Visualization, memory, reading and research skills
Some of our students have trouble actually visualizing the markers and need specific exercises. These exercises could be used with every level of visualization, but with different scope and complexity of objects. Heber Cloward Try holding real things and re imagining them for practice . It seems the more you practice the easier it …
For years I have been teaching the “advanced” course and yet I had only a handful of students. Advanced course teaches high-level visualization, linking large amounts of information, prioritization of information, powerful prereading and other interesting superlearning techniques. What is not a part of the advanced course The “advanced” course does not handle speedreading and …
When you try to develop superlearning skills it is very important not to loose sight of your goals. Do I want to develop a super-skill? Super-skills set us apart from other human beings, help promote our reputation on Linkedin and draw our people to us in various ways we enjoy. However this comes with a …
Luca Lenardi Tips on avoiding subvocalization I’m finding extremely hard to avoid subvocalizing. Whenever I’m trying to encode a saccade, I’m instinctively subvocalize the word I’m focusing. Is there any other specific tip or suggestion/exercise we can leverage, to avoid subvocalization? Thanks. Jonathan A. Levi Use the “Progressive Overload” methodology to gradually increase speed. At …
Many of you have become frequent visitors of this blog. Currently we are poised to publish articles daily, but eventually we would like to reduce quantity and improve relevancy. We want to focus on subjects that are truly interesting for you. Which articles do you find most useful? If you do not find the answer …
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Our students learn to manipulate with visual markers they create, often relying on trial and error. There are at least two operations on visual markers that create basic knowledge representation: chunking and linking. Chunking deals with structuring information into manageable chunks. Linking deals with defining relationships between chunks and within chunks. Below is a discussion …
Almost the first thing we teach at the course is low level visualization technique of efficiently creating visual markers. We do require vivid visual imagery, and some people simply find it hard to visualize. These are some discussions with these beginner students. Also we give some outline of expected progress to build up the expectations …
The right order of structuring markers represents the right order in which we remember information. Building proper relationships between various details requires logical understanding of the text. The student may choose simply linking the visual markers, creating mind- mapping trees, or creating more complex visualization. In any case, the student should be prepared to correct …
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The link between visual markers and superlearning is not self-evident. It is hard to visualize the marks and link marks together, but sometimes it is even harder to create connection between the text and the marks we visualize. The perfect way to choose which words to create markers for is our secret source, but we …
Some of our students need to create visual markers in specific fields of knowledge. Hardware and software are very specific fields of knowledge that require specialized methodology of visualization for engineers and programmers. Below is a discussion attempting to deal with this issue. Question: I’m having troubles creating markers for technical materials such as hardware/software manuals and …
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