You will find people who are organized in odd ways. But even somebody who is organized in a totally different way will be systematic; their eye movements will be systematic for them. Even the person who looks straight up each time they have a feeling and straight down each time they have a picture, will remain consistent within themselves. The important thing is that you have the sensory experience to notice who is doing what. Go ahead now and discover what, if any, patterns you can discover.

* * * * *

OK. How did the exercise go? Many of you are nodding. Some of you had difficulties, or questions, or were perplexed by some of the things you saw. Let's have those. Those are more interesting.

Woman: We found that we could learn as much by watching the questioner as the listener. By watching the questioner's eyes we could predict what kind of question we were about to be asked.

Man: When I asked my partner, Chris, an auditory question, she went up and visualized.

Do you remember the question you asked?

Man: "What are the first four notes of Beethoven's Fifth Symphony?"

OK. Now, did other people have the same experience? Some of you asked people auditory questions, or kinesthetic questions, and you noticed them visually accessing and then giving you auditory or kinesthetic information. Do you have an understanding of what was happening? Chris, what did you do? Did you read it off the score? Did you see a record player or did you see an album?

Chris: I heard it.

You heard it. OK. Were you aware of starting with any kind of picture whatsoever? If the rest of you are watching, this is one of those interesting discrepancies between her consciousness and what she's offering us non-verbally.

Chris, do you know what the second four notes of Beethoven's Fifth are? OK, you know what they are.

Woman: Ah, that might be a spatial thing for her.

Can you give us a sensory correlate for the word "spatial'? Whether it's the notion of looking "pensive" or that's a "spatial" thing, what we're going to ask you to do, since we all have different understandings of those words, is to use words either before or after the judgements that you make which we can agree or disagree with. What is it you saw or heard or felt?

Woman: Well, when I did it, I went "da da da DUM," you know, and I looked at the spatial interval. I wasn't seeing the notes.

Those of you who had partners who had this kind of experience, check with them. I will guarantee the following was going on. They searched and found a visual image which somehow represented the experience they were looking for. From that image, by simply imitating the image or stepping into it, they then had the feelings or sounds which were appropriate for that particular visual experience.

We've got to make a distinction now. The predicates, the words a person chooses to describe their situation—when they are specified by representational system—let you know what their consciousness is. The predicates indicate what portion of this complex internal cognitive process they bring into awareness. The visual accessing cues, eye-scanning patterns, will tell you literally the whole sequence of accessing, which we call a strategy. What we call the "leadsystem" is the system that you use to go after some information. The "representational system" is what's in consciousness, indicated by predicates. The "reference system" is how you decide whether what you now know—having already accessed it and knowing it in consciousness—is true or not. For example. What's your name?

Ted: Ted.

Ted. How do you know that? Now, he's already answered the question, non-verbally. It's an absurd question. Ted understands this, but he also answered it. Do you know how you know? Right now, sitting in this room, if I call you "Jim," you don't respond. If I call you "Ted," you do respond. That's a kinesthetic response. Now, without me supplying any stimuli from the outside, when I simply ask you the question "Do you know what your name is?" do you have an answer?

Ted: Yes, I have.

Do you know what to say before you actually say it?

Ted: No, I don't.

So if I say "What's your name?" and you don't answer, you don't know what your name is?

Ted: I know what my name is because when someone says "Ted" I have a certain feeling, a response because that's me.

Are you saying "Ted" on the inside and getting that feeling as a way of verifying when I ask you that question? Ted: Yeah.

So you have a strategy to let you know, when supplied input from the outside, which is an appropriate response to which, right? "Ted" but not "Bob." But when I ask you "What's your name?" how do you know what to say to me?

Ted: I don't think of it.

So you have no consciousness of any process that you use at that point?... OK. Now, did anybody else notice a cue that would tell you the answer to the question even though Ted at this point doesn't have a conscious answer to the question we asked him?... Each time we asked the question, his eyes went down to his left and came back. He heard his name. I don't know whose tonality he heard it in, but it was there. And he knows that the name "Ted" is correct because it feels right. So in this case his lead system is auditory: that's how he goes after the information, even though he's not aware of it. He becomes conscious of his name auditorily; in this case his representational system is the same as his lead system.

His reference system is kinesthetic: when he hears the name "Ted" either outside or inside, it feels right.

One of the things that some people do when you ask them questions is to repeat them with words inside their head. Lots of people here are doing that. I say "Lots of people repeat words" and they go inside and say to themselves "Yeah, people repeat words."

Have any of you had the experience of being around somebody whose second language is the one you're speaking? Typically the first eye movement they will make as they hear something is to translate it internally, and you'll see that same auditory cue.

Some people take forever to answer a question. What they usually have is a complex strategy in consciousness. For example, one guy had a fascinating strategy. I asked him "When was the first time you met John?" And he went inside and said "When was the first time I met John? Hmmm. Let's see," and his eyes went up and he made a constructed picture of John. Then he looked over to his left and visually flipped through all the possible places he remembered, until he found one that gave him a feeling of familiarity. Then he named the place auditorily, and then he saw himself telling me the name of that place, and imagined how he would look when he did that. He had the feeling that it would be safe to go ahead and do it, so he told himself "Go ahead and do it."

There's a whole set of advanced patterns we call streamlining which you can use to examine the structure of a strategy and streamline it so that all the unnecessary or redundant steps are taken out. It involves examining strategies for loops and other kinds of restrictions and problems, and then streamlining those out so that you have efficient programs to get you the outcomes you want.

Let's take an example from therapy. Somebody comes in with the problem that they're very jealous. They say "Well, you know, I just... (looking up and to his right) well, I just (looking down and to his right) really feel jealous and (looking down and to his left) I tell myself it's crazy and I have no reason to, but I just have these feelings." He starts leading visually; he constructs an image of his wife doing something nasty and enjoyable with someone else. Then he feels the way he would feel if he were standing there actually observing it occurring in the room. He has the feelings that he would have if he were there. That's usually all he is aware of. Those feelings have the name "jealousy" and that's the representational system, kinesthetic. He leads visually, represents kinesthetically, and then he has an auditory reference system check which tells him that his feelings are invalid. So all three different systems are used in different ways.

Woman: So in that situation you're suggesting that if you were working with that person you would tie in with the feeling system, the representational system?

It depends on what outcome you want. Our claim is that there are no mistakes in communication; there are only outcomes. In order for us to respond to your question you have to specify what outcome you want. If you want to establish rapport, then it would be useful to match the representational system, indicated by the predicates. The client comes in and says "Well, I feel really jealous, man, you know, and it's hard on me and I don't know what to do." You can say "Well, I'm going to try to help you get a handle on it because I feel you are entitled to that. Let's come to grips with this and really work to have some solid understanding about this." That would be a first step which would help you to establish rapport. If instead you said to that person "Well, I'm going to try to help you get a perspective on your feelings," you would not get conscious rapport. You might or might not get unconscious rapport, which is the most important one anyway.

When this man comes in with his jealousy problem and you can see the accessing cues, you have all the information you need to understand the process he goes through. Even when people begin to get an idea that this kind of stuff is going on, they don't teach people new ways to do it. If your therapist just tries to assist you in making more realistic pictures, he's working with content, and still leaving the structure intact. Most of the time people don't try to change the actual structure of the process. They try to make it "more realistic" or workable. This means that as long as the revised content remains the same they'll be fine, but when they switch content they will get into trouble again.

The way you motivate yourself may have the same structure as jealousy: you make a picture of what you want that feels good and then tell yourself how to make that picture come true. If that's so, then until you have another way to motivate yourself you are going to keep that way no matter how unpleasant it is sometimes. Even the crummiest strategy is better than none at all.

Man: What's the difference in the cerebral hemispheres as to the dominant hand and dominant eye?

Each time we do a seminar someone asks us that question. As far as I can tell, there is no research to substantiate the idea that there is eyed-ness. You won't find any research that is going to hold up. Even if there were, I still don't know how it would be relevant to the process of interpersonal communication, so to me it's not a very interesting question. Your eyes are split so that half of each eye is connected to each hemisphere. The tendency to look in a microscope with one eye or another has been noted as statistically significant; however, I don't know of any use for that information right now.

Man: What about a situation where one eye is measurably much better visually? One is practically blind and the other one is OK. Is there any correlation there with the handedness?

I don't know. I have no idea. Again, I've never found that a useful organizing principle in communication. If you know of something in that area, let me know about it.

Man: At what age do you assume that human beings establish hand dominance?

I don't. No assumptions. Linguists claim that it occurs somewhere around four and a half. I have no basis on which to substantiate that. Handedness is a dimension of experience which I know exists in the world, I have never found any useful connection to communication. There is an infinite amount of sensory experience available right here in this room. We consistently make unconscious choices about what we sample. If we didn't, we'd all be "idiot savants," who can't forget things; they can't not know things. When you ask them about anything, they have to give you a complete "dump" of all the information they have ever had on that particular topic.

Most therapy is founded on the presupposition that if you know how things came about, the roots where it all originated, that will give you a basis from which to change it. I believe that that's an accurate and limiting assumption. Yes, that is one way to go about changing, but it is only one out of an infinite number of ways to understand behavior. When people achieve handedness is in no way significant, as far as I can tell, in the process of doing therapy and communication unless what you really want to do is to teach children to be differently handed.

The only thing I've ever used handedness in is stuttering. That's the only time I've ever used it face-to-face, experientially with a kid to assist him in getting more choices. I simply noticed that if he were given a task in which it was specified he do it with this hand as opposed to that hand—and it didn't matter which hand—and he didn't have to talk simultaneously, he could do the task and then describe it. If he had to talk at the same time, or if the task involved both hands, so that there was hemispheric switching, he had difficulty.

Children do have accessing cues at a very young age, and that is relevant information to notice. There is something now that they are imposing upon children called "learning disabilities." Many of these "learning disabilities" are really functions of the educational system. For example, I was given a bunch of children who fell into the classification of "crossed hemispheres" and they told me that this was something that existed in the world. They wanted me to find out if there was any difference between these children and the rest of them, given accessing cues and so on. What I discovered is that they were all children who were trying to spell auditorily. When I said "How do you spell the word 'cat'?" they went inside and their eyes moved down and to their left. I asked the children what they were doing and they said "Sounding the word out," because they were taught to spell phonetically. You can't even spell "phonetics" phonetically!

Who here is a good speller? Somebody who used to win spelling bees? How do you spell the word "phenomena"?

Woman: I read it.

She sees it, she reads it, whichever word you use to describe it. Now, as you visualized the word "phenomena" you somehow knew that was correct. Now, change the "ph" to an "f" and tell me what changes in your experience as you see it with an "f" instead of a "ph."

Woman: It stops being a word.

It stops being a word. How do you know that it stops being a word? What experience do you have?

Woman: It makes the whole rest of the word fall apart in my visual—

The letters literally drop off and fall?

Woman: Yeah, they sort of fuzz out and disappear.

There are two steps to spelling. One is being able to visualize the word, and the other is having a system by which to check the accuracy. Try something for me. Can you see the word "caught"? OK, go ahead and leave it up there and change the "au" to "eu" and tell me what happens.

Woman: It became "cute," and it's changed its spelling. Did anybody who was near her notice what her response was? What did she do?

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