(TMI-ARMY Files) 1982 - FAST Acquisition Skills Training - Executive Summary

--- PAGE 1 (OCR) --- EXECUTIVE SUMMARY . Fast Acqusition Skills Training (FAST) Background A plan was proposed to develop a method which could improve learning attitude and per- formance characteristics in the broadcasters’ course of the Defense Information School {DINFOS). ‘The broadcasters' training must satisfy rigorous performance criteria involving conditions of time pressure and high skill requirements. Such factors place exceptional demands on instructors and students producing tension and a tendency to distract necessary attention from critical learning activities. An approach was sought to deliver training that could stimulate alertness in a relaxed state and an opportunity for improved achievement in expected skills. A reported procedure was investigated which utilizes sound tapes designed to heighten selected awareness and performance while creating a relaxed state. This procedure was developed from a patented auditory guidance system (AGS) demonstrated by the Monroe Institute of Applied Sciences and suggested the model for developing the FAST program (Monroe, 1982). The FAST program method was devised using specified sound frequencies causing a frequency- following response (FFR) in brain electrical activity. When the sound patterns are applied binaurally the FFR signal becomes a “beat frequency" aiding brain wave synchroni- zation of the hemispheres (Oster, 1973). Hemispheric synchronization (HEMI-SYNC) is a state of EEG coherence in which both sides of the brain have virtually identical electrical patterns. This condition has been observed in Green's work at the Menninger Foundation and by other investigators (Green, 1973; Monroe, 1982) + The Monroe Institute has developed techniques to produce the HEMI-SYNC state and altered consciousness. The HEMI-SYNC state is thus evoked by selected audio stimuli inducing a brainwave respénse termed the FFR. Sound frequencies then produce corresponding brainwave changes as differential signals in each ear create a beat-frequency mode sustaining an FFR that is synchronous in both amplitude and frequency between the brain hemispheres. Overall, procedures and instruments were designed for testing the effects of the tailored FAST system to enhance performance and induce relaxation for the basic broadcasting students. Specifically, selected test Proponent and DINFOS personnel (N=10) had par- ticipated earlier in a trial demonstration at the Monroe Institute, showing relaxation was indicated by several Psycho-physical measures and suggesting tape exercises aroused learning readiness (Steinberg, 1982). --- PAGE 2 (OCR) --- : Test constraints and course variations during the initial test phase were discussed thoroughly so that the test proponent (Soldier Performance Division, Soldier Support Center) and DINFOS personnel could minimize test disruptions.. Complex test conditions were caused in part by class schedules and limited resources. The test proponent and DINFOS concurred that the test was feasible with or without performance increments since the initial test objective was primarily to evaluate the acceptability of the HEMI-SYNC state and technique in the broadcasters' course. Technical Approach Materials and procedures were developed, reviewed and analyzed to address given test objectives for the FAST system. Applied HEMI-SYNC sound frequencies with minimal taped voice instruction formed the content for the FAST auditory guidance system (AGS) employing eight separate tapes requiring a stereo headset and small tape player. The tapes presented voice instruction and sound signals inclusively arranged to orient students to the system and progressively activate performance cues, sleep, relaxation, attention, concentration, learning potential (peak performance) and “on-the-air" preparation. Prior experience of test proponent and DINFOS personnel in similar training methods (Learning Center tapes, biofeedback, etc.) and the HEMI-SYNC approach suggested sufficient potential validity. A joint agreement was made that the approach was thereby justifiable and testable under the stated test conditions in the broadcasters’ course, 1-83 (4 Oct-- 16 Dec 82) with 21 students. Technical advisory service (TAS) by the Army Research Institute pointed out the need to: understand the technical basis of the HEMI-SYNC technique and AGS devised by the Monroe Institute; have suitable data collection procedures and cross- clags comparisons to avoid the probability of simple reinforcement effects; and anticipate some behavioral affect without any immediate student awareness of responses since students would not be wholly conscious of the taped signal frequencies. Test procedures and instrument development were accomplished through a survey of typical system test procedures for adapting a training system and by designing data collection in- struments to support specific data requirements. Extensive discussions and a critique of test design plan, schedule, and resource control were conducted over four 12-hour days in conference with the Monroe staff principals. Prior observations of HEMI-SYNC and FFR applications experienced over a five-year period were reviewed in selecting the test strategy to assure concurrence on applied foundations of the HEMI-SYNC/AGS approach by the responsible test proponent and DINFOS managers (Hastings, 1975). Effects’ “pn student per- formance and awareness of less stress were chosen as measurable results from the FAST/AGS exposure because these variables are of most concern due to heavy class demands and student tension in the DINFOS (Waldkoetter/Milligan, 1978). Also, the HEMI-SYNC approach has 2 --- PAGE 3 (OCR) --- 7 indicated some reasonable success already when focusing attention and reducing stress “in a more individual and therapeutic or clinical context. Test proponent and DINFOS personnel worked out an extensive scenario to conduct the actual test program. All reasonably anticipated problems were defined to allow for any changes during the ten-week course dealing with "voice and diction," radio, television and related technical or operational skills. It was agreed that should test procedures become too burdensome, the effort could be aborted to ensure instructor/student compatibility when meeting course requirements. Particular attention was paid to sequencing the introduction of the FAST/AGS training methodology to give students and instructors a full appreciation of test procedures without obviously giving positive reinforcement to participation. Con- tinued DINFOS' adjustments were made in constructively assuring students and staff could respo..d within the test program to a standard schedule without adversely interacting with other classes or resource allocations. A modified cross validation comparison of prior course student achievement and perception with the test course student results can help compensate for possible reinforcement or any systematic bias. Several pre-test and post- test comparisons were identified in the test plan development and analysis of issues. Should the test procedures have become unmanageable, then the test program was to be re- vised and rescheduled. Because of the complex operation of the DINFOS and difficulty in scheduling individual student practice on the FAST/AGS tapes, a special training plan was prepared for tape exposure to avoid any undue training conflict or positive reinforcement per se. However, some positive reinforcement of the methodology for students was an accepted or inevitable condition, in that any new activity or equipment invites positive anticipation for the test student or user unless introduced by negative impressions and concepts. In this situation, instructors and students knew the test was designed to enhance DINFOS training and the students were told participation was on a volunteer basis. Preliminary Findings WEEKLY SURVEYS A weekly questionnaire was given at the end of weeks one, two, three, seven and ten to obtain some idea of how the FAST system was being applied by the students. This instrument was designed to sample immediate reactions to the HEMI-SYNC experience and tapes across the three course segments - voice and diction, radio and television. Students responding to this and the following questionnaires varied due to the volunteer status, omissions, the number passing each course segment and unavoidable absences. --- PAGE 4 (OCR) --- A number of sampled observations are to describe how students perceived their introduction to the FAST tapes and the pattern of tape use. At the end of week "one" a significant majority (82.4%) indicated that the "FAST tapes improved their performance in the Basic Broadcaster Course (BBC)." There was varied response as to which tapes were "helpful" during a given week; however, the “sound sleep" tape Had a noticeable effect though diminishing from the first week through the tenth. Other tapes held some interesting promise in that some students reported being helped, but while the extent of help seldom gave fully confirming statistical estimates, the potential for aid was acknowledged. WEEKLY FAST RESPONSE SAMPLE TABLE 1 FAST Weekly Questionnaire Question: 1 Time Week 1 | Week 2 3 Week E) Wee! es Week 26 col Cn + Did using the FAST tapes al of ol eo =o a Par 28 improve your performance Reply A gi5 922) s8/5)2 33/5) a3 5) 2\53 in BBC this week? a Lo. A a a EE EEREERECEREBE TOTAL N=21 Number] N=17, Ne18 Nel3 Nell N=8 Question: 2 * {ime Week 1 | Week 2 | Week 3 | Week 7 | Week 10 2 e Check which tape(s) helped af o AR 3 AR BE 3 H 8 g you this week? * Reply | >) > po] Bolo ri cq] r “Sound Sleep" Z = 22) = 2 (Example) J eset eye] qa eacys + {4 | selsl sige] sq lass Numbert _N=19 | Ne=18 Ne12 Nell Nev --- PAGE 5 (OCR) --- TABLE 1 (Continued) Question: 2 Time | Week 1 | Week 2 | Week 3 } Week 7 | Week 10 Check which tape(s) helped o 3 o| 3 o| Ft 3 rn Ff you this week? reply |>| 8 S13] 2 S313 S38) 8) &|3 a} & . TAPE 8 Biel? Slal? | siel"i gis “| 3 ee] etats| efile) cya) 21a aie alate wlala} #/8io} ofaajo co} o FAST-TEN plo} aleis a efo] oes] efeio] erysi sys cy 2 whe ql commits o/s} glis| alae | aiais} ¢la | s | SOUND SLEEP ___. wfal vfofa] afofe | efofof ale] oo sie] alelal algia | efafof o 1a o} s ATTENTION alm] im &] ajals a C) a fey stsfel ain | sigs, sys ss oN Below R}wojo woleol of +) o FAST-NAP w ein 3) Gl Cok £) Ral a] | ala] elole] olmin | sale] tis) el 2 lal alle] afalo | ajofop apy] of s CONCENTRATION Ant ws] esis sie 2 cod walter) of - wl “ON-THE-ATR" nly After 3rd Week al sia ol s alo] olofa] alate | clas] cfs] of & et wn nl ol + pox peemonce | SIMS] Slels | Rise) 1s o]o} Siejo] alolo 2 [alol a[j of a sic] Slafc| slalo |] Selo] ole} o} g 5 ojo} sine} gicje| ORI g Number. weio_| yee | Nel2 | Nell H=7 However, the student reports of being partially helped by a variety of tapes does lend support to the individual and group potential counseling value of such material if not conclusively for total class instructional use at this time. There was a progressive decrease in tape use over the course time, which was expected, since cumulative tape effects would normally hit a plateau level and different tapes were emphasized. Tape use was also moderated by the reduced number of students due to the attrition in class size and which was somewhat independent of tape effects. That is, while some student deficiencies could be compensated for by tape experiences to pass,certain mandatory skills and personal qualities were not susceptible to sufficient change in the context of stringent course performance levels and student disqualifying actions during training. In some instructional and most counseling procedures, a distinguishing feature is es- sentially not whether a significant percentage indicates "improvement," but that a given percentage experienced improvement and the majority had no adverse response. For