Dr. NG Meng Lek Online Cognitive Training Report

Dr.
Ng Meng Lek Online

Cognitive Training Report
05/07/2023
User Name: SAMAND0316
Gender: Male
Birthday: 16/03/2015
Report Date 03/04/2023-05/07/2023

Range:
Number of 62 Tests
Training:
1 Great things begin here

1. Introduction
Hello!
No single test is totally accurate.

There will be some hidden factors
affecting the tests which are also
called limitations. These
limitations are due to multiple
factors including the external
environment as well as internal
factors affecting the person. While
we take care to reduce these faults,
the main person taking the tests
should always try his or her best to be as consistent as possible.
This is not an easy feat as the unstable factors result in the
increased difficulty! Especially for tests that are done once and
for all, these unstable factors would be even more difficult to
control!
Our report are not based off once off tests; but went through a
period of three months, and at least twenty practice sessions.
Basically, it is somewhat better than one-off tests. Despite these,
it also contains many hidden faults. We made our best efforts to
remove these unstable factors, and hoped that the report we hand
over to you would be one with the most accuracy and truth. However,
we will continually seek for a better method, and with the spirit
of excellence, strive to produce the best and most accurate report!
As you read this report, please be aware of your own emotions as

much as is possible. Parents’ reaction would be the greatest
influence on a child! Regardless of how unsatisfactory a child’s
performance may be, please remember that there are many factors
that played a part in this result. Because of this, there is no

need to regard this as the final result! At the beginning of every
report segment, there will be a portion stating the factors that
affected the students’ training progress. These are the factors
that can be arranged from the computer’s background information.
Perhaps, there are some other factors that we were unable to
detect.
For example: The emotions of a student during training: was the

student feeling negative? The
physiological well-being of a
student: was the student ill etc.?
All these factors will directly
impact a student, and will most
definitely affect the training
results to a large extent.
Hence you make take the emotional

and physiological condition of the
child during the past few months of
training, and combine these factors to evaluate the report and
possibly obtain a more accurate result!
So you must have an attitude that is more reserved while reading

this report. If you are discussing this report together with your
child, you must tell them of the various possibilities. On one
hand, it enables the child to have a chance to reflect and think if
any of those factors are present that may have affected his own
training results. Allowing a child to understand factors that
affect him will allow them to be correct those factors on his own.
All abilities have the potential to be improved. This is an

absolute fact! A lacking ability can most definitely be improved!
There is always room for more improvement for abilities that are
already of a high level!

We want to encourage parents: kids’ natural reaction when they do
not enjoy the training process. Not one person are born to love
training that are repetitive and tough! Actually, if we ask
ourselves, if we have a choice, we would also choose to not
participate in this training! But because we know of the necessity
and benefits of the training better than the kids, we would grit
our teeth and continue to train. Kids might know of the training
benefits, but may not be able to perserver on like adults! Three-
time boxing world champion Ali said: I hated every minute of
training,” But I said, “Don’t quit, suffer now and live the rest
of your life as a champion.”
It is not easy for a child to have the spirit of perseverance. If

one of the required traits for success to have the spirit of
perseverance, when you encourage your child to continue with this
“tough” training, the kids will accept it. You will not only be
training the learning abilities of a child but also trained him to
have the spirit of perseverance! This one action would then achieve
two purposes!
Congratulations to you who is about to have a child who excels in

the academic arena!

2. Online Cognitive Training Level Grade
Description - Parents
2.1. Age 3 to 6
Age Level Sub - Level Level Grade

Description
3 5 - 9 1 - 9 Gifted (G) Advanced
3 4 1 - 9 Superior (S)
3 3 5 - 9 High Average
(HA)
3 3 1 - 4 Above Average Developing
(AA)
3 2 5 - 9 Average (A)
3 2 1 - 4 Close to
Average (CA)
3 1 5 - 9 Need to Basic
Improve (NI)
3 1 1 - 4 Need to
Develop (ND)

Description
(HA)
(AA)
4 3 1 - 4 Average (A)
4 2 5 - 9 Close to
Average (CA)
Improve (NI)
4 1 1 - 9 Need to
Develop (ND)

Description
(HA)
(AA)
5 3 5 - 9 Average (A)
5 3 1 - 4 Close to
Average (CA)
Improve (NI)
5 1 1 - 9 Need to
Develop (ND)

Description
(HA)
(AA)
6 4 1 - 4 Average (A)
6 3 1 - 9 Close to
Average (CA)
Improve (NI)
6 1 1 - 9 Need to
Develop (ND)

2.2. Age 7 and Above
Age Level Level Grade

Description
7 9 Gifted (G) Advanced
7 8 Superior (S)
7 7 High Average
(HA)
7 6 Above Average Developing
(AA)
7 5 Average (A)
7 4 Close to Average
(CA)
7 3 Need to Improve Basic
(NI)
7 1 - 2 Need to Develop
(ND)

3. Personal Learning Ability Report - Part A
Progress report
Using the first training as the start; till report progress. There
are three segments: basic learning ability on a personal level,
combined learning ability, school related ability.
Below is the progress report of the trainee’s learning ability.

Due to the fact that we allow changes to made to the trainees’
age, the age listed in the report will then be in accordance with
the age you have provided. The actual age of the trainee may be
different from the age listed on this report, but it does not in
any way affect the accuracy of this report. Because we measured the
trainee’s personal progress based on his own progress. As to how a
child should perform at a certain age, the standards of measurement
used and standards would also be different. The following report
may be explained as shown:
1. The number of times and regularity of the trainee’s training;

directly affects the report’s accuracy:
Severely lacking: less than 30 times
Average no. of times: 30-89 times
Satisfied the required no. of times: 90 times and above
2. The regularity of a trainee’s training would affect the

progress of their learning abilities to a large extent. For
example: training 3 times on one day, and then training only once
after taking a break for a week sometimes. This is not good at all
for the training of learning abilities! Actually, regardless of
whatever abilities the training is for, sports or arts; as long as
training is done with regularity, the end result of the training

would be better! Training well once and then doing nothing for the
next ten times would definitely produce a dismal result!
3. The trainee’s various learning abilities are of varying levels;

it is normal for them to be different.
4. The trainee’s pace of learning may be fast or slow, that is

also normal.
5. If the progress is fast, it may be because the trainee was born

with this ability and that it hasn’t been stimulated up till this
point. Through systematic training, this ability is slowly
uncovered!
6. There are two reasons for slow progress. One of them is that the
trainee lacked this ability naturally, and it is a weakness that he
was born with. Though this type of ability will improve after
systematic training, progress would still be relatively slow! As
such, there is a need to be patient. It may also be because of a
late puberty. This is a physiological problem. Secondly, it may be
because the trainee had sufficient prior training in this ability,
and have already reached the level he is personally capable of.
Hence there will not be many obvious improvements despite the
systematic training.
7. Remember: Every learning ability can be trained, and can be

improved on! There is no need to think that this is the final
result or worry that this is a fact that can never be changed! On
the contrary, this is the beginning of change, and it is entirely
possible to have further improvements!

3.1. Personal Basic Learning Abilities
Level Level Level Level Level Level Level Level Level Level Grade
L1 L2 L3 L4 L5 L6 L7 L8 L9 Description
1 Relationship
Actual Age ND
Training ND
Progress
Current ND
Progress
Detailed
2 Memory
Actual Age ND
Training ND
Progress
Current NI
Progress
Similarity in
3 Combinations
Actual Age ND
Training ND
Progress
Current NI
Progress
4 Observation
Actual Age ND
Training ND
Progress
Current NI
Progress

Word
5 Recognition
Actual Age ND
Training ND
Progress
Current NI
Progress
Visual
6 Sequencing
Actual Age ND
Training ND
Progress
Current ND
Progress
Auditory
7 Sequencing
Actual Age -
Training ND
Progress
Current ND
Progress
Extended
8 Meaning
Actual Age ND
Training ND
Progress
Current NI
Progress

Understanding
9 Concepts
Actual Age ND
Training ND
Progress
Current ND
Progress
10 Sequencing
Actual Age ND
Training ND
Progress
Current ND
Progress
11 Evaluation
Actual Age ND
Training ND
Progress
Current NI
Progress
12 Systems
Actual Age ND
Training ND
Progress
Current NI
Progress

Abstract
13 Concepts
Actual Age ND
Training ND
Progress
Current ND
Progress
Spatial
14 Perceptual
Actual Age ND
Training ND
Progress
Current ND
Progress
System of
15 Mathematical
Actual Age ND
Training ND
Progress
Current ND
Progress
Vocabulary
16 Coherent
Actual Age ND
Training ND
Progress
Current ND
Progress

Photographic
17 Memory
Actual Age ND
Training ND
Progress
Current ND
Progress

3.2. Combined Personal Learning Abilities
Similarity
1 Abilities
Actual Age ND
Training ND
Progress
Current ND
Progress
Visual/Audito
2 ry Memory
Actual Age ND
Training ND
Progress
Current ND
Progress
Conceptualiza
3 tion
Actual Age ND
Training ND
Progress
Current ND
Progress
Classificatio
4 n Abilities
Actual Age ND
Training ND
Progress
Current ND
Progress

5 Reading Speed
Actual Age ND
Training ND
Progress
Current NI
Progress
Sequential
6 Memory
Actual Age ND
Training ND
Progress
Current ND
Progress
Strategies of
7 Planning
Actual Age ND
Training ND
Progress
Current ND
Progress
Sequential
8 Extension
Actual Age ND
Training ND
Progress
Current ND
Progress

System
9 Convergent
Actual Age ND
Training ND
Progress
Current ND
Progress
Coherent of
10 Evaluation
Actual Age ND
Training ND
Progress
Current ND
Progress
Coherent of
11 Abstract
Actual Age ND
Training ND
Progress
Current ND
Progress
Logical
12 Thinking
Actual Age ND
Training ND
Progress
Current ND
Progress

Spatial
13 Comprehension
Actual Age ND
Training ND
Progress
Current ND
Progress
Visual
14 Spatial
Actual Age ND
Training ND
Progress
Current ND
Progress
Problem-
15 Solving
Actual Age ND
Training ND
Progress
Current ND
Progress
Extension of
16 Abstract
Actual Age ND
Training ND
Progress
Current ND
Progress

Convergent
17 Abilities
Actual Age ND
Training ND
Progress
Current ND
Progress

3.3. School-Related Abilities
Reading
1 Comprehension
Actual Age ND
Training ND
Progress
Current ND
Progress
2 Reading
Actual Age ND
Training ND
Progress
Current ND
Progress
3 Arithmetic
Actual Age ND
Training ND
Progress
Current ND
Progress
4 Mathematic
Actual Age ND
Training ND
Progress
Current ND
Progress

Creativity
5 Abilities
Actual Age ND
Training ND
Progress
Current ND
Progress

4. Learning Abilities Training Progress

5. Learning Abilities Training Time Statistics

6. Personal Learning Ability Report - Part B
Standard of abilities shown at the current level
The following report is based on another angle. The above mentioned

report is based on the trainee’s rate of improvement from the
first day he begins training, up until the day the report was made.
This is the level of competence in terms of learning abilities

exhibited by the trainee after training. Below is the report of the
level of abilities within each area. Similarly, I will need to
repeat this message before the report:
1. The rate and regularity in which the trainee trains will

directly affect the accuracy of the report:
severely lacking; less than 30 times
average required times; 30-89 times
satisfactory number of times; 90 and above times
2. Trainee training with or without regularity will also impact the

learning abilities training progress to a large extent. For
example: Sometimes training 3 times a day, sometimes training only
once a week. This is extremely detrimental to the learning
abilities training! Regardless of what kind of abilities you are
training for (sports or arts), the more training is done with
regularity, the more effective the training will be in the
elevating of the trainee’s abilities! Training vigorously once and
then not training 10 more times will most definitely produce a
dismal result.
3. This report will make use of five categories to express the

trainee’s level of learning abilities. The report here refers to:

the child’s performance in this current area and level.
Approaching average standard would mean that the child.
1) Is to be developed: The child has just started this phase of

training, and this is the beginning of the level. The child has
basic learning abilities, but would require a more focused
training.
2) Approaching average standards: The child has just started to

show learning abilities in this level, but skill levels are still
insufficient to meet training demands.
3) Average standards: The child has achieved the goals of learning

at this level, but there are still room for improvement, and more
training is required.
4) Above average standards: The child is capable of handling this

level of training.
5) Excellent: The child is ready to enter into the next level of

training, and will be able to handle the challenges of a tougher
training.
4. The learning abilities listed below are the abilities required

for learning of school subjects! We listed each individual ability,
combined abilities, and basic subjects required by the school.
Firstly to make it more convenient for everyone to check, and
secondly to allow everyone to know their child’s strength and
weaknesses.
5. Remember: Every learning ability can be trained and improve

upon! You do not have to treat this as the final result, and worry
about it being an unchangeable fact! The reality is, in fact, the
opposite. This is the beginning of change, and it is entirely
possible to improve!

6.1. Personal Basic Learning Abilities
Level Level Level Level Level Level Level Level Level Personal Training
L1 L2 L3 L4 L5 L6 L7 L8 L9 Progress Rate
1 Relationship
Current ND
Progress
Detailed
2 Memory
Current A
Progress
Similarity in
3 Combinations
Current A
Progress
4 Observation
Current A
Progress
Word
5 Recognition
Current A
Progress
Visual
6 Sequencing
Current ND
Progress

Auditory
7 Sequencing
Current ND
Progress
Extended
8 Meaning
Current A
Progress
Understanding
9 Concepts
Current ND
Progress
10 Sequencing
Current CA
Progress
11 Evaluation
Current A
Progress
12 Systems
Current CA
Progress

Abstract
13 Concepts
Current ND
Progress
Spatial
14 Perceptual
Current CA
Progress
System of
15 Mathematical
Current CA
Progress
Vocabulary
16 Coherent
Current ND
Progress
Photographic
17 Memory
Current CA
Progress

6.2. Combined Personal Learning Abilities
Similarity
1 Abilities
Current CA
Progress
Visual/Audito
2 ry Memory
Current ND
Progress
Conceptualiza
3 tion
Current CA
Progress
Classificatio
4 n Abilities
Current CA
Progress
5 Reading Speed
Current A
Progress
Sequential
6 Memory
Current ND
Progress

Strategies of
7 Planning
Current ND
Progress
Sequential
8 Extension
Current CA
Progress
System
9 Convergent
Current ND
Progress
Coherent of
10 Evaluation
Current CA
Progress
Coherent of
11 Abstract
Current CA
Progress
Logical
12 Thinking
Current CA
Progress

Spatial
13 Comprehension
Current CA
Progress
Visual
14 Spatial
Current CA
Progress
Problem-
15 Solving
Current CA
Progress
Extension of
16 Abstract
Current CA
Progress
Convergent
17 Abilities
Current CA
Progress

6.3. School-Related Abilities
Reading
1 Comprehension
Current CA
Progress
2 Reading
Current CA
Progress
3 Arithmetic
Current ND
Progress
4 Mathematic
Current CA
Progress
Creativity
5 Abilities
Current CA
Progress

7. The Impacts of Learning Abilities on
Learning
Visual Closure Abilities
Visual closure ability is the most basic requirement of reading. It

displays the ability in which a child uses visual perception to
observe his surrounding objects, and also the performance of a
child when required to focus visually over a long period of time.
This training requires the child to visually take in the peripheral
surroundings of an object along with the object itself. Many
children are unable to successfully complete their assignments
because they are not able to withstand the stress of reading
visually.
Children with high abilities would be able to focus their vision on

finer details, and be able to recognize the entire
object/word/picture shape.
Children with lower abilities would not be able to accurately scan

the object visually, and as a result, would frequently knock into
things and cause things to fall in their young age or be unable to
grasp an object due to overextending their arms. They are unable to
complete reading the entire word while reading. There are some
children who are extremely weak till the point where they will not
be able to recognize words or the shapes of regular objects.
Affected subject: Language

System of Mathematical Value Abilities
Understanding the changing order of numerals (symbols).
This is the most basic mathematical test that does not require the
usage of written words.
Trainees with high abilities in this area will be able to focus and
complete the task of dealing with complicated numeric patterns.
Trainees with low abilities in this area would not be able to grasp
the basic mathematical concept of quantitative values, and are weak
in numeric order sequencing.
Affected subject: Calculations
Vocabulary Coherent Abilities
Ability to understand semantic relations.Understanding the

relationship between terms. The reasons behind teaching children to
understand vocabulary, and training results. Training children’s
understanding of the concept of vocabulary. Understanding the
relations and matching of terms, and discovering the relationships
and concept of terms. The level of understanding of the
relationship between the quantity of terms and vocabulary, and the
hidden relationships within them.
Children with a high ability will be able to rapidly understand the

information they read, and will be able to fully express themselves
in words and language. They understand the abstract relationships
between things.
Children with lower abilities are unable to understand the

reasoning behind things and the end results. The stage of abstract
words. It is not suitable for students who learn based on

reasoning. They are unable to understand the relationship between
reading and imagination. Unable to understand the meaning of
mathematical vocabulary. Do not understand metaphors.
Subjects affected: Languages, mathematics.
Photographic Memory Abilities
Visual detail memory ability.Training children’s observation

towards things and environment.
Children with high abilities are able to recall details of things

they have seen without being extremely focused. Like a photographic
memory.
Children with low abilities do not place an emphasis on the

attention to details. They would often forget the details of the
front section when they reach the back section while reading.
Despite understanding all the information that had been studied,
they would always feel confused when faced with multiple choice (or
yes/no) questions. They would also feel that the answers are
ambiguous, and that makes it difficult for them to pick an answer.
Subject affected: Language.
Relationship
The start of learning beings with the dealing of a single knowledge

content. It is just like learning a single term, learning about
another object, time, space, and so on. A single knowledge content
is the beginning of every complicated/integrated knowledge!
Anything that is capable of becoming knowledge with a purpose can
become a type of data that can be shaped into certain messages.

There must be a minimum of two content. The two above information
combine together, and this union would need extra co-operation as
well as relations. New information can only be found when there are
joining of relations.
So, relations is a very important learning ability. We will never

be able to understand the information unless we understand the
relationship between two parties.
Thoughts on relationships/Ideological relationships/managing

relations is the procedure; they deal with the relevance of
knowledge, and the procedural matters of things and objects. There
are many relationships in our life: left and right, up and down, in
and out, tall-middle-short, reason and results, right or wrong,
east/south/west/north, black-grey-white, more-equal-less, guilty
or innocent. When we meet with procedures, relevance, and
continuations, these are considered relations. If a child is unable
to understand metaphors, it is mainly due to the lack of concept
and ability in a relationship. Yet we make use of metaphors most
regularly in the learning of new things, and new information. As a
result, such students are unable to learn from metaphors.
Additionally, do not hope to teach children by the hinting method
if they are unable to learn by analogies. Because children with
weak relations analytical abilities do not have the ability to
connect thoughts.
The relationship ability affects all subjects.
Details Memory
Memory power is the ability to recall knowledge grasped in the

past. Children with a poor memory are like a funnel, and can never
be filled to the brim. The child would learn and forget, and be

unable to improve learned content. Because he needs to revise basic
knowledge. Without basic knowledge, it would be impossible to gain
new depth and knowledge!
We are already familiar with the concept of memory, as well as that

of short-term and long-term memory. However, in order to understand
the relationship between memory and the proper way of learning, we
need to revisit those assumed concepts of memory.
A child is able to memorize new words, and scored full marks in

spelling tests, does that mean that he will remember it forever?
This might not be true! Because the memory training done was not
thoroughly enough, so the child would forget quickly! We need to
let the child repeat all the new terms he has learned six times
consecutively. This type of memory leave an impression, and would
then be for forever!
But everything that our mind has seen, heard, and experienced are
basically stored in our brains. It is just that we are unable to
recall such information. Thus, it is as though we have forgotten.
In reality, we have not forgotten. We are just unable to recall
that memory to the surface.
Details memory require children to be able to remember all kinds of

details including pictures, symbols, time, space, abstract, and so
on. If this information appears in the visual form, the child would
then require the ability of visual details observation. If this
information appears in the auditory form, it would require the
child to have the ability of auditory details observation.
We have a misconception towards a child’s memory: a child

understanding something is equivalent to him remembering it! These
are two different abilities from two separate areas. Understanding
a new knowledge is related to a child’s comprehensive ability.

Memory does not require a child to understand to be able to
memorize something. It is just like us remembering a set of
numbers, and these numbers have no meaning or relations between
them. These numbers are then a set of information that is not
possible, neither is it required, to be understood. Of course we
all know that understanding would help in our memory. However,
understanding is not necessarily equivalent to memory. As a result,
it is entirely possible for a child to forget a concept he learned
today the next day.
We found out that there are some children with very high levels of
comprehension abilities. These children are able to understand
immediately once it was said to them, and as a result, are very
easy to teach. However, their memories are poor, and that
frustrates us. Why did he forget again?
To these children, we should actively train their memory ability.

This is a neglected fact: memory abilities can be trained. But we
do not train memory because we assume that memory ability is a born
gift, and is a natural ability. We often assume that students with
a high level of comprehension ability would have strong memory
abilities! When they forget what they have learned, we would feel
puzzled! Don’t understand? When you find that a child possibly has
a high level of comprehension ability but a poor memory, we would
understand and no longer feel puzzled! Most importantly, we will be
able to start helping the student increase their memory ability,
and help his comprehension abilities to perform at a higher level!
Memory is the ability to recall knowledge that had already been

understood. Please remember: a strong ability to understand does
not necessarily equate to having a good memory!
The two abilities are vastly different though both abilities assist
each other. But the differences in the two abilities allow us to

know why “smart” students are not performing well on tests due to
poor memory abilities.
More in-depth and sophisticated knowledge would require memory of

even finer details.
Affected subject: Languages
Similar in Combinations
“Combinations” is the dealing of like, and similar things.
In order for us to be able to categorize, we will need to be able

to differentiate between similarities and differences. Similar
things would be grouped together, and different things would be
grouped together on the other side. This was what psychologist
Bruner said. This is the first step towards a high level of
thinking! This is a breakthrough in concept. When a child is able
to stop using “mother” to represent all ladies, when this level
is broken through, the child would then be able to start
categorizing information, and deal with information more
effectively.
The importance of abilities to combine things together will never

be overestimated! Because this is the basic of knowledge, and is a
design archive. The collecting and retrieval of information, the
organization of society, the regulations of law, and the basic of
human understanding is found in the ability to combine!
For children that are weak in the abilities to group things

together. There are some children that are only able to do some
simple grouping. They belong to the category of people who appear
to be shallow on the surface. What stops them from improving in
their studies is because they would stop thinking once they

successfully grouped people or things. They are unable to bypass
the surface, they base their judgments on what is on the surface.
It is difficult for these children to obtain a breakthrough in

learning unless they grasp a strong ability to combine and group
things. Similar in Combinations require children to group similar
things together. Things that are similar and things that are the
same are fundamentally different. Things that are the same require
both items to be completely the same, while things that are similar
only require for the items to have certain things in common! The
most difficult ‘similar in combinations’ is to require the child
to find the 1% (or less) similarities.
Affected subjects: Languages, creativity.
Observation
The ability to observe is a basic requirement for reading. The most

basic and important tool in self-learning is to be able to obtain
all sorts of information from reading. When a child is able to
observe objects visually, he would be able to learn to read easily.
Many children are unable to handle school assignments, and this is
because of how they are unable to withstand the stress of reading
visually. This is like running. Some people can run continuously
for 3Km, while some people are only able to run for 1Km before they
start panting heavily. When a child’s visual observation ability
is weak, they would feel fatigued when faced with a large quantity
of symbols or pictures and is thus unable to continue reading or
observing!
For children who have strong observation abilities, they would be

able to easily ratify or correctly observe finer details, observe
very minute and small details and data, combine the fragments of

data collected and observe the symbol/picture as a whole. Children
with a strong visual observation ability loves reading and have a
fast reading speed.
The reason why visual observation abilities are considered

important is because of how many information today are recorded
using words. As long as you are able to read, you will basically be
able to find and obtain the information you need. A child does not
only just need to have this basic ability, but they would also need
to strengthen this ability. A child will love to read only if he
has a high level of visual observation ability. This ability would
allow the child to read easily and quickly information that is
content heavy and complexed.
Weak visual observation ability
Having a weak visual observation ability would mean that a child is

unable to differentiate or ratify between symbols and pictures, and
is unable to observe in finer details. The child is unable to
observe in entirety, unable to read from the first alphabet to the
last. They would usually need to identify individually. Let us use
the example of the English word: apple. For a child with weak
visual observation ability, he would need to first identify the
first alphabet “a”, and then identify the second alphabet “p”,
identifying every single letter one by one until they finally
identified all five letters. Only then will they be able to
recognize what that word is. These children are usually unable to
differentiate between symbols, pictures, and ordinary items.
We can see that these type of children are always tripped down in
their day-to-day lives. Over-reaching for something and not being
able to grab it, knocking their heads frequently. They face a huge
hurdle when reading—being unable to complete reading a word in its
entirety. This results in a slow reading pace. Reading is an

important method to obtain new knowledge. Losing this advantage is
equivalent to walking on one foot. This is a basic ability that
needs to be trained.
Affected Subjects: Languages, Mathematics.
Words Recognition
Represents the speed of reading words or surveying objects.
Fast word recognition speed
This is a child’s ability to survey and recognize words. It is

different from the reading comprehension abilities. There is a
difference between reading speed, and reading comprehension. A fast
reading speed helps in reading comprehension abilities, while a
slow reading speed may not affect reading comprehension abilities.
In order to measure if a child is able to keep up, look at the
student’s word recognition speed from the school’s assigned
reading homework.
A fast word recognition speed means that a child is able to survey

data quickly, and as a result has a fast reading speed.
Weak word recognition ability
Students with weak word recognition ability would often lose their
place while reading. It is common for them to end up skipping a
word, or skipping a line. Hence, reading speed for these students
would be slow, resulting in them disliking anything that requires
reading.
Reading requires discernment. The ability to discern between the

finer differences between symbols and pictures, or to recognize
similarities and differences in shapes within the finer details. To

be able to easily, and accurately recognize similarities and
differences. It is a requirement to have the ability to compare, to
differentiate the large and small sizes of pictures or symbols,
positions, directions, and so on, and then make a judgment on their
similarities and differences.
Strong word discernment ability
Shows their ability to pick out the differences in finer details,

ability to differentiate between similar or different objects. Are
able to easily recognize similarities and minute differences. They
need to have visual short-term memory, and accurate judgment in the
comparison of objects and things. Children with strong word
discernment abilities are able to easily form a judgment on the
finer details visually.
Weak word discernment ability
For children with weak word discernment abilities, it is possible

for them to feel fatigued when they have to make use of their
vision for a long period of time. This is a physiological hurdle.
On the other hand, it is also difficult for them to spot the
differences between pictures or symbols. With the influence of
these two factors, they tend to lean towards making more errors
when they are required to use their visual discernment abilities
over a long period of time. There may be a need for regular eye
examinations. Mistakes that are made commonly by these children
include reading “b” as “d”, “6” as “9”, “q” as “p”, or
being unable to recognize words placed in reverse orders or in the
opposite direction. They often met with huge hurdles in learning
due to their tendencies to see the wrong pictures or symbols.
Affected Subject: Languages.

Visual Sequencing Memory
Many forms of learning receive information based on vision—the

ability to collect and put information collected visually in order.
This means that children are able to make use of just a moment’s
memory to remember a set of abstract symbols. This is an ability
that is required for a child in learning and spelling. Similarly,
many kinds of work also require this ability.
Visual memory ability is the basis of reading and spelling

abilities.
Visual memory is the structural basis of learning. This is an

ability that can be trained easily. Special techniques and a longer
time will be required for those who are intellectually disabled or
suffer from brain damage.
If strong auditory memory abilities are present, but visual memory

abilities are weak, this shows that there are problems with vision,
and a vision examination is required.
Strong visual memory abilities indicate that a strong memory for

symbols and visual details are present.
Students with weak visual memory abilities are weak in dictation,

unable to focus visually, and are often forgetting things.
Visual sequencing memory requires children to take a further step

in the storing of perceived information and have the ability to
remember this information in sequence. Children with weak abilities
will be affected in the area of comprehension, and reasoning. These
are abilities required in the upper learning levels. Some children
are able to obtain very good academic results in Primary 1 but are
not performing well in the upper levels. One of the reasons is
because of weak visual sequencing memory.

Affected subject: Languages.
Auditory Sequencing Memory
Many forms of learning receive information based on listening—the

ability to collect and put information collected aurally in order.
Similarly, many kinds of work require this type of ability. This
means that children are able to make use of just a moment’s memory
to remember a set of abstract symbols. This is an ability that is
required for a child in learning and spelling.
Auditory memory is the foundation of learning and helps in the

ability to calculate. Auditory memory is the structural basis of
learning. This is an ability that can be trained easily. Special
techniques and a longer time will be required for those who are
intellectually disabled or suffer from brain damage.
If strong visual memory abilities are present but auditory memory

abilities are weak, this shows that there are problems with
hearing, and an auditory examination is required.
Students with strong auditory memory indicate a presence of

auditory and symbols memory. They are able to focus and listen to
the order of information.
Students with weak auditory memory show difficulty in the focus of

finer aural details. He forgets instructions easily and lacks
focus.
These are abilities required in the upper learning levels. Some

children are able to obtain very good academic results in Primary 1
but are not performing well in the upper levels. One of the reasons
is because of weak auditory sequencing memory.

Extended Meaning
Children are able to understand a series of instructions or

concepts and are able to follow instructions and directions in
order. They are also able to understand the deeper meaning within a
language. Generally, a teacher would give a lengthy lecture or give
a series of instructions, and children are able to understand and
accurately remember the content or the meaning behind the execution
of instructions. As schools require students to follow and
understand lengthy classes, this ability to grasp extended meaning
is then vital to the success of higher levels of learning.
Strong ability to understand extended meaning in language.
Children who have the ability to understand a lengthy and

continuous flow of words have strong language abilities and follows
instruction and requirements easily. Children with strong abilities
in the understanding of extended meaning would frequently feel that
others speak too slowly, and explains too much. They are usually
frustrated with people because they are able to understand things
quickly. This might cause trouble in relationships, and it is also
possible that they might quickly lose interest in things. Children
with strong abilities are able to quickly find new information and
are generally also able to develop new ideas and thoughts quickly.
They are able to work better with those who are quick to
understand, and loves obtaining new knowledge.
Weak ability to understand extended meaning in language
Students with weak abilities in this area would face difficulty in

producing good results in higher levels of learning. This is
because of how they are unable to understand a series of thoughts
and contents. They are unable to understand lengthy and continuous
flow of words. These students would face difficulties in learning
to start from secondary school.

Affected subjects: Languages, creativity, mathematics
Understanding Concept
Understanding concept is the ability to receive and digest new

things, or identify what they have learned in the past.
Comprehension is often used in the world of education. Understand
concept is the discovering of relationships and sequences between
different data and information, and then forming new information
with them. For this reason, there is a need for one to first have
relationship abilities, sequencing abilities, details memory
abilities, grouping abilities, before they start building up the
concept of comprehension.
Every knowledge is formed based on different concepts. Not

understanding individual concepts can result in errors within
knowledge contents, and if serious, can result in a student being
unable to understand the content within information.
Everyone likes people with a strong ability to understand concepts

because they making living life easier! Teachers like them, because
they are able to understand things once they see the information.
Their vision is fixed upon the teacher, they nod their head in
agreement while awaiting the teacher’s words. They are classified
as the “smart” students. We all like “smart” students! Students
with a weak ability to understand concepts are faced with the
opposite scenario. They are problematic people who are unable to
understand new knowledge, and they do not maintain eye contact with
teachers. Many times, they are looking outside of the classroom,
looking at their watch, hoping that the class would end soon so
they can leave this uncomfortable place! They are classified as
“slow” students.

Affected subject: Languages, mathematics.
System
Systems is a complicated level. It is made up of more than two and

above, the containment and connections between them. So “system”
is the relationship of relationship or the sequence of
relationship.
Based on the definitions, systems thinking seem to be more

complicated than relationships thinking. Besides knowing about
“relationships organization”, you also have to know the
relationships between them. Relationships thinking is more direct
and is basically a connection on the surface level.
Systems science—the actual formal usage of systems thinking has

only been less than 50 years. It started with the computer (of
course it is also widely used in other areas). Controlling
programs: referred to as the operating system on computers, and it
needs to be able to govern the different functions effectively in
order for the computer to work normally. Some are time functions,
some are logical functions, and some are allocation functions.
There are many functions that need to be coordinated by the
organization and operating system.
An operating system is when related organizations become one body,

and work according to the designed rules and regulations to
complete a task that is unable to be performed individually. It is
not an easy task to understand the entire system.
Every language, knowledge, and scholarship have its own system.

Some are very complicated, while some are simple. Children need to
have the ability to understand systems. In order to have systems
ability, there is a need to return to the basic individual units of

pictures, symbols and language terms and get a strong grasp of
them. Following that, there is a need to be able to separate them
into various categories, build new relationships between them, and
set up a system.
Systems ability has an important place in the acquiring of more in-

depth knowledge.
Affected subjects: Languages, Calculations, Mathematics.
Sequence
Mostly refers to the ability to point out time, the sequence of

numbers, and basically means taking turns. It is easier to
understand the front and back of time, and making use of it on
things that are more abstract like: the numerals 1, 2, 3. 1, 10,
100, 10 000 and so on, are the numbers’ names, representing the
increase of numbers. Or the English alphabets A, B, C, D. There is
a fixed number of permutations. When each individual knowledge
needs to form a new knowledge, aside from needing similarities,
there are: organizations that sometimes require the separation into
front and back. Specific system, specific rules. Once the sequence
is wrong, the resultant answer would also be wrong. It is easy to
train sequence.
Affected subjects: Calculations, mathematic
Evaluation
When the information provided are incomplete (unclear meaning,

uncertain), and be able to form a conclusion or decision base on
the provided information. In order to do so, the ability to
evaluate must be present, and the accuracy of the conclusion is

based on the evaluation. The more accurate the evaluation, the more
accurate the conclusion.
The more complete the information is, the easier it will be to form
a conclusion/judgment. Many learning processes often bring with
them information that are unclear, and under the circumstances
where information are unclear, they would require the child to make
a decision. More often than not, a child is forced to come to a
conclusion before they have clearer or a more complete information.
For example, when we want to buy a cooking pot, we would go to the
Consumers Association to see their evaluation report on various
products and brands. This is a very logical move, but it also
increased confusion. The Consumers Association might provide you
with information that you never considered before. Recommend some
brands that you never thought of before. When you are faced with
excessive information, and only have one thing to make a decision.
Regardless of how you choose, there would always be pros and cons.
The price is right, but it will not last long, this is beautiful
but too small. Regardless of how you choose, there will always be a
bad side to it.
We all faced with this type of situation. Some people would make
the decision themselves. Although we may not have the best answer,
we are able to reduce the level of uncertainty, but it is never
possible to get the level of uncertainty down to 0.
Being uncertain: Being uncertain is something that is basic, and

short-term. There are many things in which we are unable to foresee
the future. As a result, we need to face uncertainty. For example,
when you want to buy a computer, the question is “when should you
buy it?”. You know that in 6 months’ time, you will be able to
get a better computer for the same price. If you need to make a
decision, no matter what, you would need to accept that there will
always be areas that are uncertain. Or you can choose to not make

any decisions.
The relationships between evaluation and learning: concluding,

selecting, making decisions—these are things that affect our daily
lives, and they also contain the ability to evaluate. However, the
ability to evaluate is seldom trained in schools. Because it is
difficult to teach evaluation in a classroom setting. Clear,
accurate instructions are the requirements within a classroom! The
classroom has no room for any content that are unclear or
uncertain. And you are not able to give very clear instructions in
the teaching of evaluation. As a result, you will face with
difficulty if you teach evaluation in class. A good way to learn
evaluation requires that the external meaning is unclear, but has
an absolute answer behind it. This is not easy, but it can
definitely be done!
The ability to evaluate is to be able to reduce the level of

uncertainty or to accept the unforeseeable future during the time
when you make a decision or come to a conclusion. Evaluation is
often interlinked with life in reality.
Affected subjects: Languages, calculations, mathematics.
Abstract Concept
“Abstract” has a different meaning within different fields:

abstract art refers to art that are non-descriptive, especially in
the area of painting. Abstract thinking refers to knowledge that
generates new knowledge and is the essence of knowledge.
Abstraction refers to the thought process of retrieving concept
away from the actual body of information. Abstraction in computer
science refers advanced models and the comparison of them with a
less advanced entity. Abstraction in mathematics refers to the

process of extraction of the essence of mathematical concepts.
Collection of abstraction, a method to describe the combination.
In mathematics that are more abstract, especially in abstract

algebra—commonly used to describe some kind of collection, space,
or algebraic structure: Using suitable equivalence relations to set
a new structure. Its elements are often the equivalence classes of
the original set.Streamlined concepts or principles are considered
abstract knowledge. Just like how the definition of groups in
abstract algebra is very abstract, but it can be derived from
integers and addition. Over here, integers and addition is
knowledge, and using abstract algebra to represent a group is its
abstract knowledge.
In the world of education, it is generally assumed that a child is

only capable of doing simple abstract thinking after he reaches age
10 and above. As a result, it is considered to be normal for
children below the age of 10 to not understand abstract concepts.
However, we are able to enable a child to have the ability to
perceive abstract knowledge at a younger age through training.
Affected subjects: Mathematics, Creativity.
Strategies of Planning Abilities
This is an ability formed by combining two other abilities. One is

the relationship ability, while the other one is the sequence
ability. This is an ability that is required in calculations.
Children need to understand the relationships between numerals, and
principle relationships before they are able to make use of it. The
ability to calculate also needs one to have sequence ability.
Having a wrong sequence would result in a wrong direction! The
strength in these two areas will form the child’s calculation

plans, steps, and sequence.
Affected subject: Calculations, Mathematics.
Spatial Perceptual
It is important for a child to start early recognition of space.

All objects we come into contact with are three-dimensional.
Building up the three-dimensional concept of a child is the basis
for entering into a deeper level of studies. From a flat surface to
something that is three-dimensional, thus begin the journey of
dimensional learning. This is also the beginning of abstract
thinking. Following that, the child would need time to learn, and
that is three-dimensional thinking ability. Actually, if a child
plays with woodblocks or other games that require stacking, they
would have started their journey on two-dimensional learning!
Affected subjects: Mathematics, creativity.
Similarity
A child needs to learn similarities, how to recognize similarities,

and to recognize differences. This is foundation for categorizing.
Categorizing abilities will also require the ability to group
things together. Begin with simple groupings, and then move on to
more complicated groupings. Simple groupings require one to put
everything that are the same together. Complicated groupings can be
the grouping of things with similar points. Scholarship is
basically the organization and combination of data. Grouping these
categories together to form a group, and then form a body, into a
body of system to become knowledge.
Affected subjects: Reading, Comprehension.

Visual/Auditory Memory
Many forms of learning require the usage of information obtained

from auditory and visual memory. A child is able to use a moment’s
memory to remember some abstract symbols. This is an ability that
is required for a child to learn how to dictate.
Visual and auditory memory towards symbol systems:
The sequence of symbols and the system’s ability to recall is the

detail information memory that is required for every job. As a
result of this, every child needs to complete training in visual
and auditory memory.
Children with a high level of abilities in this area are able to

accurately retain information using a system that allows them to
recall the information later on.
Children with a low level of abilities in this area are unable to

simultaneously store and make use of information. They are not able
to recall long words or sentences. Parents and teachers of children
with low visual abilities must allow the children to have a longer
amount of time, to repeat instructions. There is a need for them to
be guided step-by-step to help them deal with school assignments or
things. A child is unable to simultaneously analyze and remember
data. The child is also unable to read long words or remember
sequences. They are unable to focus on reading.
Affected subjects: Languages, calculations.
Conceptualization Abilities
Concept is an abstract knowledge information. It basically does not

exist physically. For example, when we tell a child “no.” This is
a concept, there is no physical object in this world called “no.”

A child must have the ability to understand, why some information
and data can be combined to form a new message and concept. Start
with an individual information, and then link it up with another
information, to for a new message. And this new information would
form other new information under a different condition—new
concept. You can continually create new concepts, and as a result,
it is possible to have endless new concepts—new knowledge!
Start with letting a child learn the terms “no”, and “yes”.
When you combine these two words together, a new concept is formed.
Every concept must have a basic content, and principle. There are
some concepts that are more complicated, while some are simpler.
Complicated concepts need to be viewed from different angles, and
analyzed from a deeper perspective. You will only be able to get a
grasp of the concept if you focus on observations in detail.
The child’s conceptual ability is weak, and that will most

definitely affect the study of more complicated information. If a
child is unable to understand new information, it is highly
possible that it is due to the lack of conceptual ability. A child
needs to have relations abilities, grouping/categorizing abilities
in order to have the ability to conceptualize!
Affected subjects: Language, Calculations, Mathematic.
Classification Abilities
The child makes use of visual concept to form messages. This

process is the process of classification. Making use of the
abilities of pictures observation and classification are basic
skills that are required for reading, mathematics and science. It
is also the basic foundation of understanding.
Children with a high level of abilities in this area are strong in

comprehension, data classification, and planning.
Children who are weak in this area may deal/face with a single
challenge/problem. However, they are unable to deal with
information from varying perspectives all at once. Under the
circumstances in which they need to answer a question quickly, they
will be faced with great difficulty. Often, these children are weak
in visual classification because their learning environment while
they were young did not provide enough opportunities or experience
for them to handle such questions.
Affected subjects: Calculations, Languages.
Reading Speed
Mainly the ability of a child in terms of observations, and the

survey and recognizing of words. The ability to recognize words is
a showcase of a strong sense of observations. The difference
between speed reading and reading is that apart from being able to
read fast, he can also make use of his observations to help him
increase his reading speed. He would be able to read 10 lines with
just one glance!
A high level of ability shows that the student will be able to

quickly survey data, and can read fast. (Speed reading). Some
people are able to read in reverse, re-recognize words (there are
no punctuations between words), or read from the back.
Students with low abilities at this level read slowly and often
skip lines and words. Dislike anything related to reading. Skipping
words and lines while reading also caused them to lose their place
in the book while reading, and as a result render them unable to
read a book normally.

Slow word recognition might not affect reading speed, and might not
affect the reading and comprehension ability. If a child has a
strong comprehension ability but is weak in the area of reading, it
might be because of the lack of understanding of terms, or it might
be a result of a slow reading rate.
Affected subject: Languages.
Sequential Memory Abilities
A child needs to have the ability to recall information that is not

related to each other, or the system and sequence of symbols. This
is a skill that is required for all kinds of jobs. As a result, all
children are required to undergo training for focus and memory.
Students with a high ability in this area will be able to

accurately store information in an organized, systematic way that
is retrievable for future use.
Students with a low ability level in this area will not be able to
simultaneously store and make use of the information. They are not
able to recall long words or sentences. As for sequential memory,
the child will be unable to simultaneously analyze and remember the
information. They have a weak ability to focus. This is an
important ability, but the child will be able to have this ability
after training.

Sequential Extension Abilities
Is a combined ability based on the combination of two other

abilities. Sequencing is the foundation of scholarship, and
extension is the required term for continuation of thoughts. It is
an ability that is needed to train students to understand
languages, solve mathematical problems, and create new things. If a
child has problems in understanding language and solving
mathematical problems, most of the time, it is due to the lack of
sequential extension abilities. If these students are weak in the
concept of differences, classification, similarities, identical
objects, then it would directly impact their sequential extension
abilities. Differences, classifications, similarities, and
identifying identical objects are all basic training.
Affected subjects: Languages, mathematics, creativity.
System Convergent Abilities
Trains the child’s ability to grasp various systems, and

successfully combine the systems together. This requires the child
to have a relatively good concept of systems, concepts, and
sequences.
Affected subjects: Calculations, mathematics.
Coherent of Evaluation Abilities
The child would need to evaluate the classifications of symbols,

analyze the classifications, the symbols’ concept. Determining the
combination of numbers through using the basic knowledge of
coherence.

Children with a high level of coherent of evaluation abilities are
able to determine the concept behind symbols and numbers, and
figure out the correct steps accurately.
Children with a low level of coherent of evaluation abilities have

difficulty dealing with symbols and numerals, especially with the
combination of ideas concept within new mathematics.
Affected subjects: Calculations, mathematics.
Coherent of Abstract Relationship Abilities
The coherence of abstract concepts (also known as abstract

relations), can also be treated as the understanding of abstract
concepts. If a child is unable to retain information that has no
co-relation until when it is needed to be solved, this obviously
shows that the coherence of abstract relations ability is weak.
A child needs to have a strong understanding of the relationships

between symbols, be able to grasp abstract symbols, understanding
the model of symbols and its relationship with numerals. This is an
ability required for the learning of theory.
Children with a high ability in this area are able to see the
relationship between symbols and are able to form new concepts
using different and abstract information with no relations to each
other. They are able to carefully handle problems that are not
clear.
Children with a low ability in this area are unable to discover

answers on their own from the information provided. They are unable
to classify the various information and make use of them.
If a teacher were to teach them using the discovery or questioning

method, then they would be unable to learn. They are very direct
and are not capable of understanding complicated questions,
numbers, or the relationships between concepts. They face
difficulties in the discovering of relationships between symbols.
For example: 3A= 15, 3A + B = 20, B = ?
Affected subjects: calculations, creativity.
Logical Thinking Abilities
A child is able to use reasons, piece them together effectively,

and form a reasonable deduction and logic. Training children to use
what they have now: past information, to organize together,
reasonable, logical reasoning. Consistent with reasonable decision-
making capacity. Able to make use of what they originally have or
past information to replace or substitute, this the logical
reasoning ability.
Students with a high level of ability are able to solve problems

making use of logical reasoning, or make right decisions and as a
result, are held in high esteem. They have a good concept of
reasoning and logic. They make accurate decisions, as they have a
good logical reasoning ability.
Students with a low level of ability are unable to consider things

from the point of reasoning, they are unable to accept new systems
relations. They face with trouble dealing with systemic logical
thinking.
Affected subjects: Calculations Mathematics.

Spatial Comprehension Abilities
The understanding of spatial perception refers to the child’s

ability to grasp the fixed number and identify the fixed number
between spatial objects. The dealing with handling of information
pertaining to space, measurement of spatial reasoning, and to
anticipate the mode of spatial object and its location. Spatial
perceptual ability and the concept of perspective conversion are
required for students in higher school levels in physics, geometry,
trigonometry, and basic mathematics. Girls tend to be weaker than
boys in this aspect.
Students with a high level of ability are able to easily understand

the relationships and systems between spaces.
Students with a low level of ability face with difficulty in the

dealing of multiple spatial relations. They have trouble
understanding mutual relations, especially in the area of space.
Affected subject: Mathematics.
Visual Spatial Conversion Abilities
The ability to grasp the concept of spatial motor conversion refers

to spatial mastery/the mastery of three-dimensional concept. The
understanding and conversion of graphics the children see. Some
children have difficulty understanding (seeing) objects from
different angles, especially spatial graphics. Students in higher
grades will require this ability to obtain three-dimensional
information from all angles.
Students with a high level of ability have a strong spatial-

conversion ability and can recognize the sizes and shapes of
different objects from any angle. They are good at making use of

objects.
Students with a low level of ability are unable to obtain a

perspective of object from different angles. This affects the
learning of mathematical geometry. However, this is an ability that
can be trained easily.
Affected subject: Mathematics.
Extension of Abstract Thinking Abilities
Extension of abstract thinking is very similar to the ability to

deduce. The ability to deduce is the direct opposite of the ability
to induce. The ability to induce is to induce answers through
questions. Deduction is to create answers within the boundary of
the question.
The extension of abstract thinking has a boundary: this boundary is

very important. Pays attention to the interpretation or expansion
of programs (manufacturing)’s content.
“Breakthroughs” are important, though it must be an extension of

the related boundaries. An extension without boundaries is not
innovation but is a presumption. If there are no rules or
boundaries, all response data would be of equal value.
Extension of abstract thinking is innovative. Children need to be

innovative. Innovation allows for the broadening of thoughts, and
enable children to have the opportunity to practice, and broaden
their thoughts!
Affected subjects: Language, Creativity.

Convergent Abilities
The ability to converge is to be able to come to a conclusive

answer based on all the available knowledge. Convergent ability is
a type of ability that is used to comply with rules and problem
solving.
We all know what is problem-solving. We all know the factors of

problems. Using answers to solve it! We are able to solve it
because we have the answers. Obtaining the formula, and finding the
answer to X. We have revenue and expenditure that requires us to
deal with accounts balancing. We have a clue, to solve the
uncertainty. All these require convergent abilities.
Rule compliance is on the same level, but it belongs to the

boundaries of the lowest level. Rule compliance is also a type of
convergent ability. Because if you designed the rules well, it will
lead us to find out the answer or target. For example, when we are
solving a mathematical problem, a2 + 2ab + b2 = 0, we only have to
look at the formula book, that is the rule to help us resolve our
problem. We only have to look at these books, or in order to
measure body temperatures, you would only need to purchase a
thermometer, and follow the rules in measurement to obtain the
answer. There are many situations where you can use rules to
resolve questions.
Convergent abilities and school: learning in schools rely heavily

on convergent abilities. Many calculations and mathematics are
considered convergent. Many content information analysis requires
the use of convergent ability. The learning of many sciences also
requires convergent abilities. Many engineering sciences and
engineering belongs to the convergent category. Even training in
languages and art are convergent. Actually, the learning in schools
largely requires convergent manufacturing ability.

Convergent ability continually showcases compliance of rules till
the solving of problems. And the induction of answers from
questions. Practically every course program requires convergent
abilities.
Problem Solving
Children need to have abilities to evaluate, analyze, reason, and

logical reasoning and that would help them to find the reason
behind problems. This will help resolve problems in the process of
learning. In order to resolve problems in live, you need more than
just abilities. You would also need to have positive environmental
elements: time element, personal attributes of a child. Despite
that, searching for the root of the problem: the principle behind
it should be the same. The variable may not be big in the area of
knowledge processing, but that is not the case for interpersonal
processes that is not easy.
Affected subjects: Languages, Calculations, Mathematics, Creativity

8. Conclusion
There are many challenges faced by modern day parents! Work

challenges, economic challenges, interpersonal challenges, and all
that brings about much unseen stress! The most challenging problem
presented within a family might not necessarily be a financial or
interpersonal problem. The biggest problem faced by parents is
“how to educate the next generation”! What would be the right way
to nurture a child? And this question will just get more and more
complicated and difficult!
Chinese Families
Especially in Chinese families, since we have

lost the traditional familial structure of
support. Despite the flaws of a traditional
family, the tradition has protected our
families for thousands of years, and
stabilized our society! Today, when we
migrated overseas, what is most important is
that we are impacted by the Western culture. Especially in the
methods of nurturing a child. On one hand, we would want to use the
traditional methods of nurturing, but we no longer have such a
societal support structure. When we have to use the Western method
of nurturing, we are only armed with partial knowledge. This
generation of parents like us is unable to do a good job of
nurturing a child using either the Western or Traditional Chinese
method! It is not easy to be parents, but Chinese parents of our
generation have it tougher!
The fast pace of modernization caused huge changes in the entire

familial structure, values, living environment, and living habits!

The changes within a household are even bigger. The number of
problems faced increases and got even more complicated. Especially
for Chinese families who are faced with a big impact, and a huge
amount of stress! Not only that, but there are also marriage, life,
and entertainment that faced with a huge impact. The greatest
challenge within is education: the problem of nurturing children.
Facing the challenges of the times
Regardless of the times, mankind always dealt

with various challenges brought about by
“modernization”. Because every generation
would have some form of improvement or so-
called “technological” advancement. This is
a challenge faced by mankind of every
generation!
Even in ancient times, people would have to face “technological”

advancements. For example: mankind moved from walking to the
techniques of “riding a horse”. People of that time would have to
keep up with the times. If they did not learn how to ride a horse,
they would then fall behind others in that time period, and would
then be disadvantaged! People who did not learn to ride a horse are
people who lack motivation.
As a result, from the various viewpoint, every mankind, regardless

of the era he lives in, would need to face the challenges of
“modernization”! Mankind, from walking to riding a horse. From
riding a horse to driving a car. From driving a car to flying a
plane. From rowing a boat to steamships. From a Chinese abacus to a
Western calculator. From the human mind to a computer. From
manpower to electricity... mankind is always faced with the
challenges of “modernization”.

We need to continually face new challenges! We should never stop in
the past. If mankind did not learn to ride a horse in the past and
did not require their children to learn to ride a horse, it would
be irresponsible of the parents! Because horse-riding is a required
skill and the “certificate” that is a must everywhere! In that
era, no one would doubt the usefulness of being able to ride a
horse! One would be lagging behind if he did not learn to ride a
horse!
If someone were to tell you now that you will lag behind if you do
not learn to ride a horse, that would be to stick in the experience
of the past without awareness of the changes in time! Whether it is
business, technology, or every level of society... there will be
continual changes. Fast changes. If we are not aware, we will most
definitely lag behind! Be disadvantaged! Parents especially must
learn to enrich themselves, and allow themselves to become a good
and responsible parents! A professional parent!
For this reason, we must continually learn and improve in order to

achieve the benefits brought about by modernization! And also lead
at the front of the generation!
Educational System
Aside from that, in education. The educational

system in schools undergo continual changes
and allow students to learn new technological
skills to face the requirements of new jobs.
The purpose of all these changes is to prepare
the next generation, for them to be well
prepared in order to face the challenges of
modernization! Preparing them with useful skills will enable them
to support their family.

Today, we will most definitely not be able to run a supermarket
with the skills used to run a provision shop in the past. Because
this method will not be able to effectively challenge the modern
day management methods! Similarly, whether it is work, learning,
management, or even national defense... many layers within a
living, we will not be able to use the methods in the past to
govern the matters of today. Because: even if it is a minute layer,
it would also have changed! As a result: we must make some changes
and adjustments. Or else our lives, career, and family would start
to exhibit problems. Our careers may be eliminated, the family may
face conflicts, children’s education will start lagging behind,
and disharmony would appear in life...
When Emperor Qian Long first came into contact with the West, he
proudly declared: “We have everything in China, and do not need
things from the West!” This arrogant attitude did not bring about
glory. Self-confidence! It brought about a great embarrassment!
China ended up lagging behind by 200 years.
When Deng Xiao Ping said, we need to open up and learn from the
civilization and technologies of the west, China became a
successful economically great nation in the short span of 30 years!
Arrogance and humility, just one change in attitude resulted in the

change of the final result. The change of a country’s leader
affected the entire country and many people’s fate! Accordingly, a
parent’s change would directly affect the entire household’s
future!
When the familial life meets with the challenges of modernization.

It is not only changes in the ways of living, for example: clothes,
food, accommodation, and habits are all changed. Just like: in the
past when we designed clothes, we would see if there are places
where we can use more fabric to cover up certain body parts. Right

now, it is to see if it is possible to reveal certain parts of the
body.
As a result, regardless of entertainment methods or dietary habits,

the pace of living had all changed! And they are very large, and
fast changes! If we do not learn to change our lives in order to
deal with living in the modern world, we would soon be eliminated.
Many problems would also surface in life! We need to prepare
ourselves, be more open minded with our thoughts, be humble in our
learning, make adjustments in our life! So that we can face the
challenges of times, and lead at the front of the generation!
Familial education, and methods to nurture a child. How should

parents educate a child? Parents must learn, and constantly improve
on their methods of child education in order to deal with the
challenges faced by today’s children, and be in line with today’s
educational systems and living environment. On the reverse, if
parents were to educate children using methods of the past, they
might end up causing both parties to be hurt in the process!

9. Introducing Educational Toys
Finally, we would like to introduce to you a variety of learning

ability toys to help train your child’s particular difficulties.
These are readily available in the market place. Your child can
quickly build up his/her learning abilities by playing with
suitable learning toys in a fun way. This will then build up
towards achieving better results in his/her academic pursuit. There
are a few reminders for training:
1. If your child do not show any interests in learning, there can

be various reasons such as:-
i. He/she may not know how to play with the toy;
ii. The rules are too complicated;
iii. Since the child is weak in that area which the toy is supposed
to help him/her to overcome, there is a need to put in a lot of
encouragement to do things that are hard. It is similar to the
situation where a child has weak lungs (for example), and you would
like the child to play a running game ~ then your child would most
likely find the game very hard and difficult. Your child is
therefore likely to reject such a game. Nevertheless, the object of
training is to overcome a particular weakness. Therefore parents
need to shower the child with a lot of praises and encouragements.
2. If the recommended toys are available in basic, intermediate or

advance levels (ie different difficulty levels), please choose the
basic ones first. Most parents however will go ahead to buy the
most advanced ones thinking that they wanted their child to
progress quickly. This will not work due to the fact that your
child is already having learning difficulties in that particular
area. Therefore, let your child build up confidence and joy in

playing with the basic ones first. As he/she progresses and
overcomes the difficulties, your child will want to try the
intermediate and advanced ones. Confidence is very important in
education.
As long as we, parents, are willing to put in the praises and

encouragement and do not push or rush your child, doing things step
by step and enjoying the process, we can be sure that your child
will grow up to overcome a lot of difficulties and do very well in
life. Toys are an important part of a child’s education challenge
and growth. Use them well.

Products
The Trampoline
The Trampoline is one of the main pieces of
equipment used to train coordination and is used
extensively throughout the programme.
The Balancing Board

The Balancing Board is used for training balance
and hand eye coordination.
The Balancing Plank

The Balancing Plank is used to train coordination
between your foot, eye, hand, balance, and
constant movement.
The Skipping Rope

The Skipping Rope is vital for children who have
not learnt the basic balancing skills. This will
help the child easier transition to the more
advanced exercises.

Building Blocks
Building blocks are important for a child’s
imagination and creation abilities.
The Little Red Ball

The Little Red Ball is used to train hand eye
coordination and is used in conjunction with both
the balancing board and trampoline.
The Beanbags
The Beanbags are used to improve hand eye
coordination. The beanbag is used for their easy
to catch structure and slightly volatile flight
path.
The Counting Blocks

The Counting Blocks is used to improve a child’s
cognitive abilities through understanding
numbers, colours and shapes.

Flash Cards
These special flash cards can be used to improve
a child’s memory, thinking, recognition, and
translation skills.

Products (Wood Series)
Wooden Football Puzzle (Wood Series)

The Wooden Football Puzzle is meant to train the
child’s logical thinking skills.
The Silo (Wood Series)

The Silo is a safe, allergy free way to train a
child’s logical thinking and problem solving
skills.
Tangrams (Wood Series)

These colour coded tangrams are used to develop
the child’s problem solving skills.
My First Abacus (Wood Series)

My First Abacus is an excellent tool for teaching
children the fundamentals of math in a visual
way.

Logic Puzzle (Wood Series)
The Logic Puzzle is used to train the child’s
logical and problem solving abilities.
Logic Puzzle II (Wood Series)

The Logic Puzzle II is perfect for intermediate
students looking to improve their learning
abilities.
Stack The Triangle Puzzle (Wood Series)

The Stack The Triangle Puzzle is used for younger
children to develop their fine motor skills and
problem solving abilities.
Wooden Star (Wood Series)

The Wooden Star puzzle is a fun way to develop a
child’s observational skills and fine motor
skills.

Pyramid II (Wood Series)
The Pyramid II puzzle develops the student’s
brain activity, fine motor skills, and logic
processing abilities.
Pyramid I (Wood Series)

The Pyramid I puzzle is great for younger
children seeking a fun way to boost their fine
motor skills and logic processing abilities.

Products
Beads I
The Beads 1 puzzle set is perfect for
intermediate students looking to improve their
learning abilities.
Beads JR
The Beads JR is used for younger children to
develop their observational skills and logical
thinking abilities.
Tangrams III Freestyle

The Tangrams III puzzle is a fun way to develop a
child’s observational skills, logical thinking,
and fine motor skills.

Products (Rubiks Series)
Rubik’s Cube
The Rubik’s Cube is a beginner to intermediate
level tool that teaches a child patterns and
increases their recognition and problem solving
skills. This can be used in multiple ways to
create multiple patterns.
Rubik’s Cube 4x4

The Rubik’s Cube 4x4 is intermediate level tool
that teaches a child patterns and increases their
recognition and problem solving skills. This can
be used in multiple ways to create multiple
patterns.
Rubik’s Cube Octagon

The Rubik’s Cube Octagon is an intermediate to
advanced level tool that teaches a child patterns
and increases their recognition and problem
solving skills. This can be used in multiple ways
to create multiple patterns.
Rubik’s Cube Pyramid

The Rubik’s Cube Pyramid is an intermediate to
advanced level tool teaches a child patterns and
increases their recognition and problem solving
skills. This can be used in multiple ways to
create multiple patterns.

Rubik’s Cube Ultimate
The Rubik’s Cube Ultimate is an advanced level
tool that teaches a child patterns and increases
their recognition and problem solving skills.
This can be used in multiple ways to create
multiple patterns.

Products (Wood Series)
Wooden Star (Wood Series)

This 3D puzzle is great for kids as a
manipulative tool to learn logical thinking and
processes.
Fallen Star (Wood Series)

processes.
Interlocking Structure (Wood Series)

processes.
Gyro Puzzle (Wood Series)

processes.

Luban Luck (Wood Series)
processes.

Products (Crystal Series)
3D Dolphin (Crystal Series)

manipulative tool to improve his/her visual
discrimination and hand-eye coordination.
3D Cats (Crystal Series)

Train Puzzle (Crystal Series)

Crystal Castle (Crystal Series)


Crystal Pandas (Crystal Series)

Products (Sudoku Series)
Full Sized Wooden Sudoku Board (Sudoku

Series)
The Full Sized Wooden Sudoku Board is a great
tool for the whole family to train their logical
thinking skills together.
Full Sized Plastic Sudoku Board (Sudoku

Series)
The Full Sized Plastic Sudoku Board is a great
tool for the whole family to train their logical
thinking skills together.
Wooden Sudoku Cube (Sudoku Series)

The Wooden Sudoku Cube is a great portable tool
for the child to train his/her logical thinking
skills.
Plastic Sudoku Cube (Sudoku Series)

The Plastic Sudoku Cube is a great portable tool
for the child to train his/her logical thinking
skills.

Pocket Sized Plastic Sudoku Cube (Sudoku
Series)
The Pocket Sized Plastic Sudoku Cube is a great
tool for the child to train his/her logical
thinking skills on the go!

Products (Board Games Series)
Abalone (Board Games Series)

Don't be fooled by Abalone's simplicity. The game
consists of just a board, 14 white marbles and 14
black marbles. But once play begins, you'll see
it's a sophisticated game of strategy. Abalone is
hugely popular in Europe and is now catching on
feverishly in the USA. It takes only a few
minutes to learn but a lifetime to master. For 2
players, ages 8 years and up. Made in USA.
Brick By Brick (Board Games Series)

Brick By Brick challenges you to build a
symmetrical brick wall by assembling five puzzle
pieces that match the image on one of 60
challenge cards. Introduced in 1990, this classic
logic game is a fantastic spatial challenge that
is still going strong!
Solitaire (Board Games Series)

Peg Solitaire (also known as Hi-Q) has very
simple rules. Pegs (red circles) are allowed to
jump over adjacent (vertically or horizontally)
pegs. The peg that has been jumped over is
removed. So jumps are like captures in Checkers.

Rush Hour (Board Games Series)
It will take more than a little skilled driving
to get the red car out of this traffic jam – it
will take brainpower. In Rush Hour, a sliding
block logic game, you have to battle the gridlock
as you slide the blocking vehicles out of the way
for the red car to exit. With 40 all-new
challenges, ranging in difficulty, players can
progress at their own speed. As one of the best
logic games of all time, Rush Hour is a must for
every household.
Rush Hour Shift (Board Games Series)

Rush Hour Shift is a 2 player bumper-to-bumper
logic game. Based off of the best-selling sliding
block game, this gridlock challenge is a battle
of strategy and logic for two. As you draw cards,
you’ll need a little luck and a clever strategy
to get your car out first. You’ll have to think
fast because this two-player logic game shifts as
you play. Will you advance your own car or block
your opponent? The options and learning in this
logic game are endless.

Products (Board Games Series)
Coloraddo (Board Games Series)

Dice assigns a color tile, tile color placed on
board with matching color but more points awarded
for longest pattern (line of the same colors--a
"Coloraddo") created from reverse of tile. When
tiles are all on the board, the game is over and
the winner is the one with the highest score.
Amazing Illusions (Board Games Series)

A tricky strategy game that will challenge adults
as well. The random set-up makes each game
different! A tribute to the fascinating world of
magic, with the danger and the applause!
Deep Sea Diver (Board Games Series)

A real-life adventure game about diving for
treasures & other discoveries! Maybe an ancient
wreck. Maybe a flight recorder of a downed
aircraft. But watch out for black-tipped sharks
and menacing barracuda. You need team work to
plan the dive, share equipment, get each other
out of trouble and to divide whatever treasure
you bring up.

Products (Perplexus Toys Series) ++
Perplexus Original (Perplexus Games Series)

Perplexus original is a puzzle in the round, an
obstacle course on a roll. 360 degrees of orbital
track filled with mind bending turns, brain-
thrilling twists and jaw-dropping stunts that
will challenge you, inspire you and have you
wondering how can something so easy to pick up,
be so hard to put down!
Perplexus Twist (Perplexus Games Series)

The Perplexus Family has a fascinating new
“Twist”! This time around you will find traps,
cliffhangers, and dead ends. You can only move on
by twisting and realigning the tracks within the
shell. A great new dimension for The Perplexus
Family of games. How can something so easy to
pick up, be so hard to put down?
Perplexus Epic (Perplexus Games Series)

Presenting Epic–the newest in the line of
Perplexus mazes. With gnarly new obstacles that
require a whole new level of concentration and
finesse, Epic is here to humble you! Its
impressive 125 barriers are certain to entertain,
challenge and THRILL you to Epic proportions! How
can something so easy to pick up, be so hard to
put down?
Perplexus Rookie (Perplexus Games Series)

Perplexus Rookie introduces you to the world of
Perplexus and a whole new realm of perplexity!
Perplexus Rookie will hon your skills and sharpen
your senses as you learn to bend, twist and turn
your way around the gravity defying barriers.
Once you try it, you won’t want to put it down!

Products (Dr.Wood Card Series) ++
Rail Road (Dr. Wood Card Games Series)

Rail/Road is a 2 player abstract strategy game
where players attempt to place rail or road tiles
onto a board while trying to stop their opponent
from doing the same.
Kingdom Quest (Dr. Wood Card Games Series)

Kingdom Quest is an abstract strategy game for 2
to 4 players. Each player begins the game with 6
cubes and each cube has a different character on
each side; a King, a Queen, a Knight, a Prince, a
Princess and a Jester. Each player begins by
placing one of their cubes on their starting
square (indicated by their colour), aligned any
way they wish.
Totem (Dr. Wood Card Games Series)

Totem Land is an abstract strategy game for 2 to
4 players who compete to build and control totem
polls. Each player begins the game with 8 totem
pieces valued 10, 15, 25, 35, 50, 65, 80 and 100.
Each turn a player may either start a new totem
by placing a piece on an empty space which shares
a number with it (each totem value is represented
once) or place a piece on an existing totem.
Dr Wood Saboteur (Dr. Wood Card Games

Series)
It's a very simple and straightforward game, but
nevertheless there is lots of fun involved. The
game is consisted of 2 different groups, one is
the Miner, the other one is the Saboteur, and the
objectives for the game is for the Miner to reach
the gold, and the Saboteur to sabotage the
Miner's path. The quote "The more the merrier" is
really applicable for this game.

Products (Family Board Games Series) ++
Crazy Campers Puzzle (Family Board Games

Series)
Follow the challenge cards to place the tent-
shaped pieces on the playing board to fill your
campground. There are 13 ''tenderfoot''
challenges and 23 challenges for "seasoned
campers".
Utopia Brainteaser Puzzle (Family Board

Games Series)
Grab your hard hat and start building Utopia, the
futuristic cityscape brainteaser from Popular
Playthings Challenges increase in difficulty:
Phase 1 rules are similar to Sudoku and Phase 2
requires all your logic and reasoning skills.
Crossroads Brainteaser Puzzle (Family Board

Games Series)
Welcome to Popular Playthings Crossroads, the
road building puzzle for smart drivers young and
old. Build a road following one of 30 challenges
- you must also match the front and rear halves
of the vehicles attached to the roadway. If you
hit a mental traffic jam, you'll find complete
solutions in the booklet provided.
Code Masters (Family Board Games Series)

The ultimate coding board game teaches basic to
complex coding concepts.

Thinkfun Distraction Card Game (Family
Board Games Series)
Quirky questions keep the whole family engaged
for laugh out loud fun. Strengthens working
memory and improves recall. Includes 1 Deck of 54
Round Number Cards, 1 Deck of 50 Rectangular
Distraction Cards with 100 Distraction Questions.
Learning Resources Sum Swamp (Family Board

Games Series)
Math becomes an adventure as children add and
subtract their way across the swamp. Children
develop fluency in early math skills as they take
turns, follow directions, and sequence steps to
play. Game includes game board, 4 swamp creature
game pieces, 2 number dice, and an operation die.
Learning Resources Head Full Of Numbers

(Family Board Games Series)
Place dice into the shaker, then roll them out,
and align them on the dice tray. Set the timer
and create as many unique, correct equations as
possible. Dice feature numbers 0-9 for
comprehensive math practice using all operations.
Robot Turtles (Family Board Games Series)

It sneakily teaches programming fundamentals to
kids ages 4 and up. Inspired by the Logo
programming language, the game lets kids write
programs with playing cards.

Products (Toys Series) ++
Smarts Basketball Pyramid (Toys Series)

The 10-ball 3D puzzle set is great for both
playrooms and desktops. The object of the game is
to build a pyramid without letting any of the
multi-colored basketballs — which are connected
in pair — to ever sit next to a ball of the same
color.
Soccer Smarts Pyramid (Toys Series)

The 10-ball 3D puzzle set is great for both
playrooms and desktops. The object of the game is
to build a pyramid without letting any of the
multi-colored basketballs — which are connected
in pair — to ever sit next to a ball of the same
color.
Baseball Smarts Pyramid (Toys Series)

Object: Make a Pyramid Stack the connected balls
in the shape of a pyramid without identical
colors touching on the inside or outside. Play
solo or challenge others. It is harder than it
looks.
CubeArt (Toys Series)

The goal is to order the cube in such a way that
each face has the same four-colour-combination.
There are altogether four solutions for the
puzzle. The puzzle is a classical 3-dimensional
pattern puzzle in the shape of a cube. Popular
examples of this kind are Instant Insanity or
Kolor Kraze.

Math Cubes Mathlink (Toys Series)
MathLink Cubes can help children make the
connection between numbers and quantity, ones and
tens, fractions and equivalents, and much more
and help them master math skills for academic
success. Popular examples of this kind are
Instant Insanity or Kolor Kraze.

Dr. NG Meng Lek Online Cognitive Training Report

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Dr. NG Meng Lek Online Cognitive Training Report

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Dr.

Ng Meng Lek Online

Report Date 03/04/2023-05/07/2023

1 Great things begin here

No single test is totally accurate.

As you read this report, please be aware of your own emotions as

2 Great things begin here

For example: The emotions of a student during training: was the

Hence you make take the emotional

So you must have an attitude that is more reserved while reading

All abilities have the potential to be improved. This is an

3 Great things begin here

It is not easy for a child to have the spirit of perseverance. If

Congratulations to you who is about to have a child who excels in

4 Great things begin here

Age Level Sub - Level Level Grade

Age Level Sub - Level Level Grade

5 Great things begin here

Age Level Sub - Level Level Grade

6 Great things begin here

Age Level Level Grade

7 Great things begin here

Below is the progress report of the trainee’s learning ability.

1. The number of times and regularity of the trainee’s training;

Severely lacking: less than 30 times

Average no. of times: 30-89 times

Satisfied the required no. of times: 90 times and above

2. The regularity of a trainee’s training would affect the

8 Great things begin here

3. The trainee’s various learning abilities are of varying levels;

4. The trainee’s pace of learning may be fast or slow, that is

5. If the progress is fast, it may be because the trainee was born

7. Remember: Every learning ability can be trained, and can be

9 Great things begin here

10 Great things begin here

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12 Great things begin here

13 Great things begin here

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40 Great things begin here

Standard of abilities shown at the current level

The following report is based on another angle. The above mentioned

This is the level of competence in terms of learning abilities

1. The rate and regularity in which the trainee trains will

severely lacking; less than 30 times

average required times; 30-89 times

satisfactory number of times; 90 and above times

2. Trainee training with or without regularity will also impact the

3. This report will make use of five categories to express the

58 Great things begin here

1) Is to be developed: The child has just started this phase of

2) Approaching average standards: The child has just started to

3) Average standards: The child has achieved the goals of learning

4) Above average standards: The child is capable of handling this