Twenty characteristics of INTELLIGENCE

Tony Bouzan has written 20 characteristics of an intelligent person in his book " Buzains's book of genius".
these characteristics are:

1. Vision
2. Desire
3. Faith
4. Commitment
5. Planing
6. Persistence
7. Learning from mistakes
8. Subject knowledge
9. Mental literacy (growth)
10. Imagination
11. Positive attitude
12. Auto suggestions
13. Intuition
14. Master mind group (real)
15. Master mind group (internal)
16. Truth/ Honesty
17. Facing fears/ Courage
18. Creativity/ Flexibility
19. Love of the task
20. Energy (Physical/Sensual)

Principles of Growth and Development

How To Use More Of Your Mind?

There have been massive researches going on around the 

world to unleash 'the secrets' of human brain and its potentials.

Many people think that the mind and the brain are the same 

but they are not. Everything originates at the level of mind, 

then it is past to the brain and then to the body.

 

The upper part of our brain is divided into two halves, let's call 

them left brain and right brain. The left brain is the seat of the

conscious mind. It manages right side of our bodies, controls

language and general cognitive functions (logic, words, lists, 

number, analysis etc.

The right brain is the seat of the unconscious mind. It 

manages  left side of our bodies.  It deals with rhythm, 

imagination, color, day-dreaming, spatial awareness, Gestalt 

(whole picture) and dimension.

 

Studies have shown that the more you use both sides of 

your brain, the better your overall performance will be.

Your brain generates electrical impulses or vibrations. In active  

(awakened)state an adult's brain vibrates at 21 cycles/seconds.  

This is called BETA level of mind. At this level your logical, 

analytical (left) brain is more active. When you relax, your brain 

frequencies slows down. Research proves that frequencies  

from 7 to 14 cycles are the strongest dimension and was the

first one found during investigations with the EEG. This is 

called the ALPHA level of mind. At this level both logical 

(left) and creative (right) brains work equally, thus you 

get optimum results. Although everyone goes into ALPHA 

dimensions everyday, the problem is

you do not have control over it. When you go to ALPHA you 

either you go to even lower frequencies and sleep or you get 

out and stay awake. To use more of your mind, you need the 

skills to lower your brain frequencies and maintain 

conscious awareness. You will learn how to operate in ALPHA 

dimension in Jose Silva's UltraMind ESP Systems Course. 

Going into ALPHA dimension will strengthen your ESP, your  

intuition,your clairvoyance, and your ability to use your mind. 

This is where you operate out of time and space dimensions.  

This is also the Optimum Learning State or Super Learning or 

Accelerated Learning state of mind. 

Thought transferring (mind to mind communication) is done 

here, which means you can remotely influence others and  

mentally communicate your messages to them. 

The next deeper level, where brain frequencies slow down to 4 

to 7 CPS, is called the THETA level. People under hypnosis go 

into the Theta level and stay there for some time can actually 

have surgery, go to a dentist, etc. without artificial painkillers 

and have it done without pain. This is the

 

hypnotic state of mind. 

This level is similar to alpha but when in theta you are passive 

and can’t think because as soon as you think you will 

automatically jump up to Beta. BUT if you are a Silva 

UltraMind 

ESP Course graduate then you will jump up to Alpha and stay 

there. One of the things you learn in Silva UltraMind ESP 

Course is to lower your brain frequency down as low as 

possible. Down to about 7 cycles or even to theta and 

maintain your awareness. This gives you the ability to stay

 in alpha and work on your goals using your psychic abilities  

even when awake. The lowest frequencies are 1/2 to 4 CPS 

we call them DELTA. It is easier for the body to connect with 

higher intelligence to get help from Spiritual Dimensions, to 

solve problems and find solutions.

The best and safest way to learn to use more of your mind is to  

join world famous Jose Silva's UltraMind ESP Course; In it, 

you will be guided through many mental conditioning exercises 

and experience your ESP.

One of your classmates  will give name of a person and you 

will detect information about him/her using your ESP, without 

having seen the person. That is ESP in action!

All the best, always

 

Kamran Sultan

How To Run Your Brain?

We experience ourselves and the world using our five senses.

We make pictures inside using our 

sense of seeing, we hear sounds 

using our sense of hearing , we 

have feelings which we experience 

through our sense of touch, we 

smell and we can taste. 

In NLP these sensory modalities 

are termed as representational 

system. We represent all 

our experiences to ourselves using these senses.


Whatever we experience (consciously or unconsciously) our 

brain, using any of these five senses, converts it in to 

our mental maps that form our perceptions.

Notice, what we store in our brain is our understanding of any 

event (perception) NOT the actual event.

As humans we respond, react and behave on the bases of our 

perceptions. Its not what is happening in our lives, but 

what we perceive that matters.

 Although no one ever told us before, but the fact is since it’s 

only our perception, we can do whatever we want with it.

Because by changing perceptions of the events, we begin to 

change ‘how’ we relate to that event.
  

Now the perception stored over these senses have some finer  

qualities. e.g. our mental image can include color, 

shape, movement, brightness, depth, etc. Sounds can include 

volume, pitch, tempo, etc. Feelings may include 

pressure, temperature, texture, location etc. These finer 

qualities are called sub-modalities in NLP.

Running your own brain is all about understanding how these  

sub-modalities are arranged and being able to change 

them. 

TRANSFORMATIONS happen as a result of changing these  

sub-modalities. e.g. If someone sees ones self as a fearful, 

shy person, unable to achieve anything, changes this self 

image to a confident, energetic person capable of taking 

necessary actions s/he begins to ACT differently. 

Now let me share with you a very basic exercise.

Close your eyes as you do the following.

Recall a past pleasant experience. A time when you felt great. 

As you recall it. Notice the image in your mind. Imagine 

as if  you have a remote controller in your hand, and make the 

image BIGGER, DOUBLE the size, make it brighter, 

make colors richer, bring it closer, step inside so you can see 

what you were seeing, now increase the volume, make 

sounds stereo, play some really  good music in the back 

ground. Give those good feelings a color, if you want, and 

imagine yourself being bathed in that...

Open your eyes.

 Most people when they do this they find, their good feelings 

get stronger.  

 You can remove a negative experience using similar process. 

Here is how...

Close your eyes as you do the following.

Think of an unpleasant event. Imagine yourself stepping out of 

the picture. Now make the remaining image smaller, 

and drain all the color out of it. Turn it into a small black & 

white dot. Push it farther and farther away from you until it 

looses all feelings. Place an image of a flower pot where you 

had the old negative memory in your mind.

Open your eyes. Take few deep breaths... 

Try to recall the event and notice how you feel. You may find 

you feel differently or you may need to repeat the 

process a couple of times.

There are very powerful techniques in NLP you can use to 

increase your motivation, confidence, good feelings, remove 

limiting beliefs, fears, phobias, anxiety, and negative 

experiences which need proper training. 

The best and safest way to learn to use these processes and 

have lots of fun while experiencing deep 

TRANSFORMATION.

All the best, always


Kamran Sultan

Introducing Your Unconscious Mind

Your unconscious mind is that part of you that runs the blood in your body... that beats your heart...
that digests your food...makes you breath as you sleep deeply.

Your unconscious is the one that does all that is vital for you to be alive.

I often say, your unconscious is like Citi bank, they say, "Citi never sleeps"

your unconscious never sleeps. S/he keeps doing the work while your

conscious sleeps.
The unconscious mind controls most of your behavior, in fact,

TRANSFORMATIONS happen at unconscious level.

You see, your unconscious does not recognize the difference between what is
real and what is not real. Your unconscious responds.

To understand this... think of your favorite food or imagine a big juicy

lemon being squeezed on your tongue...hmmm!

Now what happened in your mouth? Did you feel something? ....


WHY?

Because your unconscious mind is responsive....

Do you realize how powerful this simple principle is...because it

means you can imagine anything you want and cause your

unconscious to respond as you want... which means you can be

happier, motivated, confident at will!

This means you can imagine positive things happen and feel great and because people who feel

great produce great results, you can produce great results.

Unfortunately most people are programmed to imagine negative things most of the time and as a result

they experience negativity.

If you experience negativity, I can guarantee there is nothing wrong with you, its just that you have been

programmed in correctly. The exciting news is you can re-program your mind as you want!

Here are just a few more things about your unconscious  mind...

Your unconscious...follows directions...

Your unconscious...is programmable...

Your unconscious...is magnetic and can attract whatever you want...

Your unconscious...protects you...and I heard a hypnotist say

Your unconscious...and I are friends!

All the best, always   Kamran Sultan

http://www.first-institute.com/art1.html

Classical Conditioning (Pavlov)

Several types of learning exist. The most basic form is associative learning, i.e., making a new association between events in the environment. There are two forms of associative learning: classical conditioning (made famous by Ivan Pavlov’s experiments with dogs) and operant conditioning.

Pavlov’s Dogs

In the early twentieth century, Russian physiologist Ivan Pavlov did Nobel prize-winning work on digestion. While studying the role of saliva in dogs’ digestive processes, he stumbled upon a phenomenon he labeled “psychic reflexes.” While an accidental discovery, he had the foresight to see the importance of it. Pavlov’s dogs, restrained in an experimental chamber, were presented with meat powder and they had their saliva collected via a surgically implanted tube in their saliva glands. Over time, he noticed that his dogs who begin salivation before the meat powder was even presented, whether it was by the presence of the handler or merely by a clicking noise produced by the device that distributed the meat powder.

Fascinated by this finding, Pavlov paired the meat powder with various stimuli such as the ringing of a bell. After the meat powder and bell (auditory stimulus) were presented together several times, the bell was used alone. Pavlov’s dogs, as predicted, responded by salivating to the sound of the bell (without the food). The bell began as a neutral stimulus (i.e. the bell itself did not produce the dogs’ salivation). However, by pairing the bell with the stimulus that did produce the salivation response, the bell was able to acquire the ability to trigger the salivation response. Pavlov therefore demonstrated how stimulus-response bonds (which some consider as the basic building blocks of learning) are formed. He dedicated much of the rest of his career further exploring this finding.

In technical terms, the meat powder is considered an unconditioned stimulus (UCS) and the dog’s salivation is the unconditioned response (UCR). The bell is a neutral stimulus until the dog learns to associate the bell with food. Then the bell becomes a conditioned stimulus (CS) which produces the conditioned response (CR) of salivation after repeated pairings between the bell and food.

John B. Watson: Early Classical Conditioning with Humans

John B. Watson further extended Pavlov’s work and applied it to human beings. In 1921, Watson studied Albert, an 11 month old infant child. The goal of the study was to condition Albert to become afraid of a white rat by pairing the white rat with a very loud, jarring noise (UCS). At first, Albert showed no sign of fear when he was presented with rats, but once the rat was repeatedly paired with the loud noise (UCS), Albert developed a fear of rats. It could be said that the loud noise (UCS) induced fear (UCR). The implications of Watson’s experiment suggested that classical conditioning could cause some phobias in humans.

For more information, see:

Pavlov, I. P. (1927). Conditioned Reflexes: An Investigation of the Physiological Activity of the Cerebral Cortex. Translated and Edited by G. V.

CLASSICAL CONDITIONING

The Classical Conditioning Model
Pavlov's experiment brought about the classical conditioning model. In this model there are three steps.Step one: a neutral stimulus (NS) is given

Step two: the NS is combined with an unconditioned stimulus (UCS) which results in an unconditioned response (UCR).
Step three: a conditioned stimulus is created (CS) which results in a conditioned response (CR).

This classical conditioning model is applicable across many different organisms, it must be noted that it mainly works with lower level organisms, or at least works better. For human beings, classical conditioning can be used to explain fears and phobias that people develop. (Examples are: fear of the dark or loud noises in young children. Also: fear of failure may be another example of classical conditioning.)

Basic concepts in classical conditioning

There are several principles that are associated with classical conditioning, some of these are:

Extinction: a conditioned response will disappear over time when the conditioned stimulus is no longer presented.

Spontaneous recovery: sometimes there is the weak appearance of a previously extinguished response.

Stimulus generalization: this is when individuals respond in this same way to experience stimuli. For example, all fuzzy animals scaring a young child instead of just a fuzzy cat.

Stimulus discrimination: organisms can learn to discriminate between various stimuli.

Higher order conditioning: this is when a neutral stimulus can cause the conditioned response sense if it had been associated with the conditioned stimulus.

Contemporary perspectives on classical conditioning

The potential addition to stimulus must occur only when the unconditioned stimulus is about to follow.

Classical conditioning involves cognition as well as responding. In fact some behaviorist are now beginning to talk about thinking processes that they previously deliberately avoided.

Classical conditioning can be used to change inappropriate responses

For example, classical conditioning can be used to overcome certain fears and phobias. This can be done, using one of two methods:

• Using the first method, undesirable responses can be extinguished by presenting the conditioned stimulus without the unconditioned stimulus thus causing the conditioned response to disappear.
• The second method involves use of counter-conditioning. This is when more desirable responses are conditioned to offset the inappropriate conditioned responses.

Example

The classic example of Thorndike's S-R theory was a cat learning to escape from a "puzzle box" by pressing a lever inside the box. After much trial and error behavior, the cat learns to associate pressing the lever (S) with opening the door ®. This S-R connection is established because it results in a satisfying state of affairs (escape from the box). The law of exercise specifies that the connection was established because the S-R pairing occurred many times (the law of effect) and was rewarded (law of effect) as well as forming a single sequence (law of readiness)

Principles

Major Theoretical Principles of Thorndike’s theory of learning:

1. Learning involves trial and error or selection & connection:

Cat stamp in and stamp out for correct responses. Example False attempts made by cat.

Selection & connection of proper responses to connect or associate them with adequate stimuli. Example: subsequent trials, cat tried to avoid the erroneous moves & to repeat the correct manner manipulating the latch.

2. Learning is the result of formation of connections:

Connection in nervous system between stimuli & responses. Mind is man’s connection system. Association between sense, impression, impulse & action. This association is named as bond or connection. Association may be strengthen or weaken results in making or breaking habits. This type of association is known as connectionism or bondpsychology.

3. Learning is incremental, not insightful:

Learning performance depends on number of trials or opportunities. Increase in number of trials or practice performance gradually improves known as incremental performance. Such type of learning is called incremental learning. Example: solution of a problem does not strike the mind of the animal at once & the time an animal needs to find a solution to a problem depends upon the number of trials it gets to solve it.

4. Learning is direct, not mediated by ideas:

Learning is direct not mediated by ideas reasoning or thinking. Learning is simple mechanical phenomenon a process of establishing a simple connection between sensory stimuli & appropriate responses. Example: the cat does not look over the situation, much less think it over, and then decide what to do. It bursts out at once into the activities helped by instincts & experiences.

Laws of Learning

Edward L. Thorndike in the early 1900's postulated several "Laws of Learning," that seemed generally applicable to the learning process. Since that time, other educational psychologists have found that the learning process is indeed more complex than the "laws" identified. However, the "laws" do provide the instructor with insight into the learning process that will assist in providing a rewarding experience to the trainee.

The laws that follow are not necessarily stated as Professor Thorndike first stated them. Over the years, they have been restated and supplemented, but, in essence, they may be attributed to him. The first three are the basic laws: the law of readiness, the law of exercise, and the most famous and still generally accepted, the law of effect. The other three laws were added later as a result of experimental studies: the law of primacy, the law of intensity, and the law of recency.

As with anything else relative to the instruction and learning process, nothing that we do is a singular item; a combination of activities occurs at the same time to make the experience complete.

* Law of Readiness
The Law of Readiness means a person can learn when physically and mentally adjusted (ready) to receive stimuli. Individuals learn best when they are ready to learn, and they will not learn much if they see no reason for learning. If trainees have a strong purpose, a clear objective and a sound reason for learning, they usually make more progress than trainees who lack motivation. When trainees are ready to learn, they are more willing to participate in the learning process, and this simplifies the instructor's job. If outside responsibilities or worries weigh heavily on trainees' minds or if their personal problems seem unsolvable, they may have little interest in learning.

* Law of Exercise
The Law of Exercise stresses the idea that repetition is basic to the development of adequate responses; things most often repeated are easiest remembered. The mind can rarely recall new concepts or practices after a single exposure, but every time it is practiced, learning continues and is enforced. The instructor must provide opportunities for trainees to practice or repeat the task. Repetition consists of many types of activities, including recall, review, restatement, manual drill and physical application. Remember that practice makes permanent, not perfect unless the task is taught correctly.

* Law of Effect
This law involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. Learning is strengthened when it is accompanied by a pleasant or satisfying feeling and that it is weakened when it is associated with an unpleasant experience. An experience that produces feelings of defeat, frustration, anger or confusion in a trainee is unpleasant. Instructors should be cautious about using negative motivation. Usually it is better to show trainees that a problem is not impossible, but is within their capability to understand and solve.

* Law of Primacy
This law states that the state of being first, often creates a strong, almost unshakeable impression. For the instructor, this means that what they teach the first time must be correct. If a subject is incorrectly taught, it must be corrected. It is more difficult to un-teach a subject than to teach it correctly the first time. For the trainees' first learning experience should be positive and functionally related to training.

* Law of Intensity
The principle of intensity states that if the stimulus (experience) is real, the more likely there is to be a change in behavior (learning). A vivid, dramatic or exciting learning experience teaches more than a routine or boring experience. A trainee will learn more from the real thing than from a substitute. Demonstrations, skits, and models do much to intensify the learning experiences of trainees.

* Law of Recency
Things most recently learned are best remembered, while the things learned some time ago are remembered with more difficulty. It is sometimes easy, for example, to recall a telephone number dialed a few minutes ago, but it is usually impossible to recall a telephone number dialed a week ago. Review, warm-ups, and similar activities are all based on the principle that the more recent the exercise, the more effective the performance. Practicing a skill or new concept just before using it will ensure a more effective performance. Instructors recognize the law of recency when they plan a lesson summary or a conclusion of the lecture. Repeat, restate, or reemphasize important matters at the end of a lesson to make sure that trainees remember them instead of inconsequential details.


SUMMARY

You will soon become directly responsible for literally hundreds of learning situations. The degree of knowledge that you impart to your trainees will depend a great deal on how well you can apply your understanding of the learning process. Learn to recognize the trainees' physical, emotional, and attitudinal states and the effect you can have on these states employing the characteristics and laws of learning. Help to motivate your trainees toward a goal and lessen their frustration by holding confusion to a minimum. Remember that learning is multidimensional and capitalize on this fact.