Two GUARANTEED Ways to Profoundly
by Win Wenger
Part One - Introduction
Part Two - Can and Should Intelligence Be Increased?
Part Three - Awareness
and Attention-Span: A Breathtaking Discovery
Part Four - Image-Streaming
Can and Should Intelligence Be Increased?
Independently conducted state university tests, running since 1989,
demonstrate that with the second procedure, Image Streaming, per hour of easy
entertaining practice one gains 8/10ths of a point "I.Q." With 25 hours' such
practice, multiple points are gained, as are considerable classroom-related academic
skills, a better balance of types of mental functioning according to the Kolb
inventory, and even more striking in the more numinous but as yet unmeasured
aspects of intelligence, creativity and experience. Where participants have
participated to 50 hours, 40 points "I.Q." gain appear and we have not yet found
any point where the benefits might start tailing off.
The purest form of the procedure being measured, at Southwest State
University, Department of Chemistry & Physics, Marshall, MN 56258, is the
second, Image-Streaming procedure given you here exactly. The best evidence is
that which you can directly determine for yourself.
Short of that is the obvious common-sensical observation that if one improves
the physical health, physical well-being and operating conditions of the
physical brain, seat of our intelligence - as is the case with the first,
held-breath underwater swimming procedure which so profoundly improves
circulation to the brain, together with supply of food energy and nutrition and
the flushing away of toxic wastes and fatigue poisons - improvements in
intelligence-related functions obviously should and do follow. The operating
conditions are further affected by the issue of span of attention paced by span
of breathing, and.... well, I'm getting ahead of myself here. That's for Chapter
Also, short of that, there is the most universally known and widely respected
natural law of behavior and psychology, a natural law much the same way that the
law of gravity is a law of physics. Even aside from the special uses we make of
this Law of Effect - that "you get more of what you reinforce" - it is clear
that every presently expressed brain function has antecedent functions upon
which it is dependent: these in turn also have antecedents. Wherever the brain
is performing less than optimally, one may go back along the chain to where the
departure from optimum occurred, reworking those subroutines of the brain to
better support the higher functions. One entire book of such procedures, at
mostly the sensori-motor level, we published way back in 1974 and still carry,
still correct and uncontroverted in every detail, in its 1985 edition.
The specialized use we've made of the Law of Effect is with regard to
perception, particularly sensory feedback, and with regard to the Theory of
Pole-Bridging in the Brain which was supported nicely by the results of the
tests at Southwest State. With regard to perception: whenever you respond in
some way to your own perception and not to someone else's second-hand
knowledge such as you get wall-to-wall in the classroom, you: (1) reinforce that
particular perception. (2) reinforce the trait or behavior of being
perceptive. If the perceptions you are responding to are initially subtle,
meaning that they arise in regions of your brain normally some distance from and
offline from your focussed verbal left temporal conscious mind, reinforcing
those perceptions (3) reinforces more onto line with your conscious mind,
those previously offline regions of the brain together with their resources and
More generally, the theory of Pole-Bridging (and keep in mind the Law of
Effect): our external senses - such as sight, touch, sound, etc. - are much more
immediate than our internal senses, such as gut feelings, larger understandings,
vision and mental images, etc. (That is why sports are more appealing to most
than are the finer arts and intellectual pursuits, regardless of the relative
value of either.) One corollary or aspect of the Law of Effect is: that the more
immediate the reinforcement (or sensory feedback), other things equal, the more
powerfully that shapes behavior or traits.
Inevitably, therefore: if the output functions of widely separate regions of
the brain are expressed in a combination external action, the immediacy of
sensory feedback from that external expression/action builds a more and
more immediate relationship between those formerly unrelated brain regions,
causing them to become more and more accessible to each other.
In thus bridging between regions of the brain remote from each other, to make
the resources of each and the intelligence of each more intra-accessible: there
is a second aspect which impacts even more strongly on apparent intelligence of
the whole brain or whole person. That is the issue of phase relationships
between such widely separate regions of the brain.
This phase relationship, or lag in time between when one part of the brain
lights up on a given stimulus and when other parts then do so, appears to be
All of the brain does, sooner or later, light up on any major stimulus, but
how the rest of the brain handles that stimulus appears to be set by the
instructions which the first brain parts wrote into that stimulus as it is
If a fairly long time lapses before other, later parts of the brain become
involved, the first part has time to complete its work and write "close-out"
instructions into the stimulus as it is passed along: "Here's how it was done,
folks!" If, however, the phase relationship is so close that subsequent parts of
the brain start to interact on that stimulus before the first part can finish,
these iterate back and forth reverberating on that stimulus, and begin doing so
with a far more involved, sophisticated set of handling instructions being
written into that stimulus for handling by the rest of the brain: "Well, this is
what we've done so far and its results, and we're checking this thing now, but
there's this and that and that you should pick up on and you might also want to
look into thus-&-so..." The person with good tight phase relationships
between the various regions of his brain, characteristically will do more
to that stimulus, see more in that stimulus, perceive more
relationships to that stimulus. In other words, even with the same brain
equipment, the person with good tight phase relationships between the reg-ions
of his brain will characteristically see, perceive, think, react in more
intelligent ways. If you choose not to call this a higher level of
intelligence, the burden of proof and definition is on you!
Let's look for a moment at where the belief was built, that intelligence can
not be improved. All the texts upon which our educators, psychologists
and geneticists depend in their training, used to build that case squarely upon
Sir Cyril Burt's purported study of identical twins which had been separated at
birth and raised in differing environ-ments. In case you missed it, more and
more questions about the internal evidence arose in those studies
until Burt himself finally admitted that not only had he made up the studies out
of his own head, but had also made up the names of his colleagues published as
co-authors in those studies!
--And most of those texts, today, no longer cite Burt's "studies" by name,
only saying instead, "studies show that...."
Such is the power of the stake of having people irrevocably dependent upon
(your) professional services, no matter what. --And you're not responsible for
doing anything if there's really nothing can be done.....
(Also, we have to remember that though the systematically skeptical sciences
may be the best thing we have going on this planet at the present time, that
both the sciences and the professions are human social groups first, and what
they are "supposed" to be a long second. --All the more so to the extent that
their high-minded members are unconscious of their own in-group territorialistic
instincts. We all have those instinctive behaviors: any species which did not,
so exhausted its times of plenty as to become extinct when conditions varied.
--But in this and several other related instances, most of humanity is now
suffering because this territoriality plays unalloyed amidst those people and
institutions to whom we have entrusted the care and developments of our minds
and of our children's minds.)
--Is it other than reasonable and desirable to become abler to identify and
readily solve a variety of problems? --That such skills can be trained or
practiced and nurtured (or, in keeping with the Law of Effect, reinforced)?
--Is it other than reasonable or desirable to become abler to cope
successfully with a wide variety of stimuli and situations? Nor reasonable that
such a skill can be trained, practiced and/or reinforced?
--...to be abler to understand, both in words and beyond words? --Is it not
reasonable that such skills can be trained, practiced, reinforced?
--...to become abler to think and perceive, in enough detail and enough scope
enough variety and enough richness and enough depth to involve a large
conceptual and verbal vocabulary in support of these processes? --And will not
both experiences and vocabulary-building affect such skills?
--Is it not good, and reasonable, to become abler when need be to respond to
unexpected quickly and effectively? --Do not only a host of
trainable skills, but readily changed physiological conditions, greatly
affect such speed and accuracy of response? (Why else do we train up response
patterns and physical condition in competitive sports? But - ah, we forgot:
giftedness is worth something to society only in athletics. It's so much more
valuable to society for one to be able to throw a football well than to write a
new symphony or a new formula. --though train with Image Streaming et.al. and
you may well also become abler to throw that football!-- But still, it is
an everyday experience, familiar everywhere, to train such response skills and
speed, even if it's only done in sports!)
Ah, but put such factors together and call them "intelligence," and suddenly
you and everyone has a whole mythology and catechism running through your heads,
with the contents of that myth and cant usually having little to do with the
Besides Burt's purported "studies," professional texts still often cite two
other bases for the belief that intelligence cannot be meaningfully improved.
One of these bases is the speed of response to stimuli, not only on timed tests
but as measured cross-culturally. All such measures, though, depend upon easily
changeable visual functions which have been routinely trained and re-trained
since the 1930s, most notably by developmental (or behavioral) optometrists! See
also the above references to sports.
The other basis is the tendency of the highly intelligent to practice some
form of what psychologists call "mental rehearsal." Yet hundreds of programs
today effectively teach forms of "mental rehearsal," overtly as in "Inner
Tennis" or by inducing it as in Suggestopedia, for example.
Aside from all the many practical aspects and benefits of increasing your
intelli-gence: sometime, with a color-blind friend by your side, gaze together
at an absolutely gorgeous sunset. Ask your color-blind friend whether and why
s/he'd like to see in color. If you tape-recorded the resultant discussion,
transcribed it, and substituted the word "intelligence" for "color," most of
that discussion would still bear...
--And now, let's go directly for one of these two procedures which can put so
much rich "color" into your every experience....
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You may reach Win Wenger via email at Project Renaissance
You may reach Win via telephone at (301)948-1122
You may reach Project Renaissance via groundmail at Box 332, Gaithersburg, MD 20884-0332 USA
This version originally published by Matthew Turco at Anakin's Brain (sorry, website temporarily offline). Adapted for access via Project Renaissance's website, October 30, 2000.