Monday, November 17, 2008

ESP Imprinting

Psychologists have found that animals including people learn some things at particular phases of life. At a certain time in our lives we learned the characteristics of some stimulus and so became “imprinted” onto that subject. The earliest studies of imprinting centered about “filial imprinting.” In which a young animal learns the characteristics of its parent. In 1996 Betty Hart and Todd Risley reported on their study that showed there is also a critical period for people to learn to learn. The quality and quantity of intellectual stimulus a child gets between the ages of 9 months and 3 years will be shown when good feedback during this critical period is followed by good things happening intellectually for the kids latter on. A greater understanding of a psychics’ ESP may also be discovered by looking at the influences that we get during this time.

This is that very active part of childhood, some call it the “terrible twos”, when the child is exploring the world: pulling at the plant, pushing your nose and tasting everything they can get their hands on. Today’s psychologists suggest that this is also a time when they should have a lot of feedback. “Yes, that leaf comes off the plant”, “I have a nose just like yours” and “Your shirt doesn’t taste good, does it?” I suggest that at the same time we should be aware that the child is learning the characteristics of the unknown itself and so these impressions influence their future ESP ability.

This is the time when we must strike a delicate balance between letting the child learn about all those things they need to study and making sure they do not hurt themselves. For in a larger sense we are teaching the child about the unknown. How do I approach those things I do not know about? Should I reach over and find out what it is like? Should I run and hide? Should always go to my big brother to help me? As we give the child feed back during their exploring of the world we are teaching them —what the unknown is like. This impression of the unknown will effect their attitude about school but also about the occasional sensations they get of a psychic nature. Will the child embrace them and try to include those impressions in their world or will they push them away and decide to ignore them?

Those who spend that critical period with a child are teaching them much more than just how to use a spoon. They are imprinting the child’s concept of the psychic unknown, what is it like and how do they deal with it. They are answering the questions the child will use whenever they face something they do not understand, whenever they sense something they have not sensed before. How will they fill in the blank: If I do not know about this sensation __________.

I will run from it.

I will attack it.

I will kiss it.

I will wait to see if it comes back again.

I will ask someone about it.


What is your answer?


Scientific News, 17 August 1996; p.100

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