Methodology for developing a new approach for visual information cognition

Last updated Nov 26, 2022

• Source patent

https://patents.google.com/patent/US20080103409A1/en

• [0046] A method is provided for altering a visual cognitive ability in a human comprising:
  • (a) eliciting the human to imagine that he or she possesses an optical sensory ability that operates when the human is sight-deprived;
  • (b) presenting the sight-deprived human with an optical sensory stimulus for a time sufficient that the human perceives the presence of the optical stimulus; and
  • (c) eliciting, within a few seconds of the human perceiving the presence of the optical stimulus, a description of the optical stimulus, so as to thereby alter the visual cognitive ability of the human.
• [0051] In an embodiment, in step (c), initiation of the description is elicited within 5 seconds.
• [0052] In another embodiment, in step (c), initiation of the description is elicited within 2.5 seconds.
• [0053] In embodiments the optical stimulus is paper and is substantially black, substantially white, or substantially colored.
• [0054] In an embodiment, the optical stimulus is text.
• [0055] The instant method is provided further comprising, prior to step (a), the steps of:
  • (i) exposing the human to a demonstration of a second human describing an optical stimulus, wherein the second human is denied sight of the optical stimulus; and
  • (ii) applying a sight-depriving means to the human.

• [0067] The activation method for the Center of Information Reception (CIP) is based in on the removal of the psychological barrier in the human brain which prohibits the perception of the surrounding world and in arousing the brain to receive information through a new channel.
• [0068] The presence of a psychological barrier in the human brain is based on his preconception that the only way information is received from the outside world is with the aid of the five sensory organs. This preconception has in it a “genetic” foundation and is based on a hundred million years of evolution on Earth. The goal of this method is to overcome this settled preconception and to open for the brain a new channel for the reception of information from the outside.
• [0069] The method developed for activating the CIP includes two consecutive stages: - I. The removal of the psychological barrier on the level of the human conscious. - II. The removal of the psychological barrier on the subconscious level.

• Goal
  • [0072] The removal of the mystical aspect from “ESP” and the provision of a conscious approach by subjects in mastering information perception from the outside world.
• First, a demonstration is conducted to show the possibility of information perception. New subjects are given the opportunity to look at special blindfolds which are impermeable to light and do not allow for peeking. Further, these blindfolds are put on the eyes of people who have an activated CIP and a demonstration is conduct of their “unbelievable” capabilities.
  • the listing of colors from a thick folder of colored paper
  • the reading of any text
  • the description of drawings
  • the playing of any table games (“tic-tac-toe,” etc)
  • walking around the room in between pieces of furniture
  • walking around the room one after another, following a volunteer
  • games involving balls, boxing
• After the demonstration subjects are given an introductory lecture, giving the material treatment of the paranormal phenomenon of “ESP”
• Subjects are familiarized with the “simplified hypothesis” regarding the Information universe and the presence in the human brain which is capable of receiving information directly from the outside world, bypassing the sensory organs.
• Subjects are familiarized with those possibilities, which open before a person with the mastering of Information perception of the surrounding world.
• This is followed by responses to questions which may arise.
• Over the course of further education a series of lectures is conducted on the theory of Information-Energy basis of the material world.

• Goal:
  • [0086] To overcome the brain’s genetic memory of the impossibility of receiving information from the external world except with the aid of the five sensory organs.
• Basic Approach:
  • [0087] The subject is placed under conditions which make it impossible for the brain to receive requested information through traditional pathways. (For this purpose, special approaches and materials are included in the patentable method of activation of Center of Information Perception of the outside world.) The brain is forced to “find” a new channel to collect information. This channel becomes the CIP. The brain starts to receive information from the outside using a new channel under controlled reception conditions.
  • [0088] A positive result, repeated many times, will strengthen the subconscious the reality of information perception, which will ultimately bring the removal of psychological barriers and the activation of the CIP.
• Approaches to be Used:
  1. “Internal Radar”
     • [0089] The most important and most difficult thing in the early period of CIP activation is to exclude seeing as a pathway for the brain to receive visual information from outside.
     • [0090] The concept of “seeing” is closely associated with the concept of seeing with eyes by our brain. Therefore, when you offer a subject the opportunity to see something, his brain sends a signal to the eyes: “Eyes, what you see?”
     • [0091] The eyes “answer:” “Nothing. We are closed.” The brain “insists” on receiving visual information, since after the demonstration, [the brain] has already, on a conscious level “believed” in this possibility. But the eyes cannot give this information—they are closed. Following the insistence of the brain, the subject tries to see something through closed eyes. He starts to furrow his brows, his eyelids shake. All these attempts are unsuccessful—the eyes cannot see through non translucent physical barriers.
     • [0092] To remove this barrier one must use the “internal radar” method.
     • [0093] The subject is asked to imagine that on his forehead region there is something akin to airport radar, which allows him to use an invisible ray to “sense” and identify objects entering his “field of vision.” Therefore, looking at various objects, it is necessary to look at them not through closed eyed, but with the forehead, that is, with the “internal radar.”
     • [0094] This approach allows one to eliminate attempts to receive visual information with the eyes, and forces the brain to look for other, unorthodox pathways. Activation of the CIP begins.
  2. “Request-Response.”
     • [0095] The subject is told that looking at an object with closed eyed he must not wait for the brain to receive a visual image of the object. Meanwhile, the brain is not yet familiar with such a pathway for receiving information and is distrustful of it. Only when the brain, at the subconscious level, is convinced of the objectivity of the information it is receiving, does rewire itself (“plasticity”) and try to convert it into visual images.
     • [0096] It is appropriate to explain to the subject that the brain is capable to convert one type of informational concept into another. For example, if you say “Tea Rose,” this auditory information will evoke in the brain a visual image of the flower. This is how information will reach the brain from the CIP in the future.
     • [0097] Until this has happened, the subject is forced to rely on “guessing.” This is aided by the “Request-Response” approach. Naturally, the subject cannot see the object in front of him with closed eyes. He must not try to look at it with closed eyes. He must try to catch the object with his “radar” and ask himself “what is this?” (request). Something will certainly come to mind (response). This must be sounded out.
     • [0098] The brain, aroused by the “question” looks for an opportunity to receive information. Since the only way for it to “pass” in to the brain lies in the CIP, the brain starts to use it, although shyly and uncertainly at first. Since the brain “does not understand” the source of information (non-visual, non-auditory, non-tactile) it groups it with the category of “guesses.”
     • [0099] As the “response-guesses” of the subject correspond with reality more frequently, the brain will “understand” that this source of information can be just as easily trusted, as other sensory organs, and will start to actively use the CIP.
  3. “Forbidding the Activity of ‘Thinking.’“
     • [0100] The reception of information of the surrounding word lies in the realm of feeling. Our consciousness does not interfere with the work of sensory organs.
     • [0101] It merely processes information signals that it is receiving. This guarantees the objectivity (and not the subjectivity) of information arriving from outside and an approach is developed for the million-year long evolution of life on earth.
     • [0102] This “non-interference” of consciousness into CIP activity has not yet been achieved. The brain does not treat this center as a sensory organ and does not unquestioningly trust information that comes through it. It starts to “think” about how real the information reaching it could be, attempting on the level of “consciousness” to find possible alternatives. As it goes through them, it completely loses the correct information it had first received.
     • [0103] It is necessary to “close off” the possibility of such interference by the conscious in the work of the CIP. This is achieved by not allowing the subject to “think” about the question, but is given the opportunity to sound out the information that the brain receives. Only after having sounded it out and having checked how it corresponds to reality, the brain may be convinced that it is working properly, and if not, that it will enter the necessary corrections.
     • How to Stop “Thinking”
       • [0104] A human life is composed of constant decision-making. Our brain makes these decisions on the basis of information it receives from the outside. This information is transmitted to the brain by sensory organs: vision, hearing, sense of smell, sense of taste, and sense of touch. The brain receives, as well as processes the incoming information, while consciousness should not, by any means, interfere with the work of sensory organs. This guarantees that the arriving information will be accurate, objective, and the decision which the brain makes will be a correct one. The interference of consciousness with the work of sensory organs is categorically contraindicative. It can transmute into catastrophic consequences.
       • [0105] Scientists-psychologists have conducted the following experiment. Ten people lined up along a wall. Nine of them were in on a collusion, while the tenth was unaware of this. A scientist—a participant of the study—came before the group with a black sheet of paper. He handed this paper to one of the ten people (an accomplice in the collusion) and asked: “What color is the paper?” The participant, without giving the matter much thought, quickly answered: “White”. The second participant of the experiment gave the same answer, as did the third, the fourth . . . When the scientist had reached the tenth person, who was not in on the collusion, and, handing him the black sheet of paper, asked “What color is it?”, the participant assuredly replied: “White!” . . .
       • [0106] When the tenth participant of the study saw that the first person in line referred to a black sheet of paper as white, he was certain this person had made a mistake. This certainty shuddered when the second, the third, the fourth participant had called the sheet of paper white, and when the rest confirmed that the paper is white, he became convinced that it is not them who got it wrong, but him. Although the accurate information that the sheet of paper in front of him is black was being conveyed by the sensory organ—vision, his consciousness had nevertheless interfered with its function, imposing erroneous information.
       • [0107] In the given illustration, false information was artificially imposed from the outside. This happens seldom in real life. Our brain is used to trusting its sensory organs. Behind this “trust” stands the million-year long evolution of life on earth. The brain understands and is accustomed to receiving information by means of five sensory organs.
       • [0108] In the meantime, the pathway of receiving information through the Center of Information Processing (CIP) is incomprehensible for the brain. The information received in this way is recognized by the brain not as something real, but as a product of its own conscious activity, in other words, a fabrication. The brain is unable to draw a line between objective information that is received, and something that it produces itself. It has not yet worked out a mechanism of automatic non-interference into the function of this new sensory organ. Therefore, a formation of such mechanism is needed, a construction of trust by the brain to this new channel of information processing. It is necessary to force the brain not to control the process of receiving information, but to accept this information, as it does, using the habitual sensory organs.
       • [0109] The information received by our brain through the five sensory organs is not susceptible to its thorough examination. If we see a red traffic signal on the road in front of us, we do not stop and think: “ …perhaps the signal is green, yellow, or blue?”—we just step on the breaks. Yet if we start to analyze the light and look at it intently, then soon enough, the light may start to seem orange, brown, or even black. If we start thinking about the acquired information, it means that something about it is not quite reassuring for us, we doubt its validity. And then the brain, aiming to please us, begins to feed us various alternatives that would be more suitable. It is no longer concerned about the objectivity of received information, but only about gratifying us. And that is unacceptable.
       • [0110] Generally, the first information signal received by the brain, is always correct. If the light in front of you is red, it will not seem blue first and then red. No, right away, you will see it as red. The same goes for smells, sounds, and other informational signals.
       • [0111] It is also identical to what happens with information incoming through the CIP. The first feeling is always the correct one. And it is crucial to grab hold of it and stop there. During sessions, it is insisted upon that subjects name anything that first pops into their mind without thinking. Any hesitation to answer carries a possibility of starting to doubt.
       • [0112] For instance, I tell one of my subjects to close his eyes; I place a yellow sheet of paper in front of him, asking which color it is. I can confidently say that the first thought that comes to his head will be “Yellow”. And it would be accurate. However, if the subject does not give the answer immediately, then a thought develops in his consciousness: “Maybe it’s red? Or blue? Green? Pink? Orange? Blue”. And the longer he will be silent, the more alternative answers will appear in his head. He will lose the objective information, will not be able to recall which thought came to him first, and will relegate to mere guessing.
       • [0113] Therefore, it is insisted upon that subjects answer immediately. The subjects must not “think”. Depending on the way the subject is reassured each time that the answer given without delay reflects reality, his brain gradually fills with trust for this unaccustomed channel of acquiring information from the outside, and the subject stops reexamining it and throwing in new (alternative) answers, and instead begins to actively use this new sensory organ.
• Applicable Materials:
  • [0114] Materials applicable to education must be simple, informative, and easily to follow for home exercises. “Informativeness” is to be understood as the volume of information carried.
    1. Colored paper—This tool is extremely easy and informative. Its simplicity lies is in the fact that it is a flat, homogenous, sufficiently large in area, monochrome object, which provides its heightened informativeness. In other words, such a sheet of paper carries in its large area simple information—color. This is the ideal material in the early stage of CIP activation.
    2. Non-translucent plastic cups.
    3. Newspapers with large headings.
    4. Children’s book with large font and bright pictures.
    5. A small rubber ball.
    6. Blindfold
  • [0115] The purpose of the blindfold is to make it impossible to use eyesight to receive visual information.
  • [0116] For exercises and demonstrations a special constructed blindfold is being used. It consists of two thick foam circles around 5 cm in diameter and 1.5 cm thick. Lined with black knitted material (so as not to irritate the eyes) the cups are placed on a long knitted rubber band at a distance from each other equal to the length of the bridge of the nose. This is done so that the bridge of the nose does not elevate the blindfold on the face. In this way the foam circles are brought in close contact with the eye sockets and all penetration of light to the eyes is eliminated.
  • [0117] Exercises aimed at activating the CIP take place under different modes of information perception.
• Subject-Developable Modes of Information Perception
  1. “Real sight”—the reception, by the brain, of visual information regarding physical objects in the field of real sight.
     • Mode Basics
       • [0123] The subject must learn how to receive visual information without using his organs of sight, that is, to “see” with closed eyes. Therefore while developing this mode all the exercises are carried out with closed eyes.
     • Practice Method for Activating the CIP in the Mode of Real Sight.
       • Introductory Individual Exercise.
         • [0124] This method presupposes working with only two colors. The purpose is for the subject to develop his first skill for “turning off” his eyes while looking at sheets of colored paper. Red and yellow colors are recommended.
         • [0125] The subject closes his eyes and is a given a red sheet of paper. Having announced what color it was, the subject is asked to use his “radar” to observe it and to remember the sensations which it evokes. After that the sheet is taken away. The subject keeps his eyes closed until the completion of the exercise.
         • [0126] The same is done with a yellow sheet of paper. This exercise is repeated several times with the red and yellow colors alternated. The subject is always told the color that he is looking at.
         • [0127] After that, a red sheet is put into one hand of the subject and a yellow sheet in the other. He is told which one is where and is asked to compare them.
         • [0128] In the following exercise the subject receives both sheets and is asked to separate them, “observe” them and to name which one of these is red, which one is yellow. This is done several times.
         • [0129] The subject is then given a red and a yellow sheet of paper without being told which one it is and is asked to name them correctly. The colors given are alternated. After each time, the subject is told whether he had correctly “seen” the color he was observing.
         • [0130] Having conducted this exercise 15-20 times, irrespective of the results, the subject is told: “Now I will give you a new color—not yellow or red. Look at it and tell me which color it is.”
         • [0131] It is recommended that Green or Blue be given. Usually the answer is correct. The subject is asked to open his eyes so as to confirm for himself that his answer was correct. This creates a strong impression on the subject and facilitates further education.
         • [0132] The key thing is that the subject, in trying to look at the Red and Yellow colors, has already started using his CIP. But while the subject is limited to two colors and knows which two they are he involuntarily “turns on” the conscious and tries to guess which color it is in front of him, without “closely listening” to the signal of his CIP. As soon as the subject, unexpectedly for him, is stripped of the limiting framework and finds himself one on one with the unknown color, he has nothing to choose from. He must “listen closely” to the information signal and name the color. Ninety percent of subjects name the color correctly. Of the remaining 10% of subjects (the ones who made a mistake on their first try) more than half get the color right on their second try. If the subject is not able to get the right color even on the second try, the subject’s attention should not be focused on the mistake.
       • Group Exercise.
         • [0133] Purpose—methodical prompting of the brain to start using the CIP to receive visual information.
         • Working with Colored Paper.
           • [0134] Subjects position themselves around a table. They are asked to close their eyes. A colored sheet is placed on the table. The subjects are asked to look at it, and to raise their hand when they are ready to answer. During the exercise they must continue to sit with their eyes closed.
           • [0135] So that the opinion of one subject cannot affect that of others, the survey must not start until all of the hands are up. After they survey has been complete, the subjects are allowed to open their eyes and see the color of the sheet lying on the desk.
           • [0136] In developing this exercise put 2, 3, and more sheets of colored paper on the desk, asking subjects to not only name the colors but also to identify the position of the sheets on the desk.
         • Working with Text.
           • [0137] The subject is asked to close his eyes. He is given a large newspaper headline. The index finger of the subject is placed on the first letter of the first word of the headline. The subject is told the letter and the subject traces it with his index finger. The subject is asked to imagine this letter, to “see” it. Then, his index finger moves under the second letter, and the subject is asked to name it himself. The moderator only says if the letter has been named correctly or incorrectly. The whole word and the entire headline must be read in this way.
         • Development of Spatial Sight.
           • [0138] The subject is asked to close his eyes. A plastic cup is placed upside down on the table. The subject is asked “see” it and to place his hand on it. The cup is to be taken away and another put in its place. The position of the cup on the table changes.
           • [0139] In developing this exercise:
             • 1. Two cups are placed on the table and the subject needs to see them simultaneously and to place his hands on both of them.
             • 2. Several cups are placed on the table and the subject must put them together.
             • 3. Small coins are dropped on the table and the subject must pick them up and put them in a cup.
         • Developing Information Perception of Moving Objects.
           • [0140] The method takes place in a sufficiently spacious, empty room. The subject is asked to get up and close his eyes. The moderator stands a small distance in front of the subject, with his back to him. The subject must “see” the person standing in front of him. When this happens, the moderator starts to move around the room. The subject follows the moderators, exactly following his route.
           • [0141] In developing this exercise:
             • 1. chairs are placed around the room to increase the difficulty of maneuvering
             • 2. games with balls
             • 3. boxing
  2. “Seeing through physical barriers”—The reception, by the brain, of information regarding an object, hidden by a physical barrier.
     • [0142] By way of a prop, a specially prepared stationery envelope made of thick paper is used. A large “window” is cut out on one side of the envelope; the other side is left untouched.
     • [0143] The subjects sit around a table. They are asked to turn away. The moderator puts a sheet of colored paper into the envelope and puts it on the table “window” down. The color of the paper in the envelope cannot be seen.
     • [0144] The subjects are asked to turn to the table to look at the envelope with eyes open. This approach is designed so that the brain of the subject, having confirmed that it is impossible to receive information via this pathway, will no longer “ask” the eyes which color the paper in the envelope is, but will instead concentrate on the reception of signals from the CIP.
     • [0145] Now the subjects are asked to close their eyes and to see with their “inner radar” or in the “request-response” mode the color of the paper in the envelope. They must be told that the non-translucent paper which makes up the envelope is a barrier only for the eyes, but not for the CIP. The eyes close only so that the brain is not distracted from the visual information it is receiving.
     • [0146] Those who are ready to answer open their eyes, but do not name the color, so as not to force it on the others. When all the subjects are ready to answer, the moderator starts the survey. He then turns the envelope “window” up. The subjects can see the color of the paper located there and compare it to their response.
     • [0147] In further developing this exercise:
       1. Two colors are placed in the envelope and the subject is asked not only to name them, but also to determine which one is on top and which one on bottom.
       2. A container larger than an envelope is used (a cardboard box, a briefcase, etc.) in which one can put different object for identification.
       3. The subjects are asked to “look” through the wall and name the color of the paper lying on the table in the next room.
       4. The subjects are asked under which of the several cups the rubber ball is located.
  3. “Farsightedness”—The reception of information, by the brain, of an object located at a significant distance.
     • [0148] The subjects are located on one side of the room, the moderator on another. In the upper left hand corner of a clean sheet of paper the moderator writes a number from 0 to 9 without showing it. The subject is asked to close his eyes and to “see” the number with his “internal radar” or with the mode of “request-response.”
     • [0149] The moderator starts the survey when everyone is ready. He gets at least one correct response. He shows the number to the subjects then turns the sheet away and writes a second number. The procedure is repeated.
     • [0150] A new type of memory is developed during this exercise. A “photograph” of the moderator’s sheet appears in the subjects’ brain with new numbers. This gives the subject the opportunity to “read” the number he is receiving from any number and in any direction. It is important to make sure that this formation takes place in the subject’s brain. For this purpose it is necessary, from time to time, to ask the subject to conduct the “reading” of the number from the assigned digit and in the assigned direction. While one subject reads, and the other control and correct him or her.
     • [0151] The number can be brought up to 20-30 variations.
     • [0152] In the development of this exercise:
       1. the reading of newspaper headlines from a large distance (over the phone)
       2. the reading of words and sentences over the phone from a computer monitor
  4. “Seeing the past”—The reception of information, by the brain, of events that took place in the past.
     • [0153] The subjects sit around one table. They are asked to turn away. The moderator places a sheet of colored paper on the table, allowing it to lie there, and then taking it away and hiding it.
     • [0154] The subjects are asked to turn towards the table and asked to look at it, so that the brain “knows” that the table is empty and it is not necessary to ask the eyes anything
     • [0155] Now the subjects are asked to close their eyes, to “go into the past” and to see with their “internal radar” or in the mode of “Request-response” the color of the paper lying on the desk. When the answer is ready, the eyes open.
     • [0156] Having asked everyone, the moderator shows the paper lying on the table.
     • [0157] In developing this exercise:
       1. two or more sheets of colored paper are placed on the table and subjects are asked not only to name their color, but also to indicate their location on the table.
       2. any object can be placed on the table;
       3. the moderator pointedly hides some object in the room and the subjects, using the mode of seeing the past, find it.
  5. “Retrieving information from any type of carrier.”—The reception of information, by the brain, from such carriers as computer disks, compact disks, tapes, etc.
     • [0161] This is one of the more difficult modes of information perception. It presumes a high level of development of the subject’s CIP.
     • [0162] At first a demonstration is conducted showing the possibility of reading information on computer disks.
     • [0163] After conducting the demonstration the moderator gives the subject a computer disk which contains some text and asks the subject to read the text at home without putting the disk in the computer. The moderator makes no other indications, only the recommendation to continuously prompt the brain to receive the information on the disk. This is a difficult task in the “request-response” mode which ultimately comes to success.
     • [0164] Only the moderator may verify whether the text was read correctly. If the subject tries to verify the correctness himself and places the disk in the computer, finding there a different text, the assignment will have been ruined, since the text will no longer be unfamiliar to the subject.
     • [0165] In developing this exercise:
       1. It is possible to place a photograph on the disk;
       2. It is possible to try to work with any other information carrier: an audio tape, a compact disk, a video disk, etc.
• Attributes of the Method for Activation of the Center of Information Processing (CIP) in Blind Persons
  • (…)
• Specifics of Activation Method for the Center of Information Processing in the Blind
  • (…)
  • I’m not blind so not reading this.

• [0214] This invention provides obvious advantages and features to aid individuals in improving their vision cognitive abilities and enjoying increased success in their lives. It is a practical system and method to incorporate into daily activities in individual situations, in group situations, and in organizations.
• [0215] The system and method enables individuals to develop a part of the brain which is typically underutilized with resultant development of new channels to attain vision, while simultaneously potentially increase IQ and improve memory. The invention will allow blind people to regain partial or full vision without any mechanical or technological means and represents a way to develop sensory perception that has been dormant.
• [0216] While the above descriptions contain many specific details, these should not be construed as limitations on the scope of the invention. There are many possible variations of using, interpreting, and applying this invention. Accordingly, the scope of this invention should be determined not by the embodiment(s) illustrated, but by the appended claims and their legal equivalents.
• [0217] While the present invention has been described with particular reference to certain embodiments of the system and method of the invention, it is to be understood that it includes all reasonable equivalents thereof.