Many of our students go blank when viewing numbers, tables and formulas. Some they have necessary skills to understand the math, but cannot make it vivid enough. Here I address this and additional reasons. Short numbers. The simplest sort of a problem with numbers is a lack of interest. For me it is hard to remember …
Superlearner story: Marina
The stories of various people we teach may prove interesting to you. While we change the names, most of other facts are true. Probably some of you will recognize some of the people behind the stories. We ask you not to disclose their identity. The first superlearner whom we can tell about we will call …
Adapting reading style to material
Recently I was asked a strange question “How do you read something you are not interested in remembering?”. Originally I dismissed the question as unreasonable, but after some analysis I decided that the question is very good and deserves a proper response. When constructed this course we focus on people reading the material in order …
10 tips for speedreading
Jonathan is planning to publish several speedreading tips in lifehacker.uk. While we are waiting patiently for approval, here are alternative tips by yours truly. Knowledge is intoxicating. Knowledge feeds our imagination, give us mental strength and resilience, fuels modern technology and economy – it is a key component of making us truly human (and possibly …
Innovation vs persistence
There is a trade-off between innovation and persistence that I see in my recent work. The innovation comes in form of new exciting opportunities. Out of the blue [there is actually a lot of work and planning around it, I will describe in separate posts] I generate interesting ideas, or I am approached by exciting …
Elite performers practice wisely: monitor yourself
Today I was approached by a student who did not use pomodoro technique. He practices too intensely, without breaks, more than 2 hours a day. As a result he suffered eye strain and could not read for a couple of months. Now he feels great, and he makes sure to follow the proposed methodology. His …
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Good and bad multitasking when reading
Some of our students point to Eyal Ophir’s work to demonstrate that multitasking is bad. While we do not argue with dangers of bad multitasking, we provide several concepts and training exercises that reduce the damage caused my multitasking. There is a big difference between true multitasking (e.g. dealing with several issues at the same …
Stress and productivity
Many of our students report strong ups and downs of their cognitive abilities. These variations may be attributed to several factors, one of this factors being stress. It has been shown that stress, especially chronic stress, reduces cognitive functions, including ability to remember things properly. For a superlearner this may well be a vicious cycle. …
Controlling dimensionality of your markers
When we discuss “visual markers” we address some objects that can be processed by the right hemisphere of one’s brain. In fact the distinction between the “left brain” and the “right brain” is not very clear, and visual markers take many forms. By controlling the dimensionality of your visualization you control a complex trade-off between …
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How to use negative time: saccade masking and microsleep
Managing pauses when we learn is an important skill nobody talks about. Below is a recommended superlearner strategy inspired by a discussion on our udemy course. Recently there was a very discussion on udemy (below) regarding small pauses we have when we learn. My personal opinion that we should use these pauses as one would …
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