| Our children are under enormous pressure to perform | | | | must process information fast and efficiently. Fully |
| in school based on predetermined benchmarks or | | | | developed cognitive skills are at the core of this |
| goals. The comparison of a child with the majority of | | | | ability to process information. Cognitive abilities |
| his or her peers seems a necessary evil in the school | | | | determine how well we can perform mental, visual, |
| system - to determine success or failure. Students | | | | and physical tasks. For example, the amount of time |
| are considered successful when their grades and | | | | it takes for our eye to scan a line of print in a book, |
| performance are on the same level or above that of | | | | how fast and accurately we comprehend the |
| their contemporaries. It would be wonderful if there | | | | information we read, how well we can recall |
| was more wiggle room and children could work at | | | | information for taking a test, or how well we can |
| their own pace, some slower and some faster, but in | | | | follow instructions, are all cognitive related functions. |
| most school settings this is seldom possible. Teachers | | | | A student may know all the words in a book, but to |
| must give grade students based on majority | | | | read fast and comprehend the information requires |
| performance. Those who fall short of these | | | | good cognitive ability. Slow processing can cause a |
| established guidelines are labeled slow learners or | | | | child to fail an assignment even though he or she |
| learning disabled. Thousands of parents each year are | | | | knows the answers because there is a time limit. |
| told their child has a learning problem or disability; | | | | Some children lean on good cognitive skills to |
| although, the majority of these children will test | | | | compensate for poor ones, such as taking copious |
| normal or above normal on IQ tests. | | | | notes because memory or visualization skills are poor. |
| Many children with problems are receiving extra help | | | | The ability to follow steps and directions in sequence, |
| through tutoring or have been placed in special | | | | problem solving, as well as logic and reasoning skills |
| education classes, as well as, being placed on | | | | are all cognitive related skills and abilities. |
| medication. Often, these remedies are not producing | | | | Much like a weight lifter increases in strength and |
| the permanent results that parents and teachers had | | | | muscle capacity through weight training; cognitive |
| expected. Time is enemy for these children who are | | | | training increases the brain's ability and capacity to |
| struggling and discouraged. Each day millions of | | | | learn through intense training, in a short period of |
| parents are told their child has a learning disability. | | | | time. As more and more information is relegated or |
| Learning disabilities usually consist of two or more of | | | | forced to the subconscious or automatic level of |
| the following problems:lack of attention and | | | | learning through intense training: a child's learning |
| concentrationmakes careless mistakesslow finishing | | | | capacity expands and the ability to absorb |
| workslow processing speedlong and short-term | | | | information quickly and accurately increases. Visual |
| memory problemsworks extra hard to keep up with | | | | and mental processing, long and short term memory, |
| everyone elseshows signs of depression, | | | | visualization and visual memory, concentration, |
| discouragement and lack of self-esteemseem | | | | simultaneous and sequential processing, as well as |
| disinterested in schoolwill not try anymore.shows | | | | logic and reasoning skills are enhanced and developed |
| signs of Dyslexia, ADD or ADHD | | | | through cognitive training. |
| These are only a few of the debilitating problems of | | | | One-on-one individualized cognitive training yields |
| a child with a learning disability. The questions about | | | | dramatic and permanent results in a short period of |
| this subject are haunting parents and teachers alike. | | | | time. Children are able to work at their own pace and |
| Why are some children performing below their | | | | the nature of the program produces self-motivation. |
| potential? Why does one child, with the same IQ and | | | | The competition for the child is in the race to exceed |
| background as another, read and comprehend | | | | the goal accomplished in the last session. Confidence |
| material faster than another; or why does one child | | | | grows as each session brings a measure of success. |
| make good grades on tests and finishes with time to | | | | Cognitive training is beneficial for any student; but, |
| spare, while another child knows the answers but | | | | the results are especially dramatic for children who |
| fails because he or she cannot finish the test within | | | | have a learning disability. Most children will exceed the |
| the time limit? Inevitably, these problems get worse | | | | standard grade norm 2 years or more after training. |
| with time; with confidence and self-esteem issues | | | | With faster visual and mental processing speed, |
| mounting with each academic failure. | | | | enhanced memory and visualization skills, and the |
| To be successful in school, a child must be able to | | | | other cognitive related skills working at optimum |
| learn information swiftly and accurately, and be able | | | | speed; a child can tackle any academic subject and |
| to retain and recall the information. In short, a child | | | | succeed! |