Before Harry started his COGx program, he was having difficulty in classes. His parents reported he received poor grades, was unorganized, and was starting to “lose his joy”. He lacked motivation and didn’t want to do “work”.
In Harry’s program, processing skills were targeted first. Initially, Harry valued speed over accuracy. He made many mistakes due to quick responses and inattention. To target this, we trained to bring his speed down to a slower pace and focus on accuracy. A challenge was Harry’s lack of awareness to his performance. When Harry made mistakes, he was instructed to fix his errors immediately.
Harry’s ability to process information quickly and accurately was initially limited. He would often express frustration for complex tasks or directions. After calibrating decision speed and building sustained attention, he was then able to target processing speed to make it faster.
Harry lacked any study strategies prior to his training. He was introduced to memory techniques and strategies that he practiced and eventually mastered to support his learning.
Finally, Harry worked to raise his metacognition, specifically monitoring and reflecting his own learning. The more he practiced thinking about his own learning, the less redirection he required to attend to tasks, create stronger associations, and calibrate to the metronome.
By the end of the program, he developed the skill of reviewing and self-correcting his own work throughout lengthy tasks. He also increased his ability to hold and manipulate information at a quicker pace while remaining accurate. This allowed him to work more efficiently on classwork and when learning new information.
He was most impressed with his ability to apply linking to classroom material and described it as his favorite technique. He was also proud of the associations he created to learn the capitals of 70 world countries, and his “journeys” to remember the Marine’s Creed, parts of the brain, and bones of the feet. Overall, the positive change in Harry’s grades reflect his enhanced memory.
He also learned to utilize different memory strategies and create breaks to make his learning more effective. He used interleaving outside of sessions, including practicing his instruments and doing homework projects. Ultimately, Harry learned the techniques and strategies necessary to be a successful independent learner.