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Memletics™ Accelerated Learning Manual
Summary Version

Sean Whiteley

This eBook contains full and summary chapters from the Memletics Accelerated
Learning Manual. The summary chapters (two to seven) are overviews of the core
content in the manual—they are not “condensed” versions of the content.

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............................................................... 9 Using this book .................43 Verbalize—assert your learning with words ...............Memletics™ Accelerated Learning Manual Contents Preface ...................................................................................................................55 Profile yourself—use the Memletic Styles questionnaire.........................................................58 4 © Advanogy..........26 Mental state—get your mind ready for learning.......35 eNquire—review your learning effectiveness ....33 Arrange—prepare for retention ....30 Chapter 3: LEARN with the Memletic Process .....................24 Physical state—keep your body systems in good shape ......51 Alternative Spellings ......................39 Associate—link with what you already know ...............................................................................................40 Visualize—see your lessons in your mind’s eye ................18 How can you apply Memletics? ................................................15 Memletic Styles personalize your learning ................................................................................................................38 Chapter 4: Apply the Memletic Techniques ......52 Chapter summary..............34 Reinforce—build brain networks for the long term ............18 Memletic Approach—the path to your goals .............................................................................................23 Cell state—ensure your brain cells are well nourished ............................................................................45 Simulate—use tools and people to stimulate your learning ..................... 8 Introduction .............................31 Locate—find content for learning ...............32 Explore—understand content ............ 6 Acknowledgements .........................47 Perform—for skills and behaviors ........18 Chapter summary......50 A rollerblading cat? Potential issues with techniques 2003 ...................................................48 Repeat—techniques to lock in content ............................13 Memletic State is the right state for learning ...........12 Chapter 1: Acquire an overview of Memletics ....................................................................................................................................52 Chapter 5: Adapt with the Memletic Styles ..............................................................................................14 Memletic Process—the steps to LEARN.............37 Chapter summary..........22 Chapter 2: Perform in the Memletic State ...........28 Chapter summary..................14 Memletic Techniques lock in knowledge .54 Why Styles? Understand the basis of learning styles ......

............................................. colours and spatial relationships ...................................................................................................................64 The Physical Style—touch and sensations ...............................................................................80 Final words...................71 Chapter 7: Deal with Challenges...................................................65 The Social Style—communication and groups.....66 Chapter 6: Manage using the Memletic Approach .........83 Appendices..............77 Chapter summary ...84 Index .........................66 Chapter summary ............................................................................................ synergy ...................................................90 © Advanogy.....................................76 The Medical Student Syndrome ...........65 The Solitary Style—private............... introspective and independent .73 Mistakes—shortcuts to faster learning ........................................................ 72 Keep it up—deal with motivation issues .............. 67 Target—choose and clarify your goal ..................................................................................................64 The Verbal Style—spoken and written words ...............65 The Logical Style—mathematics.......................................69 Track—manage your progress ....................................................................................................................70 Do it for life—enjoy the journey and the goal....79 Further work from here .................65 Expand your use of styles................73 Knowledge—your weapon against fear and nervousness 2003 5 ....78 Chapter 8: Closing Comments..........76 ACT! Recognize and act on assumptions ..........68 Plan—decide your approach ..............................................75 Under pressure—impact on techniques ......................... reasoning and logic........................ Contents The Visual Style—images...70 Chapter summary ..............................64 The Aural Style—sound and music ............... 79 Book summary............................

Flying is a great way to prove the effectiveness of memory techniques. I find the aviation examples often offer a clearer explanation of a principle or technique. so I hope you don’t find the aviation examples too excessive. and where I’d like to take it from here. witnessing the effect on my grades. As I’d learned them from many 2003 . you will understand why there are still many examples related to aviation in this book. I wanted to do some more activities unrelated to work. The roots of this project extend back to 1994. my primary aim is to find ways to use technology to improve the way we learn and remember.” This is the printed book.Memletics™ Accelerated Learning Manual Preface Welcome! Firstly. During this time. I’ve included some examples from other areas. I felt others could use what I’d learned about memory. I extended some of the memory techniques I’d used previously. I tried some of the techniques in the book and. When the opportunity arose in 1998 to start flying. when I picked up a book called “SuperLearning” while in college. believed there was something worthwhile in accelerated learning. My flight instructor at the time asked me where I had learned them. skills and 6 © Advanogy. As a result I completed that stage of my license in close to the least number of hours the school had seen. Information technology and the Internet help us create and spread information faster than ever before. What’s ahead for me? I’d like to write or co-write more materials that help others use Memletics for specific topics. In many ways we are still using technology from the fifteenth century when it comes to “knowledge transfer. I returned to complete my private license. After a pause in flight training because of work commitments. However. work commitments took priority until in February 2002 I decided to reduce my work hours. some of those techniques did work. thanks for picking up this book. I instead suggested I write a few notes. Those thirty pages turned into two hundred and eighty single-spaced pages of content. I eventually decided to turn that thirty page booklet into something I could publish. Given the heritage of Memletics. and so you have in your hands my first book. Unfortunately though. Well. one of my main motivators was to try out some techniques and see how effectively they worked. In this preface I outline some history of how this project started. Over the next few years I kept up an interest in accelerated learning. too much for a single volume. and tried some new ones. Again. we still don’t have good technology that helps us transfer knowledge. especially for a part-timer flying on the weekends. and worked well. I then separated the learning system from the flying content. Those notes turned into a thirty page booklet that I gave out to a small group of people. In the air it becomes obvious if you have learned something or not.

I encourage you to share your thoughts and findings through the book’s 2003 7 . in future research. it will change society as much as books and literacy have over the past six hundred years. This book does contain information on two newer technologies that do improve the way we learn and remember. organizations and generations. These are simulators and programmed repetition software such as SuperMemo. will help us reach that next stage. I believe we are yet to find or develop the technology that allows us to reach the next stage of “knowledge transfer” between one another. I hope you find this journey of discovery as adventurous and enlightening as I have found it. You can see people and generations repeatedly making the same mistakes. They can help shape the future direction of Memletics. When we do. Lastly. I aim to find and communicate to you new technologies and methods that help you become a high performance learner. Perhaps Memletics. As this is my first major publication on what I’ve found. Acquire an overview of Memletics experience efficiently between individuals. There will be more versions and updates to come. This possibility creates a sense of adventure for me. Sean Whiteley April 2003 © Advanogy. Memletics will help you see where these developments fit. This book is just the start. By buying this book you support the adventure. These are just the start. and I thank you for that. I value your comments and suggestions.

and they have all helped make this book happen. I would never have started! Lastly and most 2003 . Julian Fraser from QBE Aviation provided support and helped me spread my network further. Doug Edwards. I’m still not sure how any of my reviewers found the motivation to get through that first draft. You. Many ideas have come from discussions with him. Tim Clark and Scott Rawling.Memletics™ Accelerated Learning Manual Acknowledgements Several people have helped me at various times during this project. Tony Smith my check-ride instructor. Ruth King and Michael Sutcliffe have provided comments. I’ve appreciated their support and encouragement. support and encouragement from early in the project. education and advice throughout the project. support. Firstly. thanks must go to my partner Kristen. and David “Montie” Lester for inviting me to take that first flight. thanks must go to my two flight instructors. has provided reviews. Trent Mayberry provided me with the opportunity to spend more time on this project. Darren Russ provided detailed feedback on both content and style. If you weren’t reading this book now. contacts and reference material. have provided me with motivation to make this book happen. author of “Fit to Fly. of the Aviation Safety Foundation of Australia. There are two reviewers of my first draft whom I haven’t already mentioned. Thanks also to Graeme Hodges and the staff at Civil Flying School in Moorabbin. She has contributed and supported in so many ways. He. especially when some of my techniques didn’t work as effectively as I thought they would. patience and understanding. dealt with the challenges of me working four days a week in gainful employment. 8 © Advanogy. Keith Ryall provided perspectives from years of experience in the training profession. Without her you would not be reading this book. with Andrew Weekes. contacts.” has provided me with comments. Bill Mattes. the reader. as well as “behind the scenes” support. Tim continues to provide feedback through being the first user of much of my material. They continued to show interest.

They hope that some of what they learn by rote sinks in to allow them to pass a test. Many do not work. Our brain doesn’t come with a user’s manual. I’ve then turned that knowledge into an easy-to-understand system you can easily apply to any learning objective. There isn’t much variation between individuals at the muscle cell Our memory underpins everything we think. If you have ever tried to find out more about learning though. it’s surprising that school does not teach us more about how to learn and how to use our memory well. I chose this name because there many parallels between athletic skill and learning skill. It supports basic activities such as breathing and movement. I’ve used flight training and other activities to help work out that answer for myself. You can find more information on the manual by visiting http://www. The strength and endurance of your muscles comes mostly from repeated exercise and training. say and do. We remember and forget at a similar pace. Acquire an overview of Memletics Introduction This is the full introduction to the Memletics Accelerated Learning Manual. you probably found few guides on how to learn more effectively.memletics. Almost anyone can improve their fitness and strength through training. I’ve tried to avoid the unproven ideas and only include techniques shown to work by reputable organizations or direct experience. Many of us consider it a basic brain ability that allows us to (sometimes) remember a shopping list. © Advanogy. and lose fitness. birthday or anniversary. Many people still consider learning a “hit and miss” affair. You mostly get fit. nor at the brain cell level. You don’t have a poor memory. A wide range of methods and techniques out there claim to improve memory. your brain’s performance does not differ that much from the rest of the population. Let’s look at some of those. I’ve reviewed more than thirty books. Some bad experiences may push you to stick to the ways you already know. Memletics combines the words Memory and Athletics. at a similar pace as the rest of the population. many articles and countless web references to add to and refine my knowledge. right through to complex activities such as performing surgery and flying an aircraft. Think of your brain like your muscles. you just have an untrained memory. I believe this book answers the question “how do I improve my learning and memory?” Over the past few years. You also may not have the time to find valuable information. Memory is far more fundamental than that. In researching this 2003 9 . While you may believe you have a poor memory. For such a fundamental skill. I call this approach Memletics.

In the Overview chapter. you are like someone who can also run. swim and jump. Employment. relationships. you can also improve your memory fitness through many activities. Many of the examples are from learning to fly. we use an exam to test our learning. The more varied your memory training. It provides you with techniques to help keep what you’ve learned in your immediately accessible memory for the long term—for the rest of your life if you wish. languages. Similarly. Similarly. Memletics works well with sports and other physical 2003 . I list many examples. This book helps you become a self-directed learner. You don’t expect you can run a marathon the day after going for a jog for the first time in five years. not just in your studies. Athletics and Memletics do differ on a particular point though. 10 © Advanogy. why not try your hand at sailing. We often measure the effectiveness of a training course by how effectively we can perform certain skills at the end of the course. Someone capable in these areas can also apply and enjoy their fitness in new sports. knowing several memory techniques allows you to enjoy the benefits of good memory in many other areas of your life. if you only learn one technique you are like someone who only does the javelin. Memletics differs because it focuses on lifelong learning. an athletic meet. self-directed learners have a great advantage over those who wait for the next organized course to come along. Indeed. we would find that many rate poorly. however here are a few: Use it to learn professions such as flying. presentation. Let me explain a little more. The word example appears over four hundred times in this book. sailing. however I’ve also included examples from public speaking. Like improving your athletic fitness. In doing so you further develop your Memletic fitness. School and college students can apply it to their studies. If you want to focus on pursuits unrelated to work. six months or a year after training—usually the most important time! If we used long-term retention as the measure of success for today’s courses. Some are easy. you can’t learn one memory technique and suddenly your memory drastically improves. This measure of effectiveness does not consider how much we forget three months. I strongly believe that in today’s economic climate. Use it to develop personal skills such as communication. improving your memory fitness has benefits in many areas of your life. medicine and law. If you instead learn several disciplines. Similarly. some are challenging. if you don’t already have a goal in mind I recommend you find one to help you learn Memletics at the same time. physical games. confidence and leisure are a few. the more you can use your memory fitness in different ways. cooking or wine appreciation? Lastly. Athletics typically focuses on a particular event. championship or even the Olympic Games. Memletics does not just focus on training for an exam or test. you will find practical examples from some of these areas. leadership and consulting. You can apply Memletics to many goals involving some form of learning. Comparing back to athletics. I often use these examples to show how to apply a particular technique. and other activities. photography and others. it takes time to build your memory fitness.Memletics™ Accelerated Learning Manual You can improve your athletic fitness through many activities. photography. Throughout this book. Just like athletic fitness. For example. For example.

Once you learn how. As a society we have tried to take shortcuts in learning. I want to mention one last parallel between athletic fitness and Memletic fitness. as well as some final words. Memletics will help you relearn practices so you can learn any topic quickly. start thinking of ways you can practice Memletics. the extra effort repays itself many times over. A good memory comes from practice. Techniques. This book is your Memletics training guide. Be excited about learning! Read on and find out how. How can you start to apply the system in your life? If you don’t already have a goal in mind. start thinking of ideas. For older individuals. The first chapter gives you an overview and then the following five chapters take you through Memletics in detail. For younger 2003 11 . Those who are working can use Memletics to advance their career faster. Memletics can help you make the most of recreation time. Styles and Approach. “Deal with Challenges. Process. you can apply Memletics in almost any area of your life. Any worthwhile effort likely involves various challenges. using Memletics may take more time. *** As you can see. The last chapter. however to get the benefits you need to start learning and using the system. You learn the fundamentals of the Memletic State. Use it to help you develop Memletic fitness. © Advanogy. Like athletic fitness. your Memletic fitness doesn’t improve if you don’t get up and do something. “Closing Comments” provides further ideas on how you can continue building your Memletic fitness.” provides examples on how you can overcome some common learning challenges. As you read. Reading this book alone may slightly improve your Memletic fitness. Memletic fitness helps ward off the effects of ageing on the brain. You may be still in school. in the middle of a career or retired. Memletics provides a great head start in education. Acquire an overview of Memletics At first. Chapter seven of the book.

Whenever I have more information on a particular topic available in the references. I believe this approach is easier to use. An example of a sidebar is on the right. If you would like to view that extra information. completeness and correctness of the content in this book.memletics. references and the index. it doesn’t interrupt your reading and it helps me manage out of date or dead links. You won’t miss shaded them. sidebars and text boxes. You can see an example to the left of this paragraph. applicability. however the text contains few web page links or URLs. You don’t miss the essentials of Memletics if you do choose to skip them. 12 © Advanogy. software and websites. Instead. Sidebars and text boxes I’ve included many sidebars and text boxes Example sidebar throughout this book. You These sidebars provide extra can tell it’s a sidebar or text box because I’ve information. you see a small symbol. By reading this book you agree to the “Memletics Terms of Use” in the back of the book. I’ve provided a comprehensive index. You can choose to read these or skip them.Memletics™ Accelerated Learning Manual Using this book The following tips will help you get the most from four useful features of this book—margin icons. I’m keeping all the references on the Memletics website. core elements of Memletics if you skip them. Margin icons This book only uses one margin Index As there are many cross-references in the book. It highlights an important point or caution. such as text or website links. Important notice This book is for informational purposes only. A text box spreads across a 2003 . References As you read you may notice that I reference books. If you do not accept this. It’s your sole responsibility to decide the usefulness. These boxes provide further useful information that doesn’t necessarily belong in the main body of the book. don’t read the book. For example: This sample paragraph has more information available on the web. go to the book’s reference pages at http://www.

How to make sure your brain cells. progressively getting down into the details. and then read the rest of the chapters in an order that suits you. Use your stronger and secondary learning preferences to improve your overall learning. State. Having this overview also helps you understand links between the different parts of Memletics. Acquire an overview of Memletics 1 Acquire an overview of Chapter Memletics Memletics draws together much of what we know about effective learning into an easy-to-apply system. read Approach.memletics. Read this overview chapter first. Memletic Styles and Memletic Approach: • The Memletic State. You will soon begin to see the power of Memletics comes from both the individual parts and the whole system. • The Memletic Techniques. • The Memletic Process. • The Memletic Styles. It’s up to you. Having a broad understanding first helps you recognize those linkages as they arise in the following chapters. Memletic Techniques. Process. Styles. physical systems and mental systems are in the best state for 2003 13 . In this chapter I just provide an overview of each part of Memletics. Or. Process. State. This chapter provides you with an overview before you start learning about the individual parts of This chapter outlines the five parts of Memletics. The steps you take to LEARN the knowledge needed for your goal. just read them as presented. Styles and Approach. read Techniques. Manage the overall learning journey by prior planning and then tracking along the way. You can find more information on the manual by visiting http://www. These techniques improve the speed and quality of your learning. Chapter 1: Acquire an overview of Memletics This is the full Overview Chapter from the Memletics Accelerated Learning Manual. • The Memletic Approach. You don’t have to read the chapters in a sequential order. © Advanogy. Don’t worry too much about the details of each part at this point. These parts are the Memletic State. This is because there are many interrelationships between the five parts of the system. Memletic Process. If you prefer high-level detail first. This helps you learn Memletics faster. If you want the juicy details first. and then Techniques.

blood circulation. concentration. Controlling your breathing and stress helps good state. At the same time. Memletic primarily neurons. Mental state involves mental processes that predominately occur in the mind. good diet and exercise also have positive effects. excess stress and tension are enemies of good state.Memletics™ Accelerated Learning Manual Memletic State is the right state for learning Memletic State helps you ensure your cell state. Some dietary supplements can also increase brain performance. food and nutrients. Memletic Process—the steps to LEARN The Memletic Process provides steps to follow when learning new material. water. awareness and attitude. Longer term. • Mental state: Clearly defined goals and defined steps for achieving those goals are essential for motivation. and I discuss these as well. You use this process at varying levels of detail throughout your learning. right temperature. This approach provides a repeatable process you can refine to improve your overall learning performance. Cell State Layer Good learning state supports the building of Physical State Layer the networks of neurons for the material you Mental State Layer learn. such as motivation. • Physical state: Your physical environment has a big impact on your body. physical state and mental state are in Relaxation good condition for learning. Glucose Cell state refers to the state of the cells. You then repeat the process at lower levels of detail until you are learning individual chunks of knowledge. such as breathing. good light and correct furniture are important. you first use this process at a high level to understand the overall organization of your material. State Physical state involves the different bodily Nutrients Fitness Health systems that support life. Attention and concentration are critical for 2003 . good mental health and “mental exercise” also improve your overall learning. The brain is a cell-based system and relies on essential materials such as oxygen. It’s harder to learn if your cells. which make up the brain. Good cell state requires a good supply of all these during learning. sleep and general bodily health. Longer term. body and mind do not perform well. These materials are essential for the proper functioning of neurons and other key brain cells (see text box page 16). For example. There are also some negative impacts on state. as does getting enough rest and sleep. positive learning experiences build neural networks that improve how you learn. For example. 14 © Advanogy. such as a particular skill or fact. so fresh air. What is “good condition?” Let’s look at some examples: • Cell state.

Firstly you find and prepare content for your learning goal. and prepare it for memorization. You can use many techniques in your learning Simulate Perform activities. Memletic Techniques lock in knowledge You mainly use the Memletic Techniques Visualize Verbalize during the reinforcing activity of the Memletic Process. the Internet and other references. • Reinforce. The techniques are the primary Memletic methods of reinforcing the knowledge you Techniques need to remember for the long term. You then use those techniques to reinforce knowledge. such as learning to a level deeper than needed. Here you work through and understand your content. as it may not be suitable for the particular technique you chose. Letting it do so helps the whole memorizing process. • Arrange. associates information and does its own reviews as you progress. These are: • Locate. • eNquire. © Advanogy. skills and behaviors. you review both how well you learned your content. There are also some approaches relevant to particular learning styles that you may want to try. They sometimes overlap. • Explore. when you explore content you start to form ideas on the techniques to use to memorize it. Further reinforcing techniques help you lock in that material for the long term. Lastly. Notice how the first letters of these steps spell out LEARN (eNquire starts with the ‘N’ sound). one-on-one tutoring sessions. There are some general principles to follow. Acquire an overview of Memletics Memletic Process L E A R N Locate Explore Arrange Reinforce eNquire The diagram above shows the five activities of the Memletic Process. as well how well you applied Memletics along the way. Don’t feel like you have to stick rigidly to these activities. Next you select which material you want to memorize. however it could also involve getting notes from lectures. For example. You start to reinforce material when you explore and arrange it. You then prepare your content for use with those techniques. based on the underlying principles of how the techniques work. You select Memletic Techniques based on the type of knowledge you want to learn. You may need to rearrange some material during the reinforcing process. This book has over twenty different techniques you can apply to various forms of content. Your mind naturally connects topics. This may involve using standard books and 2003 15 . I’ve grouped these into six main categories.

you would have around 93 gigabits of storage. This is the bulge at the tip of the axon. and you have purely staggering storage and processing abilities all within the space the size of your head. The signals that flow through the neurons and axons are very small changes in the electrical charge of cell components. Associate new knowledge with knowledge that’s already in your memory. This transmits the signal to another area. But that’s not all. • The cell body. I’ve simplified the structure of the neural network to give you an idea of the basics. These techniques are great for facts and procedures. Visualization can be creative. the pre-synaptic terminal of the transmitting neuron and the dendrite of the receiving neuron do not touch. These receive signals from other neurons.000. The changes are achieved via the flow of various molecules and chemical compounds into and out of the cells. • The pre-synaptic terminal. The neurons connect to other neurons via synapses.000. The signal passes from one neuron to another by the release of certain chemicals called neurotransmitters. • Visualize. The combinations of the synapses control whether a signal is passed on or not. Now. Synapses are like a tiny telephone exchange between two or more neurons. as well as the number of times it’s been triggered recently. Multiply out those numbers. It passes the neuron signal on to the dendrites of other neurons. ideas and views in your mind. Each neuron typically has between 1.000 synapses. consider these statistics. for example for 16 © Advanogy. This other area may be as close as a hair-width away.000 and 10. Therefore. Use your “mind’s eye” to recreate sensory abilities. If each neuron just stored a 1 or 0 like a computer. or one hundred billion neurons. The majority of memory is represented via large networks of neurons within the brain. This manages the overall cell function and maintenance. Researchers estimate there are up to roughly 1011 neurons in your brain alone (not considering the rest of the nervous system). If you want an idea of how complex the brain is. moderated by how often the same signal has passed through that synapse. the overall strength of the signal passed from one neuron to another depends on the strength of the first trigger. In the synapse. There are four main components of the typical neuron: • The dendrites. That’s perhaps 100. • The axon. or sometimes up to three feet (one meter) away.Memletics™ Accelerated Learning Manual An Overview of Neurons—Basic Brain Cells Neurons are the fundamental cells that support memory. sometimes called neural networks. These categories are: • 2003 .000. experiences. The amount of neurotransmitter released depends on the strength of the signal received at the pre-synaptic terminal.

• Repeat. • Simulate. You can use it to rehearse new procedures and skills. © Advanogy. While Memletics aims to reduce rote repetition. Using verbal techniques such as assertions (or assertions). while PC based simulation is becoming more and more advanced. Basic simulation can involve just cardboard cutouts or household items. I’ve listed the techniques in each of these categories in the following table: Associate General association Peg events First letter mnemonics Mental journey or story Acrostic mnemonics Roman Rooms Linked lists Chunking Peg words Visualize General visualization Mental rehearsal Creative visualization Strengthening techniques Verbalize General verbalization Mental firewall Assertions Scripting Simulate Basic simulation Advanced simulation PC simulation Role-playing Perform Three stage skill learning Shunt Part task training Anchoring Performance variation Modeling Overlearning Repeat Rote learning Scheduled review Flashcards Programmed repetition As well as the techniques. Some of these techniques involve understanding the theory behind learning and performing skills. Role-playing is also another form of simulation. as well as improve performance of already learned skills. I also discuss some common reasons why techniques may not work as well as you expect at the end of the techniques chapter. Acquire an overview of Memletics experiences that have not happened yet. • Verbalize. Your internal self-talk influences your behavior. however some newer software can significantly improve the way you learn and retain new material. Other Perform techniques help change existing behaviors. Simulation reinforces a behavior or skill using external tools. There are specific techniques to improve skill performance. scripting and a “mental firewall” you can alter your internal self-talk to align with your learning objectives. • 2003 17 . and as well use it to strengthen other techniques. Flashcards are also useful. rote learning is still a common and sometimes useful technique.

• Track. This one is self-explanatory! How can you apply Memletics? I mentioned in the preface that Memletics grew from my flight training experiences. • Physical. • Aural. Enjoy it for life. Do prior research. • Social. • Logical. This bias may have influenced how you view your own learning abilities. You use voice. Memletics is now a system you can apply to a wide range of learning 18 © 2003 . You use your body. Track your progress. • Plan. images. sounds and music. I’ll talk more about this in the Memletic Styles chapter when we discuss learning styles in detail. Choose and clarify your goal. and sense of touch. You use pictures. • Do it. This involves regularly (but not too regularly) checking your progress and adjusting where necessary. reasoning and systems. You use words and writing. Your favored use of particular styles does not make you a more or less effective learner. plan your course map. and spatial arrangements. These seven Learning Memletic Styles Styles are: Aural Verbal • Visual. You prefer to learn with groups or other people. You use logic. and work out time and cost estimates. All of these styles are effective learning styles. You prefer to work alone and use self-study. exploring your goal and setting your objectives. There are many variations on this theme and different Visual Logical ways to describe these preferences.Memletics™ Accelerated Learning Manual Memletic Styles personalize your learning The Memletic Styles recognize that each of us prefers to learn in different ways. • Solitary. Physical • Verbal. The time you spend in this activity varies according to the length and importance of your goals. however the Social Memletic Styles uses the seven shown in the diagram as its basis. Memletic Approach—the path to your goals The Memletic Approach is a series of tasks that you can use to approach and manage any learning journey. Targeting your goal involves understanding your reasons. Current school approaches tend to focus on only two of these. hands. Memletic Approach Target Plan Track Do it for life The four tasks of the Memletic Approach are: • Target. Decide your approach. Solitary visualization.

as well as some specific activities. Personal skill development Regardless of your occupation. Acquire an overview of Memletics activities. If you think of more. See further below for examples. I list some more specific examples below. you are likely to benefit from improved personal skills. to give you ideas of what activities you may want to try. they have more time available for recreational activities. Also. and potential diseases such as Alzheimer’s disease. employment and later years. Let’s look at how you can apply Memletics during major life phases. recreational activities. This could allow you to spend more time increasing the quality of your education through extra study. and sports. Children find many of the techniques such as association and visualization easier than adults. feel free to post them on the website. and university are great places to apply Memletics. Using Memletics during major life phases Here are a few points on using Memletics during major life phases—early years. You may not realize just how many opportunities for better learning there are in the workplace. Memletics can also help here. as retirees typically live longer. to encourage you to see ways you can apply Memletics to your current goals. Understanding and using these techniques can help you learn faster. You can apply many of the techniques to develop your skills in areas such as: © Advanogy. Specific activities Let’s look at more specific examples of where you can apply Memletics. professional training. In this section I outline my thoughts on some of those activities. I do this for two reasons: • If you are already do some of these activities. • Early years. Examples include job hunting skills. formal education. I’m sure there are others out there as well. Often applying some structure to study can make a big difference. and continuing training. One of the major concerns of older individuals is the onset of age- related mental decline or dementia. • Formal education. Your children can benefit from your understanding and use of Memletics. Good Memletic fitness helps keep your mind and body active. This can give them a good head start in their schooling and life education. You may want to consider using Memletics to help you change your career or learn new skills after redundancy or a layoff. School. • If you are looking for a new goal. college. • Later years. helping to ward off or reduce the impact of these brain problems. or allow you to spend more time outside school. I’ve listed four types of activities: personal skill 2003 19 . learning new roles and skills. Your choice! • Employment.

Or. you can still gain many benefits from developing these skills. Whether you are a doctor. the effectiveness of various relaxation techniques and the impact on anxiety has been researched for use in many medical contexts. There are also parallels between flight training and law. For example. I’ve mentioned elsewhere that I believe flying is a great activity in which to develop your Memletic fitness. physiotherapist or psychologist. nurse. 20 © Advanogy. There are many parallels between the medical and flight professions.Memletics™ Accelerated Learning Manual • Communication • Selling and marketing • Presentation • Consulting • Negotiation • Coaching and mentoring • Leadership • Management • Time management • Creativity • Etiquette • Problem solving • Networking • Training others • Stress. • Medicine. While law may not involve the responsibility for a human life. conflict and anger • Relationships management • Planning • Interviewing • Financial Management • Learning other languages If you are looking for a topic to start learning Memletics. One reason I started flight training was to understand and develop my skills using various memory and learning techniques I’d read about. For example. These include the flight. One area is pain control. Consider selling and 2003 . I know of an experienced flight training author and ex-accident investigator who helps legal organizations reduce their insurance costs by applying the same principles of pilot error management in a legal context. your use of Memletics can help you learn and refine skills and as well help pass on useful knowledge to others. When you are searching for a job. Even if your work role does not need these skills directly. Indeed. you are selling your time. The key one is that you are often solely responsible for the lives of others. use your selling skills to find another buyer of your time)! Professional training There are a wide range of professions that can benefit from Memletic training. and the ability to resolve challenges quickly (such as managing false assumptions). when taking on an assignment from your boss. • Law. some of the research for this book came directly from the medical fields. • Flight training. The win or loss of a case may depend on the good functioning of your memory. This results in you being more valuable. it often involves the responsibility for the livelihood of clients. the ability to learn key skills such as communication and persuasion. consulting skills can help you better understand your assignment and deliver to requirements. these are often good places to start. medical and legal professions. and hopefully more rewarded (if not.

writing etc. © 2003 21 . These are another way to learn more about Memletics. performance • Astronomy • Music and singing • Fishing. tai chi • Cooking • Wine appreciation • Dancing. While you may not be aiming to compete on an international level. You may already know how to drive. Are you comfortable you could handle a loss of control in wet weather? You may also want to try some of the principles of Memletics while teaching your son. sports and other competitive activities are a great way to also develop your Memletic fitness. while developing your skills at something not directly related to your occupation. Visualization. why not try some recreational activities. yoga. metalwork • Gardening and landscaping • Martial arts. • Four wheel driving drawing. theatre. bird-watching • Historical and genealogy studies These are just a sample. • Hiking and Orienteering • Home renovations and interior • Flying (recreationally) design • Woodwork. Why not try a more advanced driving course. Some examples include: • Photography and Video • Travel (the wider the better) • Sailing • Creative activities—painting. Here are just a few examples: • Archery • Football • Shooting • Track & Field • Badminton • Golf • Skating • Triathlon • Baseball • Gymnastics • Skiing • Volleyball • Basketball • Hockey • Soccer • Water Polo • Biathlon • Netball • Softball • Water-skiing • Bowling • Polo • Squash • Weight-lifting • Cricket • Racquetball • Surfing • Windsurfing • Cycling • Rowing • Swimming • Wrestling • Diving • Running • Table Tennis • Fencing • Rugby • Tennis Others Here are a few others applications that don’t fit into the categories above. Acquire an overview of Memletics Recreational activities If you are looking for a new activity outside work. These activities are also conducive to higher motivation as they have direct benefits for you (and potentially your family) rather than your employer! Sports and competition Many of the techniques in this book have already been applied in a sporting context. relaxation. concentration and modeling can lead to superior sporting performance. daughter or others to drive. Books like “The Inner Game of Tennis” and “The Inner Game of Golf” helped launch visualization into mainstream sports as well as wider use. • Driving. There are more out there. 2003 . We looked at how you can apply Memletics in various life phases. or developing other life skills not mentioned here. Whether it’s learning to be a better domestic partner. • General living. You know about the Memletic Approach and that it helps you tackle any learning goal. You now know the Memletic Process is five steps to faster LEARNing. Later in the book I’ll give you some more suggestions on how to start learning Memletics. I’ve taken you through this overview of Memletics because there are many links between the individual parts of Memletics. just read. Having this broad understanding helps you recognize those links as you start learning Memletics in depth. active mind etc. You’ve seen the broad categories of the Memletic Techniques. Keep in mind that just being in Memletic State (healthy. You realize the Memletic Styles adapt how you use Memletics according to your learning styles. You’ve seen that Memletic State helps you develop the best condition for learning. We begin with Memletic State. rather than theory.) may be more likely to help you along than learning specific “pickup lines” or other similar techniques. Chapter summary In this overview you’ve started to develop an understanding of Memletics. For now. you don’t need to use every part to have the system start working for you. dating. sport and more. You can choose the techniques and adapt Memletics to what feels right for you. Yes. We also looked at specific applications in careers. While I haven’t specifically tried it myself.Memletics™ Accelerated Learning Manual • Dating. absorb and enjoy! 22 © Advanogy. While Memletics may seem overwhelming at first. I’ve also given you some examples of where you can apply Memletics. As Memletics is a practical system. fit. I’m sure that many of the principles of Memletics could help you out in the dating game. This is exactly what you are about to do in the next five chapters. recreation. Memletics can help you along.

Glucose. circulate Memletic State is when your body and mind are in the best condition for learning. Positive Mental Attitude. Memletic State is the peak condition for performing well in many human endeavors. The elements of this layer are © Advanogy. from flying a plane to playing football. In summary. and how to achieve it. The next layer is the physical state layer. You will find it hard to learn without satisfactory functioning of cells. body and mind are in good condition. Applying the information in this chapter will increase your learning performance. The outer layer is the mental state layer. Relaxation. You can find more information on the manual by visiting http://www. Relaxation. Being in Memletic State doesn’t just increase your memory and learning performance. Fitness.” Memletic State describes the best state for learning. This Relaxation chapter tells you how to get in that state. or good “state. Memletic Being in Memletic State also helps improve State your health and well-being. These are the cell. Chapter 2: Perform in the Memletic State This is a summary of the Memletic State chapter from the Memletics Accelerated Learning Manual. Sleep and Body Rhythms.memletics. Oxygen. I’ve grouped the major contributors to Memletic State into three layers. physical and mental state layers. Perform in the Memletic State 2 Chapter Perform in the Memletic State You learn faster if your cells. Fitness. the elements that make up each of these layers are: Cell State Layer • Cell State Layer: Water. Attention and Concentration. Mental State Layer • Physical State Layer: Health. The learning state diagram below shows these layers and elements. and Supplements. Cell state is fundamental and therefore the innermost layer. Physical State Layer and Basic Nutrients. This chapter shows you what Memletic State is. and Goals. • Mental State Layer: Health. These elements impact how well you breathe. fight off illness and more. without Glucose using any of the other techniques in this book. 2003 23 . with resulting Nutrients Fitness Health benefits in many other areas of your life. We look at the benefits of general health and fitness right through to the latest results from brain research.

24 © Advanogy. Neurons Glucose need water. the mental state layer. Ensuring your brain has a good supply of all these materials provides a solid base on which the other learning state layers can perform well.Memletics™ Accelerated Learning Manual within our mind. What happens to oxygen usage during learning? What you can do to improve your oxygen use? • How to increase blood efficiency. and how Vitamin C helps. • The best foods for brain energy. you should always consult a medical practitioner or other appropriate specialist. Applying the content in this chapter may involve changes to your diet. CAUTION. primarily neurons. the impact of a lack of glucose in the brain. Discuss activities that may affect particular illnesses or conditions you have. especially if you suffer any form of illness or are on any medication. • Supplements. What’s the difference between complex carbohydrates and sugary foods? • What foods to avoid. and how it gets into the brain. If you plan to make changes to these areas. and why. including good foods. Content in the book includes: Glucose (Energy) • The brain’s need for energy. oxygen. The four materials we examine in cell state are glucose. Cell state—ensure your brain cells are well nourished Good cell state ensures an adequate supply of materials that brain cells. This chapter includes information on health and fitness. the impact of Iron deficiency. Notice how cell state layer supports the physical state layer. need to work. the role of Iron. physical activity levels and other day-to-day behaviors. The lack of any of these basic materials significantly decreases Nutrients your ability to learn. energy and oxygen. and how you get energy into the 2003 . This applies in particular to: • Breathing exercises if you have any lung illness or condition • Physical exercise if you are unfit or have a heart or lung condition. This is not specific advice for your personal situation. Like other human cells. and the impact of insulin on energy levels in the blood • Tips – including exams and the impact of large meals on energy levels (especially the Sunday lunch) Oxygen • The brain’s need for oxygen. and the physical state layer supports the next layer out. basic nutrients and water. even to live. Neurons and other cells around them also need certain Memletic State nutrients to work effectively.

including vegetables and fruit. What color should your urine be? • Is thirst a reliable indicator of fluid levels? © Advanogy. meat. • The proteins that provide basic materials for neurotransmitters.) • Which of these fats can come from flax seeds. after learning. legumes. • What is the role of fatty acids in maintaining the brain cell membrane or “skin” – including the function of lipids? What are the right fats to include in your diet – including Alpha-linolenic acid or ALA (part of the “omega-3” family of fatty acids) and Linoleic acid or LA (part of the “omega-6” family of fatty acids. and micronutrients to protect it. walnuts. and new lung exercisers such as Powerlung and Powerbreath. safflower. and how traditional diets and combinations can help. protection and metabolism. sardines. mackerel. corn. chia seeds. including transport. Basic Nutrients • The role of key nutrients in the brain – fatty acids for building your brain. Typical symptoms. grains. • Is the eight glasses a day guideline correct? How to tell if you are consuming enough water. • Which foods contain complete versus incomplete proteins. • How to increase pulse rate and strength. and sea vegetables? Can you also get these from fish? • What is the best ratio of these two types of fats? Why do western diets contain poor ratios. eggs. and interval training • When to focus on breathing: Before learning. and lipoic acid help? • The role of diet on antioxidant levels. expeller cold-pressed sunflower. glutathione. Is deep breathing always good for you (what about asthma)? Find more on abdominal breathing on the web. including Fish. sleepiness and dizziness. and during day-to-day activities. • The impact on dehydration on 2003 25 . Vitamin C. including headaches. and how your diet influences these. such as salmon. both during learning and longer term. cheese and yoghurt. and what can you do about it? Is vegetable-based oils part of the answer? Should you include more cold-water fish in your diet. the role of fitness. during learning. Longer term ideas include cardiovascular fitness. Water • The role of water in the body. seeds and nuts • Whether being vegetarian can affect your protein intake. green leafy vegetables. amino acids to help it communicate. sesame oils. coenzyme Q10. Perform in the Memletic State • How to improve lung efficiency – including foods. Micronutrients – protect your brain • What are free radicals – and how can they damage the brain? • How does the body protect itself from free radicals – the role of antioxidants • What are some of the key antioxidants? Can Vitamin E. and trout? Amino acids – connect your brain • The role of neurotransmitters in the brain.

• Dietary supplements. ecstasy and others). the physical layer. • Includes information on blood flow & circulation. the Mozart Effect and others provide significantly enhanced learning? • The role of relaxation. Physical state—keep your body systems in good shape The next learning state layer. Content in the book includes: General Health and Nutrition • How general health and nutrition contributes to optimum learning performance. Physical Relaxation • Do programs such as SuperLearning. • Basic guidelines for fitness. including its impact on concentration and stress. • The impact of stress and adrenaline on your bladder. The physical environment should support your bodily needs. exercise. lung efficiency. and taking responsibility. State • Physical fitness.Memletics™ Accelerated Learning Manual • When to adjust your water intake. Good physical state consists of: • General health and nutrition. including exercise. • Body and brain rhythms. 26 © Advanogy. blood quality. The overall health of your body system influences your Memletic ability to learn. Sleep supports learning. and consumption of coffee of alcohol. temperature. Which is worse for the brain – long term alcohol consumption or binge drinking? Physical Fitness • The positive impact of physical fitness on learning. including calculations for optimum exercise heart rate and maximum heart rate. A relaxed state contributes to good learning. • Physical environment. • Also includes information on the harmful impact of alcohol and psychedelic drugs (such as 2003 . • Includes information on diet. deals with critical body and brain Relaxation systems that support good learning state. positive mental attitude outlook. illnesses and injuries. Some dietary supplements may improve learning and brain performance. Knowledge of other body and brain rhythms also helps your learning. and immune and lymphatic system. • Physical relaxation. general stress and relaxation. Bodily fitness supports Health Fitness good learning.

© Advanogy. • Planning for optimum breaks during study. including temperature. How prolonged study can drain the brain of neurotransmitters and glucose. videos and slide shows? Does full spectrum lighting provide any benefits. and what you can do about it. Massage. Brahmi (Bacopa Monnieri). Perform in the Memletic State • Includes a basic relaxation exercise • When to do relaxation exercises – before. • The circadian rhythm. contraindications (side effects) and other issues associated with other supplements. caffeine and Acetyl-L-Carnitine. Also information on the lark-owl myth. break areas etc). food and water. including the circadian rhythm and the ultradian rhythm. and Biofeedback. break areas. Autogenics. Ginkgo Biloba. • Some of the risks. brainwork. • Brain 2003 27 . This also includes dosages. Sensory Deprivation (Float Tanks). or are standard artificial lights just as good as sunlight? • How does furniture affects your learning potential? Does muscular tension impact learning? Where should you sit in class? • If you provide a learning location. and how you can change your sleeping habits. air. • The ultradian rhythm. Dietary Supplements • Drugs and substances improve memory and learning. usage and contraindications. light. Why it’s important to get sleep before and after your lessons. and services (rest rooms. furniture. during or after learning or study? • Further information on relaxation exercises. Progressive Muscular Relaxation (PMR). and other services such as phones? Body and Brain Rhythms • The cycles and rhythms the body and brain runs to. should you consider easy access to restrooms. • What is the best temperature for learning? Can small variations influence learning performance? • Why is fresh clean air important? Which impacts you first – carbon dioxide or oxygen levels? How fast does carbon dioxide build up in a small space? What is the impact of heating? Have you heard of “sick buildings?” • How much light should you have while learning? What about during presentations. the level of alertness throughout the day. • Where to find further information on supplements & clinical trials • Tips for buying and using supplements • Details on five memory-enhancing supplements. including B-group vitamins. and physical activity. How to make the most of this intra-day rhythm. Physical Environment • How the physical environment influences your learning. and the best times of the day for rest (“siesta”). Also covers “brain drain” – the natural replenishment requirements of brain glucose and neurotransmitters. such as Deep Breathing.

If you don’t believe in the direction your learning is taking you. Stress and Depression are prevalent today and have a harmful effect. Six key contributors to Memletic State good mental state are: • General mental health.Memletics™ Accelerated Learning Manual • Also includes detailed information on how to use caffeine for best effect. The inner state layers (cell and physical) influence the mind and its workings. as well as caffeine content in standard drinks such as coffee. • For stress – how stress impacts learning because of cortisol. Like physical fitness. Borderline Personality Disorder. and its long term impact on the hippocampus • For depression – how a lack of a key neurotransmitter called serotonin impacts learning. Panic Disorder. Your self-image influences your memory and learning performance. 28 © Advanogy. mental fitness benefits the whole brain. Post-Traumatic Stress Disorder. tea and cola soft drink. Obsessive-Compulsive disorders. • Positive mental attitude. • Mental fitness. desirable and achievable goals. mental 2003 . and Phobias. • Disorders that can negatively impact learning. • Attention and concentration. Content in the book includes: General Mental Health • General activities that contribute to good mental health. Schizophrenia. Relaxation deals with the mind. however this layer is also influenced by our own thoughts. • Mental relaxation. Mental relaxation also plays a role in supporting good mental performance. You can alter your self-image through self-talk. Mental Fitness • A comparison of mental fitness to physical fitness. • Examples of some particular supplements to avoid. such as anxiety disorders. • Clear. your content has a much better chance of making it into your long-term memory. Mental state—get your mind ready for learning The last learning state layer. Attention Deficit disorders. If you concentrate and pay attention when you learn. • More information on the two most prevalent mental health issues in the western world today—excessive stress and depression. Good mental Fitness Health health supports learning performance. You can develop mental fitness through mental exercises and other activities. it’s unlikely you can sustain good learning performance.

Where to sit in a library. family and colleagues. • Specific information on using assertions. • Short term and longer term exercises to improve attention and concentration. music. learn photography. • The best times to use relaxation. • Further information to dispel the “highly accelerated learning through relaxation” and “classical music” learning myths. and how to train yourself to better handle distractions. including Neurobics. Attention and Concentration • The need for attention and concentration during learning. How to reduce distractions from sources such as friends. Also includes important information on expensive memory and concentration improvement 2003 29 . or paint. • More exercises include: Learn another language. Clear. Positive mental attitude • How our beliefs significantly influence how well we learn and remember. MindGym. and travel. desirable and achievable goals play in learning. • How to change your self-image via changing your self-talk. software (eg IQ builder. distraction logs. • How your self-image interacts with two other parts our mental attitude – Self-Talk and Self-Esteem. and anchoring. and interactivity. do volunteer work. try a new hobby. • Details on some common mental relaxation techniques. Perform in the Memletic State • Details on specific exercises that can improve your mental fitness. such as writing objectives. • Specific information on how the environment impacts your concentration. • Short term techniques such as “be here now”. change careers. topic switching. or learn to fly! Mental Relaxation • Mental relaxation and its role in controlling stress. Desirable and Achievable Goals • The role that clear. paragraph marking. fear and nervousness on learning. guided imagery. • Key ways to highlight your goals. electrical noise. games and puzzles (such as “concentration”). Brain Builder). mental firewalls and anchoring to help change your self-talk. • The influence of other Memletic State principles on attention and concentration. the spider approach. develop your social networks. meditation and other exercises. and peripheral vision. • Longer term techniques such as games. © Advanogy. setting rewards and using images (such as photographs). Signing. • Using these techniques with physical relaxation techniques • The impact of stress. Music. read more widely. and using relaxation to control it. get creative – learn to write. draw. such as meditation.

we look at the steps you follow for fast learning and long-term recall. as do clear. Water is important for transporting materials as well as protection. Mental health. and you now understand the need for caution with all supplements. You may already have a good idea of which parts of Memletic State you already have under control. nutrition and fitness. It also helps you perform well in many other areas of your life. Basic nutrients help run the brain and protect it. You now understand how important sleep is to learning. You’ve seen the role relaxation plays in learning. You’ve seen how to make sure your cells get the materials they need to work correctly. desirable and achievable 2003 . We’ve discussed general health. as well as which parts may need more work. I covered Memletic State so you could start working on Memletic State while you read the rest of the book. Glucose is your brain’s energy source. You’ve seen how a positive mental attitude influences your mental state.Memletics™ Accelerated Learning Manual • (More information is in Memletic Approach). Good physical state comes from keeping your body systems in good condition. You now have some ways to keep up your attention and concentration during learning. Your cells use oxygen to create energy from glucose. and you know that the physical environment has a large influence on physical state. and how body and mind state change throughout the day. You’ve seen which supplements can improve brain performance. Chapter summary Being in Memletic State means you are in peak condition for learning. In the next chapter on Memletic Process. fitness and relaxation are three key contributors to good mental state. 30 © Advanogy.

com 2003 31 . such as learning content using the deeper. This book has many different techniques you can apply to various forms of content. skills and behaviors. one- on-one tutoring The Memletic Process is five steps to follow while learning any new topic or skill. Reinforce. wider. • Explore. LEARN with the Memletic Process 3 LEARN with the Memletic Chapter Process The Memletic Process is five core steps that help you learn faster and remember more. Find content for your course. Let’s explore the Memletic Process… Chapter 3: LEARN with the Memletic Process This is a summary of the Memletic Process chapter from the Memletics Accelerated Learning Manual. It uses much of what we know about strong learning performance. You can find more information on the manual by visiting http://www. Prepare your content for memorization. Arrange. You may also want to try some exploration techniques specific to your personal learning styles. where needed. In this step. and then prepare content to use with those techniques • Reinforce. Here’s a summary of each of these five steps: • Locate. In this step you select suitable techniques to reinforce the content you’ve explored. higher principle. These steps are Locate. Work through and understand your content. and eNquire. All the steps together deliver a powerful and repeatable method for achieving many learning goals. The following diagram outlines these steps: Memletic Process L E A R N Locate Explore Arrange Reinforce eNquire As you can see above. however it could also involve getting material from lectures.memletics. the first letters (or sounds) of these steps create the mnemonic LEARN. Each step provides you with new insights into learning well. This may involve using standard books and manuals. the Internet and other references. Explore. you use the various techniques to reinforce knowledge. There are some general principles to follow. • Arrange. © Advanogy.

Secondly. when to highlight. when you explore some material you may find you need more information on a particular topic. Alternatively. You may find that you move back and forward between the steps. others in the field. Includes what to highlight. It also allows you to compare your current practices and discover if you’re missing any key steps or activities. the Internet. Lastly. Let’s look at some typical content sources. Two quick points before we begin though. Uses an example of presentation training to make this clear. use of notes with highlighting. 32 © Advanogy. students. you may find that you already use a similar approach when you are learning. Firstly. texts. so you have to forge your own way. including books. and how its misuse can be dangerous to good learning. instructors. as well as the effectiveness of the techniques and processes you’ve used along the 2003 . This helps you understand how the other parts of Memletics fit into your overall learning strategy. use of colors. video. For example. when you start to reinforce (and practice) what you’ve learned. as well as some general tips for locating content. Sometimes this may be easy. and others • Includes an in-depth guide of what to look for while searching for content. a simple learning objective may allow you to skip the explore step.Memletics™ Accelerated Learning Manual • eNquire. That’s fine. lecturers. computer based training. Contrasts theoretical information with practical and useful knowledge. At other times you may be learning something that few others have. and use of alternative formats • Intelligent highlighting covers why highlighting is an important skill. Content in the book includes: • Typical content sources and comments on each. you may find you need to explore it further to understand it fully. The Memletic Process makes each step clear. • Note taking covers what to write down. and organizing your notes. don’t consider these steps as rigid or prescriptive. with some texts prescribed for you and some further research to do. You may be somewhere in the middle. you may not need to do all the steps for every learning objective. and how to tell the difference. • Specific content collection techniques – note taking. This chapter looks at each of these steps in more detail. Review both the content you’ve learned. The course may prescribe texts and materials for you. eNquire on your overall progress. getting used to writing in your own books. highlighting. and transfer of notes to other formats. use of white space (eg Cornell technique). biographies. and so you go back to the Locate step to find it. In addition. Locate—find content for learning L E A R N The locate step involves Memletic Process gathering the content you Locate need for learning.

rather than just rote learn 2003 33 . understanding some details behind aircraft navigation makes it easier to apply the same knowledge to maritime navigation. you remember it for longer. Consider a mathematical formula. you have more opportunity to work out what you need to change to apply the topic differently. We are yet to cover these styles in detail. Firstly. LEARN with the Memletic Process • Note organization tips include using summary or index. Many techniques and tools can help you explore your content. For example. it’s more likely you can work out whether to add or subtract. Explore—understand content L E A R N The next step in the learning Memletic Process process is to explore your Explore topic and the material you’ve collected. it’s less likely you can apply a topic in a slightly different way if you only rote learn it. If you learn the details behind a topic. Physical. if you forget part of the topic learned by rote. Verbal. graphs. Logical. and sketches • Logic trees • Mind maps • Play with numbers © Advanogy. Here is a summary of the exploration techniques described in this section: General exploration Physical exploration • High altitude view • Walk about • Deeper level • Get hands-on • Branch wider • Role-playing • Abstractions • Index cards & Post-It notes • Bottom up • Tick it off • Questions 3 Logical exploration Visual exploration • Logic analysis—OSAID • Diagrams. rating what you find. As you progress. Aural. you may forget whether to add or subtract some item in the formula. you explore the overall course content and understand how each lower level module contributes to the overall objectives. In summary. we first look at some general techniques you can apply to any exploration activity. and checking against your training plan to ensure adequate coverage. In this section. You could learn some topics faster by rote compared to trying to understand the details behind the topic. Social and Solitary learning styles. the styles are Visual. If you understand the theory behind the formula. If you only rote learn it. you have little to help you recall it. you then explore each part in more detail. Your goal is to understand the topic. However. so you may want to review the basics of each style in the Overview chapter. Both the high and low-level details form part of your understanding of a topic. Learning material by rote sometimes appears easier. Secondly. If you understand the underlying ideas. You can explore at many levels. When you first start your training. A fundamental learning principle underlies exploration. this typically results in slower overall learning for two reasons. it’s more likely you can rebuild parts of the topic in your mind. Then I present more techniques grouped (roughly) into the most relevant Memletic Style. If you learn something in more depth up front.

34 © Advanogy. and two knowledge types used to categories your content. The first is to analyze your content to understand the type of knowledge it is. Like many other parts of Memletics. This then helps you with the second step— choosing the techniques to use to reinforce and memorize that knowledge. you may need to understand this Arrange step in more detail. long-term learning needs to change your brain. Don’t go too far though. Simpler learning objectives may not need much 2003 . Arranging involves three basic steps. This section describes these three steps—analyze. Arrange—prepare for retention Once you’ve explored L E A R N Memletic Process your material. and how that contributes to a landscape photograph. If you want to know a particular topic well. you may want to explore it in more detail than a course mandates.Memletics™ Accelerated Learning Manual • Systems diagrams Social exploration • Visualization • Group learning Aural exploration • Study buddy • Sound focus • Opposite view • Record sounds • Role-play Verbal exploration • Involve others • Lectures and discussions Solitary exploration • Dramatic reading • Reaction notes • Express and summarize aloud • Learning journal or log • Write and rewrite • People exploration • Write articles • Make up your own mind • Write summaries • Record How far should you go when exploring your material? It depends on your objectives. choose. Thirdly. For important or complex learning objectives. If you find yourself analyzing the behavior of electrons in water molecules. As you can see in the text box on page Error! Bookmark not defined.. you have probably gone too far! Content in the book includes full descriptions of all these techniques. Consider this step as preparing your material to help you change your brain. you can choose how much time to spend on arranging. you then prepare the content to suit the techniques you’ve selected. Content in the book includes: Analyze Content • An overview of what knowledge is (according to this book). you then Arrange need to work out how you are going to memorize what you’ve learned. and prepare.

The Reinforce previous arrange step prepared material for your brain. Visualise Techniques • Use a table to help decide what to General Visualisation 5 9 9 9 memories versus what to use an C ti Vi li ti 5 5 external reference for • How to choose techniques. These are applying the techniques. and supporting Matrix Higher Order Procedures 2003 35 . This step is where you change your brain for long term memorization. LEARN with the Memletic Process • Use the five knowledge storage types – facts. decision-making. procedures. The reinforce step involves three activities. See the part of the table on the right. Reinforce—build brain networks for the long term The reinforce step involves applying the techniques you have selected and prepared for during the L E A R N Memletic Process previous Arrange step. and then continuing with refresh reviews. working Selection Concepts/Princ. Includes a comprehensive table that rates techniques according to the knowledge types. Your individual course may vary in length and timing. concepts and principles. Sensory-Motor knowledge. using repetition. Linked Lists 9 9 Peg Words 9 5 5 Choose your retention Peg Events 5 5 5 approach Mental Journey/Story 9 5 9 • How to use the results from the first Roman Rooms 9 5 step to decide how to retain your Chunking 9 5 5 5 content for the long term. critical thinking. how to combine techniques. • Use these knowledge types to analyze Facts your content. How to break down your training material into chunks of content. Includes a table to help you Associate Techniques assess your own content. and higher-order skills (eg problem solving. judgment. The following diagram outlines these stages. Prepare for Application • Basic examples on how to prepare content for use with the various techniques. reflection. sensory-motor skills. • How to vary your techniques for initial learning versus reinforcing. General Association 9 5 5 5 5 • How to alter your rankings to account Basic Mnemonics 9 5 5 for exams and tests. and how to use part task training and recombination approaches. This is an example timeframe. communication etc) • Use the three knowledge usage types Technique Type – automatic knowledge. © Advanogy.

how to introduce variety and interference. Content in the book includes: Apply the techniques • General points on applying the techniques and noting the outcomes • Tips for application. and no long term review. • Provides a graph that demonstrates the impact of forgetting. including how much we typically forget within the first twenty-four hours of the first lesson. Use repetition to reinforce your knowledge • A comprehensive guide to the use of repetition during learning. and refresh reviews as preserving them for the long term. and to reduce repetition over time. Effective Repetition Tips • How to reduce reliance on rote repetition. You may choose any point you like. • Outlines a major deficiency in current training approaches – the focus on the exam or test. • Find out why cramming is ineffective. I cover these tasks in more detail. In this section. • When to do your reviews and what depth to go to. Usually you will have an exam or test to complete as part of a course. • What to review – which knowledge types are forgotten faster. both during and after your training. and why overlearning can help. including keeping an open mind. and how to make sure your repetitions are most effective. and what to do when they don’t work as you expect. including some information on helpful software. I also discuss some points on effective repetition. • Why spacing is so important in your learning schedule. Use refresh reviews to keep your knowledge for the long term • How to use refresh reviews to keep what you know for the long term. 36 © Advanogy. use the Memletic techniques to support repetition. Three tips are to spread repetition. • How long to spend on refresh reviews. and how to adopt practices that help you manage repetition.Memletics™ Accelerated Learning Manual Initial Refresh Repetition (Test) Application Review 5min 1 day 2 days 1 week 1 mth 3 mth 6 mth 1 yr 2 yr Time Think of repetition as building your brain networks. • How to apply repetition principles in your own 2003 . so this may be a good point to split these tasks.

• Comments on software like “SuperMemo. Use tests or examinations to measure your recall of information. teachers or colleagues) to gain more feedback © Advanogy.” and its huge potential for developing effective learning programs. • System review. In this section. Do be diligent in recognizing them and correcting them though. • Formal review. GPS and others. eNquire—review your learning effectiveness The last step of the Memletic L E A R N Memletic Process Process is eNquire. • Sources of augmented feedback. How to make your assertions list even more powerful by memorizing it (and tips on how) Get immediate feedback – but not too much • The advantages and disadvantages of feedback during training. so don’t be afraid to make them (see the Challenges chapter for more thoughts on mistakes). Enquire involves reviewing the eNquire effectiveness of your learning efforts. and when to use them. Making mistakes helps you learn. and how to overcome this danger Do lesson reviews • How to formalize your reviews by writing down notes after each lesson. Content in the book includes: Create your review log • How to create a review log. I then describe four types of review: • Immediate review. • How continual “augmented feedback” can be dangerous. Review your overall use of Memletics. Receive immediate feedback and correction while learning (but not too much).com 2003 37 . including instructors and devices such as compasses. and creating a training assertions list. • Using others (such as instructors. Using reviews is a key part of this diligence. comments on what format to use. depth sounders. The enquire step of the Memletics Process helps you improve your training and learning. It’s not just a record of what you did wrong. Review the effectiveness of the previous steps when learning new material. coaches. • Lesson review. • Whether to use positive or negative phrasing in your reviews • Using assertions in your reviews. and this in turn accelerates your overall learning. I first discuss creating and using a review log. LEARN with the Memletic Process • Some comments on using scheduled review and programmed review techniques during your training.

and help you remember what you’ve learned for as long as you wish. and using the “five whys” technique to understand underlying or “root causes” • How to turn issues into action points.Memletics™ Accelerated Learning Manual • When to write your review. orals and other methods to test your knowledge. while many are specific to various learning styles. In the next chapter we look at the Memletic Techniques. The Locate step gave you tips for finding the content you need to learn. • Comments on how to view them positively. • How to get more information Chapter summary You’ve now seen the five core steps of the Memletic Process. score sheets. • How to use a symbol to mark items you want to review later. We looked at how to analyze content. Do formal reviews to confirm your understanding • How to use tests. choose your retention approach and prepare content for the next step. and what to do when your results don’t seem to match your expectations. 38 © Advanogy. we considered the many different ways you can review your learning. what to include (such as objectives and outcomes). These may be on meeting notes. In the Arrange step. Use system reviews to improve your use of Memletics • How to review your use of Memletics to ensure you get the most from 2003 . The Explore step provides you with over thirty ways to explore content. examinations. highlighting and organizing skills. This includes immediate reviews. you saw how to prepare content for long-term retention. • How to analyze issues. We discussed how to use repetition effectively. flight plans. The Reinforce step is where you apply the Memletic Techniques. lesson reviews. and how to refresh material after you’ve learned it. • Use of reviews after exams. • Examples of what to review from each of the parts. We also discussed note taking. Now you understand the process to follow to learn effectively. eNquire. plans etc. You can easily remember the five steps via the LEARN acronym. including using the “five actions” approach. and how to keep track of review points during lessons. In the last step. including marking them according to their severity. Together these steps help you learn faster. formal reviews and system reviews. Some are general techniques. You saw three examples of what content you may find in books and courses.

this chapter focuses on techniques you use to memorize Visualize Verbalize information and skills. Memletic Techniques These techniques reduce the overall amount of time you spend on learning and memorizing material. Use words and writing to learn faster. These techniques will change the way you learn and remember. They help by reducing your overall study time and improving how well you remember what have learned. By using them. Some give you immediate results. • Visualize. • Verbalize. To make it easier to understand and remember these techniques. however they pay dividends later. Use specific techniques to learn skills and behaviors. These are: • Associate. rehearse skills and reinforce other techniques. • Simulate. © Advanogy. Use basic characteristics of memory to learn new material. Chapter 4: Apply the Memletic Techniques This is a summary of the Memletic Techniques chapter from the Memletics Accelerated Learning Manual. Apply the Memletic Techniques 4 Apply the Memletic Chapter Techniques In this chapter you will discover over thirty techniques dedicated to memorizing information and skills. You use these techniques mainly during the reinforce step of the Memletic Process. A few are the result of my own work and I’m publishing them here for the first time.memletics. Many I’ve adapted from recently written references. you can be confident the time you spend with these techniques will improve your memory and help you learn 2003 39 . You can find more information on the manual by visiting http://www. Use mental imagery to support goals. The techniques may take some effort to learn. Others take time to master but also deliver bigger benefits. • Perform. you reduce your Simulate Perform dependence on “rote learning”—simply reading material over and over until it (hopefully) sinks in. I’ve grouped them into six categories. Some of the techniques I describe have been around since ancient Greek times. Either While there are many techniques spread throughout all parts of Memletics. Simulate real-life performances using basic or advanced tools.

Here is a summary of all the techniques I describe in this chapter: Associate General association Peg events First letter mnemonics Mental journey or story Acrostic mnemonics Roman Rooms Linked lists Chunking Peg words Visualize General visualization Mental rehearsal Creative visualization Strengthening techniques Verbalize General verbalization Mental firewall Assertions Scripting Simulate Basic simulation Advanced simulation PC simulation Role-playing Perform Three stage skill learning Shunt Part task training Anchoring Performance variation ` Overlearning Repeat Rote learning Scheduled review Flashcards Programmed Repetition As you can see.Memletics™ Accelerated Learning Manual • Repeat. The brain learns by associating new information with existing information. We can use this knowledge to our advantage via “association” techniques. here is a simple exercise. 40 © Advanogy. We’ll come back to this exercise Memletic Techniques in a moment. Imagine for a moment a green cat. rollerblading over the Golden Gate Bridge. Adapt them to your current learning 2003 . Associate—link with what you already know Before we start. It adds new networks to existing networks of neurons. > Do the creative association exercise in the appendix. the size of a car. Do this for thirty seconds. Let’s look at another exercise to highlight this. close your eyes. others you may not. The rest of this chapter covers each of these categories and associated techniques in detail. Feel free to choose and use the techniques that feel comfortable. there are many techniques in this chapter. Stop reading. You may find some of them useful. This chapter is not a “prescription” you must follow to the letter. Seriously. Previously you saw that memory is a network of neurons. Use repetition techniques to help you lock in what you’ve learned. and see that image in your mind’s eye.

categorization. Uses polar bears to remind us that functions of oil are engine cooling. This could include using vision. exaggeration and combinations. amplification. the benefit is longer retention. We associated each item in the list with the previous one. touch. such as purity and keeping them simple. even if they don’t always make sense. comedy. situations. symbols. similar to what one memory author calls the “Self-Enhancing Matrix. and testing it out. hierarchies. • What attributes of memories help longer retention. © 2003 41 . We also associated each item with some activities we are already familiar with. This is a simple example of association at work. cleaning. such as sadness and anger. facts. We start out by covering some general principles of association. we discuss two Method of Loci techniques. Lastly. and expensive. procedures. check to see they are not just the same techniques in different packaging. movement. rather than any biological process. We then cover linked lists. offensive situations. formulas. • Some general side effects of association including higher creativity and problem solving skills. peg words and peg events. sound smell. linking them together with a primary attribute link. absurdity. Content in the book includes: General Association Principles • How the brain uses association by expanding existing neural networks. Younger children seem to do it well – perhaps general pruning of neurons and synapses that occurs as we go through childhood is more to do with our society imposing limits on a child’s imagination and creativity. and categories. Many of the heavily marketed. shock absorption. such as the senses. numerical data and more. including lists. • How everyday use of association helps improve your ability to associate. you may notice it’s easier to remember the list of fifteen items when we tied them together in a story. While it may sometimes take some effort to create the association. Covers choosing the key word. choosing target image. reduction. memory systems use association. • Basic rules. protection. • Detailed example that shows how to create an association. taste. Apply the Memletic Techniques If you have just tried the exercise. rude situations. sealing and lubricating. ordering and numbering. adding secondary links.” • The importance of using your imagination. as well as some basic association techniques you may already be familiar with. In this section I discuss association techniques. checklists. location. • The steps you normally follow when first creating an association. structures. so with practice you can make use of association in your own learning endeavors. emotions. and why. If you are considering buying one of these courses. including examples. • The importance of practice while learning how to associate. Association is used by those who win the international memory championships. including relationships. Association helps you quickly memorize a wide range of information. Which emotions to avoid.

Memletics™ Accelerated Learning Manual

Basic Mnemonics
• Clarification of the word mnemonic.
• Details on two basic mnemonic techniques that you may have already come across or
used. These are first letter, or acronym, mnemonics, and acrostic mnemonics.
• An example of an aviation or flight checklist – ie how pilots use first-letter mnemonics
for checklists (the FIST pre-lineup check, for checking flaps, fuel pump, instruments,
switches and transponder)
• Another example for taking photos (how a photographer could remember to check
film, composition, focus, depth, flash, light, and surroundings, and keep the camera
• How acrostic mnemonics use a phrase to remember information. Examples include
“Every Good Boy Deserves Fruit” (notes on a treble clef) and “My Very Educated
Mother Just Served Us Nine Pizzas” for represents the nine planets of the Solar
• How to combine them, and use of rhyme and rhythm
• Why you need to know the content behind the mnemonic before you use these
techniques, and how you can use other techniques (such as visualization) to assist
• A complete example of how to memorize a checklist

Linked Lists and Topics
• How a linked list uses association to link from one item from the next.
• The downside of using linked lists – breaking the chain, and how peg words overcome

Peg Words
• How peg words help you accurately remember numeric and list-type data with ease.
• Standard uses of peg words, such as, lists of items, phone numbers, numerical data,
specifications, personal identification numbers (PINs), and more.
• Covers what peg words are, how they are made up using phonetic sounds, and the use
of consonants and vowels?
• Includes peg words for one to one hundred (1 to 100)
• Examples of using peg words for lists, numbers, telephone numbers, and more
• Tips for using peg words
• How to use destruction to remember particular items in a peg word list.

Peg Events
• How peg events help you remember to do something at a particular point in time.
• Some typical peg events that you can start with, such as before leaving for work,
before going to bed, arriving at the supermarket, getting into the car, meeting
someone for the first time, arriving at school, docking a yacht, etc
• How create and use peg events.

42 © 2003

Apply the Memletic Techniques

Method of Loci
• The origins of the method of loci—from ancient Greek times. Orators, philosophers
and others had to rely on memory for retaining speeches and knowledge in general
• How the method of loci works—associating information with specific locations, or loci.
• Typical locations you can use. How to select them. Examples of larger structures, such
as creating mental buildings, towns, palaces and cities.
• Includes general principles, and two common techniques – the mental journey or
story technique, and the “Roman Rooms” technique.
• General principles include how to select locations and guidelines for size, brightness,
details, dynamic objects, familiarity
• Mental journey or story technique – how to associate items along a path or journey
(eg a train route). Includes basic steps to create a mental journey, as well as an
example of memorizing six key points in a sales presentation. The example links
points such as delivering savings to their business, improving product quality,
addressing key concerns of staff, reducing wastage etc, with your normal morning
routine of getting out of bed, brushing teeth, eating breakfast and walking out the
• Roman rooms – similar to mental journey except locations are based on objects in a
room. General principles for using this technique, as well as ideas for extending it. For
example, create your own learning campus for your topic.

• How to use chunking to match characteristics of working memory. The guideline of
using “seven plus or minus two” items in a
• Includes a specific example for points on how to
conduct good presentations. Visualize

Visualize—see your lessons in Memletic
your mind’s eye
What your mind sees, it believes! There are
many books dedicated solely to visualization
and mental imagery. You can use visualization
for improving memory, restoring health,
reducing stress, increasing relaxation and
motivation, improving sport performances, and more. Three main uses of
visualization we discuss here include:
• Motivation. Creative visualization is a great way to see a possible future and
move yourself towards it.
• Mental practice or rehearsal. Mental practice or mental rehearsal is
complementary to real practice. Mental practice can also be cost-effective and
• Reinforcing other techniques. Visualization is a powerful way to strengthen
other techniques, such as association and scripting.

© 2003 43

Memletics™ Accelerated Learning Manual

Visualization works because certain areas of the mind cannot distinguish between
what you see with your eyes and what you see in your mind. You can manipulate
your mind and body to believe what you are visualizing is real. Want a simple
example? Read the following script then close your eyes and visualize it.
You are in a garden somewhere, with a lemon tree, a table and a
knife. Relax and breathe in the fresh country air. See through
your own eyes as you walk over to the lemon tree. You pick the
biggest lemon you can find.
Bring the lemon back to the table, and then use the knife to cut it
into quarters. Take one of the quarters, and bring it up to your
nose. Smell the tangy smell.
Now, take the biggest bite you possibly can out of the lemon.
Chew it and taste the lemon juice in your mouth. Squeeze your
eyes shut tight. Feel the edges of your mouth sting slightly from
the acid. Do the same with the rest of the lemon.
It’s likely that your mouth is salivating after you visualize this. Check! Is your
mouth watering? What this simple exercise shows is that many parts of your brain
and body cannot distinguish between what you see in your mind versus what is
real. Your body reacted as if you did bite into that lemon. Your mind can alter the
state of your body.
Similarly, visualizing outcomes you want can change the way your body and mind
react to the environment around you. You see opportunities that you didn’t think
were there before. You start to behave and think differently. You have a better
chance of achieving that outcome.
In this section I first discuss some general visualization principles. We then look
at the techniques that support motivation, allow mental practice, and reinforce
other techniques.

Content in the book includes:

General Visualization Principles
• Outline of visualization, and other names for visualization such as mental imagery,
mental movies, eidetic thinking, mental pictures, and “seeing with the mind's eye.”
• Whether it’s important to see images on the back of your eyelids.
• How the words “visualization” and “imagery” are in some ways misleading. What
other senses can you include in visualization?
• Steps for visualizing, including prepare, visualize, and finish.
• The Prepare step includes good state (including positive expectancy, concentration,
and relaxation), notes to prepare, what position to take, time requirements, and how
to deal with distractions.
• The Visualize step includes tips such as verbalizing steps, whether to use an internal
or external perspective, which senses to use, whether to use interference and
variability, how to visualize with compelling inevitability, and experiments with field
of vision.
• The Finish step includes some basic activities to do after your visualization exercise.

44 © 2003

insomnia. • What is creative dissonance. timing. and rewriting your past. and how to work through it.” • How mental practice or rehearsal also can be applied to other learning objectives. what to do with fleeting images. I discussed in how your internal dialogue influences your © Advanogy. exactness of reference. Others have used visualization for issues such as psychological distress. the cognitive learning theory (mental practice helps establish counterpart mental nodes to physical nodes in the brain). chemotherapy related distress. such as vividness. such as confirming goals. simulate. • Examples of its use in sports through other books such as “Inner Golf” or “Inner Tennis. what timeframes to use (eg whether to accelerate or slow down images). controllability. visualize. • Uses of imagery in dealing with health issues. • How researchers are yet to work out why mental practice works. and immune system enhancement. Motivational—Creative Visualization • How creative visualization can bring change into your life through your imagination. • Principles to use when applying mental practice. especially to high cost activities such as flying. less or as effective as physical practice. Some common theories are psychoneuromuscular theory (that mental practice stimulates the same muscular pathways as does actual practice). and congratulate yourself when you have achieved your goal. and concentration. and the symbolic learning theory (mental practice is a coding system for new skills). Verbalize verbalize. Strengthening Techniques • How you can use visualization to strengthen the other techniques. • Outlines the five basic steps to creative visualization – set your goal. • Why do mental practice? Is it more time and cost efficient? Can it go places where actual practice is too dangerous or prohibitive? Uses examples from aviation (landing practice) and driving to highlight specific points. Apply the Memletic Techniques • Further tips on visualizing include whether to keep eyes open or closed. Mental Practice or Rehearsal • How to rehearse an activity in the absence of physical movement. being aware of diminishing returns. Memletic Techniques Verbalize—assert your learning with words In the Memletic State chapter. focus on it often. maintaining health. perform and repeat techniques. changing attitudes. • How to use creative visualization for specific purposes. pain control. when does it arise. including associate. create a clear idea or 2003 45 . Are any of these correct? • Whether mental practice is more. give it positive feelings.

These were positive statements such as “I check map scale when looking for features” and “I ensure I engage the park brake before starting the engine.Memletics™ Accelerated Learning Manual overall performance. For example. Assertions are simple statements of something you want to uphold or achieve. • Covers tips for reciting assertions. You can use these techniques to set an overall positive context to your activities. improve and protect your self-talk. In this section I discuss three techniques you can use to adjust. during flight training I built up a list of eighty assertions based on previous flight reviews. 46 © Advanogy. self-esteem and self-image. This is because your internal dialogue influences your self- talk. These have a direct effect on your self-image. discipline and attitudes. such as whether to use first person. Verbalize techniques also allow you to keep full control over the process and content. where to receipt them. • Learn and support specific behaviors. This also includes setting positive expectations for mental abilities such as learning. • General tips included are using them to encourage positive dialog. Use these techniques to change your internal dialogue from negative to positive. which is different to techniques such as hypnotism or subliminal messages. • Includes examples of assertions. Three key reasons for using the Verbalize techniques are: • Changing negative patterns into positive patterns. how to avoid seeing assertions as being self-delusional. • Set a positive context. and whether they can be used to change someone else’s 2003 . how long they should be. You can apply these techniques while learning new skills and behaviors. • How often you should use assertions. Content in the book includes: Assertions • What are assertions? How do you use them to reduce negative self-talk and increase positive self-talk? How you can also use them to change behaviors.” These had a significant impact on my learning performance. The Mental Firewall helps you control self-talk. Scripting involves writing down a story that reflects a learning objective. Let’s go through these in more detail. and how long do they take to start working? • Covers tips for creating assertions. and whether to record them. A key step in achieving good learning and task performance is to ensure your internal dialogue supports your activities. such as use of relaxation. You often act in a way that matches your self- image. and whether to visualize them at the same time. using general assertions at the start and end. and therefore your behavior. proactive behavior. concentration. whether you should be positive and present. whether you should say them aloud. This includes setting a positive context for general and specific goals. can rhythm help.

However. and how you can use this to clean up your own internal dialog? Covers how it can monitor and filter both your own thoughts and the comments of others. No. © Advanogy. and other general tips. how it provides monitoring and filtering services. I also talk about using role-playing. and how to configure it. or strengthening task performance by visualizing the task in our mind. does it provide a good training environment. • How to install a mental firewall in your mind. Simulation is effective. whether to use visualization. Simulate—use tools and people to stimulate your learning In the section on visualization we discussed mental practice. Includes an example goal script. how to apply it to your learning activity. this section shows how you can gain many of the benefits of simulation by using readily accessible equipment and people. Scripting • The core concept of scripting is to write a story-like script of an outcome you desire in the future. Simulation instead uses external aids to help you practice tasks and skills. it doesn’t require surgery either. This is why airlines spend millions of dollars on simulators to train pilots. Simulation works because it provides many of the same cues the real environment does. to which you need to Simulate respond to correctly. and this is the focus of this section. such as whether to write in first or third person. should you read them out loud. These aids provide varying versions of the full task Memletic Techniques environment. Apply the Memletic Techniques Mental Firewall • What is a mental firewall. In this section. What is a review script. and how to avoid negative transfer.” Content in the book includes: Key benefits and implications of simulation • What are the basic benefits of simulation? Is it cost effective. • How to use this powerful tool to strengthen both assertions and visualization. or “role simulation. and whether to use other senses in your writing. Task simulation is one. • How to use scripting to reinforce learning and performance via review scripts. • How to use scripting for goal 2003 47 . • General principles of scripting. I talk about two forms of simulation. does it support variability and part task training? • The importance of getting the right instruction.

flight training. You need to follow some specific steps to “shunt” from one response to another. and more. • Can you also use the actual equipment (eg an aircraft or vehicle) for simulation purposes? • How to create and use basic simulators. • Examples where you can use role playing. clock radios etc. switches. sales and communication training. Let’s look at these in summary before going into more detail. books. • Also includes specific tips on using simulators. • Using PC-based simulators. surgery. glasses. Three-stage skill learning is the normal way of learning most skills. This is “part task training. such as for sailing. not only for flight training. Memletic it’s usually helpful to break the skill down into Techniques parts. see how to create the yoke. marketing. This is not as easy as it might seem. building & construction. This section covers all these techniques in further detail. Sometimes you need to change an already learned behavior. ships. including a specific example on creating an aircraft cockpit using standard household objects. and does higher fidelity lead to better training? What about the importance of cues. Read on to find out more. military & war. 48 © Advanogy. For the aircraft example. you can heighten your overall performance by modeling and anchoring. not becoming reliant on simulation. throttle. management. basic simulators that involve simple objects and your imagination. as long as it’s “in context. including the importance of upfront instruction. saucepans. but also for sailing. weather forecasting. Using Role Simulation (Role Playing) • Use other people for role playing. bulldog clips. cuing or prompting in the training environment? Using Simulators • Covers three general types of simulators that you can potentially use in skill-based training. mixture control. and full scale simulators. and using it as a supplement to actual training. photography. and negotiation. To learn complex skills. flap and trim control. radios and transponders using a 2003 .” You can also improve retention of skills via a technique called Overlearning. These are.” You can improve your skill learning by Perform deliberately introducing task variation and task interference into your training. Perform—for skills and behaviors The set of techniques described in this section specifically help you learn skills and behaviors. trucks. trains. cars.Memletics™ Accelerated Learning Manual The role of fidelity • What is fidelity. simulators running on personal computers. Lastly.

• How you can use timing or location to help decompose sequence based tasks. rule following. including the cognitive stage (a declarative or verbal representation of rules). • Describes four approaches for recombining subtasks into performance of the overall task. There is usually still room for you to apply these techniques yourself. you can benefit from adding these techniques yourself. and when to reduce that reliance. and then recombine the subtasks to perform the overall task. progressive part. • Tips on how to apply this theory with practical examples. it’s likely the course designers incorporated many of these techniques into your lessons. Apply the Memletic Techniques Note that if you take on a pre-designed training program for complex skills. and backward chaining. These are pure part. eg due to timing or overlap. • When decomposing tasks is not effective. repetitive 2003 49 . Performance Variation: Use Contextual Variety and Interference • Describes how you can increase your performance and aid longer term retention of material using task variation and task interference techniques. If your training program lacks these techniques. • The three general steps to follow when using part task training. Overlearning: Go beyond standard performance • How to improve your retention by what is called overlearning—learning material past the point of general understanding or standard performance. motor coordination. to the autonomous stage (automatic performance of the skill). and segmenting. When to rely on memory techniques. © Advanogy. and segmenting describes splitting tasks into temporal or spatial components. and problem solving. Details on how to decompose the task into manageable subtasks. You may also be able to split it by cognitive processes such as concept learning. as well as the level of integration with other tasks. • Explains how to use context to ensure optimum use of these techniques. • Includes some comments on the effect of these techniques on performance during training as well as the longer term. Contents in the book include: Three Stage Skill Acquisition • An outline of the process of learning of a new skill. Part Task Training: Divide and Conquer • How to learn more complex skills using part task training. • How to decompose tasks based on complexity or difficulty of the task. Simplifying describes how to modify or eliminate certain task demands. practice each of those subtasks. fractionating. the associative stage (turning those procedures and rules into implicit behaviors). perceptual detection. Provides the basic concepts behind this technique. fractionating describes separate practice on task components. • Describes three approaches for practicing the various components – simplifying.

and before and after exams. eliciting their strategy. peak performance. muscular tension. posture. dealing with the opposite sex. modeling it yourself. In this section I outline four specific techniques that rely mainly on repetition. Also includes comments on anchoring during performance. relaxation. Programmed repetition is a relatively new technique that I believe provides great benefits for many learning objectives. Read on to find out more. flashcards. comparison. it’s still an important ingredient in Memletic Techniques any learning program. scheduled review and programmed repetition. correction. • Includes a worked example for a common bad habit – chipping or biting fingernails. reaction time. happiness etc).com 2003 . strength. I discuss how important repetition is to the overall learning process. etc • Includes a specific example contrasting the state of a student pilot versus an instructor. overcoming past issues. mental steps and processes. as well as examples of usage (such as public speaking. While we aim to rely less on repetition as a learning technique. as well as the use of pre-performance patterns or rituals. with some specific guidelines for incorporating repetition. voice. Content in the book includes: 50 © Advanogy. testing it etc). Shunt: Changing Habits and Behaviors • Describes a powerful technique for changing established habits or behaviors. • Modeling description includes when and how to use modeling and specific steps (such as finding an expert. The first three are standard techniques in use today. volume and pauses). • Anchoring description includes examples of what you can model (confidence. Includes specific steps for creating an anchor. and reinforcement. eye movements. Repeat—techniques to lock in content In the reinforce step of the Memletic Process. • Describes the five steps of the shunt technique – inspection. Includes examples of what to elicit and model. level and focus of attention.Memletics™ Accelerated Learning Manual • Can you apply this technique to theoretical knowledge as well as practical skills? • General tips for applying overlearning. including breathing (including rate. Enhancing skills and behaviors using state • How tasks and procedures you do are influenced by your mental state at the time. heart rate. pre-correction. • Describes two common techniques for managing the state you are in during task performance—anchoring and modeling. as well as comments on when modeling doesn’t work that well. and how to change your state to provide optimum performance. These are rote learning. awareness. general movement. body language.

how to handle more difficult cards. or Paired Associate Learning (PAL)? • How to set them up and use them. how to organize large groups of cards. your associations are not so easy to recall when you need them. • Not following the general repetition and review rules. Flash Cards What are flash cards. Sometimes you may find that a technique doesn’t work as well as what you 2003 51 . linking a camera to a bus (the peg word for 90). they still need review. and its potential impact on the way you can learn and remember information. I asked you to visualize a cat rollerblading over the Golden Gate Bridge. sometimes there is information that you can only learn by repeated review. • Contains a specific example to demonstrate these points. Apply the Memletic Techniques Rote Learning • Yes. Let’s look at some common issues with using these techniques. A rollerblading cat? Potential issues with techniques When we discussed the Associate techniques. however many of the techniques I’ve described in this book need practice and experience to make them work effectively for you. or not visualizing the association after creating it. not being creative enough in the links. © Advanogy. such as when and how often you should use them. While these techniques help remember content far longer than usual practices. in addition to the many tips already on the SuperMemo website. eg during association not linking items from first to second. it’s important not to go overboard. • Discusses one example of this software called SuperMemo. • You should be able to keep rote learning to a minimum by creative use of other techniques outlined in this book. • Provides a number of tips. Scheduled Review • How to use a review calendar or spreadsheet to keep track of all the review you should be doing. whether you should use them in a particular order. • Not following the basic rules. Content in the book includes: • Specific ideas for what to do when a technique doesn’t work as you expect. Programmed Repetition Tools • Learn about a more powerful way to manage the repetition process—using software specifically for this purpose. This example highlights the simple nature of association. Lastly. Or. • General tips for using flash cards. and using other techniques to help you remember them.

These include basic mnemonics. Simulation helps you practice skills and procedures using external aids. visualised • verbalise. verbalised • categorise. visualisation. and so the last techniques. scripts and a mental firewall to change your self-talk and behaviors. categorising. visualising. and works well because it uses basic memory principles. We also reviewed simulation using other people. memorised • visualise. method of loci. linked lists. categorisation. verbalize. the repetition techniques. simulate. These are the associate. Alternative Spellings A number of key words in this chapter are spelt differently in the various flavors of English. behaviour • modelling • organise. perform and repeat categories of techniques. The Verbalize techniques rely on using words. and chunking techniques. visualize. and saw that you can use PC simulators for a wide range of activities. You then found out about part task training. It underlies many of the other techniques. verbalisation. a technique often used for learning complex skills. and the next section on Perform techniques covered skill-learning in much detail. or role-playing. These include: • memorise. You read about general visualization principles. both spoken and written. what overlearning means. • behaviours. I described for you the basic rules of association. gave you ways to use repetition effectively. You can also use visualization for mental practice. to change your internal dialog. organising. We discussed Task Variation and Task Interference techniques. as well as some techniques that use it. and then we considered how you can use it for visualizing goals and strengthening the other techniques. You saw that association is a fundamental memory skill. I grouped them into the six categories so you can remember them more easily. Next we discussed visualization. We use simulation to help learn skills.Memletics™ Accelerated Learning Manual • Getting carried away with the techniques. and the shunt technique for changing behaviors. We looked at basic simulators that use household objects to help you learn. We considered PC-based simulators. You saw how to create and use assertions. I gave you an outline of how we learn new skills using a “three stage skill learning” model. You also saw how to use anchoring and modeling to manage state during performance. peg words and events. Repetition is fundamental for learning. and trying to memorize everything (“the WOW factor”) • Where to get more help on the techniques. memorising. verbalising. We quickly looked at rote 52 © Advanogy. not just flight simulation. organisation Chapter summary In this chapter you saw over thirty techniques you can use to memorize information and skills. 2003 .

what can happen if you don’t associate correctly. and two other points that can help you fix technique problems. we covered some potential issues that may arise when using these techniques. Apply the Memletic Techniques learning and flashcards. We looked at what to do if a technique doesn’t work. You saw how software like SuperMemo could change how you remember information for the long term. You will discover you own learning styles using the styles questionnaire. The rest of the chapter looks at how to make the most of both your dominant and secondary 2003 53 . Lastly. © Advanogy. and then looked in more depth at repetition techniques such as scheduled repetition and programmed repetition. In the next chapter. we look at Memletic Styles.

54 © Advanogy. It also provides you with strategies for improving your learning by using your dominant styles and developing your secondary styles. with various not-so-complimentary labels and sometimes lower quality teaching. while challenging you to increase the range of styles you can use. and the range of styles available to you. Many schools still rely on classroom and book-based teaching. It also uses a limited range of learning and teaching techniques. Using multiple learning styles and “multiple intelligences” for learning is a relatively new approach. The result is you can apply your new-found abilities to many more varied goals. Nor are your styles fixed. These strategies help you adapt Memletics to suit your preferences. much repetition.Memletics™ Accelerated Learning Manual 5 Adapt with the Memletic Chapter Styles Each of us learns using preferred learning styles. A result is that we often label those who use these learning styles and techniques as “bright. Everyone has a mix of learning Social styles.” By recognizing and understanding your own learning styles. Physical as well as further develop styles that you already use well. This can create positive and negative spirals that reinforce the belief that one is “smart” or “dumb. This chapter helps you discover your stronger and secondary learning Memletics recognizes that each person prefers different learning styles and techniques. Others may find that they use Aural Verbal different styles in different circumstances. This improves the speed and quality of your learning. Traditional schooling used (and continues to use) mainly linguistic and logical teaching methods. This approach is one that educators have only recently started to recognize. You can develop ability in less dominate 2003 . Learning styles group common ways that Visual Logical people learn.” Those who use less favored learning styles often find themselves in lower classes. You can find more information on the manual by visiting http://www. Chapter 5: Adapt with the Memletic Styles This is a summary of the Memletic Styles chapter from the Memletics Accelerated Learning Manual. and pressured exams for reinforcement and review. you can use techniques better suited to you. Solitary There is no right mix. Some people may find that they have a dominant style of learning. with far less use of Memletic Styles the other styles.

• Physical. You prefer using pictures. • Logical. then you can make a lesson more memorable by using some aural content in your visualizations. we first look at the basis of learning styles and their influence on learning. • Aural. • Solitary. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. An interesting feature of learning styles is that you can also improve your learning performance by using styles you do not often use. Lastly. You prefer using logic. You prefer using sound and music. • Social. One obvious way is to use more of your dominant learning styles. The temporal and frontal lobes. • Social. You prefer using your body. • Solitary. and spatial understanding. The limbic system has a lot to do with emotions. You prefer to learn in groups or with other people. • Physical. and even the words you choose. I’ve broadened his model © Advanogy. If you like to use logic. both in speech and writing. • Verbal. We then look at each of the Memletic Styles in turn. They also change the way you internally represent experiences. the way you recall information. The first is “Multiple Intelligences” by Howard Gardner. I have an exercise for you. Why Styles? Understand the basis of learning styles Your learning styles have more influence than you may realize. moods and aggression. then use some physical learning techniques occasionally. • Logical. are also active with this style. these are: • Visual. The right temporal lobe is especially important for music. Both the occipital and parietal lobes manage spatial orientation. we look at how you can improve your learning by using learning 2003 55 . Refer to the “Brain Regions” diagram and read the following overview: • Visual. In summary. • Verbal. The occipital lobes at the back of the brain manage the visual sense. reasoning and systems. images. and the limbic system. The exercise is a questionnaire to help you discover your preferred Memletic styles. The frontal and temporal lobes handle much of our social activities. hands and sense of touch. By involving more of the brain during learning. The temporal lobes handle aural content. especially the left side. Your preferred styles guide the way you learn. The frontal and parietal lobes. drive our logical thinking. Adapt with the Memletic Styles In this chapter. we remember more of what we learn. especially two specialized areas called Broca’s and Wernicke’s areas (in the left hemisphere of these two lobes). • Aural. You prefer using words. If you are a mainly visual person. Following that. The parietal lobes. Research shows us that each learning style uses different parts of the brain. I’ve based the Memletic Styles on two brain models you may have heard about. The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. We explore more of these features in this chapter. You prefer to work alone and use self-study.

You may know the other model as “VAK.Memletics™ Accelerated Learning Manual and made it more applicable to learning.” 56 © Advanogy.” or the Visual-Auditory-Kinesthetic model. Neuro-Linguistic Programming (NLP) books also describe this model as “modality 2003 .

com 2003 solving the words for writing • Personality. priorities motor areas. setting goals. and vice • Temporary storage of versa) memories • Interpreting movement of • Filtering (what to keep. including interpreting words • Sensing limb and body locations (usually left hemisphere) • Partial memory for certain reflex • Classifying. overall • Interpreting and giving meaning to sensory intelligence inputs received from other parts of the • Creating plans. hemisphere • Handling posture and balance • Memory acquisition. emotional responses • Manipulating objects and touch perception • Language (production) and word association • Hand-eye co-ordination (usually left hemisphere) • Maintaining visual attention • Initiating and monitoring activities in response • Some aspects of mathematics/calculations to our environment • Management of movements of our body • Memory of motor movements and habits • Sense of smell Occipital Lobe • Primarily vision. decision making and problem • Naming objects and concepts. memory and other inputs • Judgements. both short and long term (muscle control) • Language and speech. and determining brain or senses. such as vision. hearing. concentration. Frontal Lobe Parietal Lobe • Consciousness. what to objects discard) • Recognising words or • Assisting in transition from drawings (inaccurate short to long term memory representation of objects) (declarative memories) • Managing the visual field • Linking components of a memory together Cerebellum Temporal Lobe • Final co-ordination and fine- • Hearing – hearing sounds and giving them meaning tuning of movement and motor • Interpreting music – typically in the right activity. middle) controls right. including light/dark and colours (left Hippocampus (under. and locating © Advanogy. or organising objects or concepts into actions categories • Co-ordination of rapid or • Sense of taste repetitive muscle movements 57 Adapt with the Memletic Styles .

twenty if you use that style often. Lastly. Verbal Aural For each axis. whereas the right brain focuses on emotions. you graph your results and compare against your estimate. Review the basic descriptions at the start of the chapter if you 2003 . the “left brain” is more logical. If you enter your scores into the 58 © Advanogy. Recent research shows the brain is more complex than that simple model allows. You will find this questionnaire Verbal Aural valuable. one or two directly into the scoring sheet further below. Doing this questionnaire helps you better understand your Visual 20 own learning styles. Draw in the score on each style axis (the lines starting from the centre). It also makes the following descriptions more 15 Logical Social relevant to you. However. Solitary Physical fill out the blank graph on the right. feelings. let’s discover what learning styles you prefer. In this model. you complete a scoring sheet that then gives you a score for each learning style. Following that. You could also write zero. 15 Logical Social You can write in the book (or take a 10 photocopy if the book belongs to 5 someone else) or use the spreadsheet 0 from the website . you first estimate your learning styles. Score zero if hardly ever. calculating and knowing. then join the dots like in the example Memletic Styles graph above. or print out a sheet from the spreadsheet on the website . In the following questionnaire. such as language on the left and music on the right. 10 5 Do the pre-test graph 0 Before you start the questionnaire. You then answer seventy questions about how you interact with the world. estimate on a rating of zero to twenty how often you use that particular learning style. The spreadsheet Solitary Physical has the benefit that it calculates your scores and graphs them for you. The outcome from the questionnaire Visual is a personalized Memletic Styles 20 graph similar to the one on the right. Some activities are more commonly on the left or right sides. Answer the questions Answer each question by circling one of the numbers on the right. and the visual sense.Memletics™ Accelerated Learning Manual You may have also heard about the “left brain / right brain” model. most of our brain’s functions are a rich interplay between both the hemispheres. Profile yourself—use the Memletic Styles questionnaire Before we look at the various learning styles.

The description sounds partly like you. such as to-do lists. you often use references to other topics 0 1 2 or events you have heard about or read. 12 You prefer to study or work alone. You rarely get lost. Take as long as you like. 0 1 2 15 In regular conversation. Afterwards we rate your answers. You like to classify or group things to help you understand the relationships between them. Adapt with the Memletic Styles score sheet while you answer the questions. 0 1 2 14 You spend time alone to reflect and think about your life. 0 1 2 4 You preferred math and science subjects at school. 2 You put together itineraries and agendas for travel. Questions 1 You have a personal or private interest or hobby that you like to 0 1 2 do alone. 8 You can easily visualize 2003 59 . magazines. buildings. 0 1 2 13 You love sport and exercise. themes or parts of songs pop into your head at random. 1. 6 You enjoy learning in classroom style surroundings with other 0 1 2 people. 3 Jingles. The description sounds exactly like you. and you number the items and set priorities. 10 You prefer team games and sports such as football/soccer. hockey. volleyball. The scale is as follows: 0. You use 0 1 2 detailed lists. 16 You enjoy finding associations. menus. The description sounds nothing like you. 11 You navigate well and use maps with ease. netball. for example between numbers or 0 1 2 objects. 0 1 2 signs. hide the bottom of the score sheet so you don’t see the styles for each column. You usually know which way North is. © Advanogy. 7 You read everything. You like to do some 0 1 2 activities alone and away from others. Remember there are no right or wrong answers. newspapers. Usually the first response that comes into your mind when you read the question is a good answer. Books. 0 1 2 basketball. scenarios etc. You enjoy the contact and it helps your learning. and baseball. 2. 9 You are goal oriented and know the direction you are going in 0 1 2 life or work. from 0 1 2 descriptions or plans. etc. 0 1 2 You have a good sense of direction. 0 1 2 5 You are happy in your own company.

wood or metalworking. PIN numbers. and like using the right word at the 0 1 2 right time. or pictures. 0 1 2 31 You like identifying logic flaws in other people's words and 0 1 2 actions. illustrations.Memletics™ Accelerated Learning Manual 17 You keep a journal or personal diary to record your thoughts. 37 You would prefer to holiday on a deserted island rather than a 0 1 2 resort or cruise ship with many other people around. 36 You like the texture and feel of clothes. 38 You like books with many diagrams. and geometry. for example phone 0 1 2 numbers. you preferred art. 26 You like making models. 0 1 2 39 You easily express 2003 . 0 1 2 sculpture. You love live music. 0 1 2 You can clearly explain ideas and information to others. 25 English. You like to set budgets and other 0 1 2 numerical goals. 0 1 2 19 You communicate well with others and often act as a mediator 0 1 2 between them. craft. pottery and other similar subjects. 21 You like listening to music—in the car. 34 In school. 22 You can balance a checkbook. and other items. furniture and other 0 1 2 objects. or working out jigsaws. 0 1 2 24 You use many hand gestures or other physical body language 0 1 2 when communicating with others. languages and literature were favorite subjects at 0 1 2 school. or using metaphors or anecdotes. 35 You have a great vocabulary. issues. whether it’s verbally or in writing. or anywhere. technical drawing. you liked sports. 0 1 2 29 In school. 0 1 2 rather than working on them by yourself. studying. 0 1 2 18 You like being a mentor or guide for others. 60 © Advanogy. 28 Music was your favorite subject at school. 23 You have some very close friends. 32 You like using a camera or video camera to capture the world 0 1 2 around you. 33 You use rhythm or rhyme to remember items. at work (if 0 1 2 possible!). 0 1 2 30 You love telling stories. 20 You like to listen. or ideas with others. 0 1 2 27 You prefer to talk over problems. People like to talk to you because they feel you 0 1 2 understand them.

Even after only hearing a tune a few times. making rhymes." You talk through issues. you’ve been to self-help workshops. 48 You like crosswords. saying tongue twisters. 46 You read self-help books. You can tell the 0 1 2 difference between instruments. scrabble and other word games. 0 1 2 © Advanogy. You like chess and other 0 1 2 strategy games. based on their sound. and can do decent calculations in 0 1 2 your head. 53 You enjoy dancing. 0 1 2 44 You like making puns. 59 You use diagrams and scribbles to communicate ideas and 0 1 2 information. 42 You pay attention to the sounds around you. 0 1 2 49 You like logic games and brainteasers. 0 1 2 45 You like to think out ideas. 41 You use specific examples and references to support your points 0 1 2 of view. such as card games and 0 1 2 board games. or aircraft. 60 You hear small things that others don't. or you 0 1 2 naturally start to hum or whistle a tune. You love whiteboards (and color pens). 55 You don't like silence. 47 You can play a musical instrument or you can sing on (or close 0 1 2 to) key. 58 You easily work with numbers. 0 1 2 questions and possible solutions. or 0 1 2 you dislike them because you are sensitive to the physical forces on your body. 0 1 2 54 You prefer to work for yourself. Adapt with the Memletic Styles 40 You like playing games with others. problems. You would prefer to have some 0 1 2 background music or other noise to silence. or you have thought a lot about 0 1 2 it. 57 You draw well. 50 You like getting out of the house and being with others at parties 0 1 2 and other social events. or cars. or issues while doing 0 1 2 something physical. or 0 1 2 you’ve done similar work to learn more about yourself. 43 You have a good sense of color. 52 You solve problems by "thinking aloud. you can remember it. You find yourself drawing or doodling on a 0 1 2 notepad when 2003 61 . 56 You love theme park rides that involve much physical action. 51 You occasionally realize you are tapping in time to music.

In the shaded box for each question. 62 You don’t mind taking the lead and showing others the way 0 1 2 ahead. use the score sheet further below to assign your answers to the correct styles. 0 1 2 Score your responses Now that you have completed the questions. 65 You are a tinkerer. You keep up 0 1 2 to date with science and technology. The actual words and phrases come back to you. 0 1 2 69 You like visual arts. 66 Music evokes strong emotions and images as you listen to it. 62 © Advanogy. You understand your own strengths and weaknesses. You like pulling things apart. and sculpture. 63 You easily absorb information through reading. 1 1 2 2 3 1 4 2 5 1 6 0 Once you have filled out all the boxes. 64 You like to understand how and why things work. one or two. and they 0 1 2 usually go back together! You can easily follow instructions represented in diagrams. 0 1 2 Music is prominent in your recall of memories. 70 You use a specific step-by-step process to work out problems. write in your score from the questions above—zero. add the totals of each style from the two columns and write your overall totals in the bottom box. You like jigsaws 0 1 2 and mazes. audiocassettes 0 1 2 or lectures.Memletics™ Accelerated Learning Manual 61 You would prefer to touch or handle something to understand 0 1 2 how it 2003 . 68 You like gardening or working with your hands in the shed. painting. add up each column and write the totals at the bottom of each column. 67 You think independently. 33 2 34 1 35 0 Total 8 3 2 2 7 3 7 Finally. You know how you think and you 0 1 2 make up your own mind.

Adapt with the Memletic Styles Overall Totals (add total lines above): Physical Solitary Logical Verbal Visual Social Aural 18 5 4 4 14 8 14 Graph and analyze Lastly. where I give you some more information on each of the learning styles. graph your scores on the Visual blank Memletic Styles graph on 20 the right. draw in the score 5 on each axis. then join the dots. As you may have 15 done above before answering Logical Social 10 the questions. 0 The graph shows which styles Solitary Physical you use more often. You might also like to compare your Verbal Aural graph back to your estimate of your learning styles. © Advanogy. Keep your results in mind and continue to the next section. Look at the differences and try to understand 2003 63 . Note: The full scoring sheet is included in the full version. against those you use less often.

• Typical pursuits that make use of the verbal style. If you use this style. You can easily find your way around using maps. which gives you a good sense of direction. The Aural Style—sound and music If you use the aural style. • Common phrases that aural style people use. The Verbal Style—spoken and written words The verbal style involves both the written and spoken word. both written and verbally. When you walk out of an elevator. 64 © Advanogy. you find it easy to express yourself. you typically excel at using images. • Typical pursuits that make use of the visual style. Content in the book includes: • Further description of the aural style traits. plans and outcomes in your mind’s eye. You also have a good spatial sense. and maps to structure information and communicate with others. • Comments on the use of visualization by those who don’t use a visual style all that much. • Common phrases that visual style people use. • Common phrases that verbal style people use. play a musical instrument. • Detailed discussion of which exploration and memorization techniques work well with those using a visual style. you instinctively know which way to turn. You love reading. colors. and you typically can sing. and you rarely get lost. Content in the book includes: • Further description of the verbal style traits. and typically also write. Content in the book includes: • Further description of the visual style traits. You can easily visualize objects. • Typical pursuits that make use of the aural style. You have a good sense of pitch and rhythm. you like to work with sound and music. colors and spatial relationships If you use the visual style. • Detailed discussion of which exploration and memorization techniques work well with those using an aural style. pictures. • Detailed discussion of which exploration and memorization techniques work well with those using a verbal style. or identify the sounds of different instruments.Memletics™ Accelerated Learning Manual The Visual Style— 2003 .

The Social Style—communication and groups. It’s pretty likely that you like sports and exercise. as well as connections and relationships between seemingly meaningless content. Content in the book includes: • Further description of the physical style traits. reasoning and logic If you use the logical style. The Solitary Style—private. and you are typically sensitive to their motivations. The Logical Style—mathematics. • Common phrases that logical style people use. introspective and independent If you have a solitary style. • Typical pursuits that make use of the social style. synergy If you have a strong social style. • Typical pursuits that make use of the logical style. • Detailed discussion of which exploration and memorization techniques work well with those using a social style. and other physical activities such as gardening. • Typical pursuits that make use of the physical style. • Detailed discussion of which exploration and memorization techniques work well with those using a physical style. You can recognize patterns easily. • Common phrases that social style people use. feelings or moods. You are able to concentrate well – focusing your thoughts and © Advanogy. it’s likely that you use your body and sense of touch to learn and understand the world around you. Content in the book includes: • Further description of the logical style traits. • Detailed discussion of which exploration and memorization techniques work well with those using a logical style. you typical excel at using your brain for logical and mathematical 2003 65 . both verbally and non-verbally. Adapt with the Memletic Styles The Physical Style—touch and sensations If the physical style is more like you. Content in the book includes: • Further description of the social style traits. you are typically more private. People listen to you or come to you for advice. • Common phrases that physical style people use. you generally communicate well with people. This also leads you to categories and group information in order to help you learn or understand it. introspective and independent.

physical. Expand your use of styles There are two reasons why the learning styles are a key part of the Memletics. and why. occupations and phrases. • Typical pursuits that make use of the solitary style. • How to strengthen your use of your dominant styles • How to improve your use of your secondary styles. aural. • Common phrases that solitary style people 2003 . Content in the book includes: • A discussion on how styles improve your learning performance. Chapter summary In this chapter you first discovered your learning style preferences using the style questionnaire. You then read about each of the styles—the visual. we considered how you can expand your learning styles. Focus some time on further developing those styles which you otherwise don’t use that often. as well as develop your secondary styles. social and solitary styles. 66 © Advanogy. and may actually analyze the different ways in which you do think and feel. Lastly. This then allows you to adapt the learning process and the learning techniques to suit your particular strengths. Content in the book includes: • Further description of the solitary style traits.Memletics™ Accelerated Learning Manual feelings on the topic at hand. verbal. the Memletic Approach. You then discovered how you can adapt Memletics to suit your personal learning styles. They provide a basis for you to start expanding your use of other styles. manage the journey and remember to enjoy the goal. For each style. You are aware of your own thinking. You will learn how to target your goal. In the next chapter we examine the last part of Memletics. • How to avoid falling into the “learning styles trap” that others have. • Expand your range of styles. Both of these increase how well you can use your learning styles to improve your learning performance. This helped you identify you dominant and secondary styles. They help you: • Identify and use your current preferences: They help you identify your own learning preferences and strengths. logical. plan your path. • Detailed discussion of which exploration and memorization techniques work well with those using a solitary style. You can improve how you use your dominant styles. you saw common traits.

• Plan. and keep you going in the right direction. How much planning and managing you do for any activity varies according to the size and importance of the 2003 67 . Track your progress along the way. The activities I suggest in here are mainly relevant if you are targeting an effortful learning goal. The Memletic Approach also helps remind you to enjoy the journey as much as reaching the goal. Enjoy both the journey and the goal. track progress. In this chapter. When you use this strategy. Decide your approach to achieve the goal. The Memletic Approach helps you plan and manage your learning activities. You usually work through these activities in the order listed. you can be confident you have a much stronger likelihood of success. • Track Over the previous four chapters I’ve covered much detail about the various ways you can accelerate your learning. however you may also work across two or more at the same time. we step back from specific learning methods to cover an overall strategy for running your learning program. such as gaining a university diploma or a commercial flight license. You can find more information on the manual by visiting http://www. For example. If you are planning a longer-term goal. Manage using the Memletic Approach 6 Manage using the Memletic Chapter Approach The Memletic Approach provides you with an overall strategy for achieving your learning goals. The following diagram shows the steps of the Memletic Approach: Memletic Approach Target Plan Track Do it for life As you can see. Choose and clarify your goal. you may go back and clarify your goals further once you have done some planning. Chapter 6: Manage using the Memletic Approach This is a summary of the Memletic Approach chapter from the Memletics Accelerated Learning Manual. You may also alter your plan once you start learning. • Do it for life. The Memletic Approach is no different.memletics. the four steps of the Memletic Approach are as follows: • Target. I suggest you spend more time planning © Advanogy. This strategy helps you plan and start your goal.

not just flying. overcoming challenges. and it serves several purposes. The targeting step itself helps take the first steps towards your goal. What are the major objectives you need to complete on the way to your goal? In a moment we’ll look at these tasks in more detail. 68 © Advanogy. If you are simply doing a course in public speaking. Explore your goal • How to explore your goal to make sure its right to you. Content in the book includes: Find and understand your reasons • How to turn vague ideas into explicit reasons. Desirable and Achievable goals” is one part of Memletic State. you may recall that “Clear. A good guideline to start with is to spend about ten percent of your overall effort on these planning and managing activities. Why have you set the goal? Secondly. Make sure you have a realistic understanding of what life will be like after you reach the goal. The targeting step has three key tasks. it’s because this goal-setting activity is critical to both getting your journey started as well as upholding state along the way. decision-making. You will likely need to spend more time on these activities at the beginning of your journey. planning. You can apply much of the content in the guide to other training activities. Target—choose and clarify your goal The first step in any Memletic Approach worthwhile activity is to Target clarify the goal and objectives. You begin to decide the direction for how to get there. I call this targeting. • Examples of activity-specific (such as specific to flying – career. you may not need to spend as long in this part of Memletics. in particular mental state. Setting a goal provides you with motivation. learning how to learn etc) • How to find motivation for a goal that may not be in line with your personal objectives. Firstly. personal discipline. find and understand your reasons. Before we begin though. Free guide: For examples of the targeting and planning steps of the Memletic Approach. set your objectives. This means learning more about your goal. While there is some duplication here. • Techniques you can use to explore 2003 .Memletics™ Accelerated Learning Manual and managing your activities. get a copy of the free “Learn to fly guide” . • Tips on learning Memletics as a goal. recreation etc) and personal skill reasons (such as achieving a dream. explore your goal. Lastly. and you know your finishing point. with less time towards the end. judgment. • How to set a direction when you are not sure of which direction you want to go in. transport.

Suggestions for questions to ask a training provider – such as other student’s questions. and the location. • The importance of writing down your objectives.” Plan—decide your approach Now that you have your Memletic Approach guiding goal. maintaining motivation. You now extend the research you started in the previous Targeting step. you may not need to do much planning at all. regional areas. costs. • A discussion of commitment – full time or part time. • Factors to consider before answering these questions. You gather information you need to develop your plan. These are three key tools you can use to track your progress. How to use your “personal hourly rate” to help work out which location may be best for you. reasons and Plan objectives. • A discussion of method – self study. talking to those already studying. Includes comments on whether you are a self-directed learner. Includes advantages and disadvantages. the next steps are to create a course map. you next turn your objectives into a plan you can use to guide your actions and track your progress. Comments on using your gut or instinct versus finding other assistance or 2003 69 . • Comments on updating goals – including the idea of “creative tension. Keep in mind that you may not need to do these activities to the depth outlined here. Thoughts on studying in the city. • How to use them to assist motivation. what to include. © Advanogy. plan your time and plan your costs. If your learning objectives are short term and easy to achieve. and how you obtain your learning material. The size or importance of the objective should guide you on how much planning and management you need. Determine your Course Map • How to create your course map. Content in the book includes: Do the research • Fundamental questions to consider and answer: your time commitment. individual instruction or group-based instruction. suburbs. • How to make the decisions once you have finished research. the method of instruction. how to break it down into streams and modules. whether you prefer studying at your own pace. • A discussion on location – local study or remote study. Once you have this information. Manage using the Memletic Approach Set your objectives • How to set major objectives for your learning program. and their thoughts on Memletics. interstate. international and/or overseas providers. including the importance of your goal and any restrictions on time or cost. country areas.

time requirements. find ways to use what you’ve learned. progress. Plan your Costs • Basic points on planning your 2003 . Track—manage your progress After you start your training Memletic Approach or study. issues. Review your Plan • Basic comments on what to do once you have completed your plan. and keeping it up for life. you reinforce your self-image as someone who can learn fast. the Memletic Track Approach switches from planning to progress tracking. Plan your Time requirements • How to work out your time requirements. cost schedule. • Laying out a basic time schedule. and the impact of exams and tests. • Additional considerations. Memletic Approach be sure to take time to enjoy what you have Do it for life achieved. replanning etc. 70 © Advanogy.Memletics™ Accelerated Learning Manual • Includes an example of a course map for aviation or flight training. • Avoiding the habit of reviewing progress too often. enjoying the journey. and available hours. Content in the book includes: • The importance of tracking your progress. Whether it’s for work or recreation. I suggest you pause occasionally and consider how well you are tracking to your plan. This often provides a high sense of satisfaction. including considerations such as a completion goal. When you use your knowledge. overcome obstacles and reach goals you set for yourself. such as whether you are learning Memletics for the first time. Content in the book includes: • Comments on enjoying the goal. • Comments on the level of detail you may need in your course map. Just like navigating an aircraft. Do it for life—enjoy the journey and the goal When you reach your goal. including key points such as time schedule.

you will run into challenges. a time plan and a cost plan. You learned the basic questions you need to answer. what’s coming up. and whether you need to re-plan some parts of your journey. I then discussed three plans you should create. These are a course map. The Planning step showed you how to decide the path to your goal. Lastly. you set some solid objectives to achieve on the way to your goal. You read how the Target step helps you choose and clarify your goal. When you do start on any worthwhile learning journey though. I also suggested you enjoy the journey on the way to the goal. you greatly increase your chances of success. I discuss many common learning challenges and how to overcome them. In the next chapter. You first find and understand your reasons for wanting the goal. © Advanogy. Manage using the Memletic Approach Chapter summary You’ve now seen how the Memletic Approach gives you a strategy to help you achieve your learning 2003 71 . I suggested you take time to enjoy your goal once you reach it. you need to track your progress. In the Track step I gave you some advice on how much tracking to do. By using these steps. such as your time and cost schedule. Lastly. We then discussed some key points to track. Once you begin your journey. You then explore how the goal could change your life. You’ve now read about all of the five main parts of Memletics.

• Mistakes. Fear and nervousness.Memletics™ Accelerated Learning Manual 7 Chapter Deal with Challenges During your pursuit of a worthwhile learning goal. Overcoming challenges is one reason achieving a goal is so rewarding. helps you move forward faster when these challenges arise. would have on that In this chapter. in many guises. However. you will find ways to overcome many of the common challenges you may face during your learning journey. both during learning and at other times. due to making a wrong assumption under pressure. I describe fear’s dual nature. • Wrong assumptions. understanding and other techniques. A tip before we begin. Rather than seeing mistakes negatively. I outline some tips on how to deal with the impact of pressure on various techniques. Medical students often develop the symptoms of a disease they are studying. and how to combat fear with knowledge. lack of motivation can also come from other sources as well. This chapter deals with some of the common challenges you may face. You can use the ACT model to overcome wrong assumptions. such as misaligned goals or internal or external conflicts. It also shows you how to use various techniques to help overcome those challenges. as well as techniques to address them. If you read this chapter and suddenly believe that your lack of motivation comes from a deep internal conflict about possible success and the impact a mistake. You can find more information on the manual by visiting http://www. The challenges we tackle in this chapter include: • Motivation. Sometimes though. degrade learning performance in several ways.memletics. You can learn from your own mistakes. 72 © Advanogy. challenges can seem overwhelming. learn to see them as steps towards your goals. you continually face challenges. • Fear. Chapter 7: Deal with Challenges This is a summary of the Challenges chapter from the Memletics Accelerated Learning Manual. • Pressure. stop for a moment! Are you suffering the Medical Student Syndrome? I cover this in more detail at the end of this chapter. as well as the mistakes of others. Developing a better understanding of these 2003 . Lack of motivation is often the largest issue that arises when times get tough.

too many distractions or too many outstanding issues. They can give you feedback and guidance. review further 2003 73 . Sometimes you may have some management issues to deal with. • Learning performance: Getting feedback. affirming learning ability. As well. They can also act as motivators. • Internal conflicts: Change anxiety. as well as learn how to use knowledge to manage fears and stay safe. I describe a “balanced model” of fear. are a major cause of motivation issues. Let’s explore these topics. In this section. or even sometimes fear of success. goal relevance. Knowledge—your weapon against fear and nervousness Fear has a dual nature. you may sometimes feel nervous. showing that both too much and too little fear can harm your livelihood. Fear of accidents. Understand the particular issue causing the fear. • Further points: Changing focus for a while. What underlies this nervousness? It’s usually fear. Deal with Challenges Keep it up—deal with motivation issues In any challenging exercise you have times when your motivation is low. It’s both a protector and an inhibitor. and risk perception. and issues. Issues with goals and objectives. learning versus performance orientation. This is just one more challenge that you need to overcome to continue towards your goal. distractions. • Management aspects: too much tracking. goal difficulty. not being able to recall information. and getting further help. I cover some other points that may help. and internal conflicts. enjoying the journey. other responsibilities. Content in the book includes: • Detailed discussion on a range of motivation issues • Goals and objectives: Use of internal motivators and external motivators (eg reward and punishment). such as too much tracking. You can use positive experiences to help you work through fearful events. helping others. Accept you have the fear and then find more information. and inconsistencies. I explore some topics that you may find helpful in identifying and resolving motivation issues. Reviewing your own past performance can help. In this chapter we explore some activities that can help you find the right balance between too little and too much fear. Firstly. whether they know it or not. and using the importance of the goal as motivation (eg gung-ho “Important work” motivation). not being able to handle an event. Fear of failure is a common issue. Lastly. less known though is fear of success. and reviews of how far you’ve come • Enrolling others to assist: Talking to other people. An effective way for controlling fear is to make it known. using consistency. there © Advanogy. Other people can also be of great help. In any learning activity involving significant challenges. You can use this understanding to help defeat fears that hold you back.

” • Tips for finding out more about exams and tests. • Symptoms. moving from structured to unstructured learning. and tips for exams and tests. and tips on how to do so. • Steps for how to manage and overcome the fear of failure. • Questions to help explore whether you may have some underlying fears of success. procrastination. • Different fear positions for different activities. sleeplessness. journeys into new areas. • Symptoms of fear of failure. Let’s explore all these topics. • What influences your approach to risk and fear. and more). Learn how to apply positive thinking in the right place. • Further assertions to help remove fear of the unknown. • What to do if persistence doesn’t help. foolhardy) and too much far (static. including life changes. Understand fear of failure • Understand more about the fear of failure • See how “positive thinking” can actually be harmful or dangerous. I cover three more techniques and tips that help you control fear. out of control feelings. Understand fear of success • Describes how sometimes your fear may not be of failing – it may actually be fear of success and what that entails. • How fear is usually (but not always) a warning from your body or brain that you may be putting yourself in a dangerous situation. such as escape mechanisms (fight or flight. Remove the fear of the unknown – make it known • How to remove much fear by making it known. Lastly. hypertension. 74 © Advanogy. and finishing training.Memletics™ Accelerated Learning Manual are techniques to help you disassociate yourself from a past or feared event if it holds an irrational amount of fear. additional pressures. • Suggestions for dealing with fear of 2003 . nervousness. and possible decline. neck and back aches. paralyzed). and assertions that can help move you towards or away from risk and fear. These are how to uncover hidden fears. • What to do with “worst case scenarios. and irrational self talk. Content in the book includes: Use the balanced model • Finding the right balance between too little fear (reckless. anxiety (stress. including sabotage. how to control breathing to control nervousness. sleep). complications.

Ask yourself how you can make it more known. reaction and learning from them. relaxation. using other people to help you (eg the naked audience. overcoming hyperventilation. Sometimes your fear signals real danger. Breathing normally is a key element of handling nervousness. Negative experiences – disassociate yourself • How to separate emotions from negative experiences or imaginations. however mistakes are a key part of learning. The “seventy by seven” technique is useful for uncovering hidden fears. How you can discover. using mental imagery or visualization. A final note A closing reminder is that fear is usually a warning from your body or brain that you may be putting yourself in danger. I give some tips on handling exams and tests. realigning views. Includes understanding the source. and relaxation (the 90% rule). Content in the book includes: Your own mistakes • Further points on the importance of making mistakes while you learn. © Advanogy. If you are putting yourself into unknown or dangerous circumstances. You progress faster by accepting and making the most of your own mistakes. • How to use the “seventy by seven” technique • Tips for breathing normally to unlock nervousness. Lastly. • Four ways to minimize or overcome nervousness associated with an exam or test. including accepting mistakes (but not accepting danger). and using other Memletic Techniques. role reversal (for demonstration or oral style tests). learning to laugh (the benefits of laughter and seeing the funny or humorous side of things). • Key factors that determine how well you handle mistakes. or a colleague helping you out). including visualization. Deal with Challenges Positive past experiences – use as anchors • Suggestions for using positive past experiences as anchors to overcome fears. reframing the purpose. including attitude. • How you can also use this technique for phobias Strategies for common issues • Three strategies for common fear-related 2003 75 . pause and take a step back. • Points on attitude. • Describes a disassociation technique called the disassociation movie. shunt. understand and reduce the risks? Mistakes—shortcuts to faster learning Many people avoid mistakes at all costs. Another shortcut is through using the lessons from mistakes that others make.

rectifying it. replaying them to understand lessons. This section helps you recognize assumptions and deal with them. making a note. There are two main kinds of assumptions: • Conscious assumptions. however they are also difficult to detect because they are unconscious! We all make many assumptions about the world we live in. Other peoples mistakes – your shortcut "It is necessary for us to learn from others' mistakes. Imagine if every day we had to check that each part of the car worked before starting it. Imagine if we had to call the local transport office to make sure the train is 76 © Advanogy. In our time pressured society. ACT! Recognize and act on assumptions Wrong assumptions are a problem in many fields. you may find it doesn’t work as well as you expect. I’ve found that pressure causes issues with techniques both during learning as well as after you’ve learned something well. Under pressure—impact on techniques A technique may work well when you practice it in the comfort of your home or classroom. This is often due to pressure. You can improve the assumptions you make by becoming more aware of when you make them. getting assistance. • Examples of two aviation accidents / disasters caused by human error and mistakes. planning a response (if required). including acknowledging it. Let’s look at both these situations. and documenting feelings.Memletics™ Accelerated Learning Manual • Steps for dealing with mistakes 2003 . Recognizing assumptions can be challenging in any environment. while understanding that it may not be. verbalizing it. and not hiding it. • Tips for learning from mistakes. without questioning whether it is. both during training and afterwards. Content in the book includes: • Examples from my own experiences in flight training. • Tips for recognizing and changing techniques when they don’t work well under pressure. You will not live long enough to make them all yourself. You unconsciously accept a piece of information as a fact. • Unconscious assumptions." (Hyman George Rickover) • How to use the mistakes of others to accelerate your learning. You consciously accept a piece of information as a fact. When you get out and try it in the real environment though. and tips on learning from them (even if you are not in an aviation field). • Where to find information on the mistakes of others. making assumptions allows us to be as effective as we are. These are the dangerous assumptions. such as capturing them.

Unfortunately. The train usually arrives. However. There are two parts of assumptions to consider: • Strength. Also includes examples possible triggers in an aviation context. if we don’t touch it). Content in the book includes: • What are assumption triggers. These students then make a second mistake. The Medical Student Syndrome Another variation on wrong assumptions is one I briefly discussed in the introduction to this 2003 77 . Our assumptions become stronger with experience. Assumption triggers are visualizations and assertions you can review that help pull your assumptions from the unconscious to the conscious mind. • Includes an example of making assumptions about the weather in aviation – and how to deal with it using the ACT technique. ACT stands for Assumption. The second step is to ACT on them when they arise. and Test. “I’m OK. Wrong assumptions by pilots (and others) cause accidents and loss of life. This is the Medical Student Syndrome. The more we experience the expected outcome. The first is to set up triggers for common assumptions. The car starts most of the time. you can then use a simple process to decide whether the assumption is safe. the more we treat the assumption as fact. You can apply this assumption buster technique to check assumptions you make in any field. • Impact. The need to question assumptions usually arises when the impact of our assumption being wrong has an effect we would rather avoid. Our money stays where it is (well. fuel.” and other people’s actions. Once they are conscious assumptions. In this section. where medical (and psychiatry) students pick up the symptoms of the disease or disorder they are studying. Many aircraft accident investigations show the pilot made an assumption that led to the accident or incident. There are two steps. © Advanogy. location. such as weather. how to obtain them. I provide you with a technique I call the assumption buster technique. not just aviation.” The key to staying safe is to turn unconscious assumptions into conscious assumptions. Deal with Challenges coming that day. • Using the ACT technique to move from a conscious assumption to action. Some of the most common are “I can get through the weather” and “I have enough fuel. You can train yourself to recognize and act on assumptions before they become issues or problems. and how to activate them using visualization and other techniques. This technique is a good way to deal with unconscious assumptions. Think about having to ring the bank every day just to check our money is still there. this is difficult if you don’t realize you have made an assumption. wrong assumptions cost our society much time and money. Discusses why this is relevant to this chapter on challenges. • A discussion on the medical student syndrome. where medical (and sometimes psychiatry) students start to believe they suffer the disease or disorder they are studying. Contingency.

that behavior may show you are defending thoughts that you want to believe are true. Be open to them! If you get defensive. so be prepared to try others if this arises. you can bring unconscious assumptions out so you can deal with them properly. Pressure also has an impact on some techniques. only to have tests prove them wrong. You have now seen some of the common motivation issues so you can deal with them more effectively if they arise. After reading this chapter. However. if not dangerous. The next challenges were nervousness and fear. dealing with fears.Memletics™ Accelerated Learning Manual They do not try to test their thinking. The first challenge we dealt with was motivation. you may find yourself rationalizing why it’s so difficult to move on while you suffer from several of these challenges. you may feel there are one or two issues relevant to you. and keep moving forward. and excelling in exams. and handling positive and negative experiences. If so. you’ve seen some of the challenges that may arise on the journey to your goals. Talking to someone else or putting pen to paper often highlights mistaken assumptions. You now have some ideas for balancing your fear. Now you have some tools and techniques you can use to resolve those challenges faster. however you now know that both your mistakes and the mistakes of others are often valuable lessons that help you along the way. Reread the information on those issues. or when there is significant personal change. We’ve also covered some further techniques for uncovering hidden fears. 78 © Advanogy. try talking to someone or at least write down your thoughts. be aware you may also talk yourself into believing something to justify inaction. Fear is often an issue when there is some danger or risk in a training course. I’ve included this anecdote because you might do something similar as you read about the challenges in this chapter. These can happen to anyone. The last part of the chapter dealt with some other common challenges that arise while learning. Mistakes often concern people. Using the assumption buster technique. try the techniques to resolve them. Wrong assumptions can sometimes be inconvenient. Chapter summary In this chapter. Motivation issues are often the key cause of people giving up on their learning 2003 . You may be suffering a similar syndrome to those medical students. If you have a history of procrastination. for example by discussing it with a doctor or specialist. There have been many cases where students have convinced themselves they suffer the disease. review the section on motivation to help you keep moving. That’s fine. Lastly. controlling breathing.

Verbalize.memletics. you saw there are many contributors that support good learning state. In Memletic State. and the mnemonic for these is LEARN. Explore is to understand the 2003 79 . Having this high-level understanding made it easier to see links between the five parts. Explore. Closing Comments 8 Chapter Closing Comments You’ve come a long way through much detail. This process consists of five activities. Next were the Memletic Techniques. Chapter 8: Closing Comments This is the full Closing Comments chapter from the Memletics Accelerated Learning Manual. look at some ideas for further exploration. Reinforce. “Overview of Memletics. Arrange is to prepare content for long-term memorization. You then read about the Memletic Process. The Verbalize techniques use words to help you affirm your goals. Arrange.” introduced you to the five parts of Memletics. Techniques. There are three layers. some thoughts on further work. the Memletic State. and then finish with some final words. Styles and Approach. You can find more information on the manual by visiting http://www. and eNquire. Association links new knowledge with knowledge you already have. We also saw many activities in which you could apply Memletics. Book summary The first chapter of the book. Lastly. including neurons. Good cell state supports the basic needs of cells. Visualize. eNquire reviews your learning performance as well as how you use the overall system. content and © Advanogy. Let’s finish with an overall summary. Simulate. The mental layer provides ways to support and improve mental functions. These activities are Locate. These are the cell. In this last section of the book I summarize what you’ve read. Locate means finding the information to learn. I hope though your Memletics journey is just beginning. and some final words. There are six categories of techniques. Reinforce applies the various techniques to lock in content. Process. You now have a far greater understanding of how to learn faster and remember more. The physical layer supports our body-mind systems. physical and mental layers. The categories are Associate. and your journey though the Memletics Manual is nearly at an end. Visualization involves replaying scenarios in your mind using all the senses (not just vision). and Repeat.

We also discussed fear and nervousness and how to combat these issues when they arise. Further work from here If you want further develop your Memletic fitness. You saw that you can improve your learning by better understanding and using both your stronger and secondary styles. Motivation is website The Memletics website is a great place to continue with your learning about learning. Getting your goals right in the approach influences your mental state. Your learning styles. while remembering to enjoy both the journey and the website. We discussed how ensuring your goals and objectives match your direction in life helps support your 80 © Advanogy. Lastly. the Repeat techniques provide you with more techniques to reinforce content over time. The Memletic Styles followed Techniques. I encourage you to share your experiences. influence how you explore new material as well as the techniques you choose. Visit the memletics. The power of Memletics grows from these mutually helpful 2003 . the Memletic Approach. in this section I discuss a few suggestions on how to start. The list could go on. You could spend some time researching more detailed references on the topics in this book. Aural.Memletics™ Accelerated Learning Manual abilities. The Style questionnaire gave you a picture of your current stronger and secondary learning styles. and there are some tips on how to start learning Memletics in the appendix. Lastly. It contains a wide range of further material. In this section I discuss some of the ways you can use the site. The Perform techniques give you ways to learn skills and behaviors. Your learning state underpins your ability to concentrate on your learning activities. In the “Challenges” chapter.memletics. Your improved learning performance contributes to better mental state. Logical. gave you a series of activities you can use to plan and manage your overall learning journey. The final part of Memletics we discussed. These seven styles are the Visual. you probably don’t remember much of the detail. Even though you have now read about all the parts of Memletics. for example. The last chapter of the book. Firstly. You can find the site on the Internet at http://www. Verbal. Social and Solitary styles. “Closing Comments. Simulation uses external tools and people to reproduce parts of the real environment. or try some of the more advanced learning topics.” is the one you are reading now. and assumptions. the impact of pressure on techniques. You may now see some of the links between the parts of Memletics. We discussed mistakes. You start with targeting your goal and planning your effort. That’s normal. we reviewed some of the common challenges you may face on the journey to your goal. Physical. visit the memletics. references and links to more web and book based information. Lastly we covered some further challenges. You then track your progress.

Take care though. On the reference pages there are links to other sites so you can download full or trial versions. Explore the Memletics Forums The Memletics Forums are discussion groups on the website where you can discuss various topics with me and readers of the book. Books There are many other books out there that cover many of the topics in this book to far more detail. This allows easier additions and updates. We can then keep you up to date with any changes or updates to the book through our newsletter. or register to stay in touch with what is happening through the newsletter! Try further references If you want to examine some topics in more detail. You can also access more references and resources that are not available to general users of the site. Use it. © Advanogy. Reread it. references to books. Feel free to use these to ask questions. Read it. but also be aware of the content source. Do not put it down until you have at least tried some of its Try some learning software In various sections of this book I’ve discussed specific software relevant to learning. I’ve suggested some starting points on the book’s reference pages. Be sure to visit occasionally. This is because I’ve chosen to keep them all on the website. you may want to get your hands on some of those. Further features Over time we’ll add more features to the website to make it even more useful to you. Closing Comments Registering on the site I strongly suggest you register on the site. the Internet and courses. get more guidance or post your feedback on specific or general topics. Keep an open mind. Sometimes the library or bookstore is still the best place to go for information. The Internet There is much content out there on the Internet. Try the references You may notice that I haven’t included any references in the back of this book. and what doesn’t. There are notes. See what works for you. there is much information out there. You can access these at 2003 81 . web articles and links to websites. where applicable . If there are topics that interest you.memletics. Here I provide a few general suggestions on further references such as books. I suggest you spend a month (at least) on each one.

Please post your comments into the Memletics Forums. All are welcome. This again needs a significant investment of time. Memletics is not a one-off book. some of which are more advanced or more specialized than the ones discussed in here. I am keen to hear from you. everyone assumes we must already know how to learn well. however in summary it takes association and the peg word technique to a whole new level. It’s from a book called “Master Your Memory” by Tony Buzan. these systems simply extend existing memory techniques. 82 © Advanogy. I haven’t seen too many though that focus on the wide range of skills involved in being a good learner. It’s an ongoing project to discover more about learning faster. feedback. you may need to put together your own curriculum that involves several courses covering different topics. You may find it easier to associate using people rather than the objects that make up the peg word system. and suggestions.Memletics™ Accelerated Learning Manual Courses There are some courses out there that focus on particular topics included in this book. It appears that since we made it past school. There are other techniques out there as well. Use the Memletic Forums on the website to tell others about courses related to Memletic topics. Try advanced memory techniques Memletics includes a wide range of memory techniques from various sources. or using Memletics to teach other topics. I’m sure there are others who would like to know if you’ve found relevant training. If you want to use courses. This allows others to join in and potentially add to your comments or answer your questions. Be wary when anyone claims to have found a “completely new technique” or claims to have made a breakthrough. One of the more advanced memory techniques is “SEM3” or the Self-Enhancing Matrix. Feel free to post a note in the forums if you find something unique though. Also keep an eye out in the future for training providers offering courses either teaching 2003 . however it does provide advantages to some people. I’d like to hear about your experiences. You’re comments can influence the project’s direction. Often they are just extensions of those we have already discussed. It provides “pegs” for potentially over ten thousand items! Another variation is the Dominic System created by Dominic O'Brien. I’ll let you follow it up.” You associate numbers with well-known people. be sure to let us know! Share your experiences If you haven’t already realized. the system is uses “Peg People. If you find new and innovative techniques. rather than writing directly to me. Instead of using Peg Words. criticisms. As you can see.

reach out to others. Try the system. © Advanogy. All these parts together help you start and achieve many different learning goals. In this first version of the book. and share it with a wide audience. Try the website or just talk to those around you. technology is driving new discoveries about the brain and how we learn. I suggest you develop your Memletic fitness.” but never do! If you find you are reading more and more books (or attending more and more courses). The world now changes faster than ever before. Don’t be one of those people who read material such as this. Sharing our experiences helps everyone develop their skills and helps guide the future direction of Memletics. you pass others still waiting in the middle for that enlightenment to come. We live in exciting. rather than staying in the same spot. with your Memletic training. Technology allows us to share our experiences across the globe. Review the Overview chapter for more ideas on getting 2003 83 . Technology allows me to publish this book without a publisher. for example through the Memletics Forums. relationship skills or recreation skills. This means more of the revenue from sales can go back into research and development. Don’t fall into the self-help trap of having to read every book on the topic before you start. technology has helped me find information. Even if you eventually find you want to go in the opposite direction. If you do have difficulty getting started. or continue. Good luck on your journey. or are you developing your skills? If you are having difficulty deciding on specific activities. If you focus on developing your learning skills. without doing any work. If you find you are reading one book after another. ask yourself: Are you just exercising your eyes. and hopefully these will lead to further improvements. you gain new perspectives. If you like what you have read. and sometimes challenging times. commit to beginning. You gather speed and experience. you can see and take advantage of more opportunities than those who avoid change. self-directed learner. think “that would be great to do. Aim to be a lifelong. be careful. however there are so many other choices out there. I’ll tell you more about these in future versions of the book. Start small. any direction. instead of to shareholders of some multinational publishing company. find one! Flying is a great self-development course. tools and techniques come from a combination of experience and research. If you don’t have a topic to learn. The direction I’ve set for Memletics is to use technology to help us learn faster. prepare the book. keep in mind that it’s sometimes better to set a direction. Don’t take on too much to begin. Once you get moving. and pass your experience on to others. Keep an eye on developments. Closing Comments Final words My aim from the start was to give you an easy-to-understand system you can apply to improve the way you learn and remember. Don’t wait for enlightenment on the direction you should take. The Memletic processes. Try developing your work skills. I now encourage you to start. Lastly.

..........84 Association exercise .. It contains a few pages of notes that you can review as you start each learning objective.......... review the Overview chapter..... Other parts may take weeks or months to develop...... however flying is just one way to learn This section contains some further content and examples. The additional content includes: Tips for learning Memletics .... These are the complete appendices from the Memletics Accelerated Learning Manual. School and college students can find many opportunities to apply Memletics to their studies....... If you want some ideas on learning programs to kick off your Memletic training. As you know I developed Memletics out of my flight training. change your sleeping habits.. 84 © Advanogy...86 Tips for learning Memletics Memletics is a system for learning more effectively... Don’t go out and change your diet. you may want to select only the key areas to work on in the beginning..... Let’s look at some more specific details on learning the various parts of Memletics..... This checklist covers many of the points below......Memletics™ Accelerated Learning Manual Appendices Additional information referred to from the chapters in the book..... You may want to try applying Memletics to some topics that help your work or career...... photography or orienteering. such as sailing...... You can apply many of the topics to sports.. • Memletic State.. My first suggestion is to learn Memletics with another learning goal.. In this section I’ll give you some pointers to help get your Memletic training program underway........ I suggest you review each part of Memletic State and decide the priority areas you need to work on. The key point is that Memletics is far easier to learn if you are applying it to a personal learning goal. stop smoking........ If you find there are many... Communication........... In this chapter I outline many activities in which you could learn and apply Memletics....... Another suggestion I have is to get a hold of the Memletic Learning Checklist... start an exercise regime. This checklist is available from the website .................. You can apply some parts of Memletic state immediately before or during a learning activity........ You can find more information on the manual by visiting http://www... You may want to apply Memletics to a recreational activity.memletics...... however it also takes time to learn how use all the parts of Memletics together.. presentation or negotiation skills are often helpful in a wide variety of 2003 ..

You have plenty of time to try the other areas! • Memletic Approach. even if you are not learning to fly. start Neurobics and do a stress reduction course all in the first week. Instead. It’s like physical fitness. • Memletic Techniques. Don’t worry about trying to follow every step to the letter. keep in mind that improving your Memletic fitness takes time. It gives you an idea of some of the items to consider during this phase. • Memletic Process. Spend more time in this part as you begin the course. while also starting a challenging learning goal! Start small. keep in mind some of the symptoms of common challenges. If you feel you are having some difficulties in those areas. Don’t try to learn or memorize the entire challenges chapter. address a few areas at a time and build on 2003 85 . While you may feel you are training alone. and then decide on a few ways to expand both of those areas. effort and perseverance. As your goals have a big impact on your motivation. Appendices start mediation. Use the “quantity not quantity” approach. • Memletic Styles. If not. Use the technique selection matrix in the Process chapter to select the techniques that may be relevant for each lesson you undertake. go back into that chapter and see if you can find material that is relevant. Get a hold of the “Learn To Fly guide” . You can’t go from a long period of unfitness to running a marathon without time. Remember to start small. Enjoy them and use them as motivation to keep going on your journey. keep in mind that you also have the Memletics website where you can discuss your challenges and successes with others. Try a few at the start and see which ones work for you. understand the basic principles and use them a lot! Over time you can integrate more of the ideas to further improve your learning. © Advanogy. spend some time exploring those goals using visualization and scripting. get on the website and talk to others. Review the descriptions of your strongest and weakest styles. The good news is that while your fitness improves. Above all. Keep in mind your preferred styles when choosing the techniques too. • Challenges. Do the style questionnaire to understand your current learning styles. you notice the positive benefits early in your training. Use the checklist to guide you through each of the steps. Instead. Don’t try to use them all.

This lamp you were looking at just grew arms and legs. Let’s take a list of fifteen household items. well done. It’s fallen right on the TV! You prod the toothpaste tube with the end of your fork and yes. and then the TV pulls out from behind it a light saber and starts swinging it around. The TV is about to slice you up when there is an almighty crash! You open your eyes and through the ceiling has fallen a huge tube of Colgate toothpaste. I’m going to present fifteen scenarios for you to visualize. Look at the list and try to memorize all the items in the order I present them (across then down). then take out your “cooked” pencil. Hear the sound like in the Star Wars movie. It doesn’t work well. If not. Close your eyes. wait a moment. and sat down in your favorite chair. Be creative! Not only see. “Furniture is not allowed on the furniture!” you yell. it beeps at you. but instead of a light bulb there is a tiny microwave oven. smell like. You are yelling at the lamp. 86 © Advanogy. then cover the list and write down as many as you can remember. toothpaste comes out (is it regular or minty gel?). It proves the power of association. and pull from behind you a… fork that’s about the same size as a light saber. Take a bite. standing in a microwave oven. very narrow. Do this for two minutes. The light comes from the light inside the microwave oven.Memletics™ Accelerated Learning Manual Association exercise I reference this exercise from the Memletic Techniques chapter. and has buttons for “light pencil. Visualize a pencil that is three feet long. pushing the buttons (hear the “beep” as you push them). You realize its time to fight.” See yourself putting this pencil in. but think of what it would sound like. It doesn’t get off and instead sulks and looks insulted. also with arms and legs. telling it to get off the chair. yelling at you to leave the lamp alone! There is a picture of Darth Vader on the screen. and turn around and there is the TV. and every time you do. walked across the living room. but an oven that’s obviously made for microwaving pencils. and smell the ozone. let’s try a simple way to make sure you remember all fifteen items. Spend twenty seconds on each. No peeking! Pencil Microwave Oven Lamp Chair Television Fork Toothpaste Clock Pizza Doormat Apple Tap Dog Grandma Desk What score did you get? If you scored fifteen right.” “medium pencil” and “dark pencil. You feel a tap on the shoulder. maybe even taste like. You fight for a while but realize it’s not doing you much good because the end of the fork keeps getting sliced off. It’s getting shorter and shorter. before progressing to the 2003 . Let’s start. It should take less than 15 minutes. It’s four feet tall. See a normal lamp stand. and imagine what the scenario would look like. You can feel the heat of the light saber getting closer and closer. Turn the light on and off a few times. Not a normal microwave oven.

Instead of water coming out. but you can’t reach. and it barely fits through the door. She comes over to the sink. This is a crazy list. This pencil is really loony! Turn to the next page to start the review… © Advanogy. The dogs make such a noise they wake grandma up. she falls a small way onto the desk. As grandma wakes up. The pizza doesn’t smell so good any more. But wait. But there is a buzz at your front door. The apple shrinks as it goes in. At that point your study desk comes into the 2003 87 . As you turn the tap on something weird happens. and it floats up close to the ceiling. but you still have one hundred or so tiny dogs running around the sink.” the apple is gone. The pizza man is also a bomb-disposal expert. What’s that sound coming from the tap? It sounds like… like barking? Suddenly hundreds of miniature dogs come streaming out of the tap. You decide to go and clean up at the kitchen sink. But instead of fainting on the floor. You manage to turn the tap off and they stop. barking and yapping. and it’s almost twelve o’clock! You start to run for your life. Appendices You walk around the toothpaste tube and see a clock hanging there. But this is no ordinary clock. You are about to close the door when a big apple rolls in the front door and squashes the pizza. The pizza sticks to the apple. It’s floating! You jump up on top. He dumps the pizza at the front door. the tap seems to draw the apple (sitting on the floor) towards it. she faints on the ceiling. sees all the dogs. It then floats back down to the ground. and then faints.” How do you write a crazy list? Obviously with a crazy pencil! Imagine trying to write the list with a pencil that is laughing its head off. The tap is squeaking and rattling. The pizza looks so good at the front door you decide to use it as a doormat. rushes in and disarms the bomb. it squishes. and it rolls around for a while. and then “plop. It’s the pizza man (smell that pizza). You walk in and out of your. It’s wired up to the toothpaste tube and it looks like a… toothpaste bomb! The clock is ticking (hear it). feeling the pizza under your feet. Mmmm it still smells good. This is a huge apple. Every time the pizza goes underneath. You try jumping up to pull her down. so let’s call it our “Crazy List. and the tap expands like a snake eating a rat. The tap draws the apple all the way to it and then sucks it in.

Memletics™ Accelerated Learning Manual

Review your associations by completing the missing words…

You would write a crazy list with a crazy __________________

If you were going to cook one of these you would put it in a

_____________________, which is also the light bulb for a

____________________, which sits in your favorite ______________ so

you yell at it until the ________________ taps you on the shoulder. It’s upset.

It pulls out a light saber so you have no choice but to pull out your trusty

__________________. It doesn’t do you much good and you are about to be

sliced up but a giant ________________ tube falls through the ceiling.

Unfortunately, the tube is also a bomb because it has a ____________ ticking

on the other side. Luckily, the ____________ man turns up and he happens to

be a bomb disposal expert, but he drops what he was delivering at the front door.

It looks so good there you decide to use it as a ___________, until it is squished

by a giant ________________ rolling through the front door. No problem, it’s

sucked away when you turn the ____________ on at the kitchen sink, but

before you can turn it off, miniature ___________ come out and into your sink.

These wake up _________________. She sees these, faints and falls to the

ceiling. You can get her down because you happen to have a floating


Turn to the next page to test your recall…

88 © 2003


Now close your eyes and review this whole crazy story in your mind. As each item
from the list comes into your mind, write it down and continue with the story in
your mind.

How did you go? If you missed any, review the scenes that link the items on either
side. While this may seem a cumbersome way to memorize a list, with some
practice you can create these stories quickly. You now also have a way to
memorize any list with great accuracy!

© 2003 89

Memletics™ Accelerated Learning Manual


This is the full Index from the Memletics Accelerated Learning Manual (page numbers
don’t match this summary version). You can find more information at

• Bold page numbers indicate the term is part of a heading.
• Book references are maintained at

athletics, comparison to learning, 10 complexity, 18
attention, 50 learning and structure, 71
A and depression, 46 neurons, overview, 18
abdominal breathing, 36 attitude regions diagram, 147
abstraction, 64 and visualization, 112 rhythms, 38
accident reports, aviation, 199 towards mistakes, 197 state. See Memletic State
Acetyl-L-Carnitine, 44 augmented feedback, 85 breakfast, don't skip, 27
acrostic mnemonics, 97 Aural style, 157 breathing
ACT, Assumption Contingency Test, exploration techniques, 66 and nervousness, 194
201 autogenics, 36 for cell state, 29
activities automatic knowledge, 72 for relaxation, 36
complex, and caffeine, 44 autonomous stage, in skill learning, Broca’s area, 147
dating, 24 129 bus, in association example, 142
driving, 23 axon, part of neuron, 18
examples for Memletics, 21 C
for mental fitness, 47
recreational, examples, 23
caffeine, 43
sports, 23 Bacopa Monnieri, 43 camera, in association example, 142
adrenaline, and water consumption, balanced model of fear, 188 carbohydrates, for cell energy, 26
32 basic mnemonics, 96 carbon dioxide, and physical state, 37
advanced memory techniques, 209 basic simulators, 124 carbon monoxide poisoning, 114
afternoon, and physical state, 39 Be here now, concentration technique, cardiovascular fitness
air, and physical state, 37 50 effect on cell state, 29
alcohol, 34 behaviors getting physically fit, 34
Alpha-linolenic Acid, 30 and assertions, 116 categorization, in associations, 93
amino acids, 30 and visualization, 112 CBT, Computer-Based Training, as
anchoring, 134 changing, 132 content source, 57
and managing fear, 192 learning, 127 cell state, 26
and mental attitude, 53 B-group vitamins, as supplements, 42 basic nutrients, 29
and mental relaxation, 49 binge drinking, 34 glucose, 26
anti-oxidants, 31 biofeedback, 36 oxygen, 28
anxiety, 184 bladder, 32 water, 31
and fear of failure, 190 blood Centella asiatica, 43
applying techniques, 76 and physical fitness, 34 cerebellum, 147
arrange step, 70 efficiency, 28 challenges, 182
artificial lighting, 38 body rhythms, 38 assumptions, 200
assertions, 116 bottom up approach, 64 fear and nervousness, 187
assertions list, in review log, 83 Brahmi, 43 mistakes, 196
for managing fear, 188 brain motivation, 182
for mental attitude, 52 and alcohol, 34 pressure, 199
in SuperMemo, 140 and cortisol, 46 change, and anxiety, 184
association, 91 and depression, 46 changing behaviors, 132
and the brain, 93 and glucose, 26 chemotherapy related distress, 112
features, 92 and Memletic Styles, 147 chipped fingernails, example, 133
not complete (issue), 142 and nutrients, 29 chunking, and association, 95
practice, 95 and oxygen, 28 cinema, disassociation movie, 192
principles, 92 and physical fitness, 34 circadian rhythm, 38
associative stage, in skill learning, 128 and stress, 46 circulation, and physical fitness, 34
assumption buster technique, 201 and water, 31 classes, for learning, 175
assumptions, 200 brain drain, 40 classroom, carbon dioxide example, 37

90 © 2003

179 explore step. internal. in associations. 18 excelling in. 47 employment. 191 game. 178 course map. in part task training. 21 fear. 189 2003 91 . See visualization of failure. 113 driving. 47 132 exaggeration. 21 of the unknown. 107 role reversal technique. in skill learning. 200 enjoying goals. 32 forgetting. 26 immediate. 185 for motivation. 46 cognitive learning theory. 184 conflicts. 30 collection tips. 31 dominant styles. 46 chunking. 102 and health. using Memletics for. 51 eidetic thinking. assumption triggers. and caffeine. 46 content sources. 138 controllability. 33 and mental relaxation. 57 augmented feedback example. 171 dark road example. 187 concentration. 71 and mnemonics. 37 do it for life. practice. 192 general. 176 performance state comparison. part of neurons. 44 illicit. 185 enlightenment. 176 creative script. 127 decisions. knowledge type. 123 mental journey technique. 37 diet for mental fitness. 93 balanced model. for concentration. 189 and facilities. waiting for. 186 Social style. and physical and planning. 47 fuel. 60 escape mechanisms. 124 course map. 33 formal reviews. 125 D performance state comparison. 34 and motivation issues. 113 cortisol basic flight simulator. 128 example assumption triggers. and retention. 44 dopamine. 31 and water consumption. 183 energy. 30 exploration techniques full spectrum lighting. in mental getting physically fit. and health. 34 context. 38 supplements (physical state). 67 and motivation. using Memletics depression. 92 of success. 65 games and mental fitness. others making them. 172 coffee. 48 frontal lobes. graph over time. 203 fatty acid imbalance. 128 drugs F cola soft drink. 202 and visualization. as content (US). in associations. and health. 88 role-playing. note taking. 47 fresh air. 69 G training to ignore. 57 early years. 133 assumptions and weather example. 184 creative visualization technique. 42 dehydration. and mental state. for motivation. 61 coenzyme Q10. 189 visualization (lemon tree). 195 formal education. mental. 79 dendrites. 190 and physical state. 44 relaxation. knowledge type. 33 frequency. 46 EESSOCCiation. US. and mental fitness. 24 exams. 188 and environment. 68 furniture. 38 emotions. 21 destroying peg words. 174 disassociation movie technique. 83 and mental relaxation. 65 exercise. 41 aural style. in mental practice. 184 free radicals. excuses. 82 firewall. 168 exploring goals. 121 example assertions. 184 and depression. using for motivation. for cells. 199 mistakes in flight training. 84 conscious assumptions. 124 assertions list. 57 and concentration. 62 full-time. 147 anti-oxidants. 130 diagrams excuses. 111 100 Five Whys example. 44 Visual style. 50 Solitary style. in simulation. 69 log. 59 assumptions and weather. 87 contingencies. 173 memorizing a telephone number. and positive choices. in performance techniques. 41 facts. 114 assumption triggers. 31 Neurobics. Index clean air. 189 in association. 202 creative scripting. 87 cueing. 37 and health. 109 content eNquire step. 66 full-scale simulators. 96 book examples. using Memletics for. 65 exercises fresh air. 197 making mistakes. 93 fatty acids. 188 longer term improvement. 51 fish. 116 creative dissonance. 177 creative tension. 38 Food and Drug Administration. 126 disassociation. 23 cognitive stage. 82 and mental state. 77 systems. using Memletics during. 93 Five Whys technique. 85 cost planning. 67 DL-carnitine. 188 examples Five Ws technique. 177 basic simulator. 104 impact of pressure. 49 chipped fingernails. 172 field of vision. 88 detailed review log. 47 © Advanogy. 36 deep breathing. 100 example course map. 195 dating. 34 combinations memory improvement. 31 exploration technique. 30 compass. and physical state. for arrange step. Food and Drug Administration Computer-Based Training. 142 flashcards. fear of. 38 distractions Physical style. 44 positive thinking gone wrong. cooling engine. 56 exactness of reference. 120 memorizing a password. 179 fidelity. 41 association not complete. 37 fitness organizing tips. 121 personal hourly rate. 64 contraindications. 137 dangerous supplements. 112 learning how to change gears. 42 source. and goals. 33 feedback concepts. 49 float tanks. 137 perfect flight script. 50 ecstasy. using Memletics for. 22 Cornell. 114 mental fitness. 178 flying. 97 failure. 32 mental relaxation. 85 E FDA. 51 endocrine system. and health. 34 sources of. learning. 72 enemies. 123 consistency. 59 and physical state. 118 analyzing. 202 flight training. 46 excessive stress during. 36 and sleep. 70 environment first letter mnemonics. 197 oil. 95 202 and stress. 192 Logical style. 50 Verbal style. 94 PC-based simulators. 46 fractionating. and simulation. for supplements. and physical state.

31 mistakes. 114 locate. and health. 71 Gotu Kola. 7 telling others. and visualization. 20 sources of. 85 mind state. 18 irrational self-talk. 34 lemon tree example. 33 mental firewall. 53 motivation. 182 due to nervousness. 185 definitions. 173 with techniques. 54 179 and mental relaxation. gastrointestinal system. for exploring content. 186 Memletic Process. 30 modality preferences. 46 and physical state. 72 life phases. 85 types table. and physical fitness. 40 in review logs. step. for exploring content. 190 92 © Advanogy. exploration website. 196 and cortisol. 187 hypnotism. 179 questionnaire. 71 tips for learning. 65 highlighting. 35 multiple intelligences. 47 images. 182 Memletic State. 28 internal perspective. 22 needs. 33 lymphatic system. 95 Neuro-Linguistic Programming. 198 and learning. 33 exploration techniques. and tracking. 46 and physical state. 198 mental relaxation. 199 overview. 86 overview. 96 in learning styles. 20 enjoying. 112 law. 112 nervousness. See Memletic Styles mental state. and physical relaxation. 171 knowledge history. 200 48 Ginkgo Biloba. for mental state. 114 for learning. on website. 118 and mental attitude. for exploring content. See visualization and visualization. 195 Neurobics. of others. 178 and glucose. 34 and health. 29 lectures. 27 lipids. 146 changing. 141 expanding. 68 individual instruction. 37 learning from. 70 origin of name. with visualization. for motivation. 65 usage types. 72 memletics. 68 I Logical style. 16 goals. 171 as a goal. 26 fear and nervousness. 175 motor cortex. 30 modeling technique. 187 index cards. and health. 204 and water. 59 light mind's eye. 31 motivation hyperventilation. 49 immediate feedback. 194 location references. 172 researching.and health. 112 overview. 38 mistakes. See visualization long-distance runner. See visualization hippocampus and circadian rhythm. and health. 42 neurons insomnia. 73 website. and mental fitness. 176 mental practice technique. 166 confirming. 68 music imagery. 112 managing progress. 46 Learn to Fly guide. 149 exploring. 51 issues meditation. 212 GPS. 147 logic tree. 147 mnemonics and low glucose. 31 interval training. 29 internal motivators. 55 glutathione. 26 linked list technique. 84 lung efficiency. 183 maximum heart rate. 104 mental. 192 logic. 116 assumption triggers. 67 Method of Loci techniques. 71 internal conflicts. 47 mental health. 186 MEDLINE. and 2003 . 70 Memletics reasons. 36 and nutrients. 170 brain drain. avoiding doctor. 141 overview. 48 using against fear. 112 lipoic acid. 174 setting objectives. 31 high altitude view. 108 Medical Student Syndrome. 194 mental imagery. 142 clarified. 52 H L mental fitness. controlling nervousness. 203 motives. 160 Mozart Effect. calculating exercise rate. 29 medicine. See mental state higher order skills. 96 history Linoleic acid. the. 34 and learning. 46 health lark-owl myth. 175 M and exams. 186 Memletic Styles. 107 micronutrients. 56 issues. 207 guided imagery. using Memletics during. 42 distractions. 33 magical number seven. 27 marijuana. disassociation. 22 mental journey technique. 25 and motivation. 32 laughter. 28 immune system and physical fitness. 71 limbic system. using Memletics for. 123 and visualization. using Memletics for. 26 insulin. 40 mental illness. 33 learning styles. 26 iron. for cell state. 17 planning. 43 storage types. 33 assumptions. 28 number in brain. 147 Inner Golf and Tennis. 103 rate. 120 too much tracking. 187 men. 90 in SuperMemo. 207 targeting. for analyzing content. 183 massage. 147 of memory. N and physical fitness. 47 injuries. 187 Memletic Approach. 173 journal. 172 J Memletic Techniques. 26 managing issues. 16 and scripting. 10. 48 attack. 112 heart learning from mistakes. 208 further work. 173 K Forums. 45 fitness. 21 Mind-Maps. 136 personal. 98 basic. 183 pressure. 41 glucose.Memletics™ Accelerated Learning Manual for concentration. 196 overview. 172 hypoxia. 147 example issue. 34 and oxygen.knowledge type. 112 Maidenhair Tree. 68 movie. 207 graphs. 171. 34 34 negative transfer. 146 illnesses. 62 lesson reviews.

79 sick buildings. 34 roles. and concentration. 22 body and brain. in associations. 11 P questions. assumption triggers. 41 example content. 102 rehearsal. 184 too easy. 177 responsibilities. 34 examples. 132 pyramid. 175 peg events. for mental firewall. 42 schedule. 37 sensory-motor skills. 101 reinforce step. 171 self-inflicted consistency. 115 for assertions list. 51 and physical health. Positive Mental Attitude. 68. and motivation. 28 rules. 199 scripts. 72 rewards. in associations. 138 185 pulse rate. 52 destroying. 46 PMA. 77 ninety percent technique. 69 OK. 33 review log. in part task training. 131 actions. examples. 79 senior years. 88 principles. 77 siesta. 21 physical example. knowledge type. Paired Associate Learning. 195 omega. 29 pre-performance patterns. 92 performance techniques. 127 See also physical relaxation in visualization. 36 balanced model. See mental practice 21 words from 10 to 20. 42 PMR. 134 and fast learning. 115 PAL. 33 rollerblading cat. 183 Progressive Muscle Relaxation and motivation issues. 174 reasons. tracking. 139 oxygen. 131 self-sabotage. Pubmed. for content. 197 responding to mistakes. 40 time. and mental state. in associations. 31 Q scripting technique. for goals. 146 and cell damage. 98 recreational activities. 175 and physical state. Polar bear. 32 chunking example. 143 supplements (physical state). 132 example exercise. and limited methods. 195 36 approach. 72 rhythms and mental state. examples. 186 serotonin. 93 Progressive Muscular Relaxation. 53 professional training. 125 recommended daily allowances self-study. 190 words for 1 to 10. 37 repetition seven. 102 references. and light. and cell state. 51 and health. Neuro-Linguistic Programming. 159 spreading. 13 and verbalization. 188 occipital lobes. and physical state. 141 OSAID model. 33 72 personal hourly rate. for exploring content. 77 shunt technique. 82 brain. and motivation. 129 real equipment. 95 exploration techniques. 35 serotonin. 185 password. 78 simplicity. amino acids (cell state). 113 Roman Rooms technique. 136 formal. 84 reframing. 23 and mental state. 64 Self-Enhancing Matrix. 36 peripheral vision. in part task training. 46 personal skills. for content pyramid. 130 149 self-directed learning. 178 risk too difficult. 115 part-time. reversing. 52 part task training technique. 76 senses perfect performance script. and caffeine. 37 secondary styles. 35 sensory deprivation. 59 Post-it notes. and chunking. 139 pressure. Progressive Muscle Relaxation. memorizing example. where to find. 130 planning. 168 questionnaire. 100 recombining. 30 for exploring content. and concentration. 50 rally car drivers. for simulation. 85 and physical state. 35 in reinforce step. 95 self-esteem pain control. 94 protein. 35 setting objectives. 47 S overlearning. finding. 173 repetition techniques. 18. 35 and simulation. 131 role-playing. 82 note taking. 195 noise. 42 self-talk peg words. 173 progress. 62 during repetition. 193 physical relaxation. 139 R and verbalization. 39 Physical style. 178 repetitive part recombination. 57 refreshing. knowledge type. I'm OK—assumption trigger. 121 relaxation. Index overview. 18 costs. and motivation. 68 reviews nutrients. 210 paragraph marking. 125 scheduled (technique). 74 NLP. 33 Niacin. 79 simulating an audience. 95 not done (issue). 139 self-help trap. helping with motivation. in part task training. 114 objects. 35 lessening over time. 197 and mental state. 67 tips. 203 purity. 183 example exercise. 30 psychoneuroimmunology. and mental fitness. 203 psychedelic drugs. 44 2003 93 . 196 scheduled review technique. retention. 91. knowledge type. using Memletics during. fatty acids. association example. 77 seventy by seven technique. 28 schools. 131 neurotransmitters. 183 programmed repetition. 18 system. 197 brain drain. 61. in associations. 38 and motivation. 105 other people. 147 progressive part recombination. 147 reaction to mistakes. 177 own mistakes. 51 responsibility. 53 objectives procedures. 79 Pyridoxine. See also mental relaxation. 109 self-image parietal lobes. improving state. exams. segmenting. 138 © Advanogy. 81 simplifying. 68 psychoneuromuscular theory. 92. 102 (RDAs). as a goal. 173 physical environment. 112 and mental state. words for 21 to 100. 184 PC-based simulators. 51 reversing roles. 126 oil. and health. time planning. 126 and verbalization. 95 physical fitness. 195 irrational. 41 rote learning. 120 in a classroom. 52 Paired Associate Learning. for Memletic Styles. 119 other people’s pure part recombination. 95 mistakes. 109 performance. 94 retire early. 32 spaced. 30 response to mistakes. 88 nutrition presentations lesson. examples. 121 O pre-synaptic terminal. 98 refresh reviews. 37 physical state. 198 puzzles. 112 147 Positive Mental Attitude.

47 anchoring. 201 stress graphing. 178 spider approach. 57 tips. 66 distraction log. 91 visualization. 195 principles. 63 timing Solitary style. 126 advanced. 42 sugar. 138 synapses. for physical state. 23 Five Ws. 47 creative visualization. 69 www. 31 systems diagrams. 65 WOW factor. as an anti-oxidant. effect on blood glucose. 126 vividness. 44 PC-based simulators. 31 software concentration. for exploring content. 84 note taking. 65 seventy by seven. example. 31 supporting knowledge. 115 general exploration. 67 not just visual. 98 visualization. 68 unknown. 64 Thiamine. memletics. 201 when they don’t work. fear of. 44 strengthening with visualization. 96 temperature. 136 vegetables. 27 mental journey. See exams Social style. 69 linked list.memletics. 65 assertions. 100 OSAID. 97 systems diagrams. 98 unconscious assumptions. 31 peg events. 111 time planning. in associations. 66 example. 193 weather assumptions. 128 assumption buster. 141 sleep attention. and water consumption. 42 peg words. 44 basic mnemonics. and mental fitness. 78 Solitary style exploration. 66 caffeine. fear of. 74 water. 124 temporal lobes. 106 three stage learning. 82 Sunday lunch. 209 task interference. 106 Brahmi. 69 disassociation movie. 74 thirst.Memletics™ Accelerated Learning Manual simulation. 105 symbolic learning theory. 59 exploration techniques. 68 urine. 114 symbol. 128 for mental fitness. 65 Acetyl-L-Carnitine. 202 visualization. 143 task interference technique. 36 basic simulators. 132 website. 18 scheduled review. 122 during repetition. 68 verbalization. 126 abstraction. 200 styles. 126 examples. 107 ineffective. 67 for peg words. 134 flashcards. 65 and retention. 127 for exploring content. 31 success. 71 scripting. 39 Be here now. 50 telephone number. 72 role-playing. 50 tests. 126 anchoring. 77 exploration techniques. 162 bottom up. in mental practice. 65 VAK model. 44 role reversal. 65 learning. 77 first letter mnemonics. 147 SuperLearning. 125 Visual-Auditory-Kinesthetic model. for logic. 40 study buddy. 65 role-playing. 69 task variation technique. 139 deeper. 125 acrostic mnemonics. 67 sketching. 72 126 working memory. 123 tea. anti-oxidants. 78 spider approach. 139 W and learning. 32 issues with. learning. examples. 207 simulation. 141 ultradian rhythm. 27 mental practice. 65 and mental state. 46 high altitude view. 59 U and physical relaxation. 69 PC-based. exploration technique. 115 in Process. 147 day graph. wider. 52 Visual style exploration. 31 potentially dangerous. 116 verbalization. 103 V sunlight. 62 and physical health. software. 38 aural style exploration. 128 situations. 207 during repetition. 127 association. 96 tracking progress. 112 Method of Loci. 71 targeting goals. 195 Vitamin E. 129 exploration techniques. 87 tracking. 134 task variation. 62 for assumptions. 50 and fidelity. 122 Wernicke’s area. 131 singing. 50 Five Why's. 186 and water consumption. 158 for assertions list. and learning. 177 SuperMemo. as content source. 118 US Food and Drug Administration. 43 Physical style website. 120 system reviews. and mental fitness. 50 Total Recall. 64 travel. 157 Ginkgo Biloba. for marking issues. effect on brain. 132 video. 35 issue management. 76 Verbal style exploration. 47 state. 37 and relaxation. 138 triggers strengthening techniques. basic. 115 skills assertions. 202 shunt. 88 selection matrix. 45 repetition. 93 applying. 100 and caffeine. memorizing and body rhythms. 50 three-stage skill learning. 102 147 B-group vitamins. 104 summary review log. 139 ninety 2003 . 82 overlearning. 192 in mental practice. 114 sound. 164 diagramming. for anti-oxidants. working knowledge. 100 spaced repetition. 53 three-stage skill learning. 156 supplements. 147 T simulation with real 131 Social style exploration. 116 Logical style exploration. 42 reframing (exams). 50 Visual style. 86 Roman Rooms. See Memletic Styles logic tree. 42 exploration techniques. 35 modeling. and motivation. 195 Verbal style. improving performance. 31 SuperMemo. 138 Vitamin C. 140 paragraph marking. 33 highlighting. 131 94 © Advanogy. 41 part task training. with full-scale simulators. 186 sports. 113 rote learning. 124 techniques 115 full-scale. 64 study-buddy. 188 subliminal messages. and water consumption. 171 sketching. 38 Mind-Mapping. 69 choosing. 131 with real equipment. 43 performance. 191 mental firewall.