TUNING THE MIND AND BODY - Part II
PART II. THE LEARNING PROCESS AND MEMORY
A major part of the work at the John-David Learning Institute is involved in teaching human beings to access their hidden potential for absorbing (learning) more information at a faster than normal speed. Various so- called "accelerated learning" techniques are used in the seminars and workshops as well as on the tapes produced.
In addition to our own anecdotal reports, we're finding more and more evidence showing the marvelous results from the use of accelerated learning techniques. For example, in the Journal of the Society of Accelerative Learning and Teaching, Otto Altorfer reports on the results of some very Interesting research regarding Suggestopaedic techniques. Referring to his investigation of the claim that learning can be accelerated ten to twenty times by Suggestology and Superlearning proponents, he states: "The proofs were compelling: learning can Indeed be substantially accelerated, many people use only a small (4-7 percent) fraction of their energy, almost unlimited reserve energies are available in everyone." 1
May I share with you just one case from our files? This student wrote to me: "My mother told me I was mentally retarded. When my daughter was born, she was told I was mentally retarded. I entered the seminar acting and thinking I was mentally retarded. I was the `guinea pig' - if I could be helped, then everyone in the family would take the seminar. The night of the first day, I had the first breakthrough in reading, before anyone else in the class. I graduated your seminar at 14,000 words a minute, having started at 150 words per minute. Needless to say, five members of my family took the 5-day Total Immersion Intensive. All with the same results." 2
The researchers are also discovering that accessing "reserve energy" or "hidden potential" is more than using a technique. "Making reserve energy work has to do with an inner re-orientation, an inner `charge' according to Lozanov (1978), a new vista or attitude." Altorfer states further: "It is as if practitioners first go through a transformative process which brings them to a point where they let go of fears, restricted thoughts, attitudes and habits, arriving at a state of mind untouched by previous experiences, patterns, or beliefs. 3
I totally agree with the following observations made by Altorfer in the same report: "When the objective aimed at the conscious mind (e.g. education and management) is in contradiction to stored programs of the unconscious mind, problems arise in forms of credibility gaps, production errors, or unplanned behaviors. The first goal of mobilizing and using `reserve energy' is to re-align the submerged parts of the mind to the objectives of the conscious mind. This is done through processes which neutralize or `de-suggest' existing thoughts obstructive or restrictive to the current needs or objectives. The second step aims at establishing unity and balance, a mind where conscious and subconscious can embrace the desired goals in complete congruence and where intellectual understanding is supported by emotional acceptance. These steps make learning and functioning easy, positive and effortless." 4
Furthermore, Altorfer arrived at a composite of 12 learning elements present in the various modalities, with not a single modality containing all 12 elements. The 12 learning elements are: relaxation, emotion spontaneity, nonverbal expression, image power/visualization, self- observation, intuition, principle of suggestion, intention, reprogramming, autonomy/self-responsibility, "the Cosmic Link", learning by process. 5
I had the privilege to study one of the first educators to recognize that many of these elements were necessary to access and stimulate the subconscious. I'm referring to the brilliant pioneer in the field of accelerated learning and psychotherapist, Dr. Georgi Lozanov of Bulgaria. He had been to India studying the Yogis and their phenomenal capacity to memorize thousands of verses from their holy books. He continued his experiments with hypnosis, and, finally he concluded that those kinds of feats, considered miraculous, would be available to all of us if only we knew how to access our deeper selves. He determined that "supermemory" resulted from a particular state of mind, a condition where one is relaxed, yet extremely alert. As his work developed, he used various voice intonation, positive suggestions, and classical music. 6 In his book "Suggestology and the Outlines of Suggestopedy", he goes into great detail about this particular learning process, some of his research, and characteristics of this desuggestive-suggestive and liberating-stimulating system of learning. He states, "It must be underlined, however, that suggestopedy stimulates not only the memory, but the whole personality - its interests, perceptions, creativity, moral development, etc. 7
Dr. Lozanov explains further, "The artistic means are used not only to create a pleasant atmosphere during the process of receiving, memorizing and understanding the basic information given in the lesson, but also to enhance the emotional impetus, the suggestive setup, attitude, motivation, expectancies. By means of the art, adapted or specially created for suggestopedic instruction, part of the material is immediately assimilated." 8
What Dr. Lozanov was observing and experimenting with was, of course, what is now called "whole-brain" learning, or if you prefer, left-right brain integration.
The main focus for all the workshops and tapes at the John-David Learning Institute is to assist human beings in accessing both hemispheres of the brain. This is where the so-called "brain music" that we discussed earlier, comes into play. While listening to the many sounds, both organic and synthesized, the pathways between the two hemispheres become more opened, thereby allowing learning to take place in a faster and more integrated fashion.
The way I understand it, whole-brain learning is a 24- hour a day, 5-day experience. Our research, both clinical and anecdotal, shows that when you immerse a person 24- hours a day in sounds that carry powerful subliminal messages mixed with our sound patterns, with cognitive, intellectual and emotional processes going on simultaneously, while listening to these sounds, the amount of intake, recall and relearning is augmented quantumly beyond the time expended. The process is particularly supported as the person continues to listen going to sleep with specific tapes for a specific purpose. In that way, the person gets to anchor what s/he has learned during the day, and also, s/he gets to set him/herself up to learn in a certain style during the next day. So the learning in "whole-brain" learning is not linear but quantum in nature. You're getting 4, 5, 6 times the information.
If I may, I would like to take a look at the process of memory; what it is and how it works.
MEMORY
Some of the most interesting research concerning the biochemistry of memory is being done by Dr. Gary Lynch, professor of neurobiology at University of California, Irvine. (See Further Reading for references on his work). His research is focused on the molecular processes of memory, specifically the role of the hippocampus and the thalamus. In discussing the mystery of memory, he says "Biological systems are homeostatic, self-correcting. Everything in your body is designed to keep you steady. But memory is a process that apparently occurs in fractions of seconds but lasts for decades." 9 The mystery, then, is what biological events are going on in milliseconds to cause changes that persist a long time.
According to Dr. Lynch, information from the outside world is translated by the nervous system into rhythmic patterns of electrical impulses. These spark within the brain a chain of chemical reactions involving the enzyme calpain. By altering the connections, or synapses, that link together the billions of neurons that constitute the human brain, these chemical processes essentially create new brain circuitry - structures is which memories are stored. 10
There seems to be no agreement so far, as to exactly how the many connections are made, retrieved, repeated, or forgotten. However; most researchers and authors distinguish between short-term memory (STM) and long-term memory (LTM). I have designed tapes that work on enhancing both of these areas with excellent results.
Well-known educator and writer Margaret Matlin gives the following summary for improving memory:
1. Recall is superior if it is processed at a "deep" level, in terms of its meaning or in terms of self-reference.
2. Recall is superior if the context at recall matches the context at encoding.
3. Recall is superior when people use imagery.
4. Chunking, or combining of small units into larger units, is usually applied to STM. Grouping in terms of meaningful units or rhythmic patterns aids recall.
5. Organization is a term that is usually reserved for LTM. People spontaneously organize items in memory. Constructing a hierarchy is a particularly effective way to organize material.
6. Mediation is an internal code in which extra material is added to items to make them more memorable. Two effective mediators include (a) composing a word or a sentence based on the first letter of each item, and (b) making up a story based on the items.
7. Other mnemonic techniques include substituting one kind of symbol for another kind of symbol for another kind of symbol; rhymes; ad hoc mnemonics created to recall a particular item; and external memory aids such as lists, notes, and timers. 11
Aside from learning techniques for memorization, etc., many other processes play important roles in the creation of memory and in the whole system of human information processing. Donald A. Norman takes up the issue of how much of our learning is on a conscious level and how much is learned on a subconscious level. He says: "What is known to each of us through consciousness is only a part of what actually takes place in our minds." 12. Why do we choose to remember certain things and completely suppress other memories? The psychology of learning and memory, particularly where the emotions are concerned, is an area of great interest with no conclusive evidence as of yet. David Rapaport, Ph.D. goes into great detail about theories and research done in this field. He cites a study by Prescott ("Emotions and the Educative Process") where he and Prescott come to the same conclusion, "that in the present state of knowledge the problem of emotional influence cannot be solved by investigating the concomitant physiological processes. His conclusion: "that a continuum of affective experience exists, varying from vague feelings of pleasantness or unpleasantness up to profound experiences which greatly disturb both mental and physical functions." 13
Rapaport summarizes his findings as follows:
a. The material surveyed here suggests that the phenomenon "emotion" is primarily a conscious experience, and that its understanding can be achieved only be developing an autonomous theory of psychic dynamics rather than by investigating its physiology
b. It has been found that neither the mechanistic theories nor the energy, instinct, or conflict theories established the dynamics underlying emotions, because they failed to assume that these dynamics are unconscious.
c. On the basis of psychoanalytic theory, which takes into consideration the unconscious dynamics underlying emotions, James's theory has been modified in three respects. (a) It is assumed that an unconscious process occurs between the perception of the stimulus evoking emotion and the peripheral physiological process. (b) The peripheral physiological process and the "emotion felt" are assumed to be discharge- processes of the same instinctual source of energy; thus either may succeed the other, or they may be simultaneous, or either may be absent. (c) The emotions evoked are assumed to be expressions of instinctual conflict.
d. A new terminology may be based on MacCurdy's suggestion that the subjective experience of emotions be called "affect" and the objective manifestations "emotions." 14
Two very prominent scientists, Larry Squire of the University of California, San Diego, and Gary Goldberg of Temple University have come up with new theories regarding learning and memory.
Larry Squire talks about two types of memory, "procedural" and "declarative". The "procedural" type of memory is unemotional and stored in the hippocampus. The "declarative" memory is processed by the amygdala, a brain region that seems to link memories and emotions to discriminate importance. Declarative memories seem to be installed more quickly because they involve an enzyme process that breaks down proteins, compared to the slow protein synthesis of the procedural type. 15
Gary Goldberg synthesized the work of numerous leading scientists, specifically focusing on the so-called supplementary motor area (SMA), which sits atop each hemisphere. Its proposed function would affect our understanding of movement, mastery of skills, learning and motor disabilities, infant development, forethought and self-mastery. 16
As the technology of the computer has become more central in our lives, many researchers have drawn the analogy between computer information processing and retrieval and human information processing. Some even think that there is a definite parallel between the brain and the computer. An interesting discussion on the subject is provided by Elizabeth Loftus and I would like to take a moment to quote her: "In many ways a computer is a good analogy to human memory. Its systems - information processing and retrieval - parallel those of memory's, and the role of the programmer, both as a source of the information and as an influence that can be altered or improved, is much like a person's relationship to his or her memory. It is the computer, in fact, which offers us the best and most sophisticated model of memory's malleable nature." 17 I particularly like the word `malleable' she uses here. What comes to my mind immediately is the analogy to how I and many of my colleagues are describing the immune system "responsive". How interesting!
After many comparisons, Loftus concludes: "The central message is that the human brain and the computer data bank are finite sources. Models of human memory have frequently ignored constraints upon the amount of data which might be stored and retrieved. But the cranial cavity is clearly a space with a finite volume. To use portions of that space to store information that will never be accessed, or to fail to include provision for pruning unneeded data from time to time, or to fail to provide for the replacement of one memory item by another, would be very poor design indeed." 18
On the other hand, Donald L. Hintzman, well-known educator, points out some other interesting facts. He says: "Psychologists have tended to ignore the fact that computers and human brains originated in completely different ways".19 "While it may be true that the human brain is a computer of some kind, there is no reason to believe that it is much like the electronic digital computer with which present-day theorists are familiar". He continues: "It has been argued that since neurons fare in an all-or-none manner, the assumption has neurophysiological support - but a neuron's readiness to fire is not all-or-none, and the rate of firing appears to be continuously variable". 20
While scientists and researchers continue their exploration into neuronal activity, looking for new answers to the many facets of brain processes, there are new, state-of-the-art tools available for all of you to explore your hidden reserves and to enhance your memory processes. I'm pleased to be a part of this revolutionary unfolding of human superintelligence.
Let me take this opportunity to provide you with a few more resources for your growth processes.
In addition to the already mentioned Hemi-Sync sound system by Robert Monroe, there is the Mind Mirror, the Synchro-Energizer, and the Graham Potentializer.
The Mind Mirror was invented by G. Maxwell Gade of Great Britain. It consists of a headband of seven or eight electrodes hooked up to a grid-like screen on which you see a readout or your EEG (electroencephalogram). The idea is to use visualization, breath control, and EEG biofeedback to try to reproduce a yogi's brain state.
Dr. Denis Gorges, an Ohio psychiatrist, has combined flickering lights, pulsating sounds, and vibrating electromagnetic impulses to create the Synchro-Energizer. This method alters brain waves and brings the right and left hemispheres into synchrony.
The Graham Potentializer was invented by David Graham. It is designed to recreate the mental effects of the rolling, tumbling, and swinging games from childhood. The motion of fluid in the inner ear is said to stimulate neurons. 21
Whatever method or whichever mind-expanding machine you might decide to explore for improving your learning techniques and for enhancing your capacity to remember, I think some of the following statements from our clients, students, fellow travelers and explorers will motivate you to perhaps make some quantum leaps of your own.
From West Germany: "... increased my creativity, my memory, my reading, teaching and treating my patients. Dr. John-David's Whole Brain Learning is indeed unique for successful self-expression, self-realization and self-fulfillment." 22
From North Carolina: "One thing I'm experiencing is increased physical coordination, in terms of having more conscious control over body movements... my reflexes are incredibly fast. Not only is there a mental increase in clarity and activity, but also a physical groundedness and responsiveness. I was really worried about becoming an `egghead', but that is not happening ... There is balance." 23
So when I conduct the 5-Day Total Immersion Intensive, I now have an opportunity to take my clients to levels never before created. What we have achieved in neuroscience and specifically in accelerated learning within the last three years, is equal to the combined total of all that has been learned about learning throughout history. 10,000 years of learning have been equaled in just the last three years. Isn't that incredible?
NOTES
1. "Mobilizing `reserve energy' at Work: A Composite of Common Learning Elements", by Otto Altorfer. Journal of the Society of Accelerated Learning and Teaching, 1985, 10(4), p. 227.
2. I. McS., Toronto, Canada, J.D.L.I. file.
3. "Mobilizing `reserve energy' at Work: A Composite of Common Learning Elements", p. 228.
4. Ibid. ` p. 229-230.
5. Ibid., p. 232.
6. "Successful. Non-stressful Learning", by Stephanie Merritt, Merritt Learning Systems, San Diego, 1987, p.3.
7. "Suggestology and the Outlines of Suggestopedy", by Georgi Lozanov, p. 251. Gordon & Breach, N.Y., 1978.
8. Ibid., p. 262.
9. "Magical Memory Tour", by Janet L. Hopson interview with Dr.Gary Lynch, Psychology Today, Apt. 1984, p .30.
10. "Memory: Learning How It Works", by George Johnson. N.Y. Times Magazine, Sec. 6, Aug. 9, 1987, p. 17.
11. "Cognition", by Margaret Matlin, p. 92. Holt, Rinehart & Winston, N.Y., Chicago, 1983.
12. "Learning and Memory", by Donald A. Norman, p. 12. W.
H. Freeman & Co., S.F., 1982.
13. "Emotions and Memory", by David Rapaport, Ph.D., p. 35. International Universities Press, N.Y., 1971.
14. Ibid. ` p. 34.
15. Science 86 (July/Aug.), as reported in the Brain/Mind Bulletin, July 7, 1986.
16. Brain/Mind Bulletin, July 7, 1986. See The Behavioral & Brain Sciences 8: 567-616 on Goldberg's work.
17. "Memory", by Elizabeth Loftus, p. 171. Addison-Wesley Publ. Co., Reading, Mass., 1980.
18. Ibid., p. 177.
19. "The Psychology of Learning and Memory", by Douglas L. Hintzman, p. 414.
20. Ibid., p. 414.
21. "Mind Machines", reported by Alexis Parks, p. 127, Omni, Oct. 1987.
22. Dr. K.S., West Germany. On file at John-David Learning Institute
23. B.L., D.C., North Carolina On file at John-David Learning Institute.
FURTHER READING
"Accelerated Learning", by Colin Rose, Dell Publishing, 1985.
"How the Brain Works", by Leslie A. Hart, Basic Books, Inc., New York, 1976.
"Left Brain, Right Brain", by Sally P. Springer & Georg Deutsch, W. H. Freeman & Co. , San Francisco, Ca. , 1981.
"The Metaphoric Mind" , by Bob Samples, Addison-Wesley Publishing Co. , Reading, Mass. , 1976.
"The Mind", by Anthony Smith, Viking Press, N.Y., 1984.
"Principles of Learning and Memory", by B.R. Bugelski, Prager Publishers, N.Y., 1979. Excellent and complete discussion.
"The Anatomy of Memory,", by Mortimer Mishkin and Tim Appenzeller,
"Brain Research", SALK Institute, P.O. Box 85800, San Diego, Ca. 92138
"Biochemistry of Information Storage in the Nervous System", by Ira B. Black and others; Science, 236: 1263 f,
5 June 1987.
"Effects of Maintenance Rehearsal on Human Memory", by Robert L. Greene, Psychological Bulletin 1987, vol. 102, No. 3, 403-414
"Making of a Mind", by Kathleen McAuliffe, Omni, Oct. 1985.
"Memory", Newsweek, Sep. 29, 1986, p. 48-54
"Mind Control", by Mark Teich Z Giselle Dodeles, Omni, Oct. 1987, p 53-60.
"Mind-expanding Machines", by Michael Hutchison, New Age Journal, July/Aug. 1987.
For an excellent discussion and description of STM and LTM, and other mnemonic techniques, see “Cognition" by Margaret Matlin.
See Table I in S.A.L.T. Journal 1985 (10)4 for a comparison of traditional methods of education and emerging methods of education.
See Table II in S.A.L.T. Journal (same) for list of modalities claiming access to "reserve energy".
Stay tuned for Part III! We invite you to visit www.brainspeak.com
A major part of the work at the John-David Learning Institute is involved in teaching human beings to access their hidden potential for absorbing (learning) more information at a faster than normal speed. Various so- called "accelerated learning" techniques are used in the seminars and workshops as well as on the tapes produced.
In addition to our own anecdotal reports, we're finding more and more evidence showing the marvelous results from the use of accelerated learning techniques. For example, in the Journal of the Society of Accelerative Learning and Teaching, Otto Altorfer reports on the results of some very Interesting research regarding Suggestopaedic techniques. Referring to his investigation of the claim that learning can be accelerated ten to twenty times by Suggestology and Superlearning proponents, he states: "The proofs were compelling: learning can Indeed be substantially accelerated, many people use only a small (4-7 percent) fraction of their energy, almost unlimited reserve energies are available in everyone." 1
May I share with you just one case from our files? This student wrote to me: "My mother told me I was mentally retarded. When my daughter was born, she was told I was mentally retarded. I entered the seminar acting and thinking I was mentally retarded. I was the `guinea pig' - if I could be helped, then everyone in the family would take the seminar. The night of the first day, I had the first breakthrough in reading, before anyone else in the class. I graduated your seminar at 14,000 words a minute, having started at 150 words per minute. Needless to say, five members of my family took the 5-day Total Immersion Intensive. All with the same results." 2
The researchers are also discovering that accessing "reserve energy" or "hidden potential" is more than using a technique. "Making reserve energy work has to do with an inner re-orientation, an inner `charge' according to Lozanov (1978), a new vista or attitude." Altorfer states further: "It is as if practitioners first go through a transformative process which brings them to a point where they let go of fears, restricted thoughts, attitudes and habits, arriving at a state of mind untouched by previous experiences, patterns, or beliefs. 3
I totally agree with the following observations made by Altorfer in the same report: "When the objective aimed at the conscious mind (e.g. education and management) is in contradiction to stored programs of the unconscious mind, problems arise in forms of credibility gaps, production errors, or unplanned behaviors. The first goal of mobilizing and using `reserve energy' is to re-align the submerged parts of the mind to the objectives of the conscious mind. This is done through processes which neutralize or `de-suggest' existing thoughts obstructive or restrictive to the current needs or objectives. The second step aims at establishing unity and balance, a mind where conscious and subconscious can embrace the desired goals in complete congruence and where intellectual understanding is supported by emotional acceptance. These steps make learning and functioning easy, positive and effortless." 4
Furthermore, Altorfer arrived at a composite of 12 learning elements present in the various modalities, with not a single modality containing all 12 elements. The 12 learning elements are: relaxation, emotion spontaneity, nonverbal expression, image power/visualization, self- observation, intuition, principle of suggestion, intention, reprogramming, autonomy/self-responsibility, "the Cosmic Link", learning by process. 5
I had the privilege to study one of the first educators to recognize that many of these elements were necessary to access and stimulate the subconscious. I'm referring to the brilliant pioneer in the field of accelerated learning and psychotherapist, Dr. Georgi Lozanov of Bulgaria. He had been to India studying the Yogis and their phenomenal capacity to memorize thousands of verses from their holy books. He continued his experiments with hypnosis, and, finally he concluded that those kinds of feats, considered miraculous, would be available to all of us if only we knew how to access our deeper selves. He determined that "supermemory" resulted from a particular state of mind, a condition where one is relaxed, yet extremely alert. As his work developed, he used various voice intonation, positive suggestions, and classical music. 6 In his book "Suggestology and the Outlines of Suggestopedy", he goes into great detail about this particular learning process, some of his research, and characteristics of this desuggestive-suggestive and liberating-stimulating system of learning. He states, "It must be underlined, however, that suggestopedy stimulates not only the memory, but the whole personality - its interests, perceptions, creativity, moral development, etc. 7
Dr. Lozanov explains further, "The artistic means are used not only to create a pleasant atmosphere during the process of receiving, memorizing and understanding the basic information given in the lesson, but also to enhance the emotional impetus, the suggestive setup, attitude, motivation, expectancies. By means of the art, adapted or specially created for suggestopedic instruction, part of the material is immediately assimilated." 8
What Dr. Lozanov was observing and experimenting with was, of course, what is now called "whole-brain" learning, or if you prefer, left-right brain integration.
The main focus for all the workshops and tapes at the John-David Learning Institute is to assist human beings in accessing both hemispheres of the brain. This is where the so-called "brain music" that we discussed earlier, comes into play. While listening to the many sounds, both organic and synthesized, the pathways between the two hemispheres become more opened, thereby allowing learning to take place in a faster and more integrated fashion.
The way I understand it, whole-brain learning is a 24- hour a day, 5-day experience. Our research, both clinical and anecdotal, shows that when you immerse a person 24- hours a day in sounds that carry powerful subliminal messages mixed with our sound patterns, with cognitive, intellectual and emotional processes going on simultaneously, while listening to these sounds, the amount of intake, recall and relearning is augmented quantumly beyond the time expended. The process is particularly supported as the person continues to listen going to sleep with specific tapes for a specific purpose. In that way, the person gets to anchor what s/he has learned during the day, and also, s/he gets to set him/herself up to learn in a certain style during the next day. So the learning in "whole-brain" learning is not linear but quantum in nature. You're getting 4, 5, 6 times the information.
If I may, I would like to take a look at the process of memory; what it is and how it works.
MEMORY
Some of the most interesting research concerning the biochemistry of memory is being done by Dr. Gary Lynch, professor of neurobiology at University of California, Irvine. (See Further Reading for references on his work). His research is focused on the molecular processes of memory, specifically the role of the hippocampus and the thalamus. In discussing the mystery of memory, he says "Biological systems are homeostatic, self-correcting. Everything in your body is designed to keep you steady. But memory is a process that apparently occurs in fractions of seconds but lasts for decades." 9 The mystery, then, is what biological events are going on in milliseconds to cause changes that persist a long time.
According to Dr. Lynch, information from the outside world is translated by the nervous system into rhythmic patterns of electrical impulses. These spark within the brain a chain of chemical reactions involving the enzyme calpain. By altering the connections, or synapses, that link together the billions of neurons that constitute the human brain, these chemical processes essentially create new brain circuitry - structures is which memories are stored. 10
There seems to be no agreement so far, as to exactly how the many connections are made, retrieved, repeated, or forgotten. However; most researchers and authors distinguish between short-term memory (STM) and long-term memory (LTM). I have designed tapes that work on enhancing both of these areas with excellent results.
Well-known educator and writer Margaret Matlin gives the following summary for improving memory:
1. Recall is superior if it is processed at a "deep" level, in terms of its meaning or in terms of self-reference.
2. Recall is superior if the context at recall matches the context at encoding.
3. Recall is superior when people use imagery.
4. Chunking, or combining of small units into larger units, is usually applied to STM. Grouping in terms of meaningful units or rhythmic patterns aids recall.
5. Organization is a term that is usually reserved for LTM. People spontaneously organize items in memory. Constructing a hierarchy is a particularly effective way to organize material.
6. Mediation is an internal code in which extra material is added to items to make them more memorable. Two effective mediators include (a) composing a word or a sentence based on the first letter of each item, and (b) making up a story based on the items.
7. Other mnemonic techniques include substituting one kind of symbol for another kind of symbol for another kind of symbol; rhymes; ad hoc mnemonics created to recall a particular item; and external memory aids such as lists, notes, and timers. 11
Aside from learning techniques for memorization, etc., many other processes play important roles in the creation of memory and in the whole system of human information processing. Donald A. Norman takes up the issue of how much of our learning is on a conscious level and how much is learned on a subconscious level. He says: "What is known to each of us through consciousness is only a part of what actually takes place in our minds." 12. Why do we choose to remember certain things and completely suppress other memories? The psychology of learning and memory, particularly where the emotions are concerned, is an area of great interest with no conclusive evidence as of yet. David Rapaport, Ph.D. goes into great detail about theories and research done in this field. He cites a study by Prescott ("Emotions and the Educative Process") where he and Prescott come to the same conclusion, "that in the present state of knowledge the problem of emotional influence cannot be solved by investigating the concomitant physiological processes. His conclusion: "that a continuum of affective experience exists, varying from vague feelings of pleasantness or unpleasantness up to profound experiences which greatly disturb both mental and physical functions." 13
Rapaport summarizes his findings as follows:
a. The material surveyed here suggests that the phenomenon "emotion" is primarily a conscious experience, and that its understanding can be achieved only be developing an autonomous theory of psychic dynamics rather than by investigating its physiology
b. It has been found that neither the mechanistic theories nor the energy, instinct, or conflict theories established the dynamics underlying emotions, because they failed to assume that these dynamics are unconscious.
c. On the basis of psychoanalytic theory, which takes into consideration the unconscious dynamics underlying emotions, James's theory has been modified in three respects. (a) It is assumed that an unconscious process occurs between the perception of the stimulus evoking emotion and the peripheral physiological process. (b) The peripheral physiological process and the "emotion felt" are assumed to be discharge- processes of the same instinctual source of energy; thus either may succeed the other, or they may be simultaneous, or either may be absent. (c) The emotions evoked are assumed to be expressions of instinctual conflict.
d. A new terminology may be based on MacCurdy's suggestion that the subjective experience of emotions be called "affect" and the objective manifestations "emotions." 14
Two very prominent scientists, Larry Squire of the University of California, San Diego, and Gary Goldberg of Temple University have come up with new theories regarding learning and memory.
Larry Squire talks about two types of memory, "procedural" and "declarative". The "procedural" type of memory is unemotional and stored in the hippocampus. The "declarative" memory is processed by the amygdala, a brain region that seems to link memories and emotions to discriminate importance. Declarative memories seem to be installed more quickly because they involve an enzyme process that breaks down proteins, compared to the slow protein synthesis of the procedural type. 15
Gary Goldberg synthesized the work of numerous leading scientists, specifically focusing on the so-called supplementary motor area (SMA), which sits atop each hemisphere. Its proposed function would affect our understanding of movement, mastery of skills, learning and motor disabilities, infant development, forethought and self-mastery. 16
As the technology of the computer has become more central in our lives, many researchers have drawn the analogy between computer information processing and retrieval and human information processing. Some even think that there is a definite parallel between the brain and the computer. An interesting discussion on the subject is provided by Elizabeth Loftus and I would like to take a moment to quote her: "In many ways a computer is a good analogy to human memory. Its systems - information processing and retrieval - parallel those of memory's, and the role of the programmer, both as a source of the information and as an influence that can be altered or improved, is much like a person's relationship to his or her memory. It is the computer, in fact, which offers us the best and most sophisticated model of memory's malleable nature." 17 I particularly like the word `malleable' she uses here. What comes to my mind immediately is the analogy to how I and many of my colleagues are describing the immune system "responsive". How interesting!
After many comparisons, Loftus concludes: "The central message is that the human brain and the computer data bank are finite sources. Models of human memory have frequently ignored constraints upon the amount of data which might be stored and retrieved. But the cranial cavity is clearly a space with a finite volume. To use portions of that space to store information that will never be accessed, or to fail to include provision for pruning unneeded data from time to time, or to fail to provide for the replacement of one memory item by another, would be very poor design indeed." 18
On the other hand, Donald L. Hintzman, well-known educator, points out some other interesting facts. He says: "Psychologists have tended to ignore the fact that computers and human brains originated in completely different ways".19 "While it may be true that the human brain is a computer of some kind, there is no reason to believe that it is much like the electronic digital computer with which present-day theorists are familiar". He continues: "It has been argued that since neurons fare in an all-or-none manner, the assumption has neurophysiological support - but a neuron's readiness to fire is not all-or-none, and the rate of firing appears to be continuously variable". 20
While scientists and researchers continue their exploration into neuronal activity, looking for new answers to the many facets of brain processes, there are new, state-of-the-art tools available for all of you to explore your hidden reserves and to enhance your memory processes. I'm pleased to be a part of this revolutionary unfolding of human superintelligence.
Let me take this opportunity to provide you with a few more resources for your growth processes.
In addition to the already mentioned Hemi-Sync sound system by Robert Monroe, there is the Mind Mirror, the Synchro-Energizer, and the Graham Potentializer.
The Mind Mirror was invented by G. Maxwell Gade of Great Britain. It consists of a headband of seven or eight electrodes hooked up to a grid-like screen on which you see a readout or your EEG (electroencephalogram). The idea is to use visualization, breath control, and EEG biofeedback to try to reproduce a yogi's brain state.
Dr. Denis Gorges, an Ohio psychiatrist, has combined flickering lights, pulsating sounds, and vibrating electromagnetic impulses to create the Synchro-Energizer. This method alters brain waves and brings the right and left hemispheres into synchrony.
The Graham Potentializer was invented by David Graham. It is designed to recreate the mental effects of the rolling, tumbling, and swinging games from childhood. The motion of fluid in the inner ear is said to stimulate neurons. 21
Whatever method or whichever mind-expanding machine you might decide to explore for improving your learning techniques and for enhancing your capacity to remember, I think some of the following statements from our clients, students, fellow travelers and explorers will motivate you to perhaps make some quantum leaps of your own.
From West Germany: "... increased my creativity, my memory, my reading, teaching and treating my patients. Dr. John-David's Whole Brain Learning is indeed unique for successful self-expression, self-realization and self-fulfillment." 22
From North Carolina: "One thing I'm experiencing is increased physical coordination, in terms of having more conscious control over body movements... my reflexes are incredibly fast. Not only is there a mental increase in clarity and activity, but also a physical groundedness and responsiveness. I was really worried about becoming an `egghead', but that is not happening ... There is balance." 23
So when I conduct the 5-Day Total Immersion Intensive, I now have an opportunity to take my clients to levels never before created. What we have achieved in neuroscience and specifically in accelerated learning within the last three years, is equal to the combined total of all that has been learned about learning throughout history. 10,000 years of learning have been equaled in just the last three years. Isn't that incredible?
NOTES
1. "Mobilizing `reserve energy' at Work: A Composite of Common Learning Elements", by Otto Altorfer. Journal of the Society of Accelerated Learning and Teaching, 1985, 10(4), p. 227.
2. I. McS., Toronto, Canada, J.D.L.I. file.
3. "Mobilizing `reserve energy' at Work: A Composite of Common Learning Elements", p. 228.
4. Ibid. ` p. 229-230.
5. Ibid., p. 232.
6. "Successful. Non-stressful Learning", by Stephanie Merritt, Merritt Learning Systems, San Diego, 1987, p.3.
7. "Suggestology and the Outlines of Suggestopedy", by Georgi Lozanov, p. 251. Gordon & Breach, N.Y., 1978.
8. Ibid., p. 262.
9. "Magical Memory Tour", by Janet L. Hopson interview with Dr.Gary Lynch, Psychology Today, Apt. 1984, p .30.
10. "Memory: Learning How It Works", by George Johnson. N.Y. Times Magazine, Sec. 6, Aug. 9, 1987, p. 17.
11. "Cognition", by Margaret Matlin, p. 92. Holt, Rinehart & Winston, N.Y., Chicago, 1983.
12. "Learning and Memory", by Donald A. Norman, p. 12. W.
H. Freeman & Co., S.F., 1982.
13. "Emotions and Memory", by David Rapaport, Ph.D., p. 35. International Universities Press, N.Y., 1971.
14. Ibid. ` p. 34.
15. Science 86 (July/Aug.), as reported in the Brain/Mind Bulletin, July 7, 1986.
16. Brain/Mind Bulletin, July 7, 1986. See The Behavioral & Brain Sciences 8: 567-616 on Goldberg's work.
17. "Memory", by Elizabeth Loftus, p. 171. Addison-Wesley Publ. Co., Reading, Mass., 1980.
18. Ibid., p. 177.
19. "The Psychology of Learning and Memory", by Douglas L. Hintzman, p. 414.
20. Ibid., p. 414.
21. "Mind Machines", reported by Alexis Parks, p. 127, Omni, Oct. 1987.
22. Dr. K.S., West Germany. On file at John-David Learning Institute
23. B.L., D.C., North Carolina On file at John-David Learning Institute.
FURTHER READING
"Accelerated Learning", by Colin Rose, Dell Publishing, 1985.
"How the Brain Works", by Leslie A. Hart, Basic Books, Inc., New York, 1976.
"Left Brain, Right Brain", by Sally P. Springer & Georg Deutsch, W. H. Freeman & Co. , San Francisco, Ca. , 1981.
"The Metaphoric Mind" , by Bob Samples, Addison-Wesley Publishing Co. , Reading, Mass. , 1976.
"The Mind", by Anthony Smith, Viking Press, N.Y., 1984.
"Principles of Learning and Memory", by B.R. Bugelski, Prager Publishers, N.Y., 1979. Excellent and complete discussion.
"The Anatomy of Memory,", by Mortimer Mishkin and Tim Appenzeller,
"Brain Research", SALK Institute, P.O. Box 85800, San Diego, Ca. 92138
"Biochemistry of Information Storage in the Nervous System", by Ira B. Black and others; Science, 236: 1263 f,
5 June 1987.
"Effects of Maintenance Rehearsal on Human Memory", by Robert L. Greene, Psychological Bulletin 1987, vol. 102, No. 3, 403-414
"Making of a Mind", by Kathleen McAuliffe, Omni, Oct. 1985.
"Memory", Newsweek, Sep. 29, 1986, p. 48-54
"Mind Control", by Mark Teich Z Giselle Dodeles, Omni, Oct. 1987, p 53-60.
"Mind-expanding Machines", by Michael Hutchison, New Age Journal, July/Aug. 1987.
For an excellent discussion and description of STM and LTM, and other mnemonic techniques, see “Cognition" by Margaret Matlin.
See Table I in S.A.L.T. Journal 1985 (10)4 for a comparison of traditional methods of education and emerging methods of education.
See Table II in S.A.L.T. Journal (same) for list of modalities claiming access to "reserve energy".
Stay tuned for Part III! We invite you to visit www.brainspeak.com
posted by BrainSpeak Blog at 5:29 PM
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