Visualization, memory, reading and research skills
Instructions: Open google search and choose random image. Look at the image for 10 seconds. Close your eyes and try to visualize the image. Be accurate regarding number and position of details. Remember as many details as possible. Try to visualize the entire image. Combo of various fun images (Get pictures!) Low level visualization: toy cars (Get car!) Middle level …
Please insert here your paragraph to generate tag cloud. For each word in tag cloud you need to decide if it is a good marker: 1. Will this word remind you the details you want to remember? 2. Is this word specific enough? 3. Can you generate a good visual marker for this word? Please …
Well, this is the ugly truth. Nobody can visualize fast enough for their reading speed. That is if we visualize each and every word. However, why would we visualize each and every word? For some tasks we define the goal as 100% retention. It could be learning a new language, or learning a poem or …
Continue reading “I can’t visualize fast enough for my reading speed.”
When you learn visual markers you also learn visualization skills. At the beginning the visualization is weak, good enough to produce schematic objects, then the objects become alive highly detailed and animated, until finally you can imagine whole landscapes. The skill of imagining in great details whole landscapes is very valuable. If you love fantasy/sci-fi …
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 …
Sometimes the text I read is heterogeneous and addresses the issues from many points. To keep track of various perspective I “colour” the text according to the dominant perspective of each paragraph. I try to follow the “colours” in the visualization themes and I try to be capable to reproduce the article photographically with “colour” …
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”
