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Perceptual Orientation
The second component of a person's learning styles evaluation looks at how do they retain or block information. Getting the information and processing it is one thing, but what processes are utilized to store the information? What kinds of stimuli cause the eyes to glaze over and the information to be blocked?
Rote Retention:Clerical/logical/factual/dogmatic consciousness which absorbs and retains literal fact 'as is' without interpretive, theoretical or emotional blockage, interception or alteration—a filing case mind which can 'print out' verbatim at signal.
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General Concept Retention:Philosophical, analytical and/or literary consciousness which records the essential nature of things—that sees the 'wheat' without recording the 'chaff". Unless this 'essence' is, in the mind of the person, truly 'wheat' worth storing, it is rejected or forgotten on a priority basis.
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Triggered Logic:Philosophical/scientific/analytical consciousness which is strategically perceptive, one which immediately and concurrently analyzes and utilizes perceptual fact and data. The recording in consciousness (memory) may be considerably altered from either rote retention or general concepts because it is already 'being put to use'.
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Triggered Computation:Perception here concentrated on the data and mechanics of the problem in a specialized, even limited way. It can concentrate so much on the 'trees' that it fails to see 'the forest'. It deals in the immediate, factual and tangible. It is not a theoretical perception, and analytical only in a limited sense.
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Triggered Imagination:An innovative, exploratory, creative consciousness which is triggered into imaginative and speculative consideration of that which perceptually entered consciousness. There is no rote retention. A general concept retention is there, but it becomes altered by the imaginative and speculative activity.
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Triggered Fantasy:Consciousness which is immediately and continuously triggered into imaginative wanders upon the perception (reception) of ideas or even facts. Fact and/or data are not retained; neither is the imaginative wandering limited to the immediate nature or region of that which triggered the mental activity. Rather than being like dominoes tripping dominoes in a related and sequential order, it is more like Ping-Pong balls tripping mousetraps on which other Ping-Pong balls are sitting. Things will happen; thoughts will occur; but the direction and duration are hard to trace, even harder to predict.
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Blockage of Data:A data oriented mind is receptive to, and perceptive of, rote data. Other minds are not. Most are not. In that event, blockage will occur to a greater or lesser degree. Dogmatism, social orientation, other motivational priorities, stress, imagination, sensory orientation, etc. are factors causing data blockage.
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Dogmatic Blockage:There are two areas of primary dogmatic blockage: (1) a dogmatic consciousness which has its own opinions and positions which only it establishes and only it changes for its own reasons, and (2) a self-consciousness and self-orientation which put self-interest ahead of the acceptance (or perception) of anything which may affect, threaten or challenge that priority and sensitivity of self. If both of these strong traits are present, perception and learning are limited.
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Resistance to Change:Attachment to the familiar; resistance to sudden, radical or unexpected change. Perception of change or its possibility for such a person will be turned off by stressful, negative reaction. Only time can change the negative, emotional reaction to neutral or positive logic and choice. A minimum of 3 weeks exposure prior to positive logic and choice or acceptance must be allowed. It can easily require a year.
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Blockage under stress: Intimidators know and recognize little about intimidation and its effects. Intimidatees know a great deal about, but, because of the roles involved, they can tell no one about it except those who, through experience, already know. It remains, therefore, a mystery to most people, teachers and administrators included. A scowl, a frown, folded arms, a timed test, an alarm clock with the pin pulled—these and many, many more factors of criticism, sarcasm, pressure, intimidation and 'pecking order' can and will wipe out both input perception and output expression. This is a major factor of major or total blockage in education, training and vocational performance.
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