 It may be possible, when more is known about the tape recorders in our brains, that we will be able to evaluate the theory which finds a parallel between the human learning process and the activity of the "thinking machines." We could point out that sleep-learning information is fed to the human mind by machine in a reversal of the familiar feeding of data into a machine by a human. In the first instance, the human can select the information to be given. In the latter, the machine dips into its memory bank to furnish information. The importance of repetition in sleep-study is easily evidenced by the repeated message recordings at present available to the sleep-learner. These high-impact repeating tape cartridges are pre-recorded and can be used for many varied purposes, among them:
In most instances, the cartridge is available to the student with an induction pre-recorded on the tape. The sleep-learner can then record his message on the blank unrecorded section of the tape. By leaving the induction on the tape, the sleep-learner can change his recorded message as he desires. Positive suggestions are predominant on sleep-tapes:
Statements are constantly affirmative and delivered in a calm, strong, reassuring voice. With the reinforcement, there is the promise of reward. It should be understood that the subject really believes the message. This positive conditioning is particularly effective in view of the fact that there is so much negative thinking in the constant "no, no" and "don't" that each child hears in the course of growing up. The impression that everything desirable is forbidden is a common heritage, indeed. And so, the basic idea behind development tapes is the psychology of reward coupled with positive affirmations. How the affirmations should be stated is a matter which the individual can decide. One school of thought says the subconscious should be directed to take immediate action. Another recommends a gradual, step-by-step approach. Examples of each follow, the first demanding immediate action, the second action by degrees:
The "by degrees" advocates claim that nothing ever occurs instantaneously and that direct approach might possibly create a subconscious conflict. However, the method of command would differ individually as in conscious acceptance of orders. The subject-matter of sleep tapes is as varied as are the problems that beset human beings. A few examples of the messages which have been used to break bad habits through frequent repetition follow: ("I" may be substituted for "you" but the latter is considered more commanding.) BREAKING THE SMOKING HABIT
OVERCOMING INSOMNIA
NAIL BITING
OVERCOMING STUTTERING
(It should be noted here, that one authority on speech disorders stated that sleep-messages are effective in abolishing stuttering only as part of a planned therapeutic program, under the guidance of a therapist, for a specific purpose in the course of the therapy.) NARCOTICS
BED WETTING
Discussing the permanence of results, the sleep-therapy advocates say it depends on the individual's degree of suggestibility and desire to overcome the habit or problem. Once broken, the habit should not return, but in the case of a strong compulsion, the message should be replayed for several nights. The physiological explanation for the effects of repetition in sleep-therapy which is offered is that: any persistently duplicated or long sustained repeats of some specific mental picture will eventually bring about vast electronic or sub-molecular shifts within the body and usually eliminate the roots of the disturbance. As to the suggestibility of the individual, everyone is suggestible to some degree, and by conscientious practice should be able to develop that suggestibility to a degree. Schrenk-Netzing placed the number of persons susceptible to direct hypnosis at 90%, so the incidence of those susceptible to indirect suggestion should run substantially higher, probably 99%. Repetition is also used to induce relaxation and receptivity to the material to be learned. The most accepted method is the use of word pictures to suggest a gradual descent into the lower realms of consciousness. Word pictures vary, but they must always offer a peaceful, gradual descent: using an escalator . . . descending deeper . . . dee . . . per . . . deeper . . . into pleasant sleep and relaxation. Repetition of the words "deep" and "relax" is constant. A progression of movement is used, always going DOWN . . . ree . . . laxed . . . dee . . . per . . . dee . . . per. The vivid impression necessary in the induction can be the word picture of descending a staircase, step by step; relaxing on a couch or bed as it slowly descends into the realm of sleep and subconscious receptivity. It is apparent that the sleep-learning approach is, in many ways, consistent with the principles of hypnosis. Stress is laid on the importance of relaxation, on creating a favorable emotional attitude, on the power of suggestion and in the use of monotonous inflections to bring on drowsiness. We can now investigate sleep-learning in the light of present knowledge and theories about memory. |
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