REVERSE Laundry List & Healthy Version

drunk narcissists  

how much I’ve copied them!


 LL Part 1

SITE: ACoAs – Qualities & Traits

REVIEW:Variation of ACoA Laundry List” post


NOTE: Reprinted from the ACoA World Service Org.

REVERSE Laundry List – acting out the Introject (the PP)
1. To cover our fear of people and our dread of isolation we tragically become the very authority figures who frighten others and cause them to withdraw.
2. To avoid becoming enmeshed and entangled with other people and losing ourselves in the process, we become rigidly self-sufficient. We disdain the approval of others.
3. We frighten people with our anger and threat of belittling criticism.
4. We dominate others and abandon them before they can abandon us or we avoid relationships with dependent people altogether. To avoid being hurt, we isolate and dissociate and thereby abandon ourselves.

5. We live life from the standpoint of a victimizer, and are attracted to people we can bad attitudemanipulate and control in our important relationships.
6. We are irresponsible and self-centered. Our inflated sense of self-worth and self-importance prevents us from seeing our deficiencies and shortcomings.
7. We make others feel guilty when they attempt to assert themselves.
8. We inhibit our fear by staying deadened and numb.
9. We hate people who “play” the victim and beg to be rescued.
10. We deny that we’ve been hurt and are suppressing our emotions by the dramatic expression of “pseudo” feelings.

11. To protect ourselves from self punishment for failing to “save” the family we project our self-hate onto others and punish them instead.
12. We “manage” the massive amount of deprivation we feel, coming from abandonment within the home, by quickly letting go of relationships that threaten our “independence” (never get too close).
13. We refuse to admit we’ve been affected by family dysfunction or that there was dysfunction in the home or that we have internalized any of the family’s destructive attitudes and behaviors.
14. We act as if we are nothing like the dependent people who raised us.

OPPOSITE of Reverse Laundry List
1. We face and resolve our fear of people and our dread of isolation and stop intimidating others with our power and position.
2. We realize the sanctuary we have built to protect the frightened and injured child within has become a prison and we become willing to risk moving out of isolation.
3. With our renewed sense of self-worth and self-esteem we realize it is no longer necessary to protect ourselves by intimidating others with contempt, ridicule and anger.
4. We accept and comfort the isolated and hurt inner child we have abandoned and disavowed and thereby end the need to act out our fears of enmeshment and abandonment with other people.

5. Because we are whole and complete we no longer try to control others through manipulation and force and bind them to us with fear in order to avoid feeling isolated and alone.
6. Through our in-depth inventory we discover our true identity as capable, worthwhile people. By asking to have our shortcomings removed we are freed from the burden of inferiority and grandiosity.healing heart
7. We support and encourage others in their efforts to be assertive.
8.We uncover, acknowledge and express our childhood fears and withdraw from emotional intoxication.

9. We have compassion for anyone who is trapped in the “drama triangle” and is desperately searching for a way out of insanity.
10. We accept we were traumatized in childhood and lost the ability to feel. Using the 12 Steps as a program of recovery we regain the ability to feel and remember and become whole human beings who are happy, joyous and free.
11. In accepting we were powerless as children to “save” our family we are able to release our self-hate and to stop punishing ourselves and others for not being enough.
12. By accepting and reuniting with the inner child we are no longer threatened by intimacy, by the fear of being engulfed or made invisible.
13. By acknowledging the reality of family dysfunction we no longer have to act as if nothing were wrong or keep denying that we are still unconsciously reacting to childhood harm and injury.
14. We stop denying and do something about our post-traumatic dependency on substances, people, places and things to distort and avoid reality.


ORIGINAL Laundry List + Healthy Version

about the source of our damage


SITEPsychological Characteristics of ACoAs – article

: Part 1 & 2 Reprinted from the ACoA World Service Org.
— The Laundry List serves as the basis for ‘The Problem’ statement – the intro read at every ACA meeting

BASIC LAUNDRY LIST – acting out the Wounded Child
1. We became isolated and afraid of people and authority figures.
2. We became approval seekers and lost our identity in the process.
3. We are frightened by angry people and any personal criticism.
4. We either become alcoholics, marry them or both, or find another compulsive personality such as a workaholic to fulfill our sick abandonment needs.
5. We live life from the viewpoint of victims and we are attracted by that weakness in our love and friendship relationships.

6. We have an overdeveloped sense of responsibility and it is easier for us to be concerned with others rather than ourselves; this enables us not to look too closely at our own faults, etc.broken heart
7. We get guilt feelings when we stand up for ourselves instead of giving in to others.
8. We became addicted to excitement.
9. We confuse love and pity and tend to “love” people we can “pity” and “rescue.”
10. We have “stuffed” our feelings from our traumatic childhoods and have lost the ability to feel or express our feelings because it hurts so much (Denial).

11. We judge ourselves harshly and have a very low sense of self-esteem.
12. We are dependent personalities who are terrified of abandonment and will do anything to hold on to a relationship in order not to experience painful abandonment feelings, which we received from living with sick people who were never there emotionally for us.
13. Alcoholism is a family disease; and we became para-alcoholics and took on the characteristics of that disease even though we did not pick up the drink.
14.Para-alcoholics are reactors rather than actors.
Tony A., 1978

OPPOSITE of the LAUNDRY LIST – healthy version
1. We move out of isolation and are not unrealistically afraid of other people, even authority figures.
2. We do not depend on others to tell us who we are.
3. We are not automatically frightened by angry people and no longer regard personal criticism as a threat.
4. We do not have a compulsive need to recreate abandonment.
5. We stop living life from the standpoint of victims and are not attracted by this trait in our important relationships.

6. We do not use enabling as a way to avoid looking at our own shortcomings.
7. We do not feel guilty when we stand up for ourselves.repaied heart
8. We avoid emotional intoxication and choose workable relationships instead of constant upset.
9. We are able to distinguish love from pity, and do not think “rescuing” people we “pity” is an act of love.

10. We come out of denial about our traumatic childhoods and regain the ability to feel and express our emotions.
11. We stop judging and condemning ourselves and discover a sense of self-worth.
12. We grow in independence and are no longer terrified of abandonment. We have interdependent relationships with healthy people, not dependent relationships with people who are emotionally unavailable.
13.The characteristics of alcoholism and para-alcoholism we have internalized are identified, acknowledged, and removed.
14.We are actors, not reactors.


OUR SENSES & Learning – Overviews (Part 5)

eye of horus 


SITE: Learning Styles Affects How You Play GOLF
— 3 Reasons to Use Multi-sensory Teaching Techniques

EYE of HORUS is both a symbol of knowledge, protection, and power, AND a mathematical equation, fractions of a heqat, representing the six senses: Thought -1/8, Hearing – 1/2, Sight – 1/4, Smell – 1/16, Touch – 1/64, & Taste – 1/32. (MORE…..)

HAPTIC Learning
This style refers to the sense of touch or grasp. Such people generally have a great sense of haptic learningtouch, so they prefer to use a hands-on approach, which is essential to them. They need to touch & feel as many things as possible, so they can form a visual image of it, which helps them piece together informatio in a way they can easily understand. They can often be found tinkering with things, & once they’ve taken the object apart, they now know how it works & can tell you what they have learned through this process. (Institute for Learning Styles Research, 2003)
People who prefer haptic learning enjoy doing art projects, tracing words or pictures, & will often be found doodling. Those who combine haptic & visual styles learn best through demonstration followed by hands-on practice.

INFO : “To get the most out of Passive Tasks” and “To Maximize Studying”
BOOK: “TOUCH – the Science of Hand, Heart & Mind “~ David J. Linden

TECHNOLOGICAL Learners (visual-haptic-kinesthetic)
— want to learn everything via the computer
— enjoy & utechnical typese the video camera
— are mechanically oriented
— like integrated learning activities
— understand technology tools without formal instruction
— can read technical manuals without intensive training
— spend excessive time on computer and/or video games
— know how to work with and use hardware and software
— interact & communicate with others via text, e-mail & Internet
— understand how to integrate various technologies

OVERVIEWbrain & words
Auditory Language: Students who learn from hearing words spoken. They may vocalize or move their lips or throat while reading, especially when trying to understand new material. They’re more able to absorb & remember words or facts they could only have learned by hearing
Visual Language: Students who learn well from reading words in books, on the chalkboard, charts or workbooks. They may even write words down they hear orally in order to learn by seeing them on paper. They remembers & use information better if they’ve read it

Auditory Numerical: Students learn from hearing numbers & oral explanations. They can easily remember phone & locker numbers , & be good at games, puzzles & ‘heard numbers & work problems in their head. They may do just about as well without a math book, since written materials are not as important.  They may say numbers to themselves & move their lips when reading a problem.
Visual Numerical: Students need to see numbers – on the board, in a book or on paper – in order to work with them. They’re more likely to understand & then remember math facts having seen them, & don’t seem to need as much oral explanation.

Audio-Visual-Kinesthetic: A-V-K students learn best by doing, experiencing, being personally involved. They definitely need a combination of stimuli. Handling material along with seeing & hearing words and numbers make a big difference to them. Otherwise they may not seem to be able to grasp or retain info unless they’re totally involved. They want to touch & handle whatever they’re learning. Sometimes just writing or a symbolic wiggling of the finger is a symptom of the A-V-K learner.  (MORE….)

Multi-modal absorption is the ability of the nervous system to combine the input from all our senses, making it easier to detect & identify available information. This happens when multi-modal brain cells receive stimuli that overlap the different modalities, & it kicks in when no one particular sense responds to an event.

Maria Montessori was the pioneered of the multi-sensory approach in the early 20th century, working with young children who naturally learn by seeing, hearing, touching/ feeling, tasting & smelling.
Most people – about 60% – use a combinations of the 3 main modalities (sight, hearing, body movement). While some may have 1 or 2 strong preferences, it’s normal for all the other senses to be used as well. Because it involves more Brain areas, multi-sensing allows for more mental connections & associations when learning any new concept. This makes it  more efficient & effective, providing redundancy & enhancing reinforcement.

Combining all the senses becomes a powerful tool for encouraging Language Arts learning, in important ways. KEY BENEFITS to students:
A greater amount of knowledge is transferred, with the possibility of more info being absorbed, & student engagement is more likely, which can improve attitudes towards learning, & therefore student achievement is more likely. (MORE….Research study).

EXPs in 3 countries (EuroNews)
Tunisia: Sound makes sense
Can sound have a smell? Dr Slim Masmoudi, a cognitive psychologist in Tunisia believes it can – among young learners. He has applied a multi-sensory approach at a kindergarten in his country, using “learning without learning” – for musical awakening (combining perceptual, memory & motor skills) that make children sensitive to rhythms & sounds. His method enhances creative thinking in preschoolers (flexibility, fluency & originality), encouraging positive emotions & a strong motivation to learn.

USA: room of relaxation
Children who have to stay in hospital for a long time face many challenges, including disruption to their emotional & educational development. At several locations in the US experts have created special ‘multi-sensory rooms’ where young patients can experience a range of exciting & fun activities. The aim is to put them at ease in that stressful situation, believing that young minds develop better when relaxed. (“Multi-sensory Environments: The Benefits”)

Germany: math through moving

The advantages of the multi-sensory approach are also being championed at one pioneering school in Hamburg, Germany. Teachers use a combination of movement, sights & sounds to help teach math & spelling. The method appears to be having the desired effect, and the kids love it.

CHART: See which column fits you the best. OR – some of each?

Qs re Learning Tpes


OUR SENSES & Learning – Taste (4f)

taste test 


SITE: Acetylcholine & Olfactory Perceptual Learning

BOOK: What the Nose Knows....” (Review) ~ Avery Gilbert
GUSTATORY Learning (Taste, cont.)
People develop taste preferences based on what they are fed in early life, s giving children an opportunity to think about which tastes they do or don’t prefer encourages them to try new and/or new combinations of foods.
While our sense of taste & smell may seem less involved in learning, they are our oldest ones, so are often more deeply ingrained & intact than our other, ‘newer’ senses.
Altho’ most researchers assume that no one is a Gustatory Learner, those who do favor ‘taste’ as a way to express themselves tend to use words such as bitter, chocolate, minty, sour, spicy….

However, some do acknowledge the importance of this sense. The Forest School in a woodland setting (UK) have incorporate Gustatory & Olfactory education. They believe smells & tastes provide valuable links to learning & remembered experiences, much as Proust described how the taste of the madeleine biscuit evoked a string of memories. Students of all ages & learning levels benefit from Forest School activities which require them to use these senses, such as having a drink & snack while key information or explanations are made on forest trips, & cooking on campfires which lend their own special flavor to the food. food choices

DIAGRAM: People use a wide variety of  factors to decide if something is acceptable to eat. These include types of flavor, like how spicy a food is, how it smells, its texture, temperature & whether it’s something they want to eat for personal, cultural or religious reasons.

The Monell Chemical Senses Center (PA) is the world’s only independent, non-profit scientific institute dedicated to basic research & publications on taste & smell. Their scientists come from many disciplines, working to understand the mechanisms & functions of taste & smell, to define the wider importance of these senses in human health & disease. They also conduct studies on chemesthesis – chemically induced skin sensations, such as the burn of capsaicin (in hot peppers) or the tingle of carbonation. Their experts are available to comment on how taste and olfaction relate to any aspect of our daily lives.

Tastes, smells & chemo-sensory irritants are often experienced together in food or beverages – such as a burning sensation when eating spicy foods. In this case, the trigeminal nerve ( responsible for sensation in the face. & motor functions such as biting and chewing)  cbad tastesarries info about chemo-sensory irritation detected in the mouth & throat, while other nerves carry info about tastes & odors collected from other parts of the mouth & nose. All these sensations are combined in the brain to produce what we think of as the ‘taste’ of a particular food, but is actually a combination of inputs.   ARTICLE: “Why does food taste so delicious?

At the Institute for Food Research (UK), classes introduce students to the science of the sensation of taste. Subjects including chemistry, biology and food science, covering topics such as the nervous system, healthy eating, genetics, anatomy, molecular biology and organic chemistry.
One of their exercises: Pupils try a set of compounds that represent the five basic tastes. The solutions used are sugar, salt, citric acid, MSG & flat tonic water. Subjects should be able to identify these equally well with or without holding the nose, because these flavors do not depend on smell.

Research also tells us that taste & smell combine with other senses when tasting.
EXP: Color has significant effects on our ability to recognize flavors of soda. Experiment participants were less likely to accurately identify fruit-ftasting w/ smelllavored beverages when they were unaware of the color. This shows a correlation between taste & vision. The greater number of senses used with taste, like smell & vision, the more accurate the detection of  flavored stimuli will be. Since color plays a role in identifying flavors, then there must be top-down processing before we actually taste something, which starts with familiar knowledge & only then is experienced by the senses.

NOTE: SENSATION = bringing in info thru the 5 senses
PERCEPTION = how the brain makes sense of that info
Together they form PROCESSING, either Top Down or Bottom Up.

In any learning situation, associating a fact with a fun experience or memory helps to retain more information, so the love of food can be used educationally. Aside from Food Technology classes, taste can play a large part in the broader curriculum, such as:
• for History & Geography lessons, making dishes from around the world or tasting a famous historical food are fun for students & make for memorable lessons
• learning about Yeast Reactions in Science can be enhanced by actually baking bread with yeast & then tasting it, providing a vivid connection between the two modalitiesscience & food
• food can be used to demonstrate Irreversible Reactions in Chemistry, such as boiling eggs or making jelly.
So, although cooking/baking might not seem relevant to science, engaging multiple senses will in fact increase memory. Also, baking as a classroom group activity can reinforce team spirit & cooperation in students.

LESS: People being treated for cancer are keenly aware of how vital taste is – even when their sense of smell is not impaired. In the short-term, chemotherapy tends to produce many small sores in the mouth, a chemical aftertaste & numbing of the tongue – which significantly cut down on the ability to taste food.  ALSO – Disorders of taste, long-term or permanent:
Ageusia – complete loss // Hypogeusia (reduced sense) // Dysgeusia (distorted sense)  Parageusia (persistent abnormal) // Hypergeusia (abnormally heightened sense)

MORE: Super-tasters are people whose sense of taste is significantly more sensitive than average. At least in part, this is due to a greater number of fungiform papillae, structures in the tongue with taste buds on their upper surface.  The ‘average’ person has about 184 super tastersbuds per square centimeter, while super-tasters have around 425 pr cm/2.
Studies have shown that super-tasters require less fat & sugar in their food to get the same satisfying effects. However, contrary to ‘logic’, they actually tend to use more salt than most – because of their heightened ability to taste bitterness, since salt drowns that out.
ALSO: Patients with Addison disease, pituitary insufficiency, or cystic fibrosis sometimes have a hyper-sensitivity to the 5 primary tastes.

NEXT: Overview (Part 5)

OUR SENSES & Learning – Smell / Taste (4e)

chef smelling soup


PREVIOUS: Olfactory Learners (#4d)

SITEs: The World Though our Senses
Learning Styles Affects How You Play GOLF


– (Smell cont.
According to Dr. Ira Greene, author of “The Nose Knows: A Nasal-Based Curriculum Development Guide”, there are 3 distinct types of nasal learners: the goal-oriented, the activity-oriented & the learning-oriented. Each type needs to be treated differently.
EXP: “…while activity & goal oriented learners may be sufficiently motivated at the prospect of an olfactory reward at the end of a task, the learning-oriented student needs something more to sustain his/her interest.”

Few people appreciate the range of information provided by the sense of smell.
Anosmia – the clinical term for the inability to smell – is a little-known & invisible but serious problem. We do notice it’s loss when we have a cold or allergies, but rarely consider what would happen if that source of info disappeared altogether. Yet olfaction is a vulnerable sense, & smell disorders or total loss are more common than realized. (“A Sense of Hope” – Monell Center. PA)
(Nose recognizes 6 vehicle warning signs), (SMELLS: Consumer preferences)

smell & imagesResearch also has shown that smell has a unique relationship to words & images. Scents are normally formed as purely visceral, subjective experiences that are hard to put into words, yet in spite of this apparent limitation, writers often describe scents in literature.  The “Proust Effect” – from Marcel Proust’s influential multi-volume novel “In Search of Lost Time” – names smell’s ability to trigger involuntary memories, illustrating literature’s crucial role in shaping our understanding of how smell works.

Since 2000, Scholastic Scents is a Cambridge, MA, has been working to fill the void in materials geared towards nasal learners, by providing scratch-and-sniff textbooks & variety of educational packets such as the Oregon Trail fragrance set, & “Speak and Smell” language workshops.   (Scented Children’s books)

L. Stanley’s article “What does purple smell like?” (Childhood Education) describeshappy grapes one of the few studies that examines smell as part of a multi-sensory approach in helping children learn – allowing them to experiment, investigate & discover the world around them.
EXP: In one study, teachers of 2-year-olds matched colors to familiar objects, like purple with the smell & taste of grapes, & then played the blindfold game “Smell the Color.” The children enthusiastically & successfully learned those colors presented, & paid closer attention to other colors in their environment.

In L. Burmark’s article “They Snooze, You Lose: The Educator’s Guide to
Successful Presentations “, he recommends going beyond auditory or visual forms to more engaging, multi-sensory lessons to keep interest among students of all ages. Studies reveal that when educational presentations use a multi-media format, their effectiveness increases by 300%.  Burmark is particularly interested in smell memoryincorporating smell. Research shows that this is a particularly powerful tool for gathering info, strongly related to memory & emotion, & that 75% of emotional responses are based on smell. Because of this connection, scents can be used to improve our ability to remember.

In July 2003, the Summer School on HUMAN OLFACTION took take place  in Dresden, Germany.
Its aim was to provide participants with up-to-date knowledge on various aspects of the human chemical senses, through seminar-style lectures as well as practical demonstrations & experiments carried out by the participants.

* * * * * * * * * *
GUSTATORY Learning (Taste)
In some ways understanding taste is more complex than the other physical senses because even though taste, smell & sight are separate areas of the brain, they overlap significantly in how we experience things in our environment. All our senses work together, but smell and taste are special partners. When we eat, our tongue gives us the taste & our nose the smell of the food. Approximately 80–90% of what we perceive as ‘taste’ is in fact due to our sense of smell, so when the nose is congested, our food tends to lose it’s taste.

Taste & smell are essential for survival, helping to identifying edible material, & preventing the ingestion of toxic material. Activation of these two neural-peripheral systems together lets us identify flavors, & is currently being used to develop food, beverages & pharmaceuticals, in order to enhance or mask tastes and smells.

tongue tastesThe ancient Greeks believed that the two most basic tastes were sweet & bitter, but Aristotle (c. 350 BC) was one of the first to develop a list of other basic tastes. Ayurveda, an ancient Indian healing science, has its own tradition of basic tastes, comprised of sweet, salty, sour, pungent, bitter & astringent, while the Ancient Chinese regarded spiciness as a basic taste. In the present we know the mouth can distinguish sweet, salty, sour, bitter & umami (the flavor of certain glutamates, variously described as savory, meaty or broth), long known in Asian cooking, which only recently has been found to have its own taste receptors.

Taste is the sensation produced when a substance in the mouth reacts chemically with receptor cells located on taste buds in the mouth, mainly on the tongue, but are also in the roof of the mouth & near the pharynx. (BUDS)  The number of taste buds varies significantly from person to person, greater amount increasing sensitivity. The average is about 10,000 taste buds, each one having about 1,000 taste cells, which act as receptors. In general, women have more than men, & as is the case for color blindness, some people are insensitive to some tastes.
smell process

NEXT: Smell & Taste (Part 4f)

OUR SENSES & Learning – Smell (4d)

 olfactory circuit

Kinesthetic Learners (#4c)

SITEs: Learning styles & Memory (scroll down)
Memory For Different Smells: Synaptic Memory Found In Olfactory Bulb


OLFACTORY Learning (Smell)
Our sense of smell is 10,000 times more sensitive than our sense of taste. In childhood all of us gradually learn which smells are comforting, exciting, scary, yummy… Smell warns us of dangers such as smoke & poisonous gases, as well as helping to appreciate the full flavor of food & drink. Olfactory memory plays an important role in many aspects of human behavior, including mother–infant interactions, food-finding & preferences, emotional states, sexual attraction, & mate choice. Subconsciously we associate smells with things that are important to us, such as family members, and happy or dangerous events & places. (MORE….)

Neuro-anatomy supports the idea that our olfactory system is especially prepared to learn the significance of odors. Odor molecules picked up by the nose travel from the sensory neurons to the olfactory bulb, a structure at the base of the forebrain that relays the signal to other brain areas for additional processing. The sense of smell is the only sense that doesn’t convey its data to the brain via spinal cord or cranial nerves.

brain & sensesThe orbito-frontal cortex processes olfaction, in combination with the amygdala are areas of the brain critical for assigning emotional value to stimuli. Smells transmit impulses to our brain & are directly connected to the limbic system, the part that deals with emotions. So there is good scientific reason for the validity of aromatherapy, which examines the chemical reactions of various substances with the nerve endings in the nose that process smell and how that data is conveyed to the brain and then processed. (“Women nose ahead in smell tests”).

New studies indicate that the average person can detect at least one trillion different smells, a far cry from the previous estimate of 10,000.  No longer should humans be considered poor smellers. In fact we now know the nose can out-perform our eyes & ears, which can discriminate between several million colors & about half a million tones. “It’s time to give our sense of smell the recognition it deserves,” said Leslie Vosshall, a scientist studying olfaction at Rockefeller U .
(Her NYC talk on Smell vs vision & hearing).
So there is good scientific reason for the validity of aromatherapy, which examine the chemical reactions of various substances by the nerve endings in the nose & are then processed by the cortex. (“Smell & the Brain”) // (Essential Oils = scroll to Nov. 2014)

Experiences that connect odors with emotions (learned responses) can explain how odors come to be liked or disliked, as well as how their later presence can call up emotion, influencing thinking & behavior. Olfactory stimulation can change our brain waves & mood in powerful ways. Certain types of smells – such as from food, & chemical smells from air fresheners, perfume & even some essential oils – can interfere with concentration, distracting to the point of inhibiting our brain’s ability to learn something (studying, practicing….). .

EXP: A ‘lucky’ survivor of a devastating apartment fire reacts with some anxiety whenever she smells wood burning from fireplaces in the buildings near hers, or a match being lit, even after 20 years.

perdume creatorWhile these facts apply to everyone, smells have a very special meaning for Olfactory Learners. They grasp info best when they incorporate both senses of smell & taste, often connecting a particular smell with a specific past memory, & can easily distinguish substances from one another. Such learners can be found in Chemistry, Botany, Biology & other scientific/ technical fields (perfume & wine makers, chefs, sommeliers ……)  PICTURE: Jaques Polge, French perfumer, head of Parfums Chanel

Since these people represent a small percentage of the population, there is relatively little info about the importance of olfactory learning, even though these senses are a valuable part of absorbing info, & are especially needed by children with visual impairment or other disabilities.
As smell & taste are not usually thought of as scholastically important, most educators have been slow to recognize these students, so their needs are not addressed. In standard learning settings olfactory learners have difficulty concentrating, dislike doing homework, often have low grades in math, reading, & science. They are not stupid or ‘slow’ – they just need a different style of education.  (“Olfaction & Learner Performance”)

Reyna Panos (Brown U.) writes: “In the early years of educational psychology, children were believed to fall into one of two camps: visual or auditory. Eventually, kinesthetic & tactile learning styles were recognized as well, but to this day nasal learning continues to go unacknowledged.” Panos’s studies suggest that 10-20% of all students fall into this category, children beginning to indicate their nasal needs as early as the 1st grade.

NEXT: Smell & Taste (Part 4e)


kinestheric learning

PREVIOUS: Auditory (4b)

SITEs: Learning Style Preferences & ESL Students (Study)
6 important things you should know about how your brain learns

KINESTHETIC  (somatic/physical actions) Learning
About 35% of children &  5 – 15% of Adults learn most easily while moving (kinesthetic) or handling (tactile) things, which helps them understand the world around them.
Physical movement: The Cerebellum & motor cortex, at the back of the frontal lobe, are mainly in charge of much of the body’s activity
Kinesthetic thought: lets us experience bodily sensations, feelings & emotions, which come from immediate experience, memories or imagined situations

“Children enter kindergarten as kinesthetic/tactual learners, moving & touching everything as they go. By 2nd or 3rd grade, some have become visual learners. During the late elementary years, others – mainly girls – become auditory learners, while many males keep their kinesthetic/tactual strengths throughout their lives.” Rita Stafford and Kenneth J. Dunn; Allyn and Bacon, 1993)

antsy in schoolWhen young, these learners are life’s little wiggle worms, often mis-diagnosed with ADD or ADHD. They’re smart & eager to learn, but first need their attention captured. Then their energy can be directed by drawing on their natural curiosity & offered hand-on activities. They do best when they have something in front of them they can physically touch, and even better if they made it themselves.
They come to understand how to use their bodies & how to communicate with others by touch, most of which comes through feet & hands. So activities that focus on those body parts help them learn how to write, share their toys, button shirts, tie shoes, hold a fork…

Kinesthetic learners express themselves through movement, with the distinct ability to control the body’s actions & handle objects skillfully. Through interacting with the space around them, they are able to remember and process information, which allows for a good sense of balance & eye-hand co-ordination.

learn by doingDOING something active allows them to learn, which helps them stay focused & retain information. This can include taking note (an action), but use their own language to express what they’re hearing.They need external stimulation, otherwise they may lose interest, preferring to think broadly before going in-depth. It doesn’t mean they act before thinking or are reckless, but that they understand things better by getting immersed in a situation or lesson, in order to evaluate facts for themselves.

Learning a physical skill by first visualizing the activity (dance, a sport, driving…. ) is known to be very successful. 
EXP: Focus on the sensations you would expect for each activity or experience. So, for a tack (turn) on a sailboat, feel the pressure against your hand as you turn the rudder & the tension lessening on the ropes. Feel the wind change to the other side, feel the thud as the sail swaps with the wind, feel the boat speed up as you start the new leg….

Phrases used by Kinesthetics :
” I can’t get a grip on this // Stay in touch // That doesn’t sit right with me // I have a good feeling about this // My gut is telling me // I get your drift….”

Re. INTUITION (Clear sensing)
This is really feeling vibes the your body. Tingles, goosebumps, electricity, lump in throat, tickle in ear….
Gut Instinct (Clear knowing)
Harder to describe – more like a crystal clear ‘I just know!”, like a ring or ping, but coming from the belly rather than the mind. Not so thick or dense as many deliberate thoughts.

abuse muscle painNOTE: All experiences of physical, sexual, verbal & emotional abuse are stored in the body (muscles, organs, energy centers….), and need to be released in movement, taking & crying. Such history can be from childhood battering &’or incest, domestic abuse, war-time trauma, severe physical-illness-treatments or accidents….).
The physical expression of stored pain is necessary for all learning types, but especially for Kinesthetics – using experiential modalities.
(Core Energetics) , (Psychodrama) ,
(Trauma release exercises)……(Some books) LINKS to many therapies

SOME general KINESTHETIC Characteristics
KEEP IN MIND that which ever style is your preference you’re not going to identify with every single characteristic listed. That will depend on other factors, such as mixing in other learning styles with your primary one, your educational background and your native personality.

kinestetic char