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Attention / Cognition / Academic PerformanceGetting optimal performance from your brain in critical situations is a challenge. When confronted with a problem, it’s common for the mind to lock up and start working less. Instead of entering "work mode," the brain often switches to patterns of frustration. Many people struggle to activate their highest cognitive abilities when they’re needed the most.
One of the most exciting revelations of modern science is the discovery that the brain can change, and mental abilities can be improved.
Brainwave stimulation is an increasingly promising method to drive one’s mind to ideal mental states for productivity and problem solving, and achieving a wide variety of cognitive improvements. Studies have supported evidence that changing the brainwave activity associated with various learning disorders improved symptoms and cognitive performance.1 2 3 Other research indicates brainwave stimulation and EEG neurotherapy can improve regulation of irregular brainwave states which affect learning, resulting in increased neuroactivation.4 5 6 Brainwave stimulation has also yielded improved academic performance on standardized tests.5 6 7 8
Dr. Ruth Olmstead said of the existing brainwave stimulation research that “these findings suggest a replicable physical phenomenon that regulates brainwave activity and increases neuronal activation and dendritic growth.” 9
There is even research that suggests brainwave stimulation is able to train the brain to more easily enter desired mental states in the future. In one study which found improvements in overall intelligence, researchers gradually withdrew the stimulus, and users were still able to produce the targeted brainwave frequencies on their own.2
Below, we’ll look at specific case studies from peer-reviewed research, showing how brainwave entrainment: - Improved cognition and processing speed - Increased focus and attention (more successfully than Ritalin) - Helped struggling college students improve their GPA
The stimulation in Neuro-Programmer 3 draws from all of this research and more, giving you the opportunity to experience the same results.
Ruth Olmstead, Ph.D. led this study with 30 student participants.9 Twice a week for 6 weeks, the students were given a 35 minute brainwave stimulation session. Analysis of the test scores from before and after the sessions showed that the 30 participants demonstrated significant progress in a wide variety of tests measuring cognitive abilities.
The authors noted that the relatively low number of brainwave stimulation sessions needed to improve cognitive abilities only served as a further demonstration of how effective the technology can be.
Attention / Focus
The use of brainwave stimulation is to improve focus and concentration has been the subject of many research studies. One major investigation of this application was conducted in 1996 by Dr. Graham J. Patrick.2
After a total of 15 daily sessions, the participants in the study showed highly significant gains in attention- their scores on the WISC-3 freedom from distractibility scales improved by 81%.
The study drew the definitive conclusion that "the subjects did benefit from the 15 sessions of neurotherapy." In contrast, none of the 10 control group subjects showed significant changes in any measurement.
Another fascinating study actually compared the use of brainwave stimulation against the use of Ritalin.10 In this research, one group of students received brainwave stimulation for 4 weeks. The other group had their IQ tested while not taking medication, and then began taking Ritalin as prescribed for the 4 week period.
The IQ tests from after the treatment were compared with those from before. The result was that the students who received brain stimulation demonstrated greater improvement, compared to the students on Ritalin, in all 5 of the IQ tests!
The participants in this study were struggling university students who had signed up for academic counseling, and they were divided into two groups of 8 each. The experimental group received 30 sessions of brainwave stimulation. The control group received no training.
The average GPA of students in the control group actually decreased by .22 points in the following semester. But the students who received the brainwave stimulation increased their GPAs by a statistically significant degree in the semester after the training- an average improvement of over half a grade! 11
Using Mental Imagery & SuggestionYour mindset and subconscious beliefs also have strong ties to your ability to perform cognitive tasks. Neuro-Programmer 3 was uniquely designed so that all of the benefits from brainwave stimulation, as described above, could be combined with the benefits of affirmations and suggestion to help you take control of your mind.
It is just 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 if you truly believe that, it will hold you back from making any real progress.
In 2007, a study by psychologist Carol Dweck at Stanford University found that beliefs about intelligence had more of an impact on intelligence than was previously assumed.12 Dweck separated one hundred 7th grade students into 2 equal groups. All students had suffering 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; that 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!
Using a set of practical psychological techniques, beliefs about your own mental abilities can be shifted. This enables you to function at the highest levels your brain can support.
Using multiple methods, both psychological and neurological in nature, it is possible to change the brain and have a positive impact on cognitive abilities. That’s what Neuro-Programmer 3 strives to do, with dozens of brain training sessions rooted in successful research.
1. Lubar, J.F. (1991). Discourse on development of diagnostics and biofeedback for attention-deficit/hyperactivity disorders. Biofeedback and Self Regulation, 16(3), 201-224.
2. Patrick, G.J. (1994). Improved Neuronal Regulation in ADHD: An application of fifteen sessions of photic-driven EEG neurotherapy. UMI Dissertation Abstracts Database. (University Microform Edition No. 9523739). Ann Arbor, MI: UMI Dissertation Services.
3. Russell, H.L. (1997). Intellectual, auditory and photic stimulation and changes in functioning in children and adults. Biofeedback, 25(1), 16-17, 23, 24.
4. Boyde, W.D. (1998, Spring). EEG biofeedback in the schools: The use of EEG biofeedback to treat ADHD in a school setting. Journal of Neurotherapy, 123-127.
5. Carter, J.L., & Russell, H.L. (1993). A pilot investigation of auditory and visual entrainment of brain wave activity in learning disabled boys. Texas Researcher, 4, 65-73.
6. Carter, J.L., & Russell, H.L. (1994). An audio-visual stimulation unit with EEG biofeedback for treatment of learning disabilities. Final Report: Department of Education SBIR Phase I Contract RN 93082027.
7. Micheletti, L. (1998). The use of auditory and visual stimulation for the treatment of attention deficit hyperactivity disorder in children. (Doctoral dissertation, University of Houston, 1999). University Microfilms International: The Sciences & Engineering, Vol 60(6-B).
8. Olmstead, R. (2000). Therapeutic use of auditory and visual stimulation in the treatment of attention deficit hyperactivity disorder. Auditory and Visual Stimulation, 1, 11-15.
9. Olmstead, R. (2005). Use of auditory and visual stimulation to improve cognitive abilities in learning-disabled children. Journal of Neurotherapy, 9(2), 49-61.
10. Siever, D. Applying Audio-Visual Entrainment Technology for Attention and Learning. Biofeedback Magazine. 2003; 31(4)
11. Budzynski T, Jordy J, Budzynski HK, Tang H, Claypoole K. Academic performance enhancement with photic stimulation and EDR feedback. J Neurother. 1999;3(3-4):11-21
12. Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263.
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.
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): 57-68
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.
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