The Effect of EarthPulse on Learning of Declarative Knowledge

Open Access
Author:
McKinney, Heather E
Graduate Program:
Instructional Systems
Degree:
Doctor of Philosophy
Document Type:
Dissertation
Date of Defense:
October 05, 2006
Committee Members:
  • Kyle Leonard Peck, Committee Chair
  • Catherine Augustine, Committee Chair
  • Wesley Edward Donahue, Committee Member
  • Peggy Noel Van Meter, Committee Member
  • Edgar Paul Yoder, Committee Member
Keywords:
  • instructional environment
  • psychology
  • organizational psychology
  • insomnia
  • biomedical
  • biofeedback
  • neurofeedback
  • schumann resonance
  • electromagnetic fields
  • pulsed electromagnetic fields
  • alternative health
  • integrative medicine
  • mental health
  • alternative medicine
  • sleep
  • health
  • brainwaves
  • brainwave entrainment
  • information processing
  • earthpulse
  • learning
  • declarative knowledge
  • cognitive psychology
  • organizational behavior
  • organization development
  • organizational development
  • industrial psychology
  • developmental psychology
  • educational psychology
  • materials science
  • medicine
  • neuroscience
  • instructional design
Abstract:
The purpose of this study was to investigate the effect of EarthPulse, a brainwave entrainment and pulsed electromagnetic field (PEMF) device, on learning of declarative knowledge. Currently, research pertaining to PEMF explores physiological and psychological effects. A research gap exists in the potential effects of PEMF on cognition, information processing and learning. The study explored whether a relationship existed between receiving a thirty minute EarthPulse treatment on the “Entrain Up” setting and learning of declarative knowledge; whether the relationship remained over time; whether EarthPulse had an effect on sleep; and whether EarthPulse had an effect on attrition. Ninety-eight, randomly assigned, undergraduate students participated in this double-blind, experimental design study, of which 87 remained after attrition. After receiving a thirty minute EarthPulse or placebo treatment, experimental and control groups read identical passages and completed identical instruments to test learning and retention of declarative knowledge. Participants completed the same test in two intervals: an immediate (learning) and delayed (retention) posttest. Assumptions for normality and reliability were met. One-way ANOVA revealed no statistically significant effects on learning or retention at the 0.05 level. However, Chi square analysis revealed those who received the EarthPulse treatment were significantly less likely to fall asleep than those who received the control treatment (p=0.022) and very closely approached significance for attrition (p=0.051).