We need to see average stress as accumulation of layers of mental frictions. When we do this we see how our invidividual environments greatly affect learning and motivation to learn. Try to picture an upright rectangle representing our leftover ability to learn. A young child with few layers of mental frictions can learn more easily. As we get older, we accumulate more layers of mental frictions that leave less mental energy to learn new things. The higher those layers of mental frictions the harder it is to learn and also cuts motivation to learn or "mental received for mental work expended". by redefining our average stress as layers of mental frictions, we can then use this tool to bein slowly understanding our individual environments and weights we are applying to those elements to begin resolving and changing our approach to "more permanently reduce those layers of mental frictions and like mental frictions to continually improve learning and motivation to learn. I feel as those layers of mental frictions accumulate toward the top of that uright rectangle, they create psychological suffering and shorter reflection time that can lead to many harmful escapes such as over eating, over shopping to drug, alcohol abuse, violence, and suicide. I feel this redefining of average stress has many applications for all of us. I feel it has many social and academic applications, including the Male Crisis where differential treatment of boys and girls is causing boys to fall behind academically. Complete learning theory to all with many applications.
There is a second tool:High layers of mental frictions may also “cause” students to approach mental work in an incorrect way or try too hard. I feel if we were to have a point of perfect stability then the dynamics of approaching mental work (academics and other learning material) would be approached in a more perfect dynamic way: the child will more naturally approach new mental work more slowly at first. As a person gains knowledge and skills in an area, his pace and intensity will increase naturally with equal enjoyment of learning. With more mental friction or less stability, that added instability disrupts or causes the child to be less focused and/or use the added mental energy or mental friction in his life to try too hard or apply too much effort in relation to those mental frictions. Many children need to be taught the dynamics of approaching new things more slowly to help offset the improper tendency of trying too hard or applying too much effort. This only hurts motivation or mental reward received for mental work expended. Both problems of high layers of mental frictions and improper pace and intensity accumulate over years to creates large deficits in learning for many students and adults. Again, complete learning theory to all with many applications for children and adults.