Visualization, memory, reading and research skills
Our eye muscles are limited. If we were to focus on each word that we read, we would not be able to read above 600wpm and then we would suffer a huge headache and eyestrain. Students who try to push reading speed without learning saccades often complain that the words become blurry and they cannot …
Unlike other processes we use (visualization, memorization, skimming, analysis, time-management strategies), the actual speedreading is a pretty straight-forward process. We assume that You have already encoded all the names, dates and other dense stuff within the paragraph in prereading and the relevant markers are readily available to be used. The text is averagely dense, cannot …
One of the things that limit our reading speed is the speed of creating markers. If we were required to create a marker per detail within a text, we would end up with a choice between 250wpm at 80% retention and 1000wpm at 20% retention. In fact, one of the reasons that other speedreading courses …
Occasionally texts or paragraphs are just too dense or too complex to be understood as written, and then we need to analyse them for our convenience. This is an example of metrics for text complexity. Rewording Some texts contain long and complex words, including words we do not fully understand. In this scenario, we can …
We teach our students to preread, read and reread without stating where we learnt it ourselves. To fix this injustice I introduce so called SQ3R system that is commonly used in US schools. Survey. We also call this prereading. Usually we skim or scan the content before we read it to prepare our mind for …
Continue reading “Active reading: SQ3R system and preread-read-analyze cycle.”
Some people (including me) generate visual markers without actual visualization. The symptomatic of subliminal reading is very interesting. By following reading speed, eye motion, association creation, reading progress and some other criteria both Anna and me can tell that the student uses visual processing of the text. The student reads fast and retains very well. …
While the basic reading technique includes saccades, not everybody is sufficiently comfortable with saccading eye motion. There is a large amount of literature of scanning and skimming for specific purposes as complementary to reading. Specifically you can use both skimming and scanning for prereading, but also you can use the characteristic eye motion of skimming …
When teaching speedreading we often ask our students to use rhythm. In this post we describe the issue of rhythm in depth. A usual effect of lack of rhythm was summarized by on of our students “First 5 min are easy then getting harder, I slow down and I have to rest”. Usually this means …
My first job was database administrator. My second job was an RF engineer. My third job (back in 1999) was under title “algorithm developer”, and that was the first job I really loved. Since then I have been algorithm developer/CTO on and off, dealing with computer vision, image procession, machine learning, financial mathematics, semantic processing, …
Continue reading “Superlearning for programmers: algorithm development”
There are many ways speedreading can help a programmer. The first time I wished I could speedread was back in he year 2000, when I had to maintain a code of 1mil lines. Back then I could not speedread, and eventually could not fix all the problems I made in time. The product did not …
Continue reading “Superlearning for programmers: code maintenance”
Learn new tactics for speed reading and memory and get access to free apps to practice and develop your new skills