When information about a person’s own brain wave characteristics is made available to her, this person can learn to change them. You can think of it as operant conditioning of the brain wave and as exercise for the brain. Frequencies at which our brains fire underlie every thought, feeling, and behavior. Brain deregulation underlies emotional, cognitive, and behavioral disorders. The choice of which training approaches are appropriate for a particular individual depends on a professional assessment of symptoms and history. Neurofeedback training should take place only under the supervision of a properly trained professional.
classical conditioning and operant conditioning also.
It is very important to know basically Neurofeedback training.
Classical conditioning is an important process to understand because it relates to how we learn and unlearn to be afraid of internal and external stimuli. This concept is important to know when dealing with anxiety, especially PTSD. It explains how to desensitize people to fearful stimuli as in the case of phobias. It is also an important technique used to generalize learned EEG behavior to tasks other than training in the office. In neurofeedback, we often take advantage of this process when training Autism spectrum disorder.
Once a child has learned to produce the physiological response of an altered brainwave pattern when encountering the computer images, it is very much like a reflexive response. By having the children read at the same time that they produce the desired brainwave pattern, we are paring the brainwave pattern with the neutral stimulus of reading. In fact it may be more complex. The previously difficult task of reading is now easier because of the altered level of arousal and neural function. It is more intrinsically rewarding and results in an operant conditioning process as well.
The first part of the classical conditioning process requires
a naturally occurring stimulus that will automatically elicit
a response. Salivating in response to the smell of food
is a good example of a naturally occurring stimulus.
the unconditioned stimulus (UCS) results in an unconditioned response (UCR).
During the second phase of the classical conditioning process, the previously neutral stimulus is repeatedly paired with the unconditioned stimulus. As a result of this pairing,
an association between the previously neutral stimulus and
the UCS is formed. At this point, the once neutral stimulus becomes known as the conditioned stimulus (CS). The subject has now been conditioned to respond to this stimulus.
Once the association has been made between the UCS and the CS, presenting the conditioned stimulus alone will come to evoke a response even without the unconditioned stimulus. The resulting response is known as the conditioned response (CR).
Stimulus generalization is the tendency for the conditioned stimulus to evoke similar responses after the response has been conditioned.
conditioning is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an individual makes an association between a particular behavior and
responses from the environment that neither increase nor decrease the probability of a behavior being repeated.
Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative.
Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.
is medical technology and can be measured in real time , using qEEG (Quantitative Electroencephagraphy) prophecy symptom and neuroscience disorder.
It is not possible to predict with certainty that training will be successful for a particular individual. The effectiveness of the training, however, can usually be assessed early on in the course of training. Adverse effect are rare, and when they do occur, they can be revered because neurofeedback promotes brain plasticity.
The brain is amazingly adaptable or “plastic” and capable of learning. It can learn to improve its own performance, when it is given cues- feedback-about what to change. All learning actually depends on feedback, and the brain is the part of us that is most devoted to learning.
EEG training is a learning process, and therefore results are seen gradually over time. Indications of progress, however, can be seen usually within 10-20 sessions. Developmental trauma can require over 100 sessions, but the trainee will know it is helping long before all symptoms remit.
In the initial stages, the session should be regular, optimally two times a week. Think of learning to play the piano. After the brain begins to consolidate its new learning, session can be less frequent. There is no way to anticipate how many session an individual will need.
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