4.6 Super Learning and Increased IQ

Knowing how to read what I call Archetypal Whole Head Brain Activity Patterns enables us to know when the mind is most receptive to new information and shows us what type of information to provide. Providing suitable feedback information on the integrated archetypal patterns from the whole head when the brain is most receptive helps people achieve mastery in any chosen activity or field rapidly. The training is an adventure in awareness and self-discovery. Furthermore, the process is fun!

Previously, it has been difficult to read the mind’s brain wave patterns because of their complexity and ego importance (mind chatter making obscuring noise). Remove the mind chatter, and it is easier to read and understand the patterns. A key to this understanding is knowing how to read brain activity patterns, rather than the static background brain activity. Patterns are the codes to read.

In materials science, it is useful to understand the stress patterns and possible failure modes of physical structures like airplane wings and the beams in a building. You may have seen the brightly colored images of these stress analysis studies, through which we can peer into the interiors of solid objects and know where they are likely to break if they are stressed too far. We can thus predict the breaking point of a structural beam or an airplane wing. I have developed a Predictive Brain Activity Maps method, which integrates EEG information from multiple subjects who exhibit a specific extraordinary mind state. With these maps, we can predict future mind gifts or mental breaking points as analysis of the maps can reveal the probabilities and timing of future behavior patterns and future mental states. From the Brain Activity Maps’ hyperdimensional topology, we can determine the chances of someone experiencing either a known dysfunction or the growth and development of extraordinary mental powers.

The present and future strengths and weaknesses of a brain wave feedback trainee are revealed by Predictive Brain Mapping, thus enabling wise and timely intervention to avert dysfunctional patterns in their earliest stage of development. Instead, the intervention will allow the growth of the trainee’s chosen patterns of health, well-being, and mind giftedness. The process is knowing, rather than speculating, about your own mind and your own awareness.

We may soon have EEG-based operational definitions of charm, poise, presence, charisma, majesty, and leadership, as well as neurofeedback training programs to increase these highly desirable characteristics in anyone willing to devote the time and energy to learning new patterns of neural activity. Prescriptive Brain Maps, which I have developed, encode the patterns that a neurofeedback trainee would need to produce in his or her brain to enhance or diminish any chosen mind state. This training can be particular and tailored to every individual’s unique needs by assisting each person in making the correct brain activity changes that will produce for him or her any desired mental state.

Students each have individual strengths and weaknesses, which vary across fields of study. Individual variations in intuition and cognition strategies, 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 are great subtlety and complexity in the neural codes and great individual differences in how people acquire knowledge.

Our neurofeedback technology can be used for ‘Super Learning’ because of the Prescriptive Brain Maps that we’ve developed. Brain archetypes are revealed by the
Prescriptive Brain Maps and standardizes the Super Learning methodology within each group or learning style.

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. We can track and train the student’s attendance at the same time.

4.6.1 Increased IQ

At the corporate retreat of Precious Moments, a company whose business revolves around quality artwork production, we performed IQ tests on everyone before the alpha training and again about four months after the alpha training. We found an average IQ increase of 11.7 points of IQ not related to age or the initial IQ.
IQ levels. This meant the alpha training was boosting everyone’s IQ essentially. The average time between pre-and post-IQ tests was about four months, and some
trainees took a year. There were no significant correlations between the measured IQ boost and how long after the alpha training the post-training IQ was measured. This meant there was no tendency for the IQ boost to fade over time- at least out to one year after the Alpha Training. The Biocybernaut alpha training process helped everyone and did not fade over time.

As CEO John Butcher relates, ‘Many people, including one of my longtime business partners, had transformational emotional experiences, breaking through and resolving lifelong issues. Everyone who did the training said that they would highly recommend it to others. This is the first time I’ve seen such a highly diverse group of people agree on anything, but, surprisingly, they did all agree that the Biocybernaut Alpha training was something they would highly recommend to other people. It is a fascinating and remarkable technology, one that I am looking forward to experiencing again soon.’

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