people are shocked when they are told that cognitive enhancement is possible. It was once thought that mental capabilities
were set in stone, unchanging since birth. But much of what we know
about the mind has changed in recent
years. Research has found that there are many factors playing even
larger roles in intelligence. For example, someone with ADD, properly
treated, can experience huge leaps in IQ score, sometimes up to 30
points! Similarly, removing psychological barriers, limiting beliefs
and increasing confidence can have a huge impact on cognitive abilities.
Brain Training - Brainwave and Neural Stimulation
Studies show that the brains of many people, when
confronted with a problem, will actually switch gears and start
working less! Instead of switching to logic and "work mode",
the brain switches to patterns of frustration and emotion. Many
people have simply not learned to "turn on" these higher
cognitive abilities when the time is right. These individuals are unfamiliar
with the states of intense concentration and laser-like focus
that come so easily to the great thinkers of our time.
To correct this problem, researchers
endeavored to stimulate brainwave patterns that are conducive to higher cognition.
What they found is truly remarkable. By helping to optimize brainwave
patterns, people can both temporarily increase cognitive abilities
and train the brain to produce this activity on its
- In a 1999 study, Thomas Budzynski, Ph.D worked
with 8 struggling college students. After undergoing audio-visual
brainwave stimulation, the students outperformed a control
group and significantly increased their GPA. GPA for the 8
students continued to rise even after treatment
- Psychologist Michael Joyce used brainwave entrainment
with a group of 30 children. He observed improvements in reading
and a half year advancement in grade level as well as substantial
improvements in attention, reaction and a reduction in impulsivity
- Harold Russel Ph.D. and John Carter, Ph.D.,
of the University of Houston, did several studies in which
they used brainwave entrainment to treat ADHD and other learning
disorders, testing their IQ before and after treatment. Astonishingly,
after treatment the subjects showed a 5 to 7 point increases
in IQ score.
- Michael Tansey used a similar protocol to treat
dyslexia and other learning disorders, reporting a 19 point
average increase in IQ score post-treatment.
- Drs. Siegfried and Susan Othmer found that neurofeedback
brainwave training in the 15-18 Hz range can produce significant
shifts in IQ score, particularly with people who are suffering
from ADD/ADHD and other disorders. In cases where the starting
IQ value is less than 100, the average IQ increase was 33 points!
They also found significant improvements in memory, reading
and arithmetic. In a one year follow-up, trainees showed major
improvements in self-esteem, concentration and self-expression.
- Read more..
Using Psychology, Mental Imagery & Suggestion
Your mindset, emotional state
and subconscious beliefs have also been shown to affect cognitive
as important to provide a psychological basis for increased intelligence,
as it is to provide the necessary
neural activity. For example, a common
limiting belief is "I am not good at math." And,
of course, as long as you believe this, nothing will keep your
mind from making it true.
In 2007, a study by psychologist Carol Dweck at
Stanford University found that beliefs about intelligence had
more of an impact on
intelligence than anyone had previously assumed. Dweck separated
one hundred 7th grade students into 2 equal groups. All
math scores. One group was taught good studying habits, the other
was taught about the plasticity of the brain, and how the brain
can change; new neural connections can be formed and intelligence
can actually be increased. At the end of the semester, the children
who were taught about the nature of intelligence
ended up performing better than those who were
taught improved study skills!
There is similar evidence that learning visualization techniques and using
hypnosis can increase memory retention and focus. Using a set
of practical psychological techniques, beliefs
can be shifted. This enables
to function at the highest levels your brain can support.
Intelligence is not set in stone. Disorders like
ADD can have a very negative impact on
IQ score. So can depression, anxiety and other mood disorders.
Limiting beliefs, low self-esteem and a lack of motivation can
also have a negative impact. These problems bog down your mental
processing, and in some cases even cause the brain to work less when you need it most (above), out of frustration and emotion.
Using multiple methods, both
psychological and neurological in nature, it is
possible to change the brain and have a positive impact on cognitive
Explore our products and find out for yourself how this technology can help you.
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Academic Performance Enhancement
with Photic Stimulation and EDR Feedback.
Thomas Budzynski, Ph.D., John Jordy, M.Ed., Helen Kogan Budzynski,
Ph.D., Hsin-Yi Tang, M.S., and Keith Claypoole, Ph.D., Journal
of Neurotherapy, 3(3), 11-21.
Audio-Visual Entrainment (AVE) Program
as a Treatment for Behavior Disorders in a School Setting,
Michael Joyce & Dave Siever, 1997, Journal of Neurotherapy,
vol 4 (2), 9-32.
A pilot investigation of auditory
and visual entrainment of brain wave activity in learning disabled
boys. Carter, J. L., & Russell, H. L. (1993). Texas
Researcher, Journal of the Texas Center for Educational Research,
4, 65-73. Neurophysiology. 4, 289-296.
EEG differences in ADHD-combined
type during baseline and cognitive tasks., Swartwood JN,
Swartwood MO, Lubar JF, Timmermann DL.
New Visions School NeuroTechnology
Replication Project 2000 - 2001, Michael Joyce
Righting the Rhythms of Reason:
EEG Biofeedback Training as a Therapeutic Modality in a Clinical
Office Setting. Tansey, M.A., Medical Psychotherapy 3 (1990):
Attention deficit disorder.
Othmer, S. (1998). EEG Spectrum Training Syllabus. Volume 3. Encino,
CA: EEC Spectrum.
Intellectual, auditory and photic
stimulation and changes in functioning in children and adults. Russell,
H. L. (1997). Biofeedback, 25(1), 16-17, 23, 24.
Implicit Theories of Intelligence Predict Achievement Across an Adolescent
Transition: A Longitudinal Study and an Intervention. Dweck, Blackwell, Trzesniewski. Child Development, January/February 2007, Volume 78, Number 1