Hophead concepts and characteristics

My husband scored differently from me on the LCI, with almost opposite results from mine. Most notably, he uses technical learning first (score of 33), whereas I avoid it (score of 17). He uses precision only as needed (score of 22), whereas I use it first (score of 35). Although technically his sequence score is for using it as needed, he almost scored low enough on the sequential learning (score 18) to avoid it. I use sequence first (score of 33). The main similarity between my husband and me is with confluence; we scored the same (both with a score of 25), right on the cusp of using it first.
Reflecting on our similarities and differences can shed light on our communications patterns. We both appreciate doing things our own way, even though we appreciate learning from other people. Finding common ground and harmony is important, which is probably why our other differences tend to be overshadowed by our mutual preference for reaching a win-win solution. This is not to say our differences are not meaningful. Whereas I understand the importance of working through issues sequentially and pursing precision in my work, my husband is more interested in why a problem arose in the first place. With his technical prowess and interest, he tends to pick things apart and is not necessarily interested in principles or philosophies like I am. He also follows the rules in a sequential manner only as needed, whereas I go straight for the manual when setting up a new system. He does not care for verbal explanations as much as I do, which makes sense given his predilection for technical learning. Seeing his score compared to mine makes me understand why we disagree sometimes. I would like to apply this same level of understanding to my coworkers or anyone else who approaches problems differently from me.

Makayla relies heavily on sequence as a use first learning strategy. Because she wanted so badly to move sequentially, she had trouble skipping questions on exams. I would logically point out to Makayla that although moving in order might feel good, it is detrimental to her overall performance. I would try to suggest that in some situations, the ordering of things is purely arbitrary. She could also learn how to appreciate the big picture issues when completing writing assignments, rather than remaining concerned about each paragraph as she writes it. I may even tell her to ignore what she had learned about the restrictive five-paragraph essay format, instead letting her ideas flow and restructuring the essay later.
John tends to prefer precision over anything else. To help John, I would advise that he pay attention to the ways excessive detail creates confusion. I would want him to learn how to filter out unnecessary information and focus on the end goal of the communication instead. Paul’s technical prowess is great, but it does not help him with writing assignments. To help Paul, I would suggest that he write in technical ways, not worrying too much about the quality of the writing as with the substantive content. I would also suggest he consider using images to convey some of the technical issues he needs to convey. Raheem’s emphasis on confluence may be helpful in social situations. To help him improve his academic performance, I would suggest that he consider the underlying meaning or purpose of each class or lesson, because through finding meaning he might realize the benefit of applying sequence or precision to his work. For me, I could also use more technical learning. This is the only learning style I avoid. I would suggest finding technical things that interest me, learning how to appreciate the processes and actions and not just the words used to describe them.

Assignment 3

I have always known that I am capable of learning anything I set my mind to, even if some things come easier than others. Too often, I rely on the things that come easily and fail to challenge myself. These LCI activities help me to see where my weaknesses are and what types of experiences I avoid because they are less comfortable than others. For example, I avoid science because of my avoidance of technical learning. I do not believe I have a low aptitude so much as I have not approached science or technical learning in a way that makes sense to me. Perhaps I also need more practice at applying myself to the sciences. After all, I do have an appreciation for sequence and precision that might be just as important as technical learning in the sciences. These exercises give me the confidence to pursue learning in subject areas I did not know much about previously. My outlook towards learning almost anything has changed, including music and athletic tasks.
When I do encounter a frustrating learning activity, I feel a cognitive wall go up. I resist learning, become frustrated, and sometimes get emotionally upset. I can change that simply by changing my approach to the learning activity. There are different ways of approaching every learning activity. For instance, if I am trying to master a scientific concept, I can use multimedia tools instead of just written material, or I might be able to find a tutor who can explain the concepts to me in ways that help me to understand better. Once I find the right cognitive tricks to stimulating my interest in the subject, I will be ready to acquire the knowledge needed to move to the next level of understanding. Ultimately, learning new things is rewarding enough that I am willing and interested in pushing myself beyond my self-imposed limitations.