Markdown lines 700–1014 · Part 3 of 4
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
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_ 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
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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
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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)
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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
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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
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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
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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