When we discuss superlearning training we emphasize two elements: creativity and determination. Both are necessary and supplement each other quite nicely. Our students are expected to do some computer training ~30 min per day and some reading for at least 60 min a day. After finishing the course the computer training is no longer required, yet ~8 hours of weekly reading is necessary to retain the skills. Someone who does not read for a while will eventually loose some of the reading speed and some memorization abilities. It is very easy to get bored and to stop practicing. Willpower and pleasure can help.
The basic nature of the willpower is understanding the benefits of training and enforcing a strict learning discipline. The discipline involves organized sessions, probably around the same time each day, with some resting time between sessions. Gamification through performance measurement makes the discipline easier, like sports or gym practice. This is the most effective setup, but it is hard to maintain it. People who focus on grit, fortitude and determination do not get bored quite easily, they may get burnt out later in the process. So while we encourage this state of mind, we recommend to supplement it by other activities.
The easiest way to reduce the boring and repetitive motives includes constantly changing goals and metrics as you are adapting to them. This is similar to pushing the plank at a sport. Trying to remember as many objects as you can is not the same as trying to maximize what you can remember in 20 seconds or be trying to remember 20 objects as fast as you can. The way you approach exercises enforces different limitations on your working memory, resulting in more adaptive and balanced approach.
To adapt to the training limitations we can modify the methodology you use. Sometimes we can use mindmaps instead of mind palaces, focus on linking or on chunking, use dual coding or optimize visualization for speed.
Creative joy from great visualization is a great bonus. We may create great funny, logical or personal associations which we enjoy immensely. Anna tells me that her associations were so funny she used to laugh for hours while training. More often than not, the speed is not as important as long-term memorization. By focusing or increasingly more elaborate visualizations, we ensure that we remember the content and also have fun creating it.
Debating with the author is something that I do quite often. In this setup the retention and understanding are maximal, but the speed is compromised. We can consider the content from multiple perspectives, propose alternative solutions, research the sources of information, try to find an error in author’s logic. It is important to keep reasonable reading speed for this trick to work: if you read too slow you will get bored and if you read too fast there will be no place for analysis. It is possible to stop after each section to think, or it may be possible to reread the documents.
Daydreaming about how you can use what you learned works well when we get tired or when we discover something really interesting. This is the least demanding training mode, and also not very effective. However, it maximizes long-term retention and ability to actually do something with what you learn.
Gamification, variations, creativity, analysis and dreaming are different ways to approach our learning, and we may use all of them to optimize our learning experience. Creativity and determination go hand in hand – try to use both of them.
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