NLP, IQ, and Genius
A thread from alt.psychology.nlp
In article <firstname.lastname@example.org> email@example.com (++Albert
I have a number of techniques I've used to help stretch myself and others. Based on "Trance-Formations," my first technique is:
Do this daily for a few weeks. At that point, do it again, but for the "topic," choose "learning to learn." That will have your unconscious mind find out how/when/where it learns best.
I did this many times as a freshman in college, and it really pushed my study skills through the roof. [Of course, it was impossible to do a controlled experiment to know how I would have done without this, but...]
After you've mastered that, enrich step #3 by having your unconscious mind review other people who are superb at topic, and review THOSE PEOPLE being excellent from within their bodies.
.. In the last year or so, I've begun to specialize this technique on each sensory system. For example, I'm taking voice lessons, so I've put myself through several trances where I gave my unconscious mind instructions to pay very close attention to the link between the feelings/kinesthesia of my throat, mouth, tongue, and vocal chords, and the resulting sound. My voice teacher tells me that in 18 months, I've come farther than most people do in 4 or 5 years.
One piece that was very important to me was using finger signals (because I needed an external indicator to trust that it was "really" my unconscious mind giving me internal answers, rather than conscious hopefulness) to set up a contract with my unconscious mind:
When I'm getting good at something, I am deliberately kept unaware of it and consciously amnesiac for it, EXCEPT for some of the pieces that don't matter. That way, my conscious mind can worry about whether or not I'm doing X right, when all the while I'm busily mastering several other fields. It's deliberate misdirection, so my occasional doubts and self-scrutiny doesn't get in the way of learning.
When I was younger, I was a magician. Only mediocre, but certainly was having a lot of fun. What others saw as miracles was normally pretty simple to actually DO once you knew the "secrets" and methodologies of each illusion.
One of the reasons I got "good" (skilled) at some educational processes was because I was to bored doing things the way they were being taught. What I'm going to share here, may not shatter any minds as far as impact, but you probably won't be bored.
(How I learned from other kids, when I was a kid....)
Simple Mental Math:
Rule 1: Do all addition and multiplication from LEFT to right.
This post will only do simple addition. Next time, we can expand to multiplication and other processes, if there's anyone out there.
Moving from left to right. Think: 120 and 16 which is 136. In language that is onetwenty and sixteen which is onethirtysix. I've found it important to keep things simple. I never say or see One hundred and twenty. To hard.
Moving left to right. Think: 1100 and 170 and 4 is 1274. In language that is elevenhundred and oneseventy and four is twelveseventyfour.
Moving left to right. Think: 10,000 and 1200 and 90 and 5 are 11,295. In language. Tenthousand and twelvehundred and ninety and five are eleventhousand twoninetyfive.
Moving left to right. Think: 1600 and 170 and 13 are 1783. In language that is sixteenhundred and oneseventy and thirteen are 1783.
I've just been entering random numbers here. Do it yourself and come back with questions. Once you've done this for awhile, you can add a row of 10 numbers as fast or quicker than someone with a calculator. Finally, it really IS important to get the knack of doing math left to right before getting to multiplication. I originally taught junior high kids multiplication calculations without addition first and found that to have been ignorant on my part.
It takes so little time to master mental math, it is worth doing it step by step.
True story(ies). When my wife forces me to go shopping with her, Grin I usually can get a total before the cash register is done with the $120 of groceries per week. It usually scares the hell out of the cashier when I write a check for the exact amount before she's done with the order!
It's not that I'm so incredible, just that I learned a neat tool in 4th grade that only three other people in the whole school knew. I applied this kind of thinking to everything I did in school. There was a down side. I got so bored with math, I failed in fifth grade although I won the state of Illinois Math championship in Chicago that year. Sometimes you simply see something and know it or can figure it out so fast that you are done with your work incredibly quickly......! Anyway, enough of reminiscing.
Hey! Still awake!???
Take care, Kevin
In <firstname.lastname@example.org> email@example.com (Kevin Hogan)
Let me give this genius subject a shot. Be before I get into what I want to offer in the way of processes, strategies and the like, let me offer this.
The word genius is a relative term. One that has, for far to long, been associated with some of the greatest minds that have ever lived. Einstein, Tesla, Mozart, etc. Yet I will ask, how much of a genius would Einstein have been when considered from that point of view of some cannabal tribe in the heart of Borneo? Or would he have just tasted great?
This is not to say that he didn't do great things, because he did! It's just that there existed a context which enabled him to be recognized as a genius. Lets take a look at some of the not so essoteric uses for this term "genius." All of the little BIG places where we can apply this word.
What comes to mind now is this women I had met once. She was an ordinary house wife. She didn't do anything fantastic, of did she? She had in her behavior the ability to run a household, raise *effectively* five children, take care of her husband, keep the finances in order, be a mother great to her children, be a nurse to her children, a woman to her husband, an interior decorator, a wheeler and dealer when it came to buying items for t he household, clothes for her children and so on. She did all of this while still being able to set time aside for some of her own *personal* interests.
Now there are many things that I can do, fly an airplane, build electronic systems from scratch, design and build jewelry from scratch, run a machine shop, use my communication skills to help anybody change any behavior quickly, effectively keep track of the multi levels of communication coming at me from--up to 100 people--inside of a group-- while effectively tracking how my communication is being received by each and every one or them, I can explain and perform over a hundred different medical surgical procedures. But what I don't think I could do, without great effort, is what that ordinary house wife was capable of doing! Which is, to me, extra ordinary!!!
What I believe, is that the meaning behind the word *genius* has presented itself inside of the lives of every single person I have ever met. Every one of them has been able to offer me a skill, or set of skills that I have come to consider brilliant or genius.
Take Kevin Hogan's (inside one of the threads on this subject) ability to do math, if he didn't reveal the processes he used to perform the function, one might jump and say that he was truly a brilliant mathematician, a genius! And rightfully so!! I don't think for a minute that sheer genius is a rarity, in fact I know it's not!! It's just a matter of what you train your senses to notice, to model and to use.
Now I want to offer to the people who will read this thread, one of my many learning strategies. I have always been able to learn to do anything I have wanted to learn how to do. But it's not just that, it's that I have been able to do so quickly!!
Here goes. Lets say someone can perform a set of behaviors I want to be able to, first duplicate, and then improve on. I will first set a state I have designed for automatically assimilating large amounts of non-verbal information. I have found that I rarely need the verbal parts in order to duplicate the task.
Here are the five states that I had combined as a foundation for the state I use to model the skill I want to reproduce.
(1) A time when I was younger and had met someone new that I was very interested in getting to know, someone of the opposite sex. A time when I would be able to spend hours with that person, yet it seemed that only minutes had gone by.
(2) A time when I had made a good decision, one that I was satisfied with through time.
(3) A time when I had totally surprised myself by being able to effectively do something that I didn't think I would be able to. What might stand out the most about this experience is that it wasn't until I had already learned how to do what ever it was I though I couldn't do, before I had realized I was actually doing it!
(4) A time of absolute playfulness. An experience where I was having fun just for the sake of having fun.
(5) Something I was competent with, that I could do, time and time again, competently! If you asked me if I could do it I had no doubt what so ever!
I elicited all of the above states in my self, anchored them separately, amplified them separately, made the pictures in my mind bigger and brighter, turned up the sounds associated with those experiences, one experience at a time.
Then after defining the context, which was wanting to model new behaviors. THis is an important part---I wanted to think about the pieces last, to be able to perform the behavior first!!!
Then, as I was thinking about the context, I integrated the five anchors to build what I call the modeling state.
[This is a precursor to all of my trainings, we do this one first]
Now, I have a new state that is designed to fire off when I want to learn something new.
Now I go out-so to speak--find a skill I want to model--fire off the modeling state and absorb all of the information that is inherent in the state of the person performing the skill I want to have. I do this until I feel I have had enough, that for the time being I am full. And because I have wired into this state the ability to make good decisions, I trust when I feel that I am done for now.
What I have offered so far is just the beginning. Now that I have unconsciously observed and stored what it is I want to model, I go on to the next step.
I sit back and set up a series of movies in my mind, of the person doing the task. I hardly ever watch these movies consciously. I just let them run by, over and over, until I feel I have watched long enough. (I can use time distortion for this step, but don't want to get into that one right now)
Now that I have unconsciously modeled the skill, run my fill of internal movies of the person I had modeled performing the skill, and am now ready to move onto the next step.
This part is fun, I watch the movie again, only this time I do so while morphing the person in the film. I leave all of the content the same, but I morph the image of that person doing until it becomes me doing what that person was doing.
Then I elicit in myself something that I can do competently and is similar, in some way, to the behavior I am reproducing. Then, in my mind, I quickly place this new morphed image, of me performing the task, in the same location as the thing that I had elicited that I do competently. I then forget about the whole thing.
Depending on what I have modeled, I may or may not build in an entire set of new old personal history. When I learned how to break dance, something that was a definite stretch for me, I found that it was necessary to build a detailed set of personal history to support the behavior.
There is more to this, the pieces that I use to improve on the behaviors I have effectively modeled. By the way, this process has become automated for me. All I have to do now is think about the skill I want to have, and before long I have it. But then again it is only behavior. When I think about the many different things I have learned how to do I am reminded of the alphabet. I never lose sight of the fact that there are only twenty six letters that make up all of the words I used the writ this thread, or for that matter will ever use.
By effectively installing this process as a precursor to my trainings, I have been able to cut to a fifth, the the time that it takes my students to reach competency with what I am teaching them. And every one of them can do it, period.
Carmine Baffa Ph.D.
Here are some places to start for people who are interested in increasing IQ or genuis.
Try holding your breath underwater and underwater swimming. This increases oxygen to the brain. I will skip the longer scientific explanation. Supposedly, after a month or two of doing this daily people's IQs will increase 5 or 10 points.
Image streaming, supposedly will increase an IQ 1 point for every 80 minutes of doing it. Essentially, this entails stating verbally and out loud in very rich sensory detail everything you are aware of noticing (stream of consciousness). This is done from a meta position. ie I am aware that I am aware of noticing...
You can learn more about these techniques and other ways to up the IQ by reading Brain States by Tom Kenyon, or any book by Win Wenger. You can also contact Accoustic Brain Research (ABR) or project Renaissance. ABR has an 800 number, but I don't have it handy. They make excellent tapes. My favorite is the mind gymnastics tapes.
Other good sources include Tools for exploration (they have an 800 #), Learning Strategies (they have an 800#), and Society for Accelerated Learning (SALT, I am away from home and can't presently tell you how to contact them), and the book Megabrain.
What kinds of success or failures have people had with Megabrain machinery?
What results have people had with PhotoReading? Did anyone do Paul Scheele's new genuis seminars this summer?
Has anyone trained with Nelson Zinc?
Does anyone know anything about training in Alchemical Hypnosis, or training with Elix-Jaxon Bear?