaper or write a letter while your child studies.
• Praise your child for both the small steps and big leaps in the right direction.

Help your child become a better reader (for early readers)

• Work on the relationship between letters and words. Teach younger children how to spell a few special words, such as their own names, the names of pets or favorite cartoon characters, or words they see frequently like stop or exit.
• Help your child understand that language is made up of sounds, syllables, and words. Sing songs and read rhyming books. Play word games; for instance, think of words that rhyme with dog or begin with p.
• Teach letter sounds. Sound out letters and words. Make up your own silly words with your child.
• Sound out new words and encourage your child to spell by speaking each sound aloud.
  Notice spelling patterns. Point out similarities between words, such as fall, ball, and hall or cat, fat, and hat.

By: kenny1123

CADS Enhancement Centre

CADS Enhancement Centre accepts children from age four through 12 (Chronological age). The Centre also accepts children who are above 12 but whose mental age are below 12 years of age.
The children must have been evaluated by any of the multidisciplinary professional in the field for example speech and language pathologist, educational or developmental psychologist, child psychologist, learning therapist or any specialist who is knowledgeable about the area of the child’s suspected disability.Children with behavioral emotional and social difficulties would require the presence of a shadow aid or an educational maid to accompany the children while at the centre.

CADS Definition

A child with learning disabilities is one who has particular problems accessing an area or areas of the school curriculum such that his/her performance and learning suffer overall.
Children with Special Educational Needs may be categorized as :

• Children with emotional and behavioral difficulties for example Autism Spectrum Disorder and Down Syndrom.
  
• Children with specific learning difficulties for example Dyslexia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD).
  
• Children who have a physical difficulty for example Cerebral Palsy, Brittle Bone Condition.
  
• Children who have a Sensory impairment for example visual or hearing but are aided by optical aids or hearing aids.
  
• Children who fall behind the general progress of their class for example slow learners.

Hence, CADS is an acronym for Cerebral Palsy, Autism-ADHD, Downs Syndrome-Dyslexia and Slow Learners.