October, 2008
N. Huntley, Ph.D.

In part I we discussed mainly the template structure of the learning pattern. In part II there will be a partial summary of Part I but, in particular, we shall focus on how the 'bits' or units of the mind-computer system multiply. As explained previously there are two basic processes in skill development: 1) improving the ability to make individual movements (which manifests good reflexes), and 2) coordination or linking together the individual movements.

In both cases (1) and (2) above, the greater ability is due to increase in information density or bits for storage of information, and in the case of (2) it is of course also due to how many links are formed by repetition of specific movements (as explained in Part I). Individual movements improve due to coordination of smaller, less complex regions of bits. For example, the ability to make a motion of a limb back and forth about a joint involves coordination of appropriate bits (there is coordination of countless regions within each simple movement). However, because these movements are simple, that is, anyone can make them, even before learning a special skill, they don't appear to need improving, and one then only concentrates on complex coordination (a mistake). Further, since the more complex coordination requires so much attention and effort (involving trying to be accurate and applying more than enough tension in the muscles), these learning patterns can become habit patterns, preventing or hindering further change or expansion of the learning patterns. By returning to simple basic movements the habit pattern can be broken down and, further, the information density in the learning pattern for these simple motions increased. How does this increase occur?

Figure 1 illustrates this increase by fission. An electromagnetic unit (computer bit) is encourages to 'divide' into two identical units. This is very simple compared with cell reproduction, except that the electromagnetic (EM) unit retains its former state and we have the 'triad'. This is normal for fundamental particles that are not split by force. For example, the particle and its antiparticle would originally have formed from a single unity, extending into two mirror-image opposite particles but retaining its original single state in a higher region of the frequency spectrum (the next dimensional stratum or fractal level).

Thus when in fact a particle and its separate antiparticle come together, they do not disappear in a flash of energy, as stated in current science; they return to the unity condition, merging with the next 'upper' fractal level (not detectable in 3D by scientific methodology).

How does one bring about this multiplicity of these EM units that increases the information capacity of the learning pattern? Specific exercises for this are given in the author's book The Attainment of Superior Physical Abilities. The EM units are encouraged to divide, undergo fission, during relaxation cycles of the muscles. A particular amount of tension is required at any one time for achieving certain movements. Moments of relaxation reducing the tension in the muscle to below the threshold level for the movement, but not sufficiently reduced in intensity and time to stop the movement, will encourage (like leaving a gap to be filled) the learning pattern to multiply the units to achieve the missing action. There is a precise relationship between reducing tensions (increasing relaxation in higher skills) and increasing holographic amplification and expansion of learning patterns, that is, increase in information density in learning patterns per unit movement (maths given in appendix of the above book).

Now how does information capacity increase by fusion---meaning linking them together? See Figure 2. For the average person, everyone has countless EM units in resonance forming larger groups in ordinary movements---all these are learned movements: walking, using a knife and fork, brushing teeth, reaching for an object, etc. When we learn new movement combinations we are linking together learned single or less complex movements to form new combinations of complexity---small learning patterns are coupled to create larger ones.

Let us take an example of learning to coordinate one arm motion with the other arm motion. Envisage a complex learning pattern operating one arm---equivalent to a subcomputer controlling this arm---and similarly another learning pattern or subcomputer operating the other arm. To coordinate the right and left arms they must be linked together, cross-referenced or what we call coordinated. See Figure 3 which shows the learning patterns for each arm. The attention, going back and forth from one arm to the other, is the outward manifestation of the input in the mind, which is also moving back and forth from one learning pattern to the other. The input is an energy awareness unit which has a spectrum of frequencies (mainly scalar waves). As the input energy oscillates from one side to the other it is entraining the oscillations with the learning patterns matching one learning pattern with the other to bring them into resonance. This quantum regenerates new bits or energy units each time one bit on one side resonates with one bit on the other side. A learning pattern now builds up which is central to the left and right learning patterns which will operate them both simultaneously by a singular control of the input/attention. Thus again we have the triad configuration---a built-up one---see Figure 3.

Clearly this is not a typical 'fusion' of particles. The entrainment of frequencies unites the energies and 'fuses' them into a new state as the 'central' learning pattern is formed but something extra is added. This is a form of quantum regeneration---see article in new education section on quantum regeneration---which is a general principle of physics; the opposite of quantum reduction.

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