Dora Ivniski, su deceso.
Comunicamos con profundo dolor el fallecimiento de la licenciada Dora Ivniski.

Ver más

Entrevista inédita a Naum Kreiman
Realizada por Enrique Márquez

Ver más

Nuevo libro de parapsicología en la Argentina
"El buscador de maravillas" por Juan Gimeno

Leer crónica

COLABORACIÓN PARA UNA INVESTIGACIÓN
Se solicita a aquellas personas que hayan sido protagonistas o testigos de fenómenos poltergeist (ruidos inexplicables, movimiento de objetos, aparición de luces, etc), y que estén dispuestas a ser entrevistadas para relatar sus experiencias, manteniendo en reserva sus datos personales si fuera necesario, que escriban aquí

Grupo de estudios
en el Instituto de Parapsicología
En respuesta al interés manifestado por numerosas personas, el Instituto de Parapsicología ofrece un Grupo de Estudios de parapsicología, de acuerdo a las siguientes consignas:

"Científico
y Psíquico" - "Scientist
and Psychic"
por el Dr. José María Feola.

NUEVO LIBRO
Naum Kreiman, la Parapsicología y la Ciencia

por Dora Ivnisky y Juan Gimeno.

Comunicaciones
de Parapsicología
Nº 47, Especial 2016.
Nº 46, Junio 2015.
Nº 45, Marzo 2015.
Nº 44, Dic. 2014.
Nº 43, Sep. 2014.
Nº 42, Junio 2014.
Nº 41, Marzo 2014.
Nº 40, Dic. 2013.
Nº 39, Sep. 2013.
Nº 38, Junio 2013.
Nº 37, Marzo 2013.
Nº 36, Sep.2012.
Nº 35, Sep.2012.
Nº 34, Junio 2012.
Nº 33, Marzo 2012.
Nº 32, Dic. 2011.
Nº 31, Sep. 2011.
Nº 30, Junio 2011.
Nº 29, Marzo 2011.
Nº 28, Dic. 2010.
Nº 27, Sep. 2010.
Nº 26, Junio 2010.
Nº 25, Marzo 2010.
Nº 24, Dic. 2009.
Nº 23, Sep. 2009.
Nº 22, Junio 2009.
Nº 21, Marzo 2009.
Nº 20, Dic. 2008.
Nº 19, Sep. 2008.
Nº 18, Junio 2008.
Nº 17, Marzo 2008.
Nº 16, Dic. 2007.
Nº 15, Sep. 2007.
Nº 14, Junio 2007.
Nº 13, Marzo 2007.
Nº 12, Dic. 2006.
Nº 11, Sep. 2006.
Nº 10, Junio 2006.
Nº 9, Marzo 2006.
Anexo Cuad. Nº 7/8.
Nº 7/8, Dic. 2005.
Nº 6, Jun./Sept. 2005.
Nº 5, Marzo 2005.
Nº 4, Diciembre 2004.
Nº 3, Setiembre 2004.
Nº 2, Junio 2004.
Nº 1, Marzo 2004.



Parapsicología de Investigación
Nuevo sitio en Internet.

Noticias anteriores.
Ver todas







"STACKING EFFECT"

Cuadernos de Parapsicología, año 32, Nº 1, Marzo 1999

En numerosas oportunidades nosotros realizamos nuestros experimentos de ESP, haciéndolo con grupos de sujetos. Es decir en forma colectiva.
Ya desde los inicios de la investigación parapsicológica se ha advertido que los experimentos realizados en forma colectiva, pueden estar afectados de un efecto de acumulación que se ha dado en denominar "Stacking Effect". En los experimentos de ESP, cuando numerosos sujetos deben responder a los objetivos en diseños de respuesta forzosa, como son los modelos basados en las cartas standard de ESP, en las consignas se aconseja a los sujetos que respondan con espontaneidad a los objetivos. Puede ocurrir que en algún ensayo o en varios, la mayoría de los sujetos respondan con la misma respuesta a un determinado objetivo, por múltiples e indeterminados factores individuales o sociales. En ese caso se daría la posibilidad de una cantidad de aciertos en los que el azar, la ESP y otros factores se habrían involucrado.
Cuando se hace el experimento de esa manera, se aconseja utilizar la corrección de Greville, que permite corregir esa distorsión, o posible distorsión.
Desde los inicios de nuestra actividad experimental, una revisión nos llevó a obviar el largo procedimiento del método de Greville, haciendo una corrección al desvío standard que obtenemos con el procedimiento binomial: DS=Önpq, aumentándolo en un 10% o un 11%, con lo cual nos acercamos al DS que se obtiene aplicando el procedimiento aconsejado por el Dr. Greville.
La explicación y aplicación del procedimiento matemático se hallan bien y ampliamente expuestas por S. D. Burdick y E. F. Kelly, en el Handbook of Parapsychology (B.B.Wolman) para varios diseños, tanto para mazos cerrados (caso en que la cantidad de figuras en el mazo tienen todas la misma frecuencia y la misma probabilidad) como para mazos abiertos (es el caso en que las figuras en el mazo no lo son en la misma cantidad, y sus probabilidades son distintas) y otros casos.
El caso típico utilizado es con el mazo cerrado de probabilidades iguales, sobre el cual se hacen los cálculos para los DS en experimentos, utilizando el procedimiento binomial de calcular la variancia con npq.
Cuando se hace un experimento con el procedimiento de tests colectivos, el investigador debe hacer una revisión de los registros. Estamos seguros de que todos los investigadores parapsicólogos observan y estudian los registros de ESP de los sujetos con los cuales han trabajado. No creo que exista ningún parapsicólogo que mande al programa estadístico de su computadora los resultados de ESP para evaluarlos sin haber echado antes una mirada sobre los registros.
Siempre se estudian y observan los registros de cada uno de los sujetos. Se observa, por ejemplo, cómo se han distribuido los aciertos, se buscan patrones de respuestas, se busca algún indicio que oriente a nuevos diseños o nuevos experimentos. Por lo menos eso es lo que siempre hemos hecho, estar atentos al "stacking effect" cuando hacemos el experimento en forma colectiva, porque en algún caso puede aparentar un resultado ampliamente significativo cuando en realidad lo que hay es un vicio oculto. Y esto no es difícil de detectar.
Queremos dar aquí algunos ejemplos, para mostrar que el procedimiento de aumentar el Desvío Standard binomial en un 10% o en un 11%, como siempre hemos hecho, es un procedimiento sin mayores riesgos.

Ejemplo Nº 1.
Hemos seleccionado uno de los muchos registros de los experimentos que hemos realizado.
Es un registro en el que por observación no hemos encontrado ninguna acumulación de respuestas que pudieran detectar un "Stacking Effect".
Como se puede apreciar, el DS calculado aplicando el procedimiento de Greville, es menor que si lo hubiéramos calculado con el procedimiento binomial.

a b c d e Suma
3 5 4 3 4 19
4 4 6 2 3 19
5 3 3 7 1 19
2 4 5 2 6 19
3 3 5 4 4 19
6 2 1 6 4 19
6 5 2 4 2 19
2 3 2 5 7 19
3 5 6 3 2 19
6 2 2 4 5 19
0 6 2 4 7 19
2 4 4 5 4 19
3 5 5 3 3 19
4 4 4 2 5 19
5 5 2 5 2 19
2 2 6 4 5 19
4 4 6 4 1 19
1 5 2 5 6 19
4 3 8 2 2 19
5 1 4 6 3 19
2 5 4 5 3 19
5 4 3 4 3 19
2 6 2 4 5 19
3 3 4 5 4 19
6 3 3 2 5 19
88 96 95 100 96 475
DS (Greville) = 7,89
DS 'npq = 8,72 x 1,11 = 9,68

Como es habitual en nuestro procedimiento el DS Binomial lo hemos aumentado en un 11% con lo cual nos cubríamos de un efecto escondido de "Stacking Effect". El Desvío Standard que utilizamos entonces es DS = 8.72 x 1.11 = 9.68
muy superior a 7,89, con lo cual nos cubrimos del "Stacking Effect".

Ejemplo Nº 2.

a b c d e Suma
15 2 1 1 0 19
4 4 6 2 3 19
5 3 3 7 1 19
2 4 5 2 6 19
3 3 5 4 4 19
6 2 1 6 4 19
6 5 2 4 2 19
2 3 2 5 7 19
3 5 6 3 2 19
6 2 2 4 5 19
0 6 2 4 7 19
2 4 4 5 4 19
3 5 5 3 3 19
4 4 4 2 5 19
5 5 2 5 2 19
2 2 6 4 5 19
4 4 6 4 1 19
1 5 2 5 6 19
4 3 8 2 2 19
5 1 4 6 3 19
2 5 4 5 3 19
5 4 3 4 3 19
2 6 2 4 5 19
3 3 4 5 4 19
6 3 3 2 5 19
100 93 92 98 92 475


DS (Greville) = 9,75
DS = 'npq = 8,72 x 1,11 = 9,68

Arbitrariamente hemos modificado este registro del ejemplo Nº 1, aumentando en el ensayo 1 la cantidad de respuestas, elevándola a 15 respuestas a un mismo objetivo. Modificando en ese ensayo el ejemplo Nº 1. En este caso, con un claro "Stacking Effect", en el que de 19 sujetos quince mencionaron uno de los objetivos, el DS con el método de Greville da 9,57 y con el procedimiento binomial Önpq = 8,72 que multiplicado por 1,11 (o sea aumentado en 11%) da un DS = 9.68, prácticamente el DS del método de Greville, con una insignificante diferencia.

Ejemplo Nº 3.

a b c d e Suma
6 5 3 3 2 19
3 6 3 2 5 19
6 6 4 2 1 19
6 6 3 3 1 19
2 3 7 6 1 19
4 5 3 2 5 19
2 3 4 8 2 19
2 3 1 5 8 19
3 4 9 2 1 19
6 5 6 1 1 19
1 3 7 3 5 19
5 3 2 8 1 19
4 4 4 4 3 19
5 3 3 3 5 19
4 7 3 3 2 19
2 6 4 2 5 19
5 5 3 2 4 19
1 3 3 10 2 19
5 5 4 2 3 19
4 3 2 5 5 19
4 3 3 6 3 19
4 3 7 2 3 19
4 4 5 4 2 19
4 3 3 7 2 19
5 9 2 1 2 19
97 110 98 96 74 475


DS (Greville) 9.45
DS 'npq = 8.71 x 1.11 = 9.68

En este registro se puede apreciar moderadas acumulaciones de respuestas a algunos objetivos. Hay un objetivo con 10 respuestas, hay objetivos con nueve respuestas, con 8 respuestas y podríamos mencionar también los registros con 7 respuestas.
Es posible que en este registro se haya producido un "stacking effect"; la evaluación con el método de Greville da una DS = 9.45 y con la binomial 8,72 que aumentado en 11% da un DS = 9.68, prácticamente, sin diferencia significativa.
En nuestra práctica experimental, con experimentos en forma colectiva, pueden producirse, y efectivamente se producen, respuestas iguales entre los sujetos. Lo que nosotros hemos observado muy pocas veces es una repetición moderada en los registros de los sujetos en los experimentos realizados en forma colectiva, que con la corrección que proponemos, y que hemos utilizado, resuelven el problema, en el caso de que se interpreten como un "Stacking Effect".
Mucho depende de las instrucciones que demos a los sujetos, para que obren espontáneamente y sigan sus propias decisiones. Claro que hay factores sociales y efectos colectivos en los que el sujeto cree que obra en forma individual y aisladamente del resto del grupo, y en realidad no es así.
Cuando el grupo es grande, conviene dividirlo en dos o tres secciones, cosa que siempre hemos realizado.

Ejemplo Nº 4.

a b c d e Suma
15 12 16 9 8 60
10 13 11 12 14 60
12 17 8 10 13 60
11 12 8 19 10 60
14 9 14 18 5 60
12 23 7 10 8 60
12 11 12 11 14 60
9 12 8 16 15 60
11 15 16 8 10 60
14 10 10 14 12 60
12 10 14 14 10 60
9 15 10 10 16 60
16 7 13 6 18 60
15 7 14 15 9 60
12 10 16 6 16 60
10 12 13 9 16 60
8 16 14 12 10 60
12 8 12 17 11 60
17 7 8 12 16 60
14 8 10 13 15 60
9 14 9 11 17 60
12 14 8 10 16 60
10 13 14 8 15 60
11 9 16 16 8 60
13 14 12 11 10 60
300 298 293 297 312 1500
Es un experimento que se hizo también en forma colectiva, en el que participaron 20 sujetos, que hicieron tres juegos cada uno, y que hemos reunido en el registro que se publica.

DS (Greville) 16,29
DS 'npq = 15,49 x 1.11 = 17,20

En este caso, en que la cantidad de ensayos ya es mucho más grande que en un experimento con un solo juego, como los anteriores, hemos agrupado las respuestas de los sujetos en el orden de los ensayos. Hay un ensayo, el número 6, con 23 respuestas, que se aparta un poco de lo normal; el procedimiento de Greville da un DS = 16,29, mientras que el procedimiento binomial da un DS = 15,49, que multiplicado por 1,11 (o sea aumentado en un 11%) da un DS = 17,20, con lo cual nos cubrimos contra el "Stacking Effect". El DS de Greville es menor.
Lo importante cuando analizamos un resultado, es ver si el mismo da una probabilidad que se aparte de lo que normalmente dan los experimentos de ESP cuando son significativos, o sea entre un p = 0,05 y p= 0,01 o algo menor. Cuando es así, debemos revisar los registros. Si en ese caso se detecta un "Stacking Effect" que ha aumentado los aciertos en forma significativa, prácticamente ese experimento debe desecharse.

Ejemplo Nº 5

a b c d e Suma
15 2 1 1 0 60
4 4 6 2 3 60
5 3 3 7 1 60
2 4 5 2 6 60
3 3 5 4 4 60
6 2 1 6 4 60
6 5 2 4 2 60
2 3 2 5 7 60
3 5 6 3 2 60
6 2 2 4 5 60
0 6 2 4 7 60
2 4 4 5 4 60
3 5 5 3 3 60
4 4 4 2 5 60
5 5 2 5 2 60
2 2 6 4 5 60
4 4 6 4 1 60
1 5 2 5 6 60
4 3 8 2 2 60
5 1 4 6 3 60
2 5 4 5 3 60
5 4 3 4 3 60
2 6 2 4 5 60
3 3 4 5 4 60
6 3 3 2 5 60
100 93 92 98 92 475

DS (Greville) 17,35
DS 'npq = 15,49 x 1.11 = 17,20

Experimento realizado con otro grupo de sujetos, en las mismas condiciones que en el ejemplo anterior. El DS de Greville da 17,35, mientras que el DS binomial 15.49 x 1,11 = 17.19, tampoco en este caso hay diferencia significativa.
En nuestros experimentos con elección forzosa realizados en forma colectiva, hemos tenido siempre esa precaución, y cuando los resultados están alrededor de un valor significativo habitual, no hay peligro en aceptarlo. La parapsicología experimental se va a defender muy bien de resultados anormales del "stacking effect". Hay que tenerlo en cuenta pero no exagerar su importancia en experimentos colectivos con las cartas standard de ESP o modelos similares.


SCIENCE AND EDUCATION

Ana Maselli

A permanent problem getting worse every time

Primary, secondary school and university education in Argentina, began to fall down since the 40s, and that declination increased slowly and constantly along almost fifty years. today it is in absolute crisis, authorities are upset, and the Education Minister, Mrs. Susana Decibe, accused of being guilty to the children's parents because of the poor learning process at school ("La Nación", 13/2/99). From one hand, she is right, because these children's parents attended a bad school too, so they are not ready to help their children to resolve learning problems, and to form a positive and helpful familiar atmosphere for the student. In these families, TV is the daily father, mother or teacher. A group of secondary school teachers, interviewed by "La Nación", ("La Nación 18/2/99), recognised their own guiltiness about the teaching low level.
Mrs. Decibe declared to have asked for assistance to the educational responsibles in Japan, to improve the mathematics teaching in Argentina.
President Menem (Executive Power) decided to eliminate from the budget about 100 million dollars which destiny would have been Universities. Universities protested against it, and deputies themselves from the same political group as President Menem also protested against him. The education minister, Mrs.
Decibe, said that the budget was to be used for primary and secondary schools, and not for universities ("La Nación", 6/2/99).
In an interview last year ("La Nación", 30/11/99), Mrs. Decibe herself denounced the low quality of national Universities. This annoyed the university authorities very much who answered trying to defend themselves.
The main school principal of Buenos Aires (the most important province in Argentina), Professor Graciela Giannettasio, had to retract to have said that it was not the School Direction's intention to close the rural schools in Buenos Aires. Children from places far away from the towns attend rural schools. There is always a certain true in all retractions ("La Nación", 12/2/99).
What is worse, also politicians are involved in these educational problems. University of Buenos Aires decided to apply an old law, which obligates to give up their job and retire to teachers above 65 years of age. This leaded to a conflict with contradictory opinions among teachers, students and authorities.
The problem is who is going to replace them.

Fortunately, there is still some signs of culture and one or two private universities, and some secondary schools, which make an effort for teaching at a high level. Most students attend public schools and universities. And the majority of those private universities, are enterprises that only care about training students, in technical and commercial subjects, to compete in a laboral market, but not to form them culturally and scientistically. And some private universities with certain prestige, decided to eliminate humanistic subject from their programs, to emphasize those technical subjects ("La Nación", 20/2/99). Meanwhile, crisis goes on increasing.
At the Rights University of La Plata (the second university city in Argentina), 200 students took an entry test, which only passed 300 of them (15%) ("La Nación", 14/2/99). They came with a poor knowledge from secondary school.
Corruption is so wide, that professors and teachers themselves help to falsify and help to falsify information about what students learn. In the province of San Luis ("La Nación" 22/11/98), a civil servant declared to the Education Ministry that some schools of that province gave to the students the corrects answers to a National test, to demonstrate to the national authorities that the teaching level there was high. And even this declaration was made by the student's parents, too.
Even more, recently ("La Nación", 23/2/99) informed that on an exam about maths for students in the fourth year at secondary school in the province of Córdoba, 80 students took the test, and only one students out of those 80 passed it. The other students got a mark of 1 or 2 points, that is close to absolute ignorance. The students who had passed the test said that the other students had not studied enough. But this is not only today. In 1994, six years ago ("La Nación", 4/2/94), on an exam about general knowledge, 19,400 students were rejected. The education minister in that time, pointed out that the 50% of the students of the fifth year at secondary school, do not understand what they read, and the 80% can not resolve an equation. Who is guilty for this?, their parents?, rock music?, the television?, the home atmosphere?, the political and social atmosphere?, the lack of impulses?, economical, political and social corruption in which we live today?. Recently ("La Nación", 27/2/99), about 150,000 young people went to a rock concert. Lovers of rock music, we suppose that they are also the best students at secondary school and university.
An outstanding Argentinean politician and sociologist, Dr. Jorge Reinaldo Vanossi, ( ex-deputy in Argentina), professor at several universities, in an interview to the journal "La Nación", he said ("La Nación 8/7/98) that the cultural and educational level in Argentina started its crisis in 1945, when the President Juan Domingo Perón encouraged to the workers to shout "shoes yes, books no". The head politicians did not find any interests in culture, Argentinean politician almost read a page from the newspaper, not even a book some time, and very little of them are who really think ("La Nación", 8/7/98). To appreciate better this theme and politics at university, recently the University of Agronomy reduced the studies for the agronomist engineer program from six years to four years and a half, and they also added some new subjects to the program. More subjects, less time to study. Their reason for this is that the country needs urgently engineers in this field. So we should ask ourself if what the country needs are deficient professionals who were quickly prepared, or if it would be better to keep the six years to study and add more subjects, so there would be better professionals. Another year of studying does not affect any student's future.

Argentina, pole of attraction

Argentina is a pole of attractions for scientists and thinkers from other countries. Hardly we would have a month in which we have not received any foreign scientist. At the end of the last year ("La Nación", 19/11/98) we were visited by the English history analyst Dr. Eric Hobsbawn; who defined this century as "The century of inequalities", richness in hand of a few people and countries where people earn 200 time more than in others. Education turned into a new inequality social focus. From the 440 Nobel reward given in the past years, he said, only the 20% are for scientist from countries which are developing, and this 20% were for scientist who worked in foreign countries.
Another British history analyst who came to Argentina, Dr. Paul Johnson ("La Nación", 22/1198), writer of important book such as "Modern times" and "Looking for God", and assistant of The Daily Mail. The 21st century, he said, is going to be the century of the bad using of science, specially about biology. The 20th century was the century of physics. For this writer, Tony Blair only cheats. The social problem for this century, says Johnson, has been a totalitarian State, and except in other countries, we are coming out of this social illness.
We were visited by John Brademas, assistant in educational themes of President Bill Clinton, in the United States of America. He aim was, according to his words to the newspaper "La Nación", "to turn Buenos Aires, by the year 2000, into a city with the doors open to students and New York University graduated students" (NYU).
Brademas is graduated from Oxford University. In that University has been formed the "Centre for the Ibero American Culture Researches". 37 Years ago, in the year 1961, he was in Buenos Aires and talked about de deficiencies of the educational university system in Argentina, and today he is rectifying it again, adding that "there are not enough learning resources, there are no libraries, no laboratories, and there is not a philanthropist private support for universities". And as an example he points out that his university in 10 years joined a million dollars in donations given by graduated students, organizations and foundations. In Argentina, graduated students do not love their university Oxford University in the United Kingdom, has created the first the lecture room dedicated to study about Argentina ("La Nación", 21/2/99). There are also Latino-American specialists in Cambridge, Liverpool and Middlesex, and there are exchange treats with London School of Economics and Warwick University. The Cultural Assistant from the British Embassy, Mike Potter, who spreads the British culture across the world, informed that he invests 1,600,000 dollar per year in artistic and educational activities in Argentina.
Recently it was known that at Massachusetts Institute of Technology (MIT), it is going to be trained Argentinean students via Internet. Classes will be attended simultaneously by Argentineans and north Americans These classes will be completed with video conferences which will be transmitted from the USA. LYNN University (Boca Ratón, Florida) has now a school in Argentina, too, which through Lincoln University College (Buenos Aires), will teach 3-years-courses all in English language.
We have received the most important surgeons of the world. it was made in November 1998 ("La Nación", 16/11/98), the XXXI World Congress organised by the Surgeons International College. The principal of the Surgeons International College, is Dr. Eart Owen. There has been 800 speakers, half of them from other countries. The theme for the congress was "Present and Future for Surgery".
Lastly, we received in Argentina the ex-Economy Minister of Chile, Dr. Fernando Lenis-Cerda ("La Nación", 12/1298); he came to tell us about the benefits of philanthropy, and that it is necessary to encourage to the commerce and industries to donate part of the money they make to help the country culture. He then explained that after certain that those benefits turn into benefits for the country and for their own activities. He explained about the taxes system in Chile which benefits to those who contribute when they donate specially for the education. When he was asked if the same system could be settled in Argentina, he said no. In Chile is possible, because there not tax evasion, in Argentina, he did not say this but we know that it reaches almost the 50%. With that way of thinking, they will not even donate for education.

Parapsychology is not apart from this national and educational problems in Argentina.
Recently we have asked to a multimillionaire foundation called "Fundación Fortabat", a donation for support the edition of "Cuadernos de Parapsicología", and we have not received any answer until now. There are some north American colleagues who had expressed their interest in the parapsychology Ibero American level, or unless, to know what we are doing.
Social-economical conditions for scientist workers in Argentina are so different from those in the USA that it is difficult to reach to an agreement.
Some weeks ago came to Argentina some parapsychologists from Ibero America, also from the USA, Dr. Krippner, and from Japan. There is a lack of knowledge almost absolute about the scientist activity at the Institute of Parapsychology, directed by Naum Kreiman and the journal "Cuadernos de Parapsicología", directed by Dr. Dora Ivnisky. Professor Kreiman had not the pleasure of meeting Dr. Krippner when he was in Buenos Aires, apparently Dr. Krippner does not know who is Naum Kreiman. We have recently received and E-mail from the European Journal of Parapsychology, asking us for an exchange with "Cuadernos de Parapsicología". It is now 31 years since our first edition, and he has recently found it out. And like this we can tell about lots of cases.
We have distributed the new book written by Professor Naum Kreiman, "Manual de Procedimientos Experimentales y Estadísticos de Parapsicología", its repercussion is showing us clearly which are the student's and Ibero student's needs. What is the way to improve the scientist level?, or to offer a scientist level to the Ibero American parapsychology?. We have to demonstrate with facts, show our work and make it known, it is not with reports and not with methodological advices, as some other colleagues believe.
We are not wrong, nor our colleagues, one thing is the need to be assisted scientist and experimentally, and another thing is to have the capacity and intelligence, and we do not need this last one, we do not need anyone to sell us nor tell us about "intelligence". there are a lot of things that we can do on our own, and we do it very well.

In these moments we are finishing an experiment about Remote Vision, with Mrs. Albuquerque from Portugal, and we have already other similar experiments in mind. It has been done a test experiment about Remote Vision with Mexico, with our colleague Mr. Monroig. We must mention an experiment done by Dr. Radin and with the help of Professor Wellington Zangari, from Brazil, who sent me the report which I received with pleasure, about psycho-biological kinetics effects at a distance.
At the National Universities in Argentina, it is not taught the subject "Parapsychology". It is only seen at the privet University John F. Kennedy, unfortunately without any cultural or scientist importance, first, due to the low teaching level, and secondly, because they have not developed any experimental work, so the students seem not to have any interest in it, they only attend it just because it is something more they should learn to get their degree.

Socially, in Argentina, parapsychology is discredited. First, because of the great quantity of people who take it as if could have something to do with "fortunetellers", which they confuse with Parapsychology.
From the other hand, professors and graduated from Universities feel fear of saying that they read about scientist parapsychology, because that could devalue them in front of their colleagues. The book written by Professor Kreiman, has had several effects, he had received nine letters asking him for information and advices about how to make an experiment, from students from other provinces in Argentina, who have discovered the book in some libraries at universities, which we have sent the book to. This is really exciting.






Google
 

Puede encontrar mayor información sobre Parapsicología utilizando este buscador:
Google
Web Este sitio
© Copyright 2001 - 2015 todos los derechos reservados. www.naumkreiman.com.ar