Many instruments, currently commercialized, purport to entrain and balance the right and left hemispheres of the brain, while simultaneously lowering its alpha-theta rhythm. They achieve such states by electronic optical-acoustical stimulation of the cerebral cortex
Many instruments, currently commercialized, purport to entrain and balance the right and left hemispheres of the brain, while simultaneously lowering its alpha-theta rhythm. They achieve such states by electronic optical-acoustical stimulation of the cerebral cortex via the eyes and ears of the person using any kind of light and sound device commonly known as brain-machine or mind-machine. On the other hand, Alphalearning technology – BRAINWAVE I – is the only device that is said to facilitate and cause permanent whole brain synchrony entirely through light and sound stimulation, thus representing a major breakthrough in safe non invasive and effective treatment for many types of disorders – where it is scientifically proven to have brain imbalance between left-right electrical activities of the hemispheres – such as dyslexia.
The key point, of course, is whether this innovation delivers what it promises. That is, does the ALPHALEARNING technology and techniques, as its name suggests, increase such aspects of mental functioning as brain balance, brain-eyes coordination, alertness, mental clarity and improvement in reading speed? And if so, do these functions improve to a greater extent than they would by using any other type of light-sound stimuli device and associated techniques?
The present study was designed to determine whether or not DYSLEXIA observed parameters can be changed and maintained, considering the following aspects:
- Brain balance and interhemispherical coherence;
- Ability to cause brain state-shifts, necessary for different kinds of mental tasks – 3 to 7 Hz for memorizing, 7 to 10 Hz for information input, 10 to 14 for logical reasoning;
- Ability to raise and maintain the reading speed in a higher level, necessary for normal learning through reading;
- The extent to which ALPHALEARNING system is more effective than using any identical “placebo” program;
- The “critical” psychological dimensions which the ALPHALEARNING system alters;
- The effect of these “critical dimensions” on the overall personality of people who use ALPHALEARNING methodology;
- The pattern of conscious responses to the ALPHALEARNING PROGRAM compared to that of a placebo program.
These objectives were addressed through an empirical, “double blind” experiment in which dyslexic patients believed they were evaluating a new “relaxation and concentration program”. Nevertheless, half the sample used ALPHALEARNING light and sound technology – Lotus Wavemeter and Beta wake programs – during 10 days, divided in two periods of five days per week (the “Experimental Group”), while the other half used a “placebo” light and sound program, identical in every aspect except for the absence of the ALPHALEARNING technology – the precise 610 nanoAngstrons wavelength beam of the optical device synchronized with sound in perfect tune, phase and frequency (the “Control Group”). The details of these methods are described in the following section.
This section discusses:
- Psychological Measurements;
- Reading Speed Measurements;
- EEG Measurements;
- Analysis of the Data used in the study.
This study was done with a total number of twenty professionally diagnosed dyslexics, divided in two groups of ten participants. The group 1 (the “Experimental Group”) used ALPHALEARNING TECHNOLOGY, while the group 2 (the “Control Group”) used a “placebo” program, identical in every aspect except for the absence of the ALPHALEARNING technology, during the same period and under the same conditions (All of the “patients” attended ten sessions of two hours each, for five consecutive days per week, during two consecutive weeks). Thus, any differences between the ALPHALEARNING and PLACEBO groups would be due primarily to the whole-brain balance technology present in the former, but lacking in the latter.
Table 1 is a breakdown of the sample by its demographic characteristics, considering gender, education degree, occupation and religious preference of the participants. Significantly, for the objectives of this study, the vast majority are students in which concentration and learning play such an important role. Moreover, these characteristics, for the most part, are equally represented in the ALPHALEARNING and PLACEBO groups, once again suggesting that any differences between them, after receiving their respective “relaxation and concentration” programs, could only be due to the ALPHALEARNING TECHNOLOGY of brain balance present in one but not the other.
Demographic characteristics of the sample
|N = 20||N = 10||N = 10|
A significant feature of this study is its measurement of the personality structure of participants in the ALPHALEARNING and PLACEBO groups both before and after practcing their “relaxation and concentration program” for ten days. This design permits us to determine which psychological dimensions, if any, are affected by the ALPHALEARNING technology to a greater extent than its PLACEBO counterpart.
Participants in both the ALPHALEARNING and PLACEBO groups completed a standardized psychological test before and after completing their programs. This instrument, the “16PF”, was developed by the renown psychologist, Dr. Raymond B. Cattell, and his associates