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

--- PAGE 1 (OCR) --- XH { f EXECUTIVE SUMMARY : Fast Acqusition Skills Training (FAST) Background - ; i A plan was proposed to develop a method which could improve learning attitude and per~ formance characteristics in the proadcasters' 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 prain electrical activity. When the sound patterns are applied binaurally the FFR signal becomes a "beat frequency" aiding brain wave synchroni- j ; zation of the hemispheres (Oster, 1973). Hemispheric synchronization (HEMI-SYNC) is a | 4 4 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 dis thus evoked by selected audio stimuli inducing a brainwave respénse termed the FFR. Sound frequencies then produce corresponding brainwave changes as @ifferential signals in frequency mode sustaining an FFR that is synchronous in both each ear create a beat- heres. Roveral2 procedures and instruments amplitude and frequency between the brain hemi the tailored FAST system to enhance performance Specifically, selected test piensa . were designed for testing the effects of and induce relaxation for the basic broadcasting students. xticipated earlier in a trial demonstration proponent and DINFOS personnel (N=10) had pa: 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 thyoroughly 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- class 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. fest 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 xesponsible test proponent and DINFOS managers (Hastings, 1975). Effects ‘on 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) --- 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 _ Guring 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 requirement, 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 respond 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. RSET --- 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 SPONSE SAMP. TABLE 1 SBE ASTARE ra FAST Weekly Questionnaire Question: 1 {_Time Week 1 | Week 2 + Week 3 Week 7 | Week io E a yp - Did using the FAST tapes a ol Zoi y =o} ol Ear an oO yo wu improve your performance Reply 2 gi 3S 2433 22 sole Z15 3) 5) 2 as i i kK? fat a a Beg “ wz] 0 olnm wll ao re eS lealiegel lee | % A Sed bemtsal eS Vie =| fea | ° YS alls a}c| ofels] “dal Tia Ss Sly ale | TOTAL N=21 Number, NE17 N=18. N=13 Nell NEB Question: 2 {Time Week 1 | Week 2 | Week 3, yeek iD Week 20 Loi Ley Check which tape(s) helped vi iy o| 3 2 3 9 % Q q oes go 3% you this week? Reply | >] > 3 apo] &yojo 4 a gia?) 4 “Sound Sleep" 2 =| 9! 2£i3 23 =| 2 (Example) of ol efel={ eee] ely tysyeye « {eo} gels] ais} aig Se a=] 5 Number) N=19 1 N=18 Ne12 $ Nell Ne7 --- PAGE 5 (OCR) --- TABLE 1 (Continued) . | Question: 2 Time Week 1 | Week 2 | Week 3 | Week 7 | Week 10 OTe a ~T ST a oT op i} Check which tape(s) helped 5 A 3| ° 3] 36 sia o| 2 Bo 3 you this week? Reply cod eo od a ad a{ 5) 2) = 5 2) 4 5 TAPE al S 212 242) 212 2 2 wlwol] alaln] wlPjo ola} cfc c} o alal vlala] Hl8lol lola] ote of o - e \ FAST-TEN alal aietAl Piel? | Nals g — olo| ofefs| ofofo] ofsf[a] ats] a : slo] sluls| olulu sfalaol ala sl s SOUND SLEEP oe & 3 Bis|a Biss) Mae) SL non WL ol Nn afore mao apn o oir] alla} alofa | olaolol aful of = ATTENTION alo] ml te] shale a © = ola Lid od ed Rl woyo Ol} @ ojfu s o FAST-NAP Hl] sjalo} afoja | alo a) 4, ala] ofol All of the above 0.0 20.0 7 Number : Neg N=10 { --- PAGE 7 (OCR) --- TABLE 2 (Continued) Question 3: Select the phase of broadcaster training which seemed to create the least «stress for you? . — PHASE OF TRAINING TEST CLASS (%) | CONTROL CLASS (%) 5 Broadcast Writing 22.2 50.0 Voice and Diction i2.1 20.0 Radio il.1 20.0 Television . 55.6 10.0 Other 0.0 0.0 Number Neg : N=10 Question 6: Select the phase of broadcaster training which seemed most effective or successful in contributing to your learning of a new skill? PHASE OF TRAINING TEST CLASS(%) _.| CONTROL CLASS (%) Broadcast Writing 0.0 10.0 Television 25.0 : 50.0 Radio 75.0 30.0 Voice and Diction 0.0 10.0 Other 0.0 0.0 Number “NeB N=10 Question 7: Rate the level of difficulty you had in mastering the following broadcaster skills. . . TEST CLASS CONTROL CLASS BROADCASTER SKILLS RATING RATING SCALE Television Studio ees Radio tasks and production 2.0 - 2.5 3 . Somewhat, Difticult Voice interpretation te pare LopLearn and_news delivery 2.1 2.1 ssion Other “ "3.0 * Number D Neo Nelo --- PAGE 8 (OCR) --- TABLE 2 (Continued) 4 J Question 9: Rate the activity which was relaxing for you during your broadcaster training. . TEST CLASS CONTROL CLASS| ACTIVITY RATING RATING SCALE Reading alone in library/