The Key to Learning

Abstract

Many generations have passed since man first started to record the happenings of his times as in the hieroglyphics found in Egypt. These codes were once known by many and then through the passing of time the key became lost. It wasn't until the soldiers of Napoleon accidentally found the Rosetta Stone that modern man could unlock the code. The only way it was unlocked was through another known code. An identical loss occurred in Mathematics when the way in which the Mayans of the Yucatan Peninsula unlocked higher mathematics was lost. Thomas Aquinas searched for the key in his Summa Theologica and remains today one of the greatest theologians of all times. Einstein found the key to unlock the measurement of matter and his theory remains as a model for understanding how matter can be classified.(His formula has changed because of the proton which moves faster than the speed of light, but the theory remains intact.) Searching for any of these keys has been from the known to the unknown. Unlocking a system is not the result of a single unit but rather many units being put together until someone or something puts the units in line. (Wright brothers, Henry Ford, Goodyear, Von Braun etc.). Being around at the right time has caused many accidental discoveries. Perhaps the theory expounded in the present paper, and discovered by accident, is the key to learning. The only proof that this is the key is if it works in all areas of learning. If not, then this is not the key.It was stumbled upon while trying to unlock an answer to the question "What is the difference between someone who succeeds in school, or life, and someone who fails?"Testing, trying to see how one subject is alike or different from another subject, has been going on earnestly for the past sixty years. Intelligence tests, aptitude tests, performance tests, tests trying to find out in many possible ways how does one learn? What is the difference?With all the testing going on in the United States we can see that the children are still failing by the millions. Over the world illiteracy is rampant. Here in the United States-despite millions of dollars, thousands of remedial classes, the best books money can buy, the latest machines for children to work with, the requirement for teachers made higher (in terms of courses of preparation), new buildings, new books, and on and on,-we still have failures by the droves. Even when the material was changed into the so-called dialect of a group, the students still failed.

Reading Comprehension: A Matter of Referents

“…All children in the study were given pretests on the P/S Oral Language Inventory (Dinnan 1971 ) and the Metropolitan Reading Tests, Primary II Battery (Durost, Bixler, and Wrightston 1971). The Stanford-Binet t Intelligence Scale (Terman 1972) was given to those students who did not have this test prior to entry into the LD program.…”

Visual Perception: A Transfer of “Products” Found in the Key to Learning

“…Both types of verbal behavior can be readily observed in the response of subjects in the research above, however, the causal factors of why these behaviors took place remained unknown. An explanation of the verbal process was discussed in the study by Dinnan (1971).…”

“…If the subject doesn't deal in the verbal "product" of contrast (relations) front-back, updown, how can the contrast of b and d be observed or explained when the concept of contrast is not a part of their thinking pattern? Likewise, when a subject is asked to contrast the sound of b and k, (or any other sound) he doesn't have the fundamental tools to work with, namely "products" of contrast (Dinnan, 1971). The purpose of this paper is to show the implementation of a "product" scale in teaching the visual discrimination of letters.…”

“…Table 1 presents the "products" of the intellect in their relations to oral language (A Base Sub-Code). The internalization of the "products" of the intellect scale by the child in his oral language precedes learning in other new codes (Dinnan, 1971).…”

“…The mastery of the "products" of the intellect in the oral language (A Base Sub-Code) and its transfer to learning a new code is the "Key to Learning" (Dinnan, 1971). It is through this "products" scale that all later learning will occur.…”