DYSLEXIA OBSERVED PARAMETERS
CAN BE CHANGED AND MAINTAINED
THE ALPHALEARNING SYSTEM
By Dr. Paulo Faria (Neuropsychologist)
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?
- 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.
The dimensions of personality measured by the 16PF are as follows:
At this point, it is sufficient to note that any or all of the psychological meaning of these dimensions could be the “critical factors” related to the impact of the ALPHALEARNING TECHNOLOGY on its users.
Daily Program Diary
- Reaction to the program on that occasion.
Thus, this instrument measured conscious reactions to the ALPHALEARNING and PLACEBO programs, while the 16PF measured their unconscious influence, if any, on the participants’ personality.
Reading Speed Measurements
The above sequencing is done according to a standard 4 minutes EEG test devised by the Alphalearning Institute to check the following functions:
Therefore, in only 4 minutes, 6 functions are checked on both sides, left and right = 12 data points x frequency and amplitude = 24 ways of evaluating the EEG and provide the best settings for brain balance through light-sound stimulation to correct any possible imbalance. The results of the EEG’s in this study are discussed in the item “Findings” and graphics are shown in appendix A.
Individual Component Analysis
STATISTICALLY SIGNIFICANT CHANGES
Alphalearning Group Placebo Group
Average 16 PF Scores
*NOTE: This difference is statistically significant at or beyond the .05 level of confidence previously described.
On the other hand, there are no other significant changes in the PLACEBO group, while INTELLIGENCE, EMOTIONAL STABILITY, and ALERTNESS improve markedly among ALPHALEARNING participants.
These findings strongly suggest that the ALPHALEARNING technology does what it claims to do: that is, it provides the human brain with balance and control, it works and it improves mental functioning.
Furthermore, a PLACEBO program —identical to the ALPHALEARNING in every aspect except for its psychophysical technology – has no such effect on its users and, in fact, has little if any effect at all.
Statistical Considerations about Reading Results
The numbers (table 3) leave no doubt efficacy of ALPHALEARNING program on all of users of this study, showing the amplitude of improvement degree varying from 348% to 1980% – a real result in any dyslexic participant.
On the other hand, the counterpart participants (Placebo Group) showed no significant change at all.
Once again, ALPHALEARNING TECHNOLOGY made the real difference, simply because it caused its users to be brain balanced, totally free from any learning difficulty after the two weeks program.
EEG Statistical Analysis
The graphics shown in appendix A (at the end of this study) clearly show brain imbalance in all participants of both groups (20 subjects), as well as the effects after the conclusion of the program – a permanent change for better – on ALPHALEARNING participants` brain activities.
It is very important to emphasize how defined brain states shifts are in every ALPHALEARNING program user´s EEG – all of them have their brain under control as mental tasks varies during the final EEG evaluation.
The PLACEBO GROUP, however does not demonstrate any important change which would deserve a comment about improvement.
In that group , participants´ brains continue imbalanced after the conclusion of the program, what confirms the statement that dyslexia – no matter what the initial problem was, oxygen loss, umbilical cord around the neck or any other event during or right after the birth – has a common denominator: left-right brain imbalance and it can be repaired permanently with ALPHALEARNING TECHNOLOGY.
The data in Table 4 suggest that ALPHALEARNING program users, on the average, experienced more positive changes in personality than their PLACEBO counterparts. And, indeed, this is the case. By applying the appropriate test of statistical significance to this distribution, we find that the differences between the two groups are significant at and beyond the .05 level of confidence. Moreover, the actual dimensions summarized in Table 4 are as follows:
Thus, on an overall basis, ALPHALEARNING users appear to become more Intelligent, Emotionally Stable, Serious, Sensitive, Imaginative, Alert, Self-Sufficient, Disciplined and Relaxed.. PLACEBO users, on the other hand, while becoming more bold, imaginative, experimenting and self-disciplined also become less sensitive, secure, and relaxed. And finally, these differences, on an overall basis, are statistically significant in favor of the ALPHALEARNING experience.
Daily Program Diary
Participants were asked to complete a “Daily Diary” in order to keep track of their conscious reaction to the program. The results of their entries are shown in Table 6. These data show that the overwhelming difference between the PLACEBO and ALPHALEARNING groups was that the former was “agitated”, “restless”, while the latter had a more “peaceful” and “spiritual” experience.
DISCUSSIONS AND CONCLUSIONS
The findings of this study are sufficiently clear to suggest several important conclusions about the ALPHALEARNING system. These are discussed below, first in general and then in terms of their marketing implications.
General Conclusions to begin with, ALPHALEARNING REALLY “works.” That is, it does what its name implies it does: daily usage seems to have a profound effect on the mental functioning of its user, increasing :
Conversely, a comparable group of people, exposed for the same period of time to a PLACEBO program, identical in every aspect except that it lacked the ALPHALEARNING technology for precise frequency and wave length stimuli — showed essentially no changes at all.
These psychological gains from the ALPHALEARNING, in turn, translate into increased judgment, greater creativity, a broader occupation outlook, and a generally more relaxed view of life—as indicated by an actuarial profile analysis of the data. Once again, the PLACEBO group showed no such modifications in their personalities. Instead, they found their program “agitating” and “annoying” causing their mind to wander and making them “restless.”
Mental Health Professionals
The General Public
A REAL EDUCATIONAL AND POWERFUL TOOL FOR PSYCHOLOGICAL AND PHYSICAL CHANGE SHORT OF PROFESSIONAL THERAPY.
This, or some similar positioning, would capitalize on the ALPHALEARNING`S capacity for enhancing the persons` generic improvement, as suggested by this study, while avoiding any claims as a replacement for professional treatment.
Click to see : Dyslexia Study – Appendix A 40 EEG’s