Bill Acton's Embodiment Blog: screening

Showing posts with label screening. Show all posts

Saturday, April 4, 2026

AI for today's 80 year olds (and reformed Luddites): 10 tips!

This post was developed with the capable assistance of Perplexity. AI. The conceptual,positional and editorial responsibility are all mine, however! The references cited are included as hyperlinks in the text. Bill Acton.

Wikipedia

Here is basic 10‑item list of tips using AI--for GOOD, assuming you have just a smartphone (iPhone or Android) but most of them work just fine if you have a laptop, too. You do need a chatbot, like one of the four listed below. (I'm partial to Perplexity, myself, but all four are fine for this list, as are some others today.) All are easy to download from the App Store.

Perplexity or ChatGPT (Gemini or Copilot on Android) for “ask anything,”

1. Use your voice instead of tapping or typing

Turn on “Hey Siri” or “Hey Google,” or use one of the chatbots above, then ask things like: “What’s the weather like here tomorrow?” or “What is a good, easy recipe for nachos?” AI will train you to speak clearly and slowly enough!

2. AI your "Reminder brain"

Use Reminders/Google Tasks plus voice: “Remind me every Monday at 9 a.m. to refill medications” or “Remind me in 2 hours to check the oven.” This one is absolutely INVALUABLE! No problem with forgetting appointments and names!

3. AI to explain any confusing letter or bill

Open an AI app (or website), type or dictate: “Explain this doctor bill in simple terms for an 80‑year‑old,” then copy it or read it aloud from the paper. You can also ask as many follow up questions as you need.

4. Use a strict “Ask AI before you click” scam rule

Before tapping links in texts or emails about money, shipping, or passwords, paste the message into AI: “Does this look like a scam? Explain briefly.” You can also ask about the company or the person sending the message.

5. Let AI help write messages

Say or type: “Write a short, friendly text to my grandson congratulating him on his new job,” then copy, edit if needed, and send. I do this all the time, sometimes asking for a bit of humor, too.

6. AI for health tips

Each morning: "Give me a simple, safe health habit to focus on today, in one or two sentences.” I'm an 80 year old runner, so I often ask for conditioning or nutrition ideas

7. AI for staying mentally sharp

Ask: “Give me 5 trivia questions about 1960s music” or “Make a simple word game for an 80‑year‑old that I can play on my phone for 10 minutes.” Amazing results on this prompt or something like it. Have been working lately on remembering what was happening when I was in college--60 years ago!

8. AI‑assisted plan for tomorrow

Evenings: Create a checklist for tomorrow (all the errands, calls, appointments, exercise, TV programs) then put the items into your phone’s reminders or calendar.

9. Fraud and identity protection

(Free trial) SeniorShield.ai (plus, if budget allows, IDShield) for fraud/identity. As seniors we are prime targets for scammers, especially those using AI. Some kind of protection, even if it is a grandkid, is essential!

10. Legal support

(Free trial) Vikk ai to decode legal language before calling a human lawyer (plus, if budget allows Legalshield) for subscription-based "live" lawyer support. Same as #9 above, you need a plan. Even if trouble shows up, you can usually go ahead and subscribe to Legalshield, for example, for a month only and get helpful advice.

*Luddite: One who is resistant to technological change.

And you can always connect with me, of course: wracton@gmail.com

"The Lord is my strength and my shield . . .! " (Psalm 28:7)
Legalshield has my back!

Saturday, September 29, 2012

Screening learners in pronunciation instruction

Clip art: Clker

In a couple of earlier posts, the question of the potential impact of field dependence on haptic-integration work was considered. The same concept as been researched extensively in several field: understanding individual variability in attention management, being more or less affected by environmental distractions, whether visual, auditory or some other potential sensory "background interference or clutter." Kwallek of the University of Texas, in describing the same personality style as it plays out in interior design, makes an interesting observation on the effect of red-coloured walls in working spaces:

"Studies have found that some individuals are more easily distracted by irrelevant stimuli, leading to decrement in performance. Other individuals actually improved their performance on task when irrelevant stimuli were introduced. These differences may be associated with an inability to automatically screen out less important stimulation. Individuals who are most adept at screening out the less relevant stimuli of their environments are referred to as high screeners, while individuals who typically cannot screen out incoming stimuli are referred to as low screeners."

Multiple modality engagement (See recent posts referring to FBIs--full-body interdictions!) should work to the benefit of both high and low "screeners." For low screeners, background interference is immediately curtailed; for high screeners, who may at first be stimulated to better performance by "red" walls, have also probably some advantage initially in haptic work, it heightens attention to the resonance of sound and inherent body movement involved in producing speech, both of which enable change and anchoring. (The backside of the screening style, however, is that low screeners also tend to be more at ease in interpersonal engagement.) Try wearing a red dress or red T-shirt next time you do an FBI and report back . . .

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What is haptic pronunciation teaching?

Basically, it is using gesture, touch and movement to teach pronunciation of English (or any language). What makes this method unique is that it is based on controlled and systematic use of gesture in doing that. (Often the problem with gesture use in language learning is that it can be "crazy" or random or intimidating or inconsistent, or not well-developed and tied to clear outcomes.)

The earlier "Essential Haptic-integrated English Pronunciation (EHIEP) approach," now KINETIK, does a better job of enhancing presentation, modelling, feedback and correction. The method is simple and easy to follow. Once a 30-minute module is finished, teacher and students have a set of techniques to use in class anytime a pronunciation problem or opportunity comes up!

Haptic Preliminaries

I often begin workshops or papers with the comment that in about 40 years in the field I have had just one idea: that the systematic use of body movement is essential to effective and efficient pronunciation instruction. That has never been more relevant than today, with the general deemphasis on pronunciation and introduction of technology into the field. From both perspectives, the "haptic" perspective approach developed here offers great promise. I can at least promise you a "moving" experience!

What is the KINETIK Method?

KINETIK is the name of the new v6.0 haptic pronunciation teaching system. About six years earlier we were using the acronym, "Haptic Integrated Pronunciation for Other/Extended Circle English Speakers" (HIPOECES)--still there in the url of this blog!

Haptic-integrated clinical pronunciation is:

A different way to learn pronunciation, based in part on Arthur Lessac’s notion of “Training the body first.” It is also based on research in the use of movement and touch in learning and training. It:

Looks somewhat like a combination of aerobics, sign language and Taichi

Provides a basic foundation for continued, self-directed pronunciation learning and classroom instruction

Designed for use by relatively untrained teachers but appropriate for all teachers (and learners) of all levels

Focuses on pronunciation used in conversation (not all words in English)

Is a highly “brain-and-body-friendly” system that promotes efficient learning of integrated tasks in general

Designed to promote integrated classroom pronunciation instruction and enable integration of conscious pronunciation work into spontaneous speaking.

Introduction

This blog was formerly named: HIPoeces (pronounced 'hI-pƏ-cIs), basically an approach to teaching English pronunciation to speakers of "outer and expanding" circle Englishes (including that population commonly termed: non-native speakers) but also compatible with the use of local models other than simply Standard" American" or RP. Using Kachru's "Inner, expanding and outer circles" model to characterize the breadth of Englishes and speakers of those, HIPoeces (now HICP) systems focus on developing haptically-centered pedagogical models and methods which can be adapted for teaching the pronunciation of various Englishes as they are spoken and taught by "owners" of those varieties.

In theory, the underlying principles can be applied to teaching the sound system of any language. Most language instructors intuitively use a great deal of movement and tactile anchoring in the classroom. The essential question is how to use that resource systematically, especially so that those learners who are less "haptic" in nature are also "moved" by the method.

Simply put, the HICP model/method is based on the idea of speaking along with arm and hand movement, not all that different from that used in sign languages. Most movement patterns are taken from either typical classroom pronunciation instruction practice or from related fields, such as psychotherapy or sports.

Most blog posts link to research that relates to the general HICP model, that is studies dealing with the role of gesture, touch, movement, learning modalities, learning in output, use of the visual field in learning, and experiential learning.

DEFINITIONS:

"Haptic" techniques- procedures that involve both movement and touch (Obvious examples include clapping hands, tapping feet, or holding an object and shaking it to the rhythm of a poem.)

"HICP techniques" - procedures that are haptic and also explicitly coordinated with phonological structures and/or discourse prosody (For example, clapping hands on primary stressed syllables in multi-syllable words, or doing a dance step on key words in conversational turns.)

"Haptic integration"- The haptic dimension probably functions as much to anchor visual and auditory material as it does to assist the learner in getting the "felt sense" of the sound or sound process. Lack of integration into spontaneous speech being such a serious potential shortcoming of instruction, haptic engagement seems a promising bridge to more accurate fluency.

"Visual field" - in HICP extensive use is made of the visual field in front of the learner. (For example, a modified version of the IPA vowel chart is anchored haptically in the imagination of the learner, directly in front of the upper body, and used for several purposes throughout the program.)