Visualization, memory, reading and research skills
One of the things we teach is having fun with visualization. We show plenty of examples, and then the students always say: “I am not that creative”. Well, guess what – nobody is THAT creative. We learn to be creative with markers, we are not born this way. The first thing Anna usually teaches after …
When teaching the advanced material of high-level visualization we put a great emphasis on analytical skills. This skill is required to eliminate introduction of false knowledge. False knowledge is generated when we build inaccurate markers not supported by text. We teach to eliminate false markers only after the students can generate and replace visualiations without …
While I had a long and organized training on creativity (I am planning to release some materials on this blog), Anna is a master of out-of-the-box thinking. She claims that she uses one and only one trick, but she perfected using it. Anna calls this trick “multiple perspectives”. Draw down a shape or write a …
Continue reading “Creativity 101: The power of multiple perspectives”
While superlearning ultimately is a way to gather knowledge, it is not the way to generate wisdom. In one of the future posts we will describe information vs knowledge vs wisdom, but for now we just say that wisdom is a way of using knowledge properly. In fact it is very much alike the difference …
The first thing we teach in our superlearning classes is brain trickery. We trust our brains without questions and do not suspect them to lie. However, when trying to recreate a whole article from memory we typically start from ~20% retention! In fact we loose much more than we get, unless we train our observation …
Continue reading “Optical illusions and how the brain tricks us”
Many of our students love to read historical material. Almost any field of knowledge has its own history. History comprises of historical processes, heroic leaders, some interesting statistics, and lots of names, dates and numbers. The discussion below deals with remembering dates and numbers. Mario Laf Remembering dates I have read that using dates with …
How do we read content that is genuinely boring? Why, we generate interest in any way we can. Interest is a key component for retention, it focuses the mind on the content, on the markers, on links and so on. One of the surprising fact we found, was that fast readers had higher retention than slow …
Continue reading “Generating interest with long boring texts”
Jonathan is trying to learn several languages in the same time. After mastering the vocabulary using mental markers and spaced repetitions, the next question was more complex. How can I quickly learn grammar? Grammar is difficult. It is hard enough if you want to perfect your English. It is much harder with other languages since …
Continue reading “How to learn grammar of foreign languages”
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 …
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