Whole Brain System

At Stamford Education, there is a strong focus on bettering our student’s development in terms of information processing, reasoning, interpreting, analyzing, synthesizing and language learning.

In scientific terms, the Stamford Whole Brain Training System (WBTS) targets whole brain and builds our students’ cognitive reserve, an extra supply of neural pathways and connections that improve his or her performance. The Stamford WBTS employs activities and brain exercises that focus on specific cognitive areas – the working memory, processing speed and fluid intelligence. By challenging these areas with engaging and constantly adapting exercises, the Stamford WBTS improves our students’ cognitive functioning.

The following sections elaborate the core components within the Stamford WBTS.

To most people, memory refers to memory recall – the procesof bringing to the mind raw information, for example “what you ate 2 days ago at your favourite cafe”. Memory recall, though, is only part of the complete picture. The problem is often not related to recall, but rather encoding – the initial translation of information into memory.

While most memory training programmes wrongly focus on the “recall” function, the Stamford WBTS focuses on the “encoding” function. The Stamford WBTS consists of memory enhancement trainings that exercise our students’ working memory in different ways.

For example, the Stamford WBTS linking memory and memory matrix trainings improve on our students’ visual working memory — the childrens’ ability to hold onto images and visual patterns. The Stamford WBTS memory match activities, etc. exercise our students’ ability to update his or her working memory with new information — dynamically discarding data that is no longer useful and replacing it with new, relevant information.

To conclude, the Stamford WBTS memory trainings are employed to enhance memory and increase subject correlations to improve content retention.

Learning can be full of countless details requiring attention and the ability to selectively manage them represents a critical cognitive area. For example, when a child is trying to learn new words and new sounds in a new sentence structure, he or she is almost distributing a finite amount of attention over a potentially infinite number of objects. The way we make this learning process effective is by improving our students’ focus over four major areas.

The Stamford WBTS focus & concentration trainings maximise our students’ focus by enhancing the neural representation of things. The Stamford WBTS exercises train our students’ attention, as if it were the brain’s volume control. By turning up our students’ attention, our students get a better signal on the information to process and remember.

These are some of the Stamford WBTS focus & concentration training exercises:

• Eye training, linked picture differentiation and visual discrimination activities that train our students’ brain ability to distribute attention across the visual field.
• Cognitive exercises including “What do you see”, “2D or 3D?” and “True or Not” train our students’ ability to focus on something for an extended period of time.

To conclude, the Stamford WBTS focus & concentration trainings are employed to enhance our students’ ability to dynamically allocate attention, increase dedicated information absorption and sharpen their memory and processing skills.