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

next. For example, a student may have the expected reaction to a tape, but then 44.4% saw little or no tangible impact on his/her or others’ performance. Where certain tapes showed minimal impact in BBC performance, “on-the-air" was regarded by 71.4% as es- pecially helpful. However, the effectiveness of "on-the-air" was achieved in part. it seemed, from the cumulative use of the other FAST tapes and’ was hardly an independent reaction. Test group classmates (77.8%) reported that “improved performance in BBC" by peers was a well-verified experience. This peer observation probably could not have been noted unless other related behavioral enhancement was being effected concurrently by a gradual, cumulative achievment of barely perceptible knowledges and skills. TABLE 4. CRITIQUE AND REVIEW QUESTIONNAIRE Question 1: To your perception: Did your classmates improve in their BBC performance as a result of using the FAST tapes? CATEGORY /ANSWER : TEST CLASS (%) . Yes 121.2 No 0.0 Sometimes 44.4 Don't Know 44.4 Number Neg. “33 --- PAGE 15 (OCR) --- _ TABLE 4 (Continued) Question 2: If your FAST classmates were better able to perform in BBC assignments after using a particular tape, check the appropriate tape(s) which you believe helped them. TEST CLASS RESPONSES. Didn't Helped Number FAST TAPE Help (%) % Ne FAST TEN 100.0 0.0 2 Sound Sleep 85.7 14.3 7 Attention 71.4 28.6 7 FAST Nap 100.0 0.0 7 Concentration 57.1 42.9 7 t Peak Performance 71.4 28.6 7 1 “On-the-Air"! 28.6 71.4 t 7 ] Question 5: Check which experience FAST classmates reported most often. TEST CLASS RESPONSES Did Not | , Experience |Experienced Nutber FAST EXPERIENCE A$) (%)_ Ne Deeper sleep 77.8 22.2 9 Better concentration 66.7 33.3 9 Greater sense of relaxation 66.7 33.3 9 Improved performance in BBC 22.2 77.8 9 Greater satisfac- . tion in personal life 100.0 0.0 9 Other, specify 77.8 22.2 9 Question 6: Did your PAST tape practice and experience influence how well you did in the course? 2 CATEGORY /ANSWER TEST CLASS (% at Yes iii * ‘ No 33.3 5 Sometimes 55.6 * 66.7% ; Number ___- N=Q 14 --- PAGE 16 (OCR) --- TABLE 4 (Continued) Question 10: Which attitude or attitudes do you believe will help you determine whether students will enjoy or appreciate FAST tape experiences? TEST CLASS RESPONSE Not De-" Determine | Number ATTITUDES termine (%) (a) Ne Likes the unusual 55.6 44.4 9 Enjoys hard work 100.0 0.0 9 Likes to dream/imagine 55.6 44.4 9 Enjoys self analysis 66.7 33.3 9 Likes to compete 66.7 33.3 9 Enjoys friendships 77.8 22.2 9 Feels troubled 66.7 i 33.3 9 ‘Other, specify 88.9 1 11.1 19 Question 11: Have you acquired any new abilities or skills because of the FAST tape exercises? CATEGORY /ANSWER TEST CLASS (a)! Yes 33.3 No 66.7 Number : N=9 Question 13: Do you believe tapes like the FAST system could be designed to assist in- other training programs? CATEGORY /ANSWER GEST CLASS (%) Yes 44.4 No 12.2 Don't_know 44.4 Number Neg Question 14: Can self control and personal motivation be improved after practicing with the FAST tapes? CATEGROY/ANSWER TEST CLASS (%) Yes 66.7 No i1.1 Don't know. 22.2 Number. : Ne9. 15 --- PAGE 17 (OCR) --- TABLE 4 (Continued) "Question 15: Could you sense or feel an improvement in coping with emotionally upsetting situations after using the tape exercises? CATEGORY /ANSWER TEST CLASS (%) Yes : 33.3 No 22.2 Don't know 44.4 Number N=. Finally, a majority (66.7%) of the successful test students agreed that the FAST tapes did influence how well they did in the course. ‘There seemed to be ‘no. particular trait or personal need which would significantly suggest whether students would enjoy or ap- preciate FAST tape experiences, unless “enjoys hard work" would suggest a dislike for tapes. A few students (33.3%) indicated they acquired new abilities or skills as a result of the tape exercises, and 33.3% also indicated they could cope better with emotionally upsetting situations. Students (44.4%) gave partial agreement that tapes could be designed to assist in other training programs, and somewhat (66.7%) agreed self control and personal motivation can be improved after practicing with the FAST tapes. Where the evidence is not always pointedly significant in confirming tape use, there are repeated observations which agree that tape experiences are accruing positive reactions. These reactions, if not wholly concisive, have induced no apparent instances of per- formance impairment or loss, yet do lend students encouragement. INSTRUCTOR QUESTIONNAIRE Instructor responses reflected a fairly distinct "neutrality" set. Instructors generally agreed the test class was the same as other classes in performance. Whether the in- structors were truly dble to maintain an objective outlook, or simply adopted the neutral viewpoint, is beyond determining in this. ‘analysis. There was slightly acknowledged awareness that the FAST tapes were lending help toward student relaxation. Where the instructors were very adept in identifying proficient BBC performance in an objective mode, it is, possible this perceptual condition inhibited their capacity to identify more subtle qualitative BBC task differences in students in terms of effort, motivation and individual learning strategies. Thus it’ might suffice to say instructors remained “mission oriented,” rather than attempting to engage in detailed behavioral analysis of student task actions and attitudes which could have biased the test class in favor of the FAST tapes. . _ 16) --- PAGE 18 (OCR) --- OBJECTIVE DATA . Test vs. Control While the objective data are based on small samples and caution is required for inter- Pretation, several interesting comparisons were found. The test class was compared with several preceding classes by combining .those prior students into one major control group (N=41). Although the test class (N=21) had a higher percentage (66.7%) of "deficiency" labeled (special tutoring needed) students than the control group (53.7%), a distinctly higher percentage of the “non-deficiency" students (100%) in the test class Passed the “voice and diction" course phase than those (78.9%) passing in the control Group. This test class passing rate for "non-deficiency" students implies the FAST system may have a more immediate effect on the better students. The lower total "pass" rate for the test class (57.1%) vs. the control group rate (68.3%) may have been even predictably lower for "voice and diction." As it was, the influence of the initial high percentage of "deficient" students on test class performance and group proficiency was not dispropor- tionate, and fewer of the "non-deficiency" students may have passed if the FAST system was impairing. At the completion of the “radio” phase, of the remaining students, a higher percentage of test class students (92.3%) passed than those (78.6%) in the control group. Though this may not be a very impressive statistically significant "pass increase" for the test class, it does suggest with the "non-deficiency" pass rate above the presence of a positive in- fluence that is not occurring by chance. The control group, originally being the "less deficient" group, might be expected to have Passed the same or a higher percentage of students. No salient distinction between groups was available for the "television" phase since all students of both groups passed; however, a slightly higher percentage of the control group (59.1%) earned higher honor points than did the test class students (54.6%). During the preceding "radio" training, the test class (33.2%) did earn a higher percentage of higher honor points, showing a wider range (5 to 10) of honor points than the control group students (22.7%). “ 17 --- PAGE 19 (OCR) --- OBJECTIVE DATA Test vs. Control 5.1 VOICE AND DICTION: PASS/FAIL CATEGORY “DEFICIENCY STATUS : None Recycle Remedial ~ Vocab Total -Test Control{Test Control|Test Control|Test Control] Test Control} oS 7 15 2 7 3 2 0 4 712 28 200.0] 78.9 |40.0} 63.6 |50.0/ 66.7 | 0.0] 50.0 [57.1] 68.3 ACADEMIC 0 0 1 2 o t) 2 () 3 2 PROBATION 0.0} 0.0 /20.0/ 18.2 | 0.0] 0.0 [66.7] 0.0 124.3] 4.9 eee ° 3 10 1 1 o | 0 4 1 8 a 0.0] 15.8] 0.0] 9.2 /16.7} 0.0 | 0.0/ 50.0 | 4.8] 19.5 FAIL 0 1 2 1 2 1 1 () 5 3 0.0) 5.3 [40.0] 9,2 {33.3} 33.3 /33.3] 0.0 [23.8] 7.3 TOTAL ay) 7 1g 5 1 6 3 3 8 | 21 4 () 33.3] 46.3 |23.8} 26.8 {28.6} 7.3 |14.3] 19.5 hoo.o| 100.0 (66.7) (53.7) 5.2 RADIO: PASS CATEGORY CLASS STATUS No Def Recycle Remedial Vocab Total Test,Control{Test.Control{Test,Control/Test.Control|Test,Control| ; 7 12 2 6 3 0 0 4 | i2 22 pe 100.0| 92.3 |66.7| 66-7 00.g _0.0| 0.0] 100.0 |92.3| 78.6 : ° ada 3 | o 2/1 0 ofa 6 ae 0.0] 7.7 133.3] 33.3 | 0.0] 100.0 | 0.0] 0.0 | 7.7] 21-4 (n) 7 13 3 9 3 2 () a | 43 28 eae @ 53.8| 46.4 [23.1] 32.1 |23.2| 7.1 | 0.0] 14.3 fto00.0| 100.0 ts 18 --- PAGE 20 (OCR) --- TABLE 5 5.3 5.5 (Continued) HONOR POINTS IN TELEVISION POINTS TEST CLASS % |. CONTROL CLASS % Five 18.2 27.3 Six 18.2 18.2 Seven 0.0 9.1 Eight 18.2 0.0 Nine 0.0 4.5 Number Nell Ne22 & 54.6 59.1 HONOR POINTS IN RADIO POINTS TEST CLASS % { CONTROL CLASS % Five 8.3 18.2 Six 8.3 4.5 Seven 8.3 0.0 Eight 0.0 0.0 Nine 0.0 0.0° Ten 8.3 0.0 Number Ne12 Ne522 & 33.2 22.7 BBC GRADUATION CATEGORY |TEST CLASS }CONTROL CLASS}TOTAL Did not ll 26 37 Graduate 50.0 54.2 52.9 ll 22 33 Graduated! 55.9 45.8 47.1 (N) 22 48 70 TOTAL (8) 31.4 68.6 200.0 19 --- PAGE 21 (OCR) --- Graduation of 50% of the test class compared to graduation of 45.8% of the control group tends to suggest that the FAST tape experience exercised no deleterious effect and had a marginal advantage. Possibly, this experience helped sustain performance at a slightly higher than expected level in view of the significantly "deficient" student majority originally in the test class. It is tentatively concluded that the test students did show experience of tension reduction or relaxation because they exhibited at least fully equivalent performance but with a qualitatively tape enhanced level of task achieve- : ment when compared with the control group. In traditional training systems inducing re- laxation for students has been avoided in fear of inhibiting control and achievement. Test students reorganized their perception of stress to direct their performance toward given tasks. There are indications that the less stressful performance for differential tasks in the test class was allowing as good as or better task mastery in achieving BBC proficiency. If more time could be spent using such tape training experience with a better academically oriented class, appreciably more performance improvements could probably result with better patterns of tension control and reduction. TRAINING IMPLICATIONS In well over a 1,000 other cases observed by the Monroe Institute, the HEMI-SYNC approach leading to the FAST system had yielded positive results. The principal DINFOS issue became whether the tailored FAST/AGS program could show comparable effectiveness in an innovative group training context and provide definitive interpretation by detailed statistical dis- cussion. Some observers have also posed casual queries about "placebo" or "Hawthorne" effects, i.e., techniques that show improvement simply because of the expected or desired performance. But where it is known already that brain wave and psychological effects are previously related to study evidence (Jones, 1982), then conscious and unconscious effects in differential student responses to the FAST/AGS stimuli are likely more attributable to the related HEMI-SYNC/FFR and voice stimuli than to chance motivation. . Similarity to any positive reinforcement strategy or hypnosis, for that matter, can be tolerated, because the FAST/AGS procedures are not categorically different in consequences from those approaches. Also there is little, if any, agreement on "why" and “how" those approaches ‘succeed with predicted outcomes under specific conditions. We may have *e