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Super Learning: Brain Activity Mapping and
Training for Accelerating
Learning
James V. Hardt, Ph.D.
Students have individual strengths and weakness, which vary across fields of
study. Individual variations in strategies of intuition and cognition, and
variations in the visual, analogical, and deductive sub-components of cognitive
strategies are the rule rather than the exception. Taken together these skills
and strategies constitute the individual's information processing profile.
There is great subtlety and complexity in the neural codes and great individual
differences in the coding of high-level cognitive processes.
Any effective neurofeedback technology for Accelerated Learning must
employ methods that generalize across large groups of people and which
prescribe how to standardize the Accelerated Learning methodology within
each such group. The Prescriptive Brain Maps described by Hardt at the 1994
SSNR Conference meet these criteria and thus are excellent candidates for
Accelerated Learning applications. Brain Archetypes revealed by the
Prescriptive Brain Maps standardize the Accelerated Learning methodology
within each such group.
The Prescriptive Brain Maps allow Super Learning applications to proceed
simultaneously in two opposite directions: 1) Matching the information content,
the bandwidth or data rates, and the sensory modalities of the delivery of the
information to the ever-varying, moment-by-moment receptivity of each student,
and 2) Changing and shaping the brain activity toward the Brain Archetypes of
optimal attention, comprehension, and retention. Thus tracking the student's
attention and training the student's attention can proceed simultaneously. An
example will describe using Brain Activity feedback for optimizing learning of
five different topics in a single lesson by matching the information to the
receptivity and by training for increased receptivity.
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