...giving you a fresh sense of perspective
with regard a wide range of cognitive technologies,
from: accelerated learning to nlp,
mind mapping to scenario planning,
knowledge engineering to self evolving neural nets...

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How To Get Ahead

Neuro-Linguistic Programming,
The Key To Accelerated Learning

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Contents Pages
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Introduction
Why We Refer To Neuro-Linguistic Programming As The Key To Accelerated Learning
Audience. The intended readership for this book outlined. Motivation. Why we decided to write this script. NLP explained. What is Neuro-Linguistic Programming and why does it have such a long name? Accelerated Learning explained. Who developed the idea for accelerating learning? A range of Accelerated Learning techniques outlined. What kinds of techniques are people referring to when they used the phrase Accelerated Learning today? The presentation of case studies. Some specific examples. Hexagon Goal Setting, and other exercises in which you are encouraged to engage. Some activities to ground the information with which you have been presented.
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Chapter One
The Application of NLP in Teaching
Rapport Skills. How to read body language and send subtle ‘signals’. The VAK model. A teacher's guide to what goes on in the mind of a learner. Engineering emotions. Accessing a charismatic and confident state of mind. Use of language. Communicating with precision or with obscurity, as the occasion demands. Communication as narrative, ways in which to communicate information into the subconscious. Persuasive patterns of speech, the key patterns that mark out charismatic speakers.
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Chapter Two
The Application of NLP in Learning
VAK model, revisited. Previously we viewed the VAK model from the perspective of a teacher, now it is time, as learners, to make the model work for us. We will be exploring the use of the VAK Model to refine learning strategies and then exploring the use of the VAK Model to enhance performance strategies. Designer Emotions, Designed for Effect. Accessing a state of mind that is conducive to quick and effective learning, followed by confident and focused performance of the skills learned. Use of language. Learning to ask the right question, so that you can communicate concisely and precisely, and read in a more critical and analytical way.
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Chapter Three
Strategies Of Genius
Introduction, a 'modellers' perspective. Pulling together some of the previous notes on the VAK model and then elaborating upon our discussion of that model. Common Strategies. A review of tried and tested strategies related to subjects often taught in schools. Entering the mind of a genius. A review of what is known about a range of people considered to be the epitome of genius. Eliciting Strategies. The key skills that you need to model the thinking of others and then represent that thinking in a way that is useful.
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Chapter Four
Accelerated Reading
Accelerated Reading techniques. A presentation of the background theory and assumptions upon which various forms of accelerated reading are based, with links from the theory into issues that affect the modern classroom. Calibration of current abilities. Generating a benchmark from which to calibrate future success. VAK revisited. Applying the VAK Model, to the skills involved in reading and realise what your current reading strategies are. Applying the VAK Model, to enhance fast 'visual processing' of texts. Going subliminal. Re-engaging with the conscious, verbal' mind, using techniques that enable you to derive "conscious verbal" understanding from the "visual subconscious" mental processing of a written text. Added Value. Finishing and gaining 'completion', knowing when to stop, and knowing what range of techniques to apply to gain any additional understanding you might require.
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Appendices
Some additional resources you might enjoy
Appendix A, An example of applying NLP to the teaching of basic IT competencies. Appendix B, Structuring classes. Appendix C, More examples of teaching visualisations.
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Bibliography
References
References to the key books, articles and web sites, which helped to form our thinking.
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Accelerated Learning,
Through The Use of Technology

A Guide For Teachers, Trainers And Coaches
Interested To Know More About The Range
Of Educational Technologies Now Available
For Use In The Classroom

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Contents Pages
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Introduction
This book is split into five main chapters. Each looks at the process of teaching, training and coaching from a different angle, and focuses on a different set of technologies.
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Chapter One
Traditional Approaches
20th Century Models of Mind and Associated Technologies
Section One, Behaviourism, outlines one of the earliest theories of learning, which focuses on the role of reward and sanction, and discusses the role of computer games in making learning ‘fun’. Section Two, Gestalt, explores the perceptual process and the need for quality feedback, also explores the role of modelling devices for providing feedback related to physical performances. Section Three, Developmental, describes how group work can be used to change the role of the teacher from presenter to mentor and facilitator. Section Four, Social Learning Theory, explores the need to provide a vision for the future in which the learner can ‘see’ themselves succeeding. Section Five, Information Processing, outlines key tips and tricks to emerge from the psychological research of the 1970s and 80s, when psychology was hugely influenced by research into cognitive science and the field of artificial intelligence.
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Chapter Two
Simulation Technologies
New Models of Reality in the 21st Century
Section One, Introduction. We discuss a number of different aspects of simulation technology. Section Two, Sports Simulations. Examples of different types of sports related simulations & simulators. Section Three, Arcade Simulators. Simulators which enable users to experience aspects of many sports and skills, from dancing through to skiing. Section Four, From Simulation to Virtual Reality. Enter virtual worlds and try out virtual activities from creating whole cities to driving a train. Also discover the different kinds of virtual reality technologies currently in use around the world, from electronic simulation and relatively simple virtual tours, to VRML web based applications, to role-play which re-enacts aspects of reality, to augmented reality which mixes the real and the unreal, to fully fledged immersive environments, such as CAVE. Section Five, Science Simulations. A brief look at how simulation technologies are being used in science for educational purposes and as an aid to research.
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Chapter Three
A Meeting of Minds
Using the Web as a Medium in Which to Meet and to Learn
Section One: Getting Started. A review of common tasks you might want to use the world wide web to accomplish. Section Two: Simple Tools. The tools you should consider to build a basic web site. Section Three: Intermediate Facilities. Some more advanced facilities you might like to include into any web site that you build to help you in your teaching, along with some ideas related to web-based services, related to teaching and training, which you might not previously have imagined. Section Four: Advanced Facilities. Discussion of some very advanced aspects f the web, of which you should be aware. If you like what you see, you’ll be able to talk intelligently to a specialist developer. Section Five: Evolving Themes. There are six evolving theme related to technology, which are liable to change life in schools and colleges around the world. These are (i) the convergence between, computers and mobile phones, (ii) OLED monitors and digital ink displays, (iii) WiFi and Bluetooth wireless communication and 3G broadband mobile phone services, (iv) connectivity, (v) the corollary of connectivity, the need for online security systems designed to protect users from viruses, trojans, spyware and malware, and (vi) the digitisation of media formats, As you will discover, these six themes are set to converge in interesting ways, and have the capability to radically affect the way computes are used in local schools and colleges.
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Chapter Four
Accelerated Learning
New Models of Mind for the 21st Century
Section One, Setting The Scene. We explain the background to new models of mind in the Twenty First century. Especially, we focus on the theme that the main impetus for our changing notion for the nature of the human mind derives from a huge scientific research program, funded by the military in the former Soviet Union, in the 1950s, 60s and 70s, which eventually gave increasing credence and credibility to ground breaking work undertaken by independently minded scientists in the West. Section Two, Neuro-Physiology of Learning. Congruent with the findings of military research in the former Eastern Block, is the work now being undertaken utilising computer-generated brain scanners developed in the West. Section Three, Accelerated Learning. In the late-1970s and early 1980s, reports on Eastern Block research began to filter out into the West, where it mixed with ideas already beginning to germinate after established psychologist began to realise the limitations of traditional Western models of brain and mind. Section Four, Neuro-Linguistic Programming. To our mind NLP is the most powerful of the new models of mind, and helps to make better sense of the various observations and pieces of advice provided by researchers interested in Accelerated Learning. Section Five, Technology and the VAK Model. Researchers interested in Accelerated Learning and also researcher interested in NLP, both talk of the VAK Model. Here we describe the model and discuss how some specific technologies relate to that model.
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Chapter Five
Design Your Own Technology
A Systematic Approach To Analysing Your ‘Needs’
Section One: Deciding on a project. Identify a ‘problem’ that is awaiting a ‘solution. We provide some ideas to get you thinking. Section Two: Background Issues. Explore the human issues, the technical issues and the economic issues to ensure that your ideas are reasonably viable and to orient your mind, before you begin in earnest. Section Three: Becoming Human Centred. Ways to avoid your ideas becoming redundant and ignored. Section Four: Defining Your Mission-Statement. Ensure that you are clear what it is you want to achieve. Section Five: Modelling the Components of Any Skill. From mind, to body, to technique, to social interaction, discern the key components of the skill(s) that you want to teach. Section Six: Designing your solution. Having completed your background research, bring together your thoughts in the form of a logical and well-planned ‘solution’ that is ready for implementation.
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Bibliography
References to the key books, articles and web sites, which helped to form our thinking.
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Whole-Brain,
Not Half Brained

Cognitive Technologies That Extend
The Capabilities Of The Human Mind

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Contents Pages
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Introduction
The Format of this Book Outlined
Section One: Whole-Brain, Not Half Brained. We introduce the notion of that modelling techniques and technologies help the separate components of the human brain to work in harmony, and also help to focus all aspects of our cognition on the goals that we have set before us. Section Two: The Contents Of This Book. We present a brief description of each chapter and discuss how the contents of each relate to the aims and objectives of the book as a whole. Section Three: Making The Most of This Book. We provide a brief guide to the best way to approach this book, so that you can get the most from it.
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Chapter One
Motivations:
One Goal And Nine Ways To Achieve It
Section One: The Goal Of Modelling. We explain that modelling techniques are used to extend the capabilities of the human mind by ramping up the powers of the brain, in particular by enabling us to generate more vivid mental imagery. Section Two: The Availability Of Props. Here we present a gallery of pictures of various modelling techniques and technologies. The gallery enables you to see many practical ways in which humans now use technology to extend their powers of thought and reason. Section Three: The Components Of Your Mind. We review a model of the mind which explains that human mind has intuitive, creative and logical thought processes, which are distinct and separate from one another. Section Four: Some Added Sophistications. We explain the importance of a vivid imagination, and how a vivid imagination combined with a flexible approach to thinking is important to your success. Section Five: Accelerating Learning, by improving your memory and understanding. Section Six: Facilitating Decision-Making, through better problem solving and by designing better solutions. Section Seven: Clarifying Communication, as a result of more thorough and insightful preparation, followed by a more charismatic delivery. Section Eight: Conclusions, with some final comments.
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Chapter Two
Models of Mind and Matter:
There Are Many Approaches To Modelling Our World
Section One: Introduction, the nature of the human brain is reviewed and used as the basis for the layout for the rest of the chapter. Section Two: Modelling with Insight, we discuss the use of art as a form of modelling before undertaking a detailed description of Concept Sorting. Section Three: Modelling with Imagination, here is a description of the two most common ways in which schools, colleges and businesses use artistic forms of modelling to ramp-up memory and understanding, namely Concept Mapping and Mind Mapping. Section Four: Modelling with Logic, a game-based introduction to symbolic logic, its place in science and what it can be used to ‘prove’, along with suggestions for the importance of logical thinking as a way to express oneself.
Section Five: Modelling Mechanically, a variety of forms of modelling that result in technical drawings that are the visual equivalent to symbolic logic, and as such combine the strengths of logic with some of the strengths of human imagination – as long as you possess a computer. Section Six: Modelling Organically, an attempt to explain a ‘mathematically intense’ set of modelling techniques, all of which require some computer expertise to implement, though the results can be appreciated by those of a less technically inclined nature, in the form of Hollywood special effects. Section Seven: Summary and Conclusion, drawing together the key themes.
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Chapter Three
Template Techniques:
Focusing Your Attention Where It Is Needed
Section One: Introduction, where we explain what we mean, when we equate ‘templates’ with ‘checklists’. Section Two: Verbal Checklist Templates, where we present an overview of techniques that are verbal in nature. Section Three: Visual Checklist Templates, where we present an overview of techniques that are diagrammatic in nature. Section Four: Conclusion, where we all explain how all the templates presented in this chapter can be used by both analysts and educators.
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Chapter Four
Large Project Techniques:
Ways In Which Individuals And Groups
Can Collaborate And Coordinate Creative Effort
Section One: Introducing Complexity. This introductory section will make you aware of why modern project managers feel the need for sophisticated analytical techniques. Section Two: Defining Your Mission-Statement. A review of why Project Managers need to be clear what it is they want to achieve, along with advice on how to define a concise, yet comprehensive, set of aims and objectives. Section Three: Edward DeBono’s Six-Hat Thinking. A summary of a powerful approach to decision making that is in use in large corporations and organisations around the world. The basis of the Six Hat approach is the idea that decision-making is made easier when managers step through a specific sequence of thinking processes. And, that collaboration between colleagues is enhanced by using visual thinking processes, akin to Concept Sorting and Concept Mapping. Section Four: Idon Colour-Coded Thinking. This section represents a reflection, vis-à-vis ways in which Six Hat Thinking can be customised, and some encouragement for you to devise personalised thinking strategies of your own. Section Five: Soft System Methodology. You will learn how Soft System Methodology evolved from research work by academics, such as Peter Checkland. The Soft System approach seeks to begin any process of analysis by ‘understanding’ the human components in a system. Its ultimate aim is to devise human-centred solutions that people will be pleased to implement. Section Six: Scenario Planning. Think of Scenario Planning as the intellectual equivalent of wind tunnels, used by engineers. Scenario Planning is an elaborate system of ‘what...if’ analysis, devised by Idon Thinking Resources in collaboration with Shell Strategic Planning. The aim of Scenario Planning is to propose multiple ‘futures’ which can be used to help us to assess the usability of a proposed plan of action.
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Chapter Five
The Mystic World of Reports:
Reading Fast, Thinking Incisively, Communicating Clearly
Section One: Introduction. We explain why you might be interested to read about report writing. Section Two: Rules of the ‘Game’. We begin at the beginning with some basic rules of the writing ‘game’. Section Three: How to read between the lines. We help you to learn how to identify the key assumptions, prejudices and motivations of a writer. We then encourage you to wonder how these assumptions, prejudices and motivations affect the message being proclaimed, within the text that you are analysing. Section Four: Become more elegant and eloquent in your use of language. Our view is that it is always possible to use language with more precision and greater skill. There are sales people, orators and hypnotists who make most of all of us sound as if we are ‘language impaired’. Here we examine some of the tricks of the trade, which are used by these eminent communicators. Section Five: Conclusions. Some suggestions for ways to maximise the credibility of your ideas.
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Bibliography: a list of books and sources to which you might like to refer
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Appendix A: An Historical Essay
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Appendix B: Concept Sorting in Groups
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Appendix C: Writers’ Templates
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Appendix D: Examples Of Our Work in Classrooms
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Interactive
Cognitive Technologies

The Use Of Artificial Intelligence
To Mimic And Enhance The Powers Of The Human Brain

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Contents Pages
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Introduction
Getting Started
Overview, This book is split into five main chapters. Each looks at the subject of Artificial Intelligence from a different perspective. Together, the perspectives combine to be of interest to a wide readership. This includes: (i) technologists, (ii) those with an interest in the psychology or philosophy of the human mind; (iii) those engaged in professions which require communication with clients and colleagues; (iv) those engaged in any aspect of business, management or design; and (v) those involved in any aspect of teaching or learning. The underlying and unifying theme being that all these professionals will have an interest in techniques and technologies which can be used to facilitate, enhance, accelerate, focus, simulate and replicate various aspects of human intelligence.
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Chapter One
A Peek Into History:
How The Field Of AI Came To Evolve Into Its Present Form
Section One: Pre-History of AI. A description of early attempts to develop intelligent automatons, followed by a description of the events which led to the development of modern computer technology. Section Two: Foundational Thinking. An exploration of the trends in mathematics and philosophy which gave rise to the foundational thinking upon which AI is based. Section Three: The Early Course (late-1940s). A description of some of the initial research into the field of AI, followed by a brief discussion explaining why symbolic programming became the dominant approach adopted by the developers of AI systems for over thirty years. Section Four: The Golden Age (1950s to 1960s). A discussion of the thinking that gave rise to the optimism of early AI research, along with an introduction to those aspects of intelligence, with which early researchers were concerned. Section Five: Hype and Reality (late-1960s to early-1970s). A description of a number of intractable problems, discovered by AI researchers, along with a description of the disillusionment felt by funding agencies, when promised systems failed to be delivered. Section Six: Knowledge-Based Systems (1970s to mid-1980s). An overview of the work continued in the aftermath of funding cuts in the mid-1970s, followed by an overview of a new focus in AI, called knowledge engineering. This is followed by a discussion explaining the resurgence of kudos in AI, as knowledge engineering systems 'came of age', including a description of the knowledge-based systems which were to rebuild funding agencies’ confidence in the field. Section Seven: Neural Nets - a Resurgence (late-1980s to now). A précis of the events leading to a collapse of confidence in AI, as the limitations of knowledge based systems became apparent. This is followed by an overview of a shift of emphasis in AI, away from large knowledge-based systems, and towards simple advice systems and sophisticated neural nets.
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Chapter Two
Models of Mind and Matter
A Catalogue Of Modelling Techniques And Technologies
Section One: Introduction. The is a review, vis-à-vis the various components of the human brain, and how the structure of the chapter relates to these different components. Section Two: Modelling with Insight. We discuss the use of art as a form of modelling, and then progress to a detailed description of a technique called Concept Sorting. Section Three: Modelling with Imagination. We describe Concept Mapping and Mind Mapping, which are two of the most common forms of modelling, used by teachers, managers, designers, analysts and communicators. Section Four: Modelling with Logic. We present a game-based introduction to symbolic logic, and then progress on to explain the importance of both mathematics and logic, as ways to express oneself. Section Five: Modelling Mechanically. We discuss a variety of forms of modelling, in which technical drawings are employed as the visual equivalent to symbolic logic. We also discuss how these diagrams are often easier for the mind to ‘understand’ than the verbal forms of mathematics and logic, discussed in Section Four. Section Six: Modelling Organically. We provide an introduction to a few ‘mathematically intense’ modelling techniques, which are excellent when you need to model ‘patterns’ in the world around us. Section Seven: Summary and Conclusion. This represents a ‘drawing together’ of key themes, discussed in preceding sections.
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Chapter Three
Back To Basics:
Classic Approaches To Implementing Logical Forms Of AI
Section One, Introduction. Explaining the content of the chapter. Section Two, 1950s: Search Strategies and Problem-Solving: Search Space, Algorithm, Heuristic, Breadth First Search, Depth First Search, Hill Climbing, Mini-Maxing. Section Three, 1960s: Forms Of Representation: Symbolic Logic, Propositional Logic, First Order Logic, Predicate Logic, Procedural Knowledge, Declarative Knowledge. Section Four, 1970s: Knowledge Based Systems: Production Rules, Meta-Rules, Quinlan’s ID3 algorithm, Induction, Deduction, Forward Chaining, Backward Chaining, Bottom Up, Top Down, Scripts, Frames, Frame Problem, Blackboards. Section Five, Conclusions.
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Chapter Four
Artificial Life:
AI systems, that are evolved, rather than constructed
Section One, Introduction. Explaining the notion of Artificial Life (AL). Section Two, Goals that AL researchers hope to achieve. Weak AL: the use of computational techniques, inspired by nature, to add intelligence to computer software, for example in computer games and in special effects for the cinema. Strong AL: the use of computational techniques, inspired by nature, to create autonomous agents, which can operate with little, or no, input from their human creators. Section Three, Getting started: some practical techniques explained. Self organisation. Electronic DNA. Genetic Algorithms – gaining a competitive edge. Making Decisions – Finite Sate Tables. Genetic code - deciding an individual's characteristics. Fitness Criteria - deciding which individuals should reproduce. Mating - the transference of efficient genes into the gene pool. Mutation - not the powerful force it was thought to be. RAMPS - competition and sexual reproduction drive evolution. Gene propagation - the telic wave. Ackley - the influence of learning on evolution. Section Four, Conclusions, and a gallery of examples.
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Chapter Five
Ghosts in the Machine:
Machine Intelligence,
Is it a replication or a simulation? Is it mimicry or reality?
Section One, Introduction. The increasing power and sophistication of computers. Section Two, The ‘Materialist View’. The notion that computers might go beyond simulating intelligence, and could actually be able to replicate it. Section Three, The ‘Spiritual View’. The notion that there is more to consciousness than the human brain. Section Four, The ‘Agnostic Dilemma’. Arguments for and against computer consciousness, which focus on emotional and technical issues associated with replicating human intelligence and consciousness. Section Five, Conclusions.
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Bibliography: a list of books and sources to which you might like to refer.
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The Evolving Nature
Of Human Cognition

From Socrates To Silicon,
The Art Of Knowing Your Mind
(not yet available, due July 20th 2005)

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Contents Pages
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Introduction
Setting The Scene:
Some Key Concepts Explained And Defined
Section One, Getting Started. The road ahead. Why be interested in philosophy? Our journey together. Engaging with the whole mind. Simple ideas, powerful perceptions. Looking to the horizon that lies before us. A more detailed street plan (to guide us on our way). A couple more examples. Pop quiz. A useful metaphor to keep in mind. Section Two, Cruise Control. Our first philosophical term – epistemology. Pedagogy – a close cousin to epistemology. Modelling techniques and technologies (a couple more key terms explained). The search for philosophic ‘Truth’. Matters of perspective. Modelling Goals. Pragmatism: acting with a sense of purpose. The notion of risk. Section Three, Last stop before the motorway. The three key aims and objectives of this book.
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Chapter One
The Evolution Of The Human Mind:
The Gradual Emergence Of Consciousness
And The Changing Nature Of Thought And Decision Making
Section One, Glossary of terms. Section Two, In a land, long, long ago...Some notes on the available evidence. Section Two, Core Competencies of the Human Brain. Evidence from archaeologists. Evidence from anthropologists. Evidence from psychologists. Section Three, Getting Practical. The central importance of rapport skills .When rapport and empathy are lacking. Emotion - a facet of the brain that we all need to note. Section Four, A little more history. Population growth and the need for social sophistication. Understanding human evolution, in terms of childhood development. Section Five, The emergence of verbal reasoning. Writing – The Early Years. The Phoenician alphabet. The Sophists. Internal self-talk.
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Chapter Two
Patterns in History:
Exploring Some Interactions Between
Mind, Philosophy, Technology And Culture
Section One, The Founding of Western Culture. Thales (624-546BC): The turning point. Pythagoras (571-496BC): Man of Mystery. Parmenides (c.514-440 BC): The fragmentation between Mind and Reality. Heraclitus (540–480 BC): Go with the flow… Democritus (460-370BC): Atomic concepts. Helpful hints and tips, when using logic… Section Two, The Big-Three. Socrates (469-399BC): Formal reasoning. Plato (427-347BC): Rationalism. Aristotle (484-322BC): Syllogisms and Teleology. Hints and Tips: the finer points of logic. Section Three, Wheel of Fortune. Zeno (c.261BC): Stoicism: Duty is Everything! Antitheses, Pyrrho, and Diogenes (c. 300-400BC): Cynics: What’s the point? Epicurius (c. 270BC): Whose round is it? Closing the loop. When reason is replaced by… Section Four, From the Etheric, to the Spiritual, to the Material. Plotonius (c. 270-205AD),as interpreted by Augustine: In search of heresy… Church Fathers (c. 300AD): In search of more heresy… Section Five, Early Church Influences (on modern culture). Scholasticism (c. 1200 AD): Natural and Revealed Knowledge… A modern ‘take’ on Revealed v Natural forms of knowledge. Section Six, Renaissance to Reformation. Renaissance thinking. Advance into schism, The Reformation. Time out – a moment to reflect. Some stories to highlight some important points… Section Seven, Modernity: The Age of Machines. Follow your nose… The value of a human life. Might is Right. A story to get your teeth into. The Enlightenment. Experimental Method defined: Isaac Newton (1650). Materialism abandons faith in a spiritual aspect to life. Social Darwinism in Education: a case study in the way philosophy impacts reality. Back to a discussion of Materialism, alternatives to Social Darwinism. Time to consider the lessons we are learning. Let’s break for a few minutes, to lighten the mood. Section Eight, Relativism: Postcards from a Road To Nowhere. Initial Cracks in the Foundations of Science. Romanticism: sex and drugs and rock and roll Wagner (!?!). Existentialism: a softer form of Relativism. Pause to reflect. Existentialist artwork. The emergence of Logical Positivism. Section Nine, Defining Moments. The appliance of science. Complications. Some cartoons, related to science and experimentation. Section Ten, Pragmatism: An attempt to reconcile Rationalism and Relativism. Five big themes, and five stories to help you recall them… What have we learned? Section Eleven, A now the world gets even stranger…
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Chapter Three
Conclusions
Some Questions That You Might Like To Ask Yourself
Like any good philosophical text, we aim to leave you with as many questions as we answer!
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Bibliography: a list of books and sources to which you might like to refer.
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Appendix A: Basic Language Patterns:
Practise a more elegant and eloquent turn of phrase. 1. Nominalisations. 2. Unspecified Verbs. 3. Unspecified Referential Indices. 4. Deletions. 5. Linkages. 6. Mind Reading. 7. Lost Performatives. 8. Universal Quantifiers. 9. Unspoken Assumptions. 10. Temporal clauses. 11. Use of the word 'or'. 12. Awareness predicates. 13. Use of adverbs and adjectives. 14. Temporal verbs and adverbs. 15. Commentary adjectives and adverbs. 16. Stacking presuppositions. 17. Embedded commands. 18. Embedded questions. 19. Negative commands. 20. Conversational Postulates. 21. Ambiguity. 22. Phonological Ambiguity. 23. Syntactic Ambiguity. 24. Scope Ambiguity. 25. Punctuation Ambiguity. 26. Selectional Restrictional Violations. 27. Use of Quotes. 28. Sensory Predicates. 29. Stories. 30. Stepping Stones Stories. 31. Nesting Stories.
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Appendix B: Language Patterns for Teaching and Learning:
Applying language patterns in the classroom. 1. Visual Predicates. 2. Auditory Predicates (1). 3. Auditory Predicates (2). 4. Kinaesthetic Predicates. 5. Mixed Predicates. 6. Great Metaphors. 7. Hilarious Stories. 8. Games People Play. 9. Stepping Stone Stories. 10. Embedded Commands. 11. Motivational Commands. 12. Modelling Tasks. 13. Moving Intransigence. 14. Non-Verbal Behaviour. 15. States of Excitement. 16. Self Reflection.
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Appendix C: Language Patterns Related to Trance and Hypnosis:
Becoming more advanced in your eloquence. 1. Preparation for trance. 2. Pacing. 3. Visual Trance Inductions. 4. Auditory Trance Inductions (1). 5. Auditory Trance Inductions (2). 6. Kinaesthetic Trance Inductions. 7. Mixed Trance Inductions. 8. Visual Re-Vivication. 9. Audio Re-Vivication (1). 10. Audio Re-Vivication (2). 11. Kinaesthetic Re-Vivication. 12. Synethsesia and Re-Vivication. 13. Sophisticated Re-Vivication. 14. Metaphors. 15. Stories. 16. Self Reflection. 17. Anchors. 18. Post-Hypnotic Suggestions.
Size = 0.23 meg
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Appendix D:Experimental Method:
Some notes on the pros, cons, strengths and weaknesses of experimental method, as devised by Newton , and used by modern scientists. If you want to understand whether people are using the word 'science' correctly, when you hear the term bandied about on TV, then this is a useful set of notes for you to read. Often the word 'science' is used to prop up some pretty weak ideas. If you want to avoid being 'taken in' by the tame scientists employed by the PR industry, then an understanding of what science 'is' and 'is not' is essential.
Size = 0.47 meg
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Appendix E: The World Gets Even Stranger:
Some notes on aspects of our world which quite clearly don't fit into current conventional thinking.
Size = 1.00 meg
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