Jim Meissner’s Theories on How the Brain State Synchronizer and the Sports Training Glasses May Sometimes Help Adults and Children With “Attention Deficit Disorder”, Concentration and Short-term Memory Problems, Dyslexia, and Perhaps Chronic Fatigue Syndrome

- by Dan McAneny

The following summary of Jim’s theories is based on discussions I’ve had with him during the past year. Throughout Jim was speaking only in general terms, and only in terms of theory.

Please do not consider this summary as an attempt to diagnose anyone’s problem or to prescribe use of the synchronizer. It may be helpful, however, in giving you a generalized understanding as to how, in some cases, the Synchronizer may be helpful to some adults with these conditions.

In order to explain his theories as to how the synchronizer might be able to help some people with these general conditions, Jim started out explaining his theories on how it might help some children who are “learning disabled.” What follows are not Jim’s exact words, but my layman’s general understanding of his theories.

Please understand, neither Jim nor I have any medical credentials whatsoever, and would never attempt to diagnose anyone’s condition or prescribe a treatment, including use of the Synchronizer. Even if you think part of his theories may apply to your situation, be aware they may very well not apply at all. What follows is just generalized, undocumented theory, nothing more.

Learning Disabled Kids - Two General Types

The Slow Learner

There are all sorts of labels for kids with learning disabilities, and it is important to realize that they can be classified in many different categories. The condition of one may have no resemblance at all to that of another. The same is true of adults.

One class of “learning disabled” children consists of the “slow” children. They are slow learners, slow readers, slow processors of information. They are quickly put in special classes, labeled dull, other kids make fun of them, and they can have a difficult childhood as a result.

If we can use an analogy, the computer in their brain is running at a slow speed. Eventually they will learn something, but they do it at a slower pace because of the slow processing speed. The theory here is that the Synchronizer helps them by accelerating the speed at which the brain operates.

There have been some instances where such slow kids listened to Program #1 on the Synchronizer for as little as three weeks, and showed so much improvement in their reading ability, that they appeared to be normal.

One young boy who had been failing, after six weeks of listening to Program #1, scored 92% on reading and comprehension testing. A few cases don’t prove anything, remember, but program #1 is designed to speed up the processing speed of the brain and nothing more, so this is the theory on how the Synchronizer might help “slow” kids.

So theoretically this becomes a very simple solution for a lot of these kids. The most rewarding thing to observe, in those cases where the kids have improved, is that their entire personality changes. They become happy, friendly, and popular with their classmates. They are no longer singled out for ridicule because they are slow learners.

The “Super Fast” Kids

Another big category of slow learner are those labeled ADD, which actually covers many different kinds of conditions, according to this theory. However, there seems to be a common thread among many of them, which is that their computer is running too fast. It is just the opposite problem of the slow learner.

They do just as poorly. Their mind is off on three or four other subjects before reading the first line of their assigned lesson. They are not focused. They appear to be slow, because of their performance, but really their brain is racing at hyper-speed.

They will be thinking of 20 subjects at once. Life is boring for them. In school they often develop psychological problems. They feel superior, because they know they are smart, but they don’t accomplish much.

When their poor performance is pointed out to them, they make excuses, and say the subject is “too boring.” They will take on 20 projects at the same time, that are more interesting to them than the assigned task, which gets very little attention from them.

They overwork on subjects, and run their batteries down. They are too tired to address the assigned task. Their stress goes up, because they know they are brilliant, but they cannot accomplish much. As the world pushes them harder to perform, this basic conflict is magnified, and the less they can do. It becomes a vicious circle.

It is much more difficult to help this type with the Synchronizer, than it is to help the slow learners, primarily because of the psychological overlay. These kids are armored, defensive, and good at making excuses and avoiding things.

As an aside, part of Jim’s thinking on this involves a theory on how Ritalin may help these kids. He theorizes that, since Ritalin is a stimulant (speed), it winds these people up so much that they crash. They get so tired that they can’t do all the 20 subjects they are addressing. They can’t run at high speed any more. That’s the theory on how Ritalin helps some of these people for a while.

At any rate, obviously Programs #1 and #2 would not be good for them. They would only make matters worse. They need slowing down, not speeding up. Most don’t have any patience either.

Program #30 was designed in such a way that it seems to help these kids. Whereas Program #1 will run from alpha to high beta, from 10 to 20 hertz, Program #30 limits the range of #1 from 10 to 11 hertz. Then it repeats again and again.

It works as a kind of "pacing signal". Every time you hear the “pop/click,” it brings you back to the here and now. It keeps the listener’s attention on the assigned task. For example, if you’re reading, it keeps you focused on what you’re reading.

In a way, it could be compared to a metronome, but it’s better than a metronome. You could easily ignore a metronome. Program #30 is difficult to ignore. Despite the programmed pacing effect, it is still random, and still very active. This requires mental processing and makes it difficult to ignore.

It operates at the alpha state, keeping the listener from going too high. Every time it goes pop/click, it brings the person right back to the here and now, making their attempts to travel mentally to other subjects futile.

Eventually they give up the attempt to travel, and focus on the task at hand. This makes it ideal to use while a person is studying. In everyday terms, it trains them to concentrate on the subject being studied.

Adults With ADD, Concentration and Memory Problems

Adults with these problems are a lot like the kids with essentially the same problem. The theory is that they need to learn to relax, as well as concentrate on the subject at hand. It will be helpful if they are aware of three different categories of programs on the Synchronizer.

Programs #52 & #54 - Relax Modes

It’s important to remember that a lot of people with ADD don’t want to slow down. The hyper mode is a high for them. But by the time you’re an adult, the problems this causes are significant enough so that you decide you need to do something. The Relax Mode programs are an ideal way to start for anyone who wants to relax.

Programs #52 and #54 shut the down the conscious mental process, or rather the compulsive stress mind. These programs “cut the legs out from under you,” so to speak, and even put people to sleep. That can be the biggest help, relax and sleep. Using the analogy of a racing overheated engine, these programs turn the engine off and give it a chance to cool down. Another analogy would be recharging a rundown battery.

The sleep and relaxation can help foster a different attitude, according to this theory. People can stay focused on a task if they have the energy. Going back to the engine analogy, if these are used just before bedtime or when you have a lot of free time ahead of you, they will allow you to get some much needed rest.

Remember, these are usually very bright people, but they are running their engines at 8000 RPM all the time. If they use these programs once, twice, or three times a day, the theory is that the forced relaxation will solve many, if not most, of their problems. Still, for reasons mentioned earlier, many are reluctant to do it.

Program #6 -- The “Coffee Break” Program

Another program they should be aware of is #6. It is about 5 minutes long. It is designed to take the racing engine down from 8000 RPM to 500 RPM, idle speed. The person can immediately step on the gas if they want to and get back to 8000 RPM, whereas with #52 and #54 they "will be out for the count".

So program #6 takes them from hyper to idling. It is not a very powerful program, as mentioned, because you can overpower it when and if you so choose. But, if you take the time, and attention, it does give the person a break from the constant 8000-RPM speed.

For the adult in the working environment, it would be ideal to use this during coffee break time, or any break for that matter. The person can still function as needed, but it gives that occasional rest so that the person does not wear himself or herself out.

Program #30 -- The “Concentration” Program

As mentioned earlier in connection with kids, Program #30 keeps you focused on the task at hand by limiting your ability to “travel” to other subjects between the repetitive “pop/clicks.” Eventually you give up the attempts to travel, as the program continually forces you to focus back on the here-and-now task you are trying to accomplish.

For this reason, #30 is excellent to listen to while you are working. Theoretically it will enhance your ability to complete any task by helping you concentrate on it fully. That would make it ideal for an adult workplace setting, where you can listen to it while performing individual tasks and stop at any time if you need to participate in a meeting or speak with someone.

The Cumulative Training Effect of Using All Three Categories

The theory is that the person who uses all three of these categories, #52 and #54 at bedtime, #6 during breaks, and #30 while working on individual tasks that don’t require the participation of others, won’t need them anymore after a certain "training" period.

The time will vary for each individual, but the theory is that these programs will gradually enable you to build the capability to have your brain operate in the desired mode without any assistance from the Synchronizer.

It may prove beneficial to use them on occasion as a “refresher course,” so to speak. One 35-year-old man who used them in this manner now goes for months without using the Synchronizer at all. Still, he feels he benefits by occasionally listening to these programs.

Does Any of This Apply to Chronic Fatigue Syndrome?

It is interesting that the widely respected and well-known surgeon, Dr. John Sarno, in his book Healing Back Pain, theorizes that chronic fatigue syndrome and other illnesses, in addition to back pain, may for many people be associated with what he terms tension myositis syndrome, or TMS.

TMS, he explains, is due to our subconsciously repressing anxiety. His theory, greatly simplified, is that the subconscious needs to find some not-too-obvious way to get rid of the pressure, and that physical illnesses such as back pain and CFS are the result.

He emphasizes that these people with TMS are not faking anything, and that they really do want to work and be healthy. In fact, apparently most of them have been overachievers who work super-hard.

But they can’t be aware of what’s going on subconsciously unless someone brings it to their attention. Apparently many of these motivated, hardworking people are able to rid themselves of their symptoms just by reading Dr. Sarno’s book.

There are some indications that the same programs which theoretically are helping people as described for ADD, concentration and memory, might also work the same way for people with chronic fatigue syndrome.

The relaxation part is apparently critical, if Dr. Sarno’s theory is correct. Again, there is no diagnosis here, and certainly no prescription or recommendation, but theoretically it is a potentially interesting connection.

Dyslexia - The Synchronizer and the Sports Training Glasses.

The theory is that dyslexia is almost meaningless term, because it is a catchall applied to many conditions. In layman’s terms, it is understood in simplest terms as not seeing letters as they appear on paper or a screen (backwards and upside down). What the dyslexic needs to do in order to read is to flip the letters around until they make sense. If they do enough flipping, eventually they come to a combination that makes sense.

It takes time to do all that flipping, and so dyslexics will eventually be able to read something, but it takes them a lot longer, because they’ve got to do all that decoding and matching up.

The theory is that the synchronizer has no effect whatsoever on the condition itself, but it can speed up the pace at which the person with dyslexia can flip the letters. The faster they can flip, the more they can approach normal reading speed.

This is the theory on how the synchronizer might help people with dyslexia read faster. It may increase the processing speed with programs #1 and #2. But it does not, in this theory, affect the disorder itself.

In fact, when Jim used the synchronizer to help with his own slight dyslexia, and he can now read upside down or backwards writing at fairly fast speed.

Jim noticed that many kids with dyslexia and other types of learning disabilities, seemed to have divergent eyes. On a lark, he tried the glasses, and they made a tremendous difference. When the glasses were used while studying, and the synchronizer was also used, there was apparently a synergistic positive effect.

Jim theorizes that the person with divergent eyes must unconsciously suppress the vision in one eye, otherwise they would see double. This can lead, he believes, to “lazy eye,” where one eye basically isn’t used very much, and the many muscles controlling its movement become very weak. This sometimes leads to an out-of-round eyeball and the resulting astigmatism.

Jim theorizes that the problem is in the brain, not the eye. For some reason, according to this theory, the two hemispheres are not coordinated properly in the section that controls vision, and like an out-of-focus camera there are two images. The person can’t function without suppressing one of the images. For this reason, Jim believes that operations which work only on the eye don’t get to the root of the problem.

What the glasses do is to artificially cut the world in half visually. The right eye sees only the right half, and can’t see what the left eye can see. Both eyes are forced to work together to make the two halves create a sensible whole.

This involves not only the muscles that haven’t been used in the weaker eye, helping the eyeball to regain a more rounded shape, but it also involves the two hemispheres of the brain, in that part which controls vision.

They are gradually trained to work together properly for the first time, to produce a single fused image that makes sense. In this way, wearing the glasses gets to the root of the problem, the brain, according to this theory.

Theoretically, then, wearing the glasses helps the two hemispheres of the brain, in the portion that controls vision, to coordinate images properly. They also help improve the strength of the muscles in the non-dominant eye, as they begin to work harder.

The Synchronizer helps the brain accelerate its processing speed, helping the person read faster. Together they should theoretically, if this is correct, make a big difference in some dyslexics’ ability to read and learn.

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