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Memletics™ Accelerated Learning Manual- Summary Version (version 1.0. April 2003) © Advanogy.com 2003. All rights reserved. You may freely distribute this summary version, as long as it is distributed in full and without any changes whatsover. Published by Advanogy.com. “Memletics™” is a trademark, for worldwide use. Other trademarks are the property of their respective owners.
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. For more information on the manual please visit http://www.memletics.com/manual
.............................................................................................................32 Explore—understand content .................37 Chapter summary.. 6 Acknowledgements ..........................13 Memletic State is the right state for learning .....................................................................30 Chapter 3: LEARN with the Memletic Process .................................... 9 Using this book ....33 Arrange—prepare for retention ....Memletics™ Accelerated Learning Manual Contents Preface .............................................................................................34 Reinforce—build brain networks for the long term .................................................................52 Chapter 5: Adapt with the Memletic Styles ............................................14 Memletic Techniques lock in knowledge ...................................18 How can you apply Memletics? ....................31 Locate—find content for learning ..................................................................23 Cell state—ensure your brain cells are well nourished ..................................................58 4 © Advanogy.......50 A rollerblading cat? Potential issues with techniques .................................38 Chapter 4: Apply the Memletic Techniques ...........39 Associate—link with what you already know ...........18 Chapter summary...........................................................15 Memletic Styles personalize your learning ..................51 Alternative Spellings ..............52 Chapter summary........28 Chapter summary..............................................................................43 Verbalize—assert your learning with words ................................... 8 Introduction ................26 Mental state—get your mind ready for learning...............................................................18 Memletic Approach—the path to your goals ..com 2003 ..................................................24 Physical state—keep your body systems in good shape ................12 Chapter 1: Acquire an overview of Memletics ................55 Profile yourself—use the Memletic Styles questionnaire......35 eNquire—review your learning effectiveness ...............54 Why Styles? Understand the basis of learning styles .....................................................................................................................22 Chapter 2: Perform in the Memletic State ........14 Memletic Process—the steps to LEARN.....................................................47 Perform—for skills and behaviors .........48 Repeat—techniques to lock in content ..........45 Simulate—use tools and people to stimulate your learning .........................................40 Visualize—see your lessons in your mind’s eye .............
....................65 The Social Style—communication and groups.......... synergy ............................................................68 Plan—decide your approach ................65 The Solitary Style—private............................78 Chapter 8: Closing Comments.................70 Do it for life—enjoy the journey and the goal...........................................64 The Physical Style—touch and sensations ...........................................79 Further work from here .............................80 Final words.................Contents The Visual Style—images....................................................................................... reasoning and logic................................64 The Aural Style—sound and music ...........................................................................................66 Chapter summary ..............................................................65 Expand your use of styles................... 79 Book summary..........76 ACT! Recognize and act on assumptions ...........71 Chapter 7: Deal with Challenges.......65 The Logical Style—mathematics......73 Knowledge—your weapon against fear and nervousness ..90 © Advanogy..................................................................................83 Appendices..........................64 The Verbal Style—spoken and written words ........................................... colours and spatial relationships ........ 72 Keep it up—deal with motivation issues .......... 67 Target—choose and clarify your goal ......................com 2003 5 ...............................73 Mistakes—shortcuts to faster learning ...............75 Under pressure—impact on techniques ................................................................................. introspective and independent ......................69 Track—manage your progress ..................................................................................84 Index .......70 Chapter summary .......................................................77 Chapter summary ....................66 Chapter 6: Manage using the Memletic Approach ...................................................76 The Medical Student Syndrome .....
In this preface I outline some history of how this project started. Those thirty pages turned into two hundred and eighty single-spaced pages of content. you will understand why there are still many examples related to aviation in this book. As a result I completed that stage of my license in close to the least number of hours the school had seen. my primary aim is to find ways to use technology to improve the way we learn and remember. My flight instructor at the time asked me where I had learned them. Those notes turned into a thirty page booklet that I gave out to a small group of people. I instead suggested I write a few notes. Over the next few years I kept up an interest in accelerated learning. I find the aviation examples often offer a clearer explanation of a principle or technique.com 2003 . Again. After a pause in flight training because of work commitments.Memletics™ Accelerated Learning Manual Preface Welcome! Firstly. Given the heritage of Memletics. I eventually decided to turn that thirty page booklet into something I could publish. Information technology and the Internet help us create and spread information faster than ever before. and so you have in your hands my first book.” This is the printed book. we still don’t have good technology that helps us transfer knowledge. I wanted to do some more activities unrelated to work. witnessing the effect on my grades. when I picked up a book called “SuperLearning” while in college. When the opportunity arose in 1998 to start flying. some of those techniques did work. believed there was something worthwhile in accelerated learning. too much for a single volume. one of my main motivators was to try out some techniques and see how effectively they worked. I felt others could use what I’d learned about memory. Flying is a great way to prove the effectiveness of memory techniques. What’s ahead for me? I’d like to write or co-write more materials that help others use Memletics for specific topics. skills and 6 © Advanogy. I extended some of the memory techniques I’d used previously. especially for a part-timer flying on the weekends. work commitments took priority until in February 2002 I decided to reduce my work hours. thanks for picking up this book. The roots of this project extend back to 1994. Well. In the air it becomes obvious if you have learned something or not. so I hope you don’t find the aviation examples too excessive. Unfortunately though. I’ve included some examples from other areas. I tried some of the techniques in the book and. However. and tried some new ones. I returned to complete my private license. and where I’d like to take it from here. I then separated the learning system from the flying content. As I’d learned them from many sources. and worked well. During this time. In many ways we are still using technology from the fifteenth century when it comes to “knowledge transfer.
I value your comments and suggestions. I aim to find and communicate to you new technologies and methods that help you become a high performance learner.com 2003 7 . There will be more versions and updates to come. This book is just the start. By buying this book you support the adventure. They can help shape the future direction of Memletics. This book does contain information on two newer technologies that do improve the way we learn and remember. will help us reach that next stage. Perhaps Memletics. This possibility creates a sense of adventure for me. and I thank you for that.Acquire an overview of Memletics experience efficiently between individuals. Sean Whiteley April 2003 © Advanogy. Lastly. As this is my first major publication on what I’ve found. I hope you find this journey of discovery as adventurous and enlightening as I have found it. 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. in future research. You can see people and generations repeatedly making the same mistakes. I encourage you to share your thoughts and findings through the book’s website. These are simulators and programmed repetition software such as SuperMemo. These are just the start. When we do. organizations and generations. Memletics will help you see where these developments fit. it will change society as much as books and literacy have over the past six hundred years.
If you weren’t reading this book now. He. Tim Clark and Scott Rawling. I would never have started! Lastly and most importantly. I’m still not sure how any of my reviewers found the motivation to get through that first draft. with Andrew Weekes. patience and understanding.com 2003 . as well as “behind the scenes” support. the reader.Memletics™ Accelerated Learning Manual Acknowledgements Several people have helped me at various times during this project. especially when some of my techniques didn’t work as effectively as I thought they would. Tim continues to provide feedback through being the first user of much of my material. There are two reviewers of my first draft whom I haven’t already mentioned. She has contributed and supported in so many ways. Doug Edwards. thanks must go to my partner Kristen. Keith Ryall provided perspectives from years of experience in the training profession. Thanks also to Graeme Hodges and the staff at Civil Flying School in Moorabbin. and David “Montie” Lester for inviting me to take that first flight. You. I’ve appreciated their support and encouragement. Tony Smith my check-ride instructor. 8 © Advanogy. contacts. Firstly. Trent Mayberry provided me with the opportunity to spend more time on this project. has provided reviews. They continued to show interest. Many ideas have come from discussions with him. thanks must go to my two flight instructors. Darren Russ provided detailed feedback on both content and style. support and encouragement from early in the project. support. contacts and reference material.” has provided me with comments. have provided me with motivation to make this book happen. of the Aviation Safety Foundation of Australia. Ruth King and Michael Sutcliffe have provided comments. dealt with the challenges of me working four days a week in gainful employment. education and advice throughout the project. Without her you would not be reading this book. and they have all helped make this book happen. Julian Fraser from QBE Aviation provided support and helped me spread my network further. Bill Mattes. author of “Fit to Fly.
I’ve reviewed more than thirty books. it’s surprising that school does not teach us more about how to learn and how to use our memory well. Many people still consider learning a “hit and miss” affair. at a similar pace as the rest of the population. birthday or anniversary. nor at the brain cell level. Memory is far more fundamental than that. Many do not work. There isn’t much variation between individuals at the muscle cell level.com/manual Our memory underpins everything we think. I chose this name because there many parallels between athletic skill and learning skill. Memletics combines the words Memory and Athletics. You mostly get fit.Acquire an overview of Memletics Introduction This is the full introduction to the Memletics Accelerated Learning Manual. You can find more information on the manual by visiting http://www. For such a fundamental skill. Let’s look at some of those. © Advanogy. We remember and forget at a similar pace. and lose fitness.memletics. I’ve used flight training and other activities to help work out that answer for myself. The strength and endurance of your muscles comes mostly from repeated exercise and training. I believe this book answers the question “how do I improve my learning and memory?” Over the past few years. If you have ever tried to find out more about learning though.com 2003 9 . Think of your brain like your muscles. While you may believe you have a poor memory. your brain’s performance does not differ that much from the rest of the population. I’ve then turned that knowledge into an easy-to-understand system you can easily apply to any learning objective. Our brain doesn’t come with a user’s manual. You also may not have the time to find valuable information. you probably found few guides on how to learn more effectively. many articles and countless web references to add to and refine my knowledge. I’ve tried to avoid the unproven ideas and only include techniques shown to work by reputable organizations or direct experience. They hope that some of what they learn by rote sinks in to allow them to pass a test. say and do. A wide range of methods and techniques out there claim to improve memory. It supports basic activities such as breathing and movement. right through to complex activities such as performing surgery and flying an aircraft. Almost anyone can improve their fitness and strength through training. You don’t have a poor memory. I call this approach Memletics. In researching this book. you just have an untrained memory. Some bad experiences may push you to stick to the ways you already know. Many of us consider it a basic brain ability that allows us to (sometimes) remember a shopping list.
If you want to focus on pursuits unrelated to work. physical games. I often use these examples to show how to apply a particular technique. Someone capable in these areas can also apply and enjoy their fitness in new sports. This book helps you become a self-directed learner. For example. School and college students can apply it to their studies. we use an exam to test our learning. Memletics works well with sports and other physical activities. swim and jump. Similarly. If you instead learn several disciplines. if you only learn one technique you are like someone who only does the javelin. You can apply Memletics to many goals involving some form of learning. In the Overview chapter. Like improving your athletic fitness. an athletic meet. you will find practical examples from some of these areas. photography. The word example appears over four hundred times in this book. it takes time to build your memory fitness. Let me explain a little more. Athletics and Memletics do differ on a particular point though. photography and others. I list many examples. Memletics differs because it focuses on lifelong learning. you can’t learn one memory technique and suddenly your memory drastically improves. championship or even the Olympic Games. Comparing back to athletics. This measure of effectiveness does not consider how much we forget three months.Memletics™ Accelerated Learning Manual You can improve your athletic fitness through many activities. why not try your hand at sailing. Indeed. I strongly believe that in today’s economic climate. 10 © Advanogy.com 2003 . however I’ve also included examples from public speaking. if you don’t already have a goal in mind I recommend you find one to help you learn Memletics at the same time. In doing so you further develop your Memletic fitness. 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. not just in your studies. Just like athletic fitness. For example. Employment. you can also improve your memory fitness through many activities. Many of the examples are from learning to fly. Similarly. however here are a few: Use it to learn professions such as flying. presentation. relationships. Similarly. You don’t expect you can run a marathon the day after going for a jog for the first time in five years. confidence and leisure are a few. Memletics does not just focus on training for an exam or test. cooking or wine appreciation? Lastly. 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. Athletics typically focuses on a particular event. you are like someone who can also run. self-directed learners have a great advantage over those who wait for the next organized course to come along. and other activities. We often measure the effectiveness of a training course by how effectively we can perform certain skills at the end of the course. leadership and consulting. languages. some are challenging. Throughout this book. we would find that many rate poorly. The more varied your memory training. the more you can use your memory fitness in different ways. improving your memory fitness has benefits in many areas of your life. sailing. medicine and law. Some are easy. knowing several memory techniques allows you to enjoy the benefits of good memory in many other areas of your life. Use it to develop personal skills such as communication.
You may be still in school. Process. as well as some final words. you can apply Memletics in almost any area of your life. You learn the fundamentals of the Memletic State. in the middle of a career or retired.com 2003 11 . Be excited about learning! Read on and find out how. I want to mention one last parallel between athletic fitness and Memletic fitness. Like athletic fitness. How can you start to apply the system in your life? If you don’t already have a goal in mind. Any worthwhile effort likely involves various challenges. Use it to help you develop Memletic fitness.” provides examples on how you can overcome some common learning challenges. Chapter seven of the book. using Memletics may take more time. “Closing Comments” provides further ideas on how you can continue building your Memletic fitness. © Advanogy. For younger individuals. Once you learn how. A good memory comes from practice. the extra effort repays itself many times over. start thinking of ideas. Those who are working can use Memletics to advance their career faster. As you read. start thinking of ways you can practice Memletics. Techniques. Styles and Approach. The last chapter. however to get the benefits you need to start learning and using the system. This book is your Memletics training guide. “Deal with Challenges. The first chapter gives you an overview and then the following five chapters take you through Memletics in detail. Memletics provides a great head start in education. Memletic fitness helps ward off the effects of ageing on the brain. For older individuals. As a society we have tried to take shortcuts in learning. Memletics will help you relearn practices so you can learn any topic quickly. your Memletic fitness doesn’t improve if you don’t get up and do something. Reading this book alone may slightly improve your Memletic fitness.Acquire an overview of Memletics At first. Memletics can help you make the most of recreation time. *** As you can see.
You can find more information on the manual by visiting http://www. Process. You don’t have to read the chapters in a sequential order. Chapter 1: Chapter Acquire an overview of Memletics This is the full Overview Chapter from the Memletics Accelerated Learning Manual. Use your stronger and secondary learning preferences to improve your overall learning. Manage the overall learning journey by prior planning and then tracking along the way. and then Techniques. © Advanogy. These techniques improve the speed and quality of your learning. This chapter provides you with an overview before you start learning about the individual parts of Memletics. If you want the juicy details first. The steps you take to LEARN the knowledge needed for your goal. This is because there are many interrelationships between the five parts of the system. • The Memletic Process. physical systems and mental systems are in the best state for learning. Styles and Approach. Having this overview also helps you understand links between the different parts of Memletics. State. You will soon begin to see the power of Memletics comes from both the individual parts and the whole system.com/manual This chapter outlines the five parts of Memletics. How to make sure your brain cells. • The Memletic Approach. Memletic Styles and Memletic Approach: • The Memletic State. read Approach. Don’t worry too much about the details of each part at this point.memletics. • The Memletic Techniques. If you prefer high-level detail first. State. Styles. This helps you learn Memletics faster. Memletic Techniques. and then read the rest of the chapters in an order that suits you. In this chapter I just provide an overview of each part of Memletics. Or. Read this overview chapter first. just read them as presented. It’s up to you.Acquire an overview of Memletics 1 Acquire an overview of Memletics Memletics draws together much of what we know about effective learning into an easy-to-apply system. Process. These parts are the Memletic State. Memletic Process.com 2003 13 . Having a broad understanding first helps you recognize those linkages as they arise in the following chapters. progressively getting down into the details. read Techniques. • The Memletic Styles.
blood circulation. positive learning experiences build neural networks that improve how you learn. good diet and exercise also have positive effects. right temperature. water. and I discuss these as well. Physical State Layer Good learning state supports the building of Mental State Layer the networks of neurons for the material you learn. Longer term. Controlling your breathing and stress helps good state. Memletic Process—the steps to LEARN The Memletic Process provides steps to follow when learning new material. as does getting enough rest and sleep. excess stress and tension are enemies of good state. You use this process at varying levels of detail throughout your learning. You then repeat the process at lower levels of detail until you are learning individual chunks of knowledge. so fresh air. At the same time. 14 © Advanogy. This approach provides a repeatable process you can refine to improve your overall learning performance. which make up the brain. concentration. These materials are essential for the proper functioning of neurons and other key brain cells (see text box page 16). For example. The brain is a cell-based system and relies on essential materials such as oxygen. Attention and concentration are critical for learning.Memletics™ Accelerated Learning Manual Memletic State is the right state for learning Memletic State helps you ensure your cell state. Mental state involves mental processes that predominately occur in the mind. such as breathing. physical state and mental state are in Relaxation good condition for learning. There are also some negative impacts on state. you first use this process at a high level to understand the overall organization of your material. • Physical state: Your physical environment has a big impact on your body. • Mental state: Clearly defined goals and defined steps for achieving those goals are essential for motivation. food and nutrients. sleep and general bodily health. Longer term. Glucose Cell state refers to the state of the cells. such as a particular skill or fact.com 2003 . such as motivation. Some dietary supplements can also increase brain performance. awareness and Cell State Layer attitude. Good cell state requires a good supply of all these during learning. What is “good condition?” Let’s look at some examples: • Cell state. good mental health and “mental exercise” also improve your overall learning. It’s harder to learn if your cells. good light and correct furniture are important. Physical state involves the different bodily Nutrients Health Fitness systems that support life. body and mind do not perform well. For example. Memletic State primarily neurons.
This may involve using standard books and manuals. Firstly you find and prepare content for your learning goal. • Arrange. Your mind naturally connects topics. • eNquire. The techniques are the primary methods of reinforcing the knowledge you need to remember for the long term. For example. based on the underlying principles of how the techniques work. Don’t feel like you have to stick rigidly to these activities. I’ve grouped these into six main categories. You then prepare your content for use with those techniques. There are some general principles to follow. such as learning to a level deeper than needed. skills and behaviors. You can use many techniques in your learning activities. Memletic Techniques lock in knowledge You mainly use the Memletic Techniques during the reinforcing activity of the Memletic Process. as well how well you applied Memletics along the way. and prepare it for memorization. They sometimes overlap. 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. Notice how the first letters of these steps spell out LEARN (eNquire starts with the ‘N’ sound). Lastly.Acquire an overview of Memletics Locate L E A R N Explore Arrange Reinforce eNquire Memletic Process The diagram above shows the five activities of the Memletic Process. Here you work through and understand your content. These are: • Locate. • Reinforce. • Explore. You then use those techniques to reinforce knowledge. This book has over twenty different techniques you can apply to various forms of content. however it could also involve getting notes from lectures. You select Memletic Techniques based on the type of knowledge you want to learn. the Internet and other references. as it may not be suitable for the particular technique you chose. There are also some approaches relevant to particular learning styles that you may want to try. © Advanogy. Next you select which material you want to memorize. You start to reinforce material when you explore and arrange it. Letting it do so helps the whole memorizing process.com 2003 Visualize Verbalize Techniques Memletic Simulate Perform 15 . You may need to rearrange some material during the reinforcing process. associates information and does its own reviews as you progress. one-on-one tutoring sessions. you review both how well you learned your content.
Memletics™ Accelerated Learning Manual An Overview of Neurons—Basic Brain Cells Neurons are the fundamental cells that support memory.000. • The pre-synaptic terminal. • The axon. and you have purely staggering storage and processing abilities all within the space the size of your head. The neurons connect to other neurons via synapses.com 2003 . This is the bulge at the tip of the axon. moderated by how often the same signal has passed through that synapse. Therefore. Multiply out those numbers.000 synapses. These categories are: • Associate. Synapses are like a tiny telephone exchange between two or more neurons. sometimes called neural networks. If you want an idea of how complex the brain is.000. the overall strength of the signal passed from one neuron to another depends on the strength of the first trigger. • Visualize. In the synapse. These techniques are great for facts and procedures. Researchers estimate there are up to roughly 1011 neurons in your brain alone (not considering the rest of the nervous system). This other area may be as close as a hair-width away. you would have around 93 gigabits of storage. The signals that flow through the neurons and axons are very small changes in the electrical charge of cell components. I’ve simplified the structure of the neural network to give you an idea of the basics. The amount of neurotransmitter released depends on the strength of the signal received at the pre-synaptic terminal. or one hundred billion neurons. Now. The majority of memory is represented via large networks of neurons within the brain. This manages the overall cell function and maintenance. Visualization can be creative. Associate new knowledge with knowledge that’s already in your memory. The changes are achieved via the flow of various molecules and chemical compounds into and out of the cells. There are four main components of the typical neuron: • The dendrites. But that’s not all. This transmits the signal to another area. the pre-synaptic terminal of the transmitting neuron and the dendrite of the receiving neuron do not touch. It passes the neuron signal on to the dendrites of other neurons. experiences. or sometimes up to three feet (one meter) away. That’s perhaps 100. If each neuron just stored a 1 or 0 like a computer. The signal passes from one neuron to another by the release of certain chemicals called neurotransmitters. Use your “mind’s eye” to recreate sensory abilities. Each neuron typically has between 1.000. consider these statistics. These receive signals from other neurons. as well as the number of times it’s been triggered recently. for example for 16 © Advanogy. • The cell body. The combinations of the synapses control whether a signal is passed on or not. ideas and views in your mind.000 and 10.
as well as improve performance of already learned skills. Your internal self-talk influences your behavior. and as well use it to strengthen other techniques. • Simulate. Role-playing is also another form of simulation. Simulation reinforces a behavior or skill using external tools.com 2003 17 . • Verbalize. while PC based simulation is becoming more and more advanced. Other Perform techniques help change existing behaviors.Acquire an overview of Memletics experiences that have not happened yet. Basic simulation can involve just cardboard cutouts or household items. While Memletics aims to reduce rote repetition. scripting and a “mental firewall” you can alter your internal self-talk to align with your learning objectives. • Perform. There are specific techniques to improve skill performance. rote learning is still a common and sometimes useful technique. • Repeat. Using verbal techniques such as assertions (or assertions). Flashcards are also useful. Some of these techniques involve understanding the theory behind learning and performing skills. however some newer software can significantly improve the way you learn and retain new material. I’ve listed the techniques in each of these categories in the following table: Associate General association First letter mnemonics Acrostic mnemonics Linked lists Peg words General visualization Creative visualization General verbalization Assertions Basic simulation PC simulation Three stage skill learning Part task training Performance variation Overlearning Rote learning Flashcards Peg events Mental journey or story Roman Rooms Chunking Visualize Mental rehearsal Strengthening techniques Mental firewall Scripting Advanced simulation Role-playing Shunt Anchoring Modeling Verbalize Simulate Perform Repeat Scheduled review Programmed repetition As well as the techniques. © Advanogy. You can use it to rehearse new procedures and skills. I also discuss some common reasons why techniques may not work as well as you expect at the end of the techniques chapter.
Your favored use of particular styles does not make you a more or less effective learner. • Do it. You use words and writing. Memletics is now a system you can apply to a wide range of learning 18 © Advanogy. These seven Learning Memletic Styles Styles are: Aural Verbal • Visual. You prefer to work alone and use self-study. and sense of touch. I’ll talk more about this in the Memletic Styles chapter when we discuss learning styles in detail. • Plan. Enjoy it for life. Current school approaches tend to focus on only two of these. • Logical. • Social. You prefer to learn with groups or other people. Do prior research. • Physical. Physical • Verbal. This involves regularly (but not too regularly) checking your progress and adjusting where necessary. Track your progress. and spatial arrangements. plan your course map. Targeting your goal involves understanding your reasons. exploring your goal and setting your objectives. This bias may have influenced how you view your own learning abilities. hands. sounds and music. You use pictures. Decide your approach. 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. This one is self-explanatory! How can you apply Memletics? I mentioned in the preface that Memletics grew from my flight training experiences. Choose and clarify your goal. You use your body. All of these styles are effective learning styles.com 2003 . You use logic. images. You use voice. Memletic Approach Target Plan Track Do it for life The four tasks of the Memletic Approach are: • Target. • Aural. however the Social Memletic Styles uses the seven shown in the diagram as its basis. • Track. Solitary visualization. and work out time and cost estimates. There are many variations on this theme and different Visual Logical ways to describe these preferences. • Solitary. The time you spend in this activity varies according to the length and importance of your goals. reasoning and systems.Memletics™ Accelerated Learning Manual Memletic Styles personalize your learning The Memletic Styles recognize that each of us prefers to learn in different ways.
You may want to consider using Memletics to help you change your career or learn new skills after redundancy or a layoff. I’ve listed four types of activities: personal skill development. and potential diseases such as Alzheimer’s disease. to encourage you to see ways you can apply Memletics to your current goals. • Later years. college. Using Memletics during major life phases Here are a few points on using Memletics during major life phases—early years. and continuing training. formal education. You may not realize just how many opportunities for better learning there are in the workplace. Often applying some structure to study can make a big difference. helping to ward off or reduce the impact of these brain problems. If you think of more. feel free to post them on the website. as retirees typically live longer. This could allow you to spend more time increasing the quality of your education through extra study. Examples include job hunting skills. they have more time available for recreational activities. or allow you to spend more time outside school. and sports. • Early years. professional training. School. Your children can benefit from your understanding and use of Memletics. Also. Specific activities Let’s look at more specific examples of where you can apply Memletics. Let’s look at how you can apply Memletics during major life phases. This can give them a good head start in their schooling and life education. I list some more specific examples below. Personal skill development Regardless of your occupation. employment and later years. Your choice! • Employment. See further below for examples. • If you are looking for a new goal. and university are great places to apply Memletics. to give you ideas of what activities you may want to try. Good Memletic fitness helps keep your mind and body active. Children find many of the techniques such as association and visualization easier than adults. learning new roles and skills. you are likely to benefit from improved personal skills. One of the major concerns of older individuals is the onset of agerelated mental decline or dementia. I do this for two reasons: • If you are already do some of these activities. In this section I outline my thoughts on some of those activities. recreational activities.Acquire an overview of Memletics activities. Memletics can also help here.com 2003 19 . You can apply many of the techniques to develop your skills in areas such as: © Advanogy. I’m sure there are others out there as well. Understanding and using these techniques can help you learn faster. • Formal education. as well as some specific activities.
Indeed. and hopefully more rewarded (if not. consulting skills can help you better understand your assignment and deliver to requirements. 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. medical and legal professions. These include the flight. One area is pain control. and the ability to resolve challenges quickly (such as managing false assumptions). the effectiveness of various relaxation techniques and the impact on anxiety has been researched for use in many medical contexts. This results in you being more valuable. the ability to learn key skills such as communication and persuasion. Whether you are a doctor. I’ve mentioned elsewhere that I believe flying is a great activity in which to develop your Memletic fitness. Or. 20 © Advanogy. For example.com 2003 . When you are searching for a job. There are many parallels between the medical and flight professions. when taking on an assignment from your boss. conflict and anger management • Interviewing • Learning other languages • • • • • • • • • • • • • • • • • • Selling and marketing Consulting Coaching and mentoring Management Creativity Problem solving Training others Relationships Planning Financial Management 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. • Law. some of the research for this book came directly from the medical fields. The win or loss of a case may depend on the good functioning of your memory. Consider selling and consulting. you can still gain many benefits from developing these skills. • Flight training. For example. nurse. these are often good places to start. your use of Memletics can help you learn and refine skills and as well help pass on useful knowledge to others. you are selling your time. 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. it often involves the responsibility for the livelihood of clients. There are also parallels between flight training and law.Memletics™ Accelerated Learning Manual Communication Presentation Negotiation Leadership Time management Etiquette Networking Stress. While law may not involve the responsibility for a human life. physiotherapist or psychologist. • Medicine. The key one is that you are often solely responsible for the lives of others. Even if your work role does not need these skills directly.
while developing your skills at something not directly related to your occupation. You may already know how to drive. sports and other competitive activities are a great way to also develop your Memletic fitness. • Home renovations and interior design • Gardening and landscaping • Cooking • Dancing. There are more out there. relaxation. • Driving. concentration and modeling can lead to superior sporting performance. theatre. daughter or others to drive. performance • Music and singing • Historical and genealogy studies These are just a sample. While you may not be aiming to compete on an international level. metalwork Martial arts. drawing. writing etc. Books like “The Inner Game of Tennis” and “The Inner Game of Golf” helped launch visualization into mainstream sports as well as wider use. yoga. Why not try a more advanced driving course. Visualization. These are another way to learn more about Memletics.Acquire an overview of Memletics Recreational activities If you are looking for a new activity outside work. © Advanogy. 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. 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. Some examples include: • • • • • • • • • • Photography and Video Sailing Four wheel driving Hiking and Orienteering Flying (recreationally) Woodwork. why not try some recreational activities. Here are just a few examples: • • • • • • • • • • Archery Badminton Baseball Basketball Biathlon Bowling Cricket Cycling Diving Fencing • • • • • • • • • • Football Golf Gymnastics Hockey Netball Polo Racquetball Rowing Running Rugby • • • • • • • • • • Shooting Skating Skiing Soccer Softball Squash Surfing Swimming Table Tennis Tennis • • • • • • • • Track & Field Triathlon Volleyball Water Polo Water-skiing Weight-lifting Windsurfing Wrestling Others Here are a few others applications that don’t fit into the categories above.com 2003 21 . bird-watching • Travel (the wider the better) • Creative activities—painting. tai chi Wine appreciation Astronomy Fishing.
you don’t need to use every part to have the system start working for you.com 2003 . While I haven’t specifically tried it myself. education. We looked at how you can apply Memletics in various life phases. While Memletics may seem overwhelming at first. I’ve taken you through this overview of Memletics because there are many links between the individual parts of Memletics. You know about the Memletic Approach and that it helps you tackle any learning goal. You’ve seen the broad categories of the Memletic Techniques. just read. We also looked at specific applications in careers. For now. • General living. Yes. You now know the Memletic Process is five steps to faster LEARNing. Keep in mind that just being in Memletic State (healthy. rather than theory. active mind etc. You’ve seen that Memletic State helps you develop the best condition for learning. recreation. Having this broad understanding helps you recognize those links as you start learning Memletics in depth. This is exactly what you are about to do in the next five chapters.Memletics™ Accelerated Learning Manual • Dating. or developing other life skills not mentioned here. We begin with Memletic State. Later in the book I’ll give you some more suggestions on how to start learning Memletics. dating. Whether it’s learning to be a better domestic partner. As Memletics is a practical system.) may be more likely to help you along than learning specific “pickup lines” or other similar techniques. absorb and enjoy! 22 © Advanogy. You can choose the techniques and adapt Memletics to what feels right for you. fit. You realize the Memletic Styles adapt how you use Memletics according to your learning styles. Chapter summary In this overview you’ve started to develop an understanding of Memletics. I’m sure that many of the principles of Memletics could help you out in the dating game. Memletics can help you along. sport and more. I’ve also given you some examples of where you can apply Memletics.
Attention and Concentration.com/manual Memletic State is when your body and mind are in the best condition for learning. The outer layer is the mental state layer. In summary. This Relaxation chapter tells you how to get in that state. with resulting Nutrients Health Fitness benefits in many other areas of your life. Sleep and Body Rhythms. from flying a plane to playing football. You will find it hard to learn without satisfactory functioning of cells. Memletic State Being in Memletic State also helps improve your health and well-being. circulate blood.memletics. • Physical State Layer: Health. Fitness. Being in Memletic State doesn’t just increase your memory and learning performance. Oxygen. and Goals. Applying the information in this chapter will Glucose increase your learning performance. This chapter shows you what Memletic State is. Cell state is fundamental and therefore the innermost layer. Environment. You can find more information on the manual by visiting http://www. Chapter 2: Perform in the Memletic State This is a summary of the Memletic State chapter from the Memletics Accelerated Learning Manual. and Supplements. Fitness.com 2003 23 . The elements of this layer are © Advanogy. the elements that make up each of Cell State Layer these layers are: Physical State Layer • Cell State Layer: Water.Perform in the Memletic State 2 Chapter Perform in the Memletic State You learn faster if your cells. or good “state. The next layer is the physical state layer. body and mind are in good condition. physical and mental state layers. Memletic State is the peak condition for performing well in many human endeavors. These are the cell. Relaxation. Positive Mental Attitude. Relaxation. These elements impact how well you breathe. and how to achieve it. I’ve grouped the major contributors to Memletic State into three layers. without using any of the other techniques in this book.” Memletic State describes the best state for learning. fight off illness and more. The learning state diagram below shows these layers and elements. We look at the benefits of general health and fitness right through to the latest results from brain research. Mental State Layer and Basic Nutrients. • Mental State Layer: Health. Glucose.
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. and how you get energy into the brain. the impact of a lack of glucose in the brain.Memletics™ Accelerated Learning Manual within our mind. and why. 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. including good foods. CAUTION. • The best foods for brain energy. the mental state layer. Content in the book includes: Glucose (Energy) • The brain’s need for energy. Discuss activities that may affect particular illnesses or conditions you have. Cell state—ensure your brain cells are well nourished Good cell state ensures an adequate supply of materials that brain cells. oxygen. you should always consult a medical practitioner or other appropriate specialist. and how Vitamin C helps. Neurons and Memletic other cells around them also need certain State nutrients to work effectively. primarily neurons. especially if you suffer any form of illness or are on any medication. What happens to oxygen usage during learning? What you can do to improve your oxygen use? • How to increase blood efficiency. The four materials we examine in cell state are glucose. even to live. Applying the content in this chapter may involve changes to your diet. Notice how cell state layer supports the physical state layer. Neurons Glucose need water. 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. This chapter includes information on health and fitness. This is not specific advice for your personal situation. physical activity levels and other day-to-day behaviors. If you plan to make changes to these areas. energy and oxygen. Like other human cells. The lack of any Nutrients of these basic materials significantly decreases your ability to learn. • Supplements. the impact of Iron deficiency. What’s the difference between complex carbohydrates and sugary foods? • What foods to avoid.com 2003 . and the physical state layer supports the next layer out. basic nutrients and water. the role of Iron. 24 © Advanogy. need to work. and how it gets into the brain.
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. cheese and yoghurt. amino acids to help it communicate. • How to increase pulse rate and strength. and interval training • When to focus on breathing: Before learning. • The impact on dehydration on learning. and during day-to-day activities. and lipoic acid help? • The role of diet on antioxidant levels. legumes. Is deep breathing always good for you (what about asthma)? Find more on abdominal breathing on the web. seeds and nuts • Whether being vegetarian can affect your protein intake. including Fish. 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. such as salmon. Longer term ideas include cardiovascular fitness. glutathione. green leafy vegetables. sleepiness and dizziness. corn.Perform in the Memletic State • How to improve lung efficiency – including foods. coenzyme Q10. and how traditional diets and combinations can help. and how your diet influences these. eggs. safflower. including headaches. chia seeds. 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. including transport. protection and metabolism. grains. including vegetables and fruit. and new lung exercisers such as Powerlung and Powerbreath. Water • The role of water in the body. and trout? Amino acids – connect your brain • The role of neurotransmitters in the brain. both during learning and longer term. sesame oils.com 2003 25 .) • Which of these fats can come from flax seeds. mackerel. during learning. expeller cold-pressed sunflower. the role of fitness. • Which foods contain complete versus incomplete proteins. • The proteins that provide basic materials for neurotransmitters. sardines. Vitamin C. • Is the eight glasses a day guideline correct? How to tell if you are consuming enough water. walnuts. Basic Nutrients • The role of key nutrients in the brain – fatty acids for building your brain. meat. What color should your urine be? • Is thirst a reliable indicator of fluid levels? © Advanogy. • 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. Typical symptoms. and micronutrients to protect it. after learning.
Which is worse for the brain – long term alcohol consumption or binge drinking? Physical Fitness • The positive impact of physical fitness on learning. Physical Relaxation • Do programs such as SuperLearning. lung efficiency. • Physical environment. ecstasy and others). Sleep supports learning. general stress and relaxation. Physical state—keep your body systems in good shape The next learning state layer. • The impact of stress and adrenaline on your bladder. positive mental attitude outlook. • Physical fitness. The overall health of your body system influences your Memletic State ability to learn. Content in the book includes: General Health and Nutrition • How general health and nutrition contributes to optimum learning performance. and taking responsibility. • Basic guidelines for fitness. • Physical relaxation. including its impact on concentration and stress. and consumption of coffee of alcohol. • Includes information on diet. the Mozart Effect and others provide significantly enhanced learning? • The role of relaxation. temperature. deals with critical body and brain Relaxation systems that support good learning state. A relaxed state contributes to good learning. and immune and lymphatic system. Some dietary supplements may improve learning and brain performance.Memletics™ Accelerated Learning Manual • When to adjust your water intake. 26 © Advanogy. • Body and brain rhythms. • Also includes information on the harmful impact of alcohol and psychedelic drugs (such as marijuana. exercise. blood quality.com 2003 . illnesses and injuries. Knowledge of other body and brain rhythms also helps your learning. • Dietary supplements. including exercise. the physical layer. including calculations for optimum exercise heart rate and maximum heart rate. Good physical state consists of: • General health and nutrition. Bodily fitness supports Health Fitness good learning. The physical environment should support your bodily needs. • Includes information on blood flow & circulation.
27 © Advanogy. air. caffeine and Acetyl-L-Carnitine. contraindications (side effects) and other issues associated with other supplements. Brahmi (Bacopa Monnieri). Also information on the lark-owl myth. food and water. How to make the most of this intra-day rhythm. • Some of the risks. How prolonged study can drain the brain of neurotransmitters and glucose. the level of alertness throughout the day. Sensory Deprivation (Float Tanks). light. Also covers “brain drain” – the natural replenishment requirements of brain glucose and neurotransmitters. and how you can change your sleeping habits. usage and contraindications. Autogenics. Ginkgo Biloba. Why it’s important to get sleep before and after your lessons. including B-group vitamins. videos and slide shows? Does full spectrum lighting provide any benefits. and physical activity. and the best times of the day for rest (“siesta”). including the circadian rhythm and the ultradian rhythm. • Brain drain. including temperature. • 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 ultradian rhythm. • Where to find further information on supplements & clinical trials • Tips for buying and using supplements • Details on five memory-enhancing supplements.com 2003 . • The circadian rhythm. break areas etc). Massage. Progressive Muscular Relaxation (PMR). and other services such as phones? Body and Brain Rhythms • The cycles and rhythms the body and brain runs to. and services (rest rooms. and what you can do about it. Dietary Supplements • Drugs and substances improve memory and learning. This also includes dosages. furniture. should you consider easy access to restrooms. during or after learning or study? • Further information on relaxation exercises. brainwork. Physical Environment • How the physical environment influences your learning. 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. break areas. and Biofeedback. • Planning for optimum breaks during study.Perform in the Memletic State • Includes a basic relaxation exercise • When to do relaxation exercises – before. such as Deep Breathing.
You can develop mental fitness through mental exercises and other activities. • Attention and concentration. Post-Traumatic Stress Disorder. Panic Disorder. • Clear. Your self-image influences your memory and learning performance. Mental state—get your mind ready for learning Relaxation The last learning state layer. Stress and Depression are prevalent today and have a harmful effect. and Phobias. • Disorders that can negatively impact learning. • More information on the two most prevalent mental health issues in the western world today—excessive stress and depression. Obsessive-Compulsive disorders.com 2003 . such as anxiety disorders.Memletics™ Accelerated Learning Manual • Also includes detailed information on how to use caffeine for best effect. If you don’t believe in the direction your learning is taking you. however this layer is also influenced Memletic by our own thoughts. deals with the mind. your content has a much better chance of making it into your long-term memory. as well as caffeine content in standard drinks such as coffee. desirable and achievable goals. mental fitness benefits the whole brain. The inner state layers (cell and physical) influence the mind and its workings. • Positive mental attitude. Schizophrenia. and its long term impact on the hippocampus • For depression – how a lack of a key neurotransmitter called serotonin impacts learning. Mental Fitness • A comparison of mental fitness to physical fitness. Content in the book includes: General Mental Health • General activities that contribute to good mental health. it’s unlikely you can sustain good learning performance. • Examples of some particular supplements to avoid. tea and cola soft drink. mental state. Good mental Health Fitness health supports learning performance. 28 © Advanogy. Mental relaxation also plays a role in supporting good mental performance. Borderline Personality Disorder. Like physical fitness. You can alter your self-image through self-talk. Six key contributors to State good mental state are: • General mental health. • Mental fitness. • Mental relaxation. • For stress – how stress impacts learning because of cortisol. Attention Deficit disorders. If you concentrate and pay attention when you learn.
Positive mental attitude • How our beliefs significantly influence how well we learn and remember. including Neurobics. and travel. • How your self-image interacts with two other parts our mental attitude – Self-Talk and Self-Esteem. mental firewalls and anchoring to help change your self-talk. MindGym. software (eg IQ builder. or paint.com 2003 . do volunteer work. 29 © Advanogy. • Using these techniques with physical relaxation techniques • The impact of stress. How to reduce distractions from sources such as friends. such as meditation. and how to train yourself to better handle distractions. desirable and achievable goals play in learning. Desirable and Achievable Goals • The role that clear. distraction logs. music. or learn to fly! Mental Relaxation • Mental relaxation and its role in controlling stress. try a new hobby. • Short term techniques such as “be here now”. change careers. Attention and Concentration • The need for attention and concentration during learning. • How to change your self-image via changing your self-talk. family and colleagues. • Key ways to highlight your goals. Clear. learn photography. Brain Builder). guided imagery. and interactivity. get creative – learn to write. • More exercises include: Learn another language. read more widely. • Specific information on how the environment impacts your concentration. • The best times to use relaxation. electrical noise.Perform in the Memletic State • Details on specific exercises that can improve your mental fitness. the spider approach. Music. develop your social networks. • Specific information on using assertions. Where to sit in a library. setting rewards and using images (such as photographs). games and puzzles (such as “concentration”). • The influence of other Memletic State principles on attention and concentration. such as writing objectives. • Details on some common mental relaxation techniques. • Longer term techniques such as games. paragraph marking. meditation and other exercises. Also includes important information on expensive memory and concentration improvement software. topic switching. • Further information to dispel the “highly accelerated learning through relaxation” and “classical music” learning myths. and peripheral vision. draw. and using relaxation to control it. • Short term and longer term exercises to improve attention and concentration. Signing. fear and nervousness on learning. and anchoring.
It also helps you perform well in many other areas of your life. Your cells use oxygen to create energy from glucose. and you now understand the need for caution with all supplements. as well as which parts may need more work. desirable and achievable goals. 30 © Advanogy. and how body and mind state change throughout the day. You’ve seen the role relaxation plays in learning. Good physical state comes from keeping your body systems in good condition. Chapter summary Being in Memletic State means you are in peak condition for learning.Memletics™ Accelerated Learning Manual • (More information is in Memletic Approach). Glucose is your brain’s energy source. we look at the steps you follow for fast learning and long-term recall. You’ve seen how a positive mental attitude influences your mental state. We’ve discussed general health. You’ve seen how to make sure your cells get the materials they need to work correctly. You’ve seen which supplements can improve brain performance. Water is important for transporting materials as well as protection. Mental health. You now have some ways to keep up your attention and concentration during learning. as do clear. You may already have a good idea of which parts of Memletic State you already have under control.com 2003 . fitness and relaxation are three key contributors to good mental state. Basic nutrients help run the brain and protect it. I covered Memletic State so you could start working on Memletic State while you read the rest of the book. nutrition and fitness. In the next chapter on Memletic Process. You now understand how important sleep is to learning. and you know that the physical environment has a large influence on physical state.
You may also want to try some exploration techniques specific to your personal learning styles. The following diagram outlines these steps: Locate As you can see above. Prepare your content for memorization. where needed.com 2003 31 . wider. Here’s a summary of each of these five steps: • Locate. skills and behaviors. Work through and understand your content. This may involve using standard books and manuals. you use the various techniques to reinforce knowledge. such as learning content using the deeper. however it could also involve getting material from lectures. It uses much of what we know about strong learning performance. Each step provides you with new insights into learning well. Let’s explore the Memletic Process… Chapter 3: Chapter LEARN with the Memletic Process This is a summary of the Memletic Process chapter from the Memletics Accelerated Learning Manual.com/manual The Memletic Process is five steps to follow while learning any new topic or skill. Explore.LEARN with the Memletic Process 3 LEARN with the Memletic Process The Memletic Process is five core steps that help you learn faster and remember more. and eNquire. • Arrange. higher principle. In this step. oneon-one tutoring sessions. Reinforce.memletics. In this step you select suitable techniques to reinforce the content you’ve explored. There are some general principles to follow. Arrange. • Explore. You can find more information on the manual by visiting http://www. and then prepare content to use with those techniques • Reinforce. These steps are Locate. This book has many different techniques you can apply to various forms of content. L E A R N Explore Arrange Reinforce eNquire Memletic Process © Advanogy. Find content for your course. All the steps together deliver a powerful and repeatable method for achieving many learning goals. the first letters (or sounds) of these steps create the mnemonic LEARN. the Internet and other references.
and how to tell the difference. as well as the effectiveness of the techniques and processes you’ve used along the way. You may be somewhere in the middle. a simple learning objective may allow you to skip the explore step. when you start to reinforce (and practice) what you’ve learned. Secondly. don’t consider these steps as rigid or prescriptive. You may find that you move back and forward between the steps. when to highlight. At other times you may be learning something that few others have. Lastly. Uses an example of presentation training to make this clear. L E A R N Content in the book includes: • Typical content sources and comments on each. use of colors. Let’s look at some typical content sources. students. and others • Includes an in-depth guide of what to look for while searching for content. so you have to forge your own way. Contrasts theoretical information with practical and useful knowledge. Review both the content you’ve learned. the Internet. For example. Two quick points before we begin though.com 2003 . and how its misuse can be dangerous to good learning. when you explore some material you may find you need more information on a particular topic. and use of alternative formats • Intelligent highlighting covers why highlighting is an important skill. you may find that you already use a similar approach when you are learning. you may not need to do all the steps for every learning objective. as well as some general tips for locating content. video. The course may prescribe texts and materials for you. This helps you understand how the other parts of Memletics fit into your overall learning strategy. and organizing your notes. It also allows you to compare your current practices and discover if you’re missing any key steps or activities. others in the field. texts. This chapter looks at each of these steps in more detail. getting used to writing in your own books. Includes what to highlight. use of notes with highlighting. eNquire on your overall progress. you may find you need to explore it further to understand it fully. In addition. That’s fine. biographies. and so you go back to the Locate step to find it. Alternatively. The Memletic Process makes each step clear. computer based training. 32 © Advanogy.Memletics™ Accelerated Learning Manual • eNquire. • Note taking covers what to write down. highlighting. and transfer of notes to other formats. with some texts prescribed for you and some further research to do. including books. • Specific content collection techniques – note taking. Sometimes this may be easy. instructors. Locate—find content for learning Memletic Process The locate step involves gathering the content you Locate need for learning. Firstly. use of white space (eg Cornell technique). lecturers.
Verbal. Here is a summary of the exploration techniques described in this section: L E A R N General exploration Physical exploration • High altitude view • Deeper level • Branch wider • Abstractions • Bottom up • Questions 3 Visual exploration • Diagrams. Explore—understand content Memletic Process The next step in the learning process is to explore your Explore topic and the material you’ve collected. Then I present more techniques grouped (roughly) into the most relevant Memletic Style. If you learn something in more depth up front. the styles are Visual. rather than just rote learn it. If you only rote learn it. Aural. and sketches • Mind maps © Advanogy. if you forget part of the topic learned by rote. Consider a mathematical formula. Both the high and low-level details form part of your understanding of a topic. it’s less likely you can apply a topic in a slightly different way if you only rote learn it. and checking against your training plan to ensure adequate coverage. Your goal is to understand the topic. For example. As you progress. graphs. we first look at some general techniques you can apply to any exploration activity. it’s more likely you can rebuild parts of the topic in your mind. Physical. However. you have little to help you recall it. Social and Solitary learning styles. A fundamental learning principle underlies exploration. you remember it for longer. understanding some details behind aircraft navigation makes it easier to apply the same knowledge to maritime navigation. If you understand the theory behind the formula. If you learn the details behind a topic. If you understand the underlying ideas. it’s more likely you can work out whether to add or subtract. you then explore each part in more detail. In summary.LEARN with the Memletic Process • Note organization tips include using summary or index. In this section. We are yet to cover these styles in detail.com 2003 • Walk about • Get hands-on • Role-playing • Index cards & Post-It notes • Tick it off Logical exploration • Logic analysis—OSAID • Logic trees • Play with numbers 33 . you may forget whether to add or subtract some item in the formula. Many techniques and tools can help you explore your content. You could learn some topics faster by rote compared to trying to understand the details behind the topic. this typically results in slower overall learning for two reasons. Logical. Learning material by rote sometimes appears easier. you explore the overall course content and understand how each lower level module contributes to the overall objectives. Firstly. so you may want to review the basics of each style in the Overview chapter. you have more opportunity to work out what you need to change to apply the topic differently. rating what you find. When you first start your training. Secondly. You can explore at many levels.
Arranging involves three basic steps. Consider this step as preparing your material to help you change your brain. The first is to analyze your content to understand the type of knowledge it is. This section describes these three steps—analyze. For important or complex learning objectives. Arrange—prepare for retention Once you’ve explored Memletic Process your material. As you can see in the text box on page Error! Bookmark not defined. Simpler learning objectives may not need much arranging. If you find yourself analyzing the behavior of electrons in water molecules. you may need to understand this Arrange step in more detail. and two knowledge types used to categories your content.. you then prepare the content to suit the techniques you’ve selected. and prepare. This then helps you with the second step— choosing the techniques to use to reinforce and memorize that knowledge. and how that contributes to a landscape photograph.Memletics™ Accelerated Learning Manual • Systems diagrams • Visualization Aural exploration • Sound focus • Record sounds Verbal exploration • Lectures and discussions • Dramatic reading • Express and summarize aloud • Write and rewrite • Write articles • Write summaries • Record Social exploration • Group learning • Study buddy • Opposite view • Role-play • Involve others Solitary exploration • Reaction notes • Learning journal or log • People exploration • Make up your own mind How far should you go when exploring your material? It depends on your objectives. you have probably gone too far! Content in the book includes full descriptions of all these techniques.com 2003 . you can choose how much time to spend on arranging. long-term learning needs to change your brain. you may want to explore it in more detail than a course mandates. Don’t go too far though. 34 © Advanogy. Like many other parts of Memletics. If you want to know a particular topic well. choose. you then Arrange need to work out how you are going to memorize what you’ve learned. L E A R N Content in the book includes: Analyze Content • An overview of what knowledge is (according to this book). Thirdly.
• Use a table to help decide what to memories versus what to use an external reference for Associate Techniques General Association Basic Mnemonics Linked Lists Peg Words Peg Events Mental Journey/Story Roman Rooms Chunking Visualise Techniques General Visualisation C ti Vi li ti 9 5 5 5 5 9 5 5 9 9 9 5 5 5 5 5 9 5 9 9 5 9 5 5 5 5 9 9 9 5 5 • How to choose techniques. reflection. Includes a table to help you assess your own content. This is an example timeframe. using repetition.com 2003 35 Higher Order Procedures • Use the three knowledge usage types – automatic knowledge. The reinforce step involves three activities. and higher-order skills (eg problem solving. Includes a comprehensive table that rates techniques according to the knowledge types. working knowledge. • How to alter your rankings to account for exams and tests. Prepare for Application • Basic examples on how to prepare content for use with the various techniques. and how to use part task training and recombination approaches. concepts and principles. and then continuing with refresh reviews. how to combine techniques. How to break down your training material into chunks of content. Reinforce—build brain networks for the long term The reinforce step involves applying the techniques you have selected and prepared for during the Memletic Process previous Arrange step. L E A R N © Advanogy. judgment. The Reinforce previous arrange step prepared material for your brain. The following diagram outlines these stages. Sensory-Motor • Use these knowledge types to analyze your content. Technique Selection Matrix Type Facts .LEARN with the Memletic Process • Use the five knowledge storage types – facts. communication etc) Concepts/Princ. critical thinking. See the part of the table on the right. These are applying the techniques. and supporting knowledge. procedures. Choose your retention approach • How to use the results from the first step to decide how to retain your content for the long term. decision-making. Your individual course may vary in length and timing. • How to vary your techniques for initial learning versus reinforcing. This step is where you change your brain for long term memorization. sensory-motor skills.
Use repetition to reinforce your knowledge • A comprehensive guide to the use of repetition during learning. • Provides a graph that demonstrates the impact of forgetting. use the Memletic techniques to support repetition. • Find out why cramming is ineffective. Effective Repetition Tips • How to reduce reliance on rote repetition. In this section. • What to review – which knowledge types are forgotten faster. • Why spacing is so important in your learning schedule. and what to do when they don’t work as you expect. and how to adopt practices that help you manage repetition. and to reduce repetition over time. how to introduce variety and interference. including keeping an open mind.com 2003 .Memletics™ Accelerated Learning Manual Initial Application Repetition (Test) Refresh 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. • When to do your reviews and what depth to go to. • How long to spend on refresh reviews. and how to make sure your repetitions are most effective. and no long term review. both during and after your training. I also discuss some points on effective repetition. so this may be a good point to split these tasks. I cover these tasks in more detail. • Outlines a major deficiency in current training approaches – the focus on the exam or test. including how much we typically forget within the first twenty-four hours of the first lesson. 36 © Advanogy. Three tips are to spread repetition. Content in the book includes: Apply the techniques • General points on applying the techniques and noting the outcomes • Tips for application. and why overlearning can help. • How to apply repetition principles in your own training. 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. including some information on helpful software. You may choose any point you like. Usually you will have an exam or test to complete as part of a course. and refresh reviews as preserving them for the long term.
• Using others (such as instructors. Receive immediate feedback and correction while learning (but not too much). Use tests or examinations to measure your recall of information. so don’t be afraid to make them (see the Challenges chapter for more thoughts on mistakes). Do be diligent in recognizing them and correcting them though.LEARN with the Memletic Process • Some comments on using scheduled review and programmed review techniques during your training. and how to overcome this danger Do lesson reviews • How to formalize your reviews by writing down notes after each lesson. and this in turn accelerates your overall learning. and creating a training assertions list. It’s not just a record of what you did wrong. GPS and others. • Whether to use positive or negative phrasing in your reviews • Using assertions in your reviews. Making mistakes helps you learn. Enquire eNquire involves reviewing the effectiveness of your learning efforts. • System review.com 2003 . teachers or colleagues) to gain more feedback 37 © Advanogy. • How continual “augmented feedback” can be dangerous. • Comments on software like “SuperMemo. and when to use them. I then describe four types of review: • Immediate review. The enquire step of the Memletics Process helps you improve your training and learning. including instructors and devices such as compasses. L E A R N Content in the book includes: Create your review log • How to create a review log. Review your overall use of Memletics. coaches. In this section. depth sounders. • Sources of augmented feedback. comments on what format to use. Using reviews is a key part of this diligence. 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. eNquire—review your learning effectiveness The last step of the Memletic Memletic Process Process is eNquire. Review the effectiveness of the previous steps when learning new material. • Formal review.” and its huge potential for developing effective learning programs. • Lesson review. I first discuss creating and using a review log.
eNquire. You saw three examples of what content you may find in books and courses. In the last step. • Examples of what to review from each of the parts. We also discussed note taking. and help you remember what you’ve learned for as long as you wish. • Comments on how to view them positively. what to include (such as objectives and outcomes). lesson reviews. We discussed how to use repetition effectively. choose your retention approach and prepare content for the next step.com 2003 . including using the “five actions” approach. plans etc. We looked at how to analyze content. and what to do when your results don’t seem to match your expectations. score sheets. Use system reviews to improve your use of Memletics • How to review your use of Memletics to ensure you get the most from it. orals and other methods to test your knowledge. • Use of reviews after exams. including marking them according to their severity.Memletics™ Accelerated Learning Manual • When to write your review. examinations. you saw how to prepare content for long-term retention. Together these steps help you learn faster. The Locate step gave you tips for finding the content you need to learn. Do formal reviews to confirm your understanding • How to use tests. flight plans. formal reviews and system reviews. and how to keep track of review points during lessons. You can easily remember the five steps via the LEARN acronym. while many are specific to various learning styles. This includes immediate reviews. • How to get more information Chapter summary You’ve now seen the five core steps of the Memletic Process. 38 © Advanogy. In the next chapter we look at the Memletic Techniques. highlighting and organizing skills. and how to refresh material after you’ve learned it. The Explore step provides you with over thirty ways to explore content. and using the “five whys” technique to understand underlying or “root causes” • How to turn issues into action points. Now you understand the process to follow to learn effectively. These may be on meeting notes. • How to analyze issues. In the Arrange step. we considered the many different ways you can review your learning. Some are general techniques. The Reinforce step is where you apply the Memletic Techniques. • How to use a symbol to mark items you want to review later.
• Visualize. Techniques These techniques reduce the overall amount of time you spend on learning and memorizing Simulate Perform material. • Simulate. Others take time to master but also deliver bigger benefits. you reduce your dependence on “rote learning”—simply reading material over and over until it (hopefully) sinks in. These are: • Associate. A few are the result of my own work and I’m publishing them here for the first time. Simulate real-life performances using basic or advanced tools. The techniques may take some effort to learn. Use specific techniques to learn skills and behaviors. • Verbalize. I’ve grouped them into six categories. Use mental imagery to support goals. Some of the techniques I describe have been around since ancient Greek times. 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 faster. To make it easier to understand and remember these techniques. By using them. Some give you immediate results. © Advanogy. They help by reducing your overall study time and improving how well you remember what have learned.Apply the Memletic Techniques 4 Apply the Memletic Techniques In this chapter you will discover over thirty techniques dedicated to memorizing information and skills. this chapter focuses on techniques you use to memorize Verbalize Visualize information and skills.com/manual While there are many techniques spread throughout all parts of Memletics. Either way. Use basic characteristics of memory to learn new material. You use these techniques mainly during the reinforce step of Memletic the Memletic Process. however they pay dividends later. rehearse skills and reinforce other techniques. Chapter 4: Chapter Apply the Memletic Techniques This is a summary of the Memletic Techniques chapter from the Memletics Accelerated Learning Manual. Use words and writing to learn faster. • Perform.memletics. You can find more information on the manual by visiting http://www. These techniques will change the way you learn and remember.com 2003 39 .
and see that image in your mind’s eye. Feel free to choose and use the techniques that feel comfortable. This chapter is not a “prescription” you must follow to the letter. Imagine for a moment a green cat. Here is a summary of all the techniques I describe in this chapter: Associate General association First letter mnemonics Acrostic mnemonics Linked lists Peg words General visualization Creative visualization General verbalization Assertions Basic simulation PC simulation Three stage skill learning Part task training Performance variation Overlearning Rote learning Flashcards Peg events Mental journey or story Roman Rooms Chunking Visualize Mental rehearsal Strengthening techniques Mental firewall Scripting Advanced simulation Role-playing Shunt Anchoring ` Verbalize Simulate Perform Repeat Scheduled review Programmed Repetition As you can see. Previously you saw that memory is a network of neurons. there are many techniques in this chapter. here is a simple exercise. We’ll come back to this exercise Techniques in a moment. The brain learns by associating new information with existing information. Associate—link with what you already know Before we start. We can use this knowledge to our advantage via “association” techniques. close your eyes. others you may not. 40 © Advanogy. Let’s look at another exercise to highlight this. It adds new networks to existing networks of neurons. Adapt them to your current learning activities. rollerblading over the Golden Gate Bridge. Seriously. > Do the creative association exercise in the appendix.com 2003 . You may find some of them useful. The rest of this chapter covers each of these categories and associated techniques in detail. Do this for Memletic thirty seconds. the size of a car. Use repetition techniques to help you lock in what you’ve learned.Memletics™ Accelerated Learning Manual • Repeat. Stop reading.
choosing target image. • The steps you normally follow when first creating an association. numerical data and more. adding secondary links. and testing it out. you may notice it’s easier to remember the list of fifteen items when we tied them together in a story. procedures. comedy. such as sadness and anger. shock absorption. peg words and peg events. taste. © Advanogy. rather than any biological process. absurdity. 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. including examples. categorization. and why. structures. • Some general side effects of association including higher creativity and problem solving skills. hierarchies. Many of the heavily marketed. including relationships. Covers choosing the key word. Which emotions to avoid. check to see they are not just the same techniques in different packaging. Uses polar bears to remind us that functions of oil are engine cooling. situations. sealing and lubricating. • What attributes of memories help longer retention. facts. While it may sometimes take some effort to create the association. ordering and numbering. even if they don’t always make sense. sound smell. so with practice you can make use of association in your own learning endeavors. This could include using vision. Content in the book includes: General Association Principles • How the brain uses association by expanding existing neural networks. linking them together with a primary attribute link. movement. symbols. We associated each item in the list with the previous one. cleaning. the benefit is longer retention. Association is used by those who win the international memory championships. as well as some basic association techniques you may already be familiar with. reduction. • Basic rules. This is a simple example of association at work. such as purity and keeping them simple. We then cover linked lists. emotions. similar to what one memory author calls the “Self-Enhancing Matrix. such as the senses.Apply the Memletic Techniques If you have just tried the exercise. If you are considering buying one of these courses. and expensive. • The importance of practice while learning how to associate. touch. • Detailed example that shows how to create an association. offensive situations.” • The importance of using your imagination. Lastly. rude situations. including lists. and categories. exaggeration and combinations. checklists. we discuss two Method of Loci techniques. Association helps you quickly memorize a wide range of information. formulas. location. • How everyday use of association helps improve your ability to associate. We start out by covering some general principles of association. We also associated each item with some activities we are already familiar with. protection. amplification.com 2003 41 . memory systems use association. In this section I discuss association techniques.
Memletics™ Accelerated Learning Manual
• 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 still). • 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 System. • 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 this. • 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 this.
• 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.
• 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.
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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 door. • 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 chunk. • Includes a specific example for points on how to conduct good presentations.
Visualize—see your lessons in 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 safer. • Reinforcing other techniques. Visualization is a powerful way to strengthen other techniques, such as association and scripting.
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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.
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and the symbolic learning theory (mental practice is a coding system for new skills). such as vividness. timing. insomnia. especially to high cost activities such as flying. visualize. Verbalize Techniques Memletic Verbalize—assert your learning with words In the Memletic State chapter. when does it arise. Motivational—Creative Visualization • How creative visualization can bring change into your life through your imagination. • How researchers are yet to work out why mental practice works. being aware of diminishing returns. • 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. chemotherapy related distress. create a clear idea or picture. and congratulate yourself when you have achieved your goal. maintaining health. Others have used visualization for issues such as psychological distress. verbalize. what to do with fleeting images. what timeframes to use (eg whether to accelerate or slow down images). including associate. simulate. Are any of these correct? • Whether mental practice is more. and concentration. focus on it often. controllability. pain control. perform and repeat techniques. • Examples of its use in sports through other books such as “Inner Golf” or “Inner Tennis. Some common theories are psychoneuromuscular theory (that mental practice stimulates the same muscular pathways as does actual practice). give it positive feelings. such as confirming goals. less or as effective as physical practice. • Outlines the five basic steps to creative visualization – set your goal. changing attitudes. the cognitive learning theory (mental practice helps establish counterpart mental nodes to physical nodes in the brain). • Principles to use when applying mental practice. Mental Practice or Rehearsal • How to rehearse an activity in the absence of physical movement. • What is creative dissonance. Strengthening Techniques • How you can use visualization to strengthen the other techniques. exactness of reference. • How to use creative visualization for specific purposes. I discussed in how your internal dialogue influences your © Advanogy. and immune system enhancement.Apply the Memletic Techniques • Further tips on visualizing include whether to keep eyes open or closed. and how to work through it. • Uses of imagery in dealing with health issues. and rewriting your past.com 2003 45 .” • How mental practice or rehearsal also can be applied to other learning objectives.
and whether to visualize them at the same time. You often act in a way that matches your selfimage. • Includes examples of assertions. can rhythm help. and therefore your behavior. and whether they can be used to change someone else’s behavior. proactive behavior. Assertions are simple statements of something you want to uphold or achieve. • Set a positive context. You can apply these techniques while learning new skills and behaviors. using general assertions at the start and end. during flight training I built up a list of eighty assertions based on previous flight reviews.com 2003 . Verbalize techniques also allow you to keep full control over the process and content. where to receipt them. A key step in achieving good learning and task performance is to ensure your internal dialogue supports your activities.Memletics™ Accelerated Learning Manual overall performance. For example. • General tips included are using them to encourage positive dialog. self-esteem and self-image. and whether to record them. 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. Three key reasons for using the Verbalize techniques are: • Changing negative patterns into positive patterns. Use these techniques to change your internal dialogue from negative to positive. which is different to techniques such as hypnotism or subliminal messages. In this section I discuss three techniques you can use to adjust. This is because your internal dialogue influences your selftalk. This includes setting a positive context for general and specific goals. • How often you should use assertions. whether you should be positive and present. This also includes setting positive expectations for mental abilities such as learning. how long they should be. The Mental Firewall helps you control self-talk.” These had a significant impact on my learning performance. Scripting involves writing down a story that reflects a learning objective. • Covers tips for reciting assertions. discipline and attitudes. and how long do they take to start working? • Covers tips for creating assertions. Let’s go through these in more detail. 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. improve and protect your self-talk. These have a direct effect on your self-image. such as use of relaxation. • Learn and support specific behaviors. concentration. 46 © Advanogy. how to avoid seeing assertions as being self-delusional. such as whether to use first person. You can use these techniques to set an overall positive context to your activities. whether you should say them aloud.
” Content in the book includes: Key benefits and implications of simulation • What are the basic benefits of simulation? Is it cost effective. Simulation is effective. This is why airlines spend millions of dollars on simulators to train pilots. • How to use scripting to reinforce learning and performance via review scripts. I also talk about using role-playing. it doesn’t require surgery either. Scripting • The core concept of scripting is to write a story-like script of an outcome you desire in the future. These aids Memletic provide varying versions of the full task Techniques environment.Apply the Memletic Techniques Mental Firewall • What is a mental firewall. does it provide a good training environment. to which you need to Simulate respond to correctly. I talk about two forms of simulation. Task simulation is one. how it provides monitoring and filtering services. What is a review script. such as whether to write in first or third person. 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. and how to configure it. and whether to use other senses in your writing. • General principles of scripting. Includes an example goal script. • How to use this powerful tool to strengthen both assertions and visualization. However. Simulation works because it provides many of the same cues the real environment does. and other general tips. and this is the focus of this section. • How to install a mental firewall in your mind. whether to use visualization. does it support variability and part task training? • The importance of getting the right instruction. how to apply it to your learning activity. Simulation instead uses external aids to help you practice tasks and skills. or strengthening task performance by visualizing the task in our mind. Simulate—use tools and people to stimulate your learning In the section on visualization we discussed mental practice. No. this section shows how you can gain many of the benefits of simulation by using readily accessible equipment and people. or “role simulation. © Advanogy. In this section. and how to avoid negative transfer. should you read them out loud. • How to use scripting for goal setting.com 2003 47 .
military & war. 48 © Advanogy. These are. Sometimes you need to change an already learned behavior. not becoming reliant on simulation. marketing. glasses. weather forecasting. This is not as easy as it might seem. Three-stage skill learning is the normal way of learning most skills. This is “part task training. mixture control. you can heighten your overall performance by modeling and anchoring. Read on to find out more. see how to create the yoke. including the importance of upfront instruction. ships. sales and communication training. not only for flight training. You need to follow some specific steps to “shunt” from one response to another. and negotiation. • Examples where you can use role playing. Lastly. and using it as a supplement to actual training. simulators running on personal computers. such as for sailing. radios and transponders using a desk.com 2003 . cuing or prompting in the training environment? Using Simulators • Covers three general types of simulators that you can potentially use in skill-based training. Memletic it’s usually helpful to break the skill down into Techniques parts.” You can improve your skill learning by Perform deliberately introducing task variation and task interference into your training. and more. clock radios etc. switches. flap and trim control. and does higher fidelity lead to better training? What about the importance of cues. but also for sailing. cars. flight training. management. including a specific example on creating an aircraft cockpit using standard household objects. surgery. Using Role Simulation (Role Playing) • Use other people for role playing. To learn complex skills. and full scale simulators. books. building & construction. bulldog clips. as long as it’s “in context. • Also includes specific tips on using simulators. Perform—for skills and behaviors The set of techniques described in this section specifically help you learn skills and behaviors. saucepans. This section covers all these techniques in further detail. For the aircraft example. photography. throttle. • Can you also use the actual equipment (eg an aircraft or vehicle) for simulation purposes? • How to create and use basic simulators.Memletics™ Accelerated Learning Manual The role of fidelity • What is fidelity. Let’s look at these in summary before going into more detail. • Using PC-based simulators. trains. trucks. basic simulators that involve simple objects and your imagination.” You can also improve retention of skills via a technique called Overlearning.
progressive part. If your training program lacks these techniques. • Explains how to use context to ensure optimum use of these techniques. and segmenting. the associative stage (turning those procedures and rules into implicit behaviors). to the autonomous stage (automatic performance of the skill). • How you can use timing or location to help decompose sequence based tasks. Simplifying describes how to modify or eliminate certain task demands. you can benefit from adding these techniques yourself. Part Task Training: Divide and Conquer • How to learn more complex skills using part task training. There is usually still room for you to apply these techniques yourself. 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. These are pure part. • Describes three approaches for practicing the various components – simplifying.com 2003 49 . rule following. perceptual detection. • Describes four approaches for recombining subtasks into performance of the overall task. You may also be able to split it by cognitive processes such as concept learning. When to rely on memory techniques. Details on how to decompose the task into manageable subtasks.Apply the Memletic Techniques Note that if you take on a pre-designed training program for complex skills. Provides the basic concepts behind this technique. and problem solving. • Tips on how to apply this theory with practical examples. as well as the level of integration with other tasks. fractionating. motor coordination. and segmenting describes splitting tasks into temporal or spatial components. • When decomposing tasks is not effective. repetitive part. • The three general steps to follow when using part task training. and when to reduce that reliance. 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. it’s likely the course designers incorporated many of these techniques into your lessons. eg due to timing or overlap. including the cognitive stage (a declarative or verbal representation of rules). fractionating describes separate practice on task components. • How to decompose tasks based on complexity or difficulty of the task. and backward chaining. • Includes some comments on the effect of these techniques on performance during training as well as the longer term. practice each of those subtasks. and then recombine the subtasks to perform the overall task. © Advanogy. Contents in the book include: Three Stage Skill Acquisition • An outline of the process of learning of a new skill.
I discuss how important repetition is to the overall learning process. • Includes a worked example for a common bad habit – chipping or biting fingernails. Includes specific steps for creating an anchor. with some specific guidelines for incorporating repetition. • Describes two common techniques for managing the state you are in during task performance—anchoring and modeling. and before and after exams. strength. muscular tension. including breathing (including rate. The first three are standard techniques in use today. testing it etc). awareness. modeling it yourself. comparison. as well as the use of pre-performance patterns or rituals. happiness etc). as well as examples of usage (such as public speaking. level and focus of attention. Content in the book includes: 50 © Advanogy.Memletics™ Accelerated Learning Manual • Can you apply this technique to theoretical knowledge as well as practical skills? • General tips for applying overlearning. Enhancing skills and behaviors using state • How tasks and procedures you do are influenced by your mental state at the time. flashcards. eye movements. These are rote learning. dealing with the opposite sex. correction. Also includes comments on anchoring during performance. scheduled review and programmed repetition.com 2003 . body language. as well as comments on when modeling doesn’t work that well. eliciting their strategy. • Anchoring description includes examples of what you can model (confidence. and reinforcement. While we aim to rely less on repetition as a learning Memletic technique. overcoming past issues. volume and pauses). Read on to find out more. voice. peak performance. reaction time. and how to change your state to provide optimum performance. Repeat—techniques to lock in content In the reinforce step of the Memletic Process. In this section I outline four specific techniques that rely mainly on repetition. it’s still an important ingredient in Techniques any learning program. mental steps and processes. • Modeling description includes when and how to use modeling and specific steps (such as finding an expert. pre-correction. general movement. heart rate. posture. • Describes the five steps of the shunt technique – inspection. relaxation. Shunt: Changing Habits and Behaviors • Describes a powerful technique for changing established habits or behaviors. Includes examples of what to elicit and model. Programmed repetition is a relatively new technique that I believe provides great benefits for many learning objectives. etc • Includes a specific example contrasting the state of a student pilot versus an instructor.
and its potential impact on the way you can learn and remember information. or Paired Associate Learning (PAL)? • How to set them up and use them. Sometimes you may find that a technique doesn’t work as well as what you expected. Or. however many of the techniques I’ve described in this book need practice and experience to make them work effectively for you. While these techniques help remember content far longer than usual practices. how to organize large groups of cards. • General tips for using flash cards. • Not following the general repetition and review rules. your associations are not so easy to recall when you need them. how to handle more difficult cards.Apply the Memletic Techniques Rote Learning • Yes. eg during association not linking items from first to second. not being creative enough in the links. • Provides a number of tips. Content in the book includes: • Specific ideas for what to do when a technique doesn’t work as you expect. Lastly. they still need review. • 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. and using other techniques to help you remember them.com 2003 51 . whether you should use them in a particular order. Scheduled Review • How to use a review calendar or spreadsheet to keep track of all the review you should be doing. • Contains a specific example to demonstrate these points. Flash Cards What are flash cards. it’s important not to go overboard. such as when and how often you should use them. • Not following the basic rules. Programmed Repetition Tools • Learn about a more powerful way to manage the repetition process—using software specifically for this purpose. in addition to the many tips already on the SuperMemo website. or not visualizing the association after creating it. linking a camera to a bus (the peg word for 90). sometimes there is information that you can only learn by repeated review. Let’s look at some common issues with using these techniques. © Advanogy. I asked you to visualize a cat rollerblading over the Golden Gate Bridge. A rollerblading cat? Potential issues with techniques When we discussed the Associate techniques. This example highlights the simple nature of association.
We considered PC-based simulators. We use simulation to help learn skills. categorised. the repetition techniques. what overlearning means. and trying to memorize everything (“the WOW factor”) • Where to get more help on the techniques. behaviour • modelling • organise. It underlies many of the other techniques. organisation Chapter summary In this chapter you saw over thirty techniques you can use to memorize information and skills. organising. The Verbalize techniques rely on using words. These include: • memorise. and the next section on Perform techniques covered skill-learning in much detail. to change your internal dialog. You can also use visualization for mental practice. memorised • visualise. method of loci. verbalize. and then we considered how you can use it for visualizing goals and strengthening the other techniques. visualisation. Alternative Spellings A number of key words in this chapter are spelt differently in the various flavors of English.Memletics™ Accelerated Learning Manual • Getting carried away with the techniques. perform and repeat categories of techniques. categorising. both spoken and written. visualised • verbalise. memorising. You saw that association is a fundamental memory skill. You saw how to create and use assertions. linked lists. We quickly looked at rote 52 © Advanogy. These are the associate. and chunking techniques. and works well because it uses basic memory principles. and the shunt technique for changing behaviors. visualize.com 2003 . scripts and a mental firewall to change your self-talk and behaviors. as well as some techniques that use it. gave you ways to use repetition effectively. I gave you an outline of how we learn new skills using a “three stage skill learning” model. Next we discussed visualization. You then found out about part task training. I described for you the basic rules of association. verbalisation. • behaviours. and so the last techniques. We looked at basic simulators that use household objects to help you learn. You read about general visualization principles. visualising. Repetition is fundamental for learning. Simulation helps you practice skills and procedures using external aids. not just flight simulation. We also reviewed simulation using other people. verbalised • categorise. or role-playing. These include basic mnemonics. and saw that you can use PC simulators for a wide range of activities. a technique often used for learning complex skills. We discussed Task Variation and Task Interference techniques. I grouped them into the six categories so you can remember them more easily. categorisation. verbalising. simulate. peg words and events. You also saw how to use anchoring and modeling to manage state during performance.
we covered some potential issues that may arise when using these techniques. You will discover you own learning styles using the styles questionnaire. what can happen if you don’t associate correctly. 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. The rest of the chapter looks at how to make the most of both your dominant and secondary styles. © Advanogy.Apply the Memletic Techniques learning and flashcards. and then looked in more depth at repetition techniques such as scheduled repetition and programmed repetition. and two other points that can help you fix technique problems.com 2003 53 . In the next chapter. Lastly. we look at Memletic Styles.
These strategies help you adapt Memletics to suit your preferences. with various not-so-complimentary labels and sometimes lower quality teaching.” Those who use less favored learning styles often find themselves in lower classes. The result is you can apply your new-found abilities to many more varied goals.Memletics™ Accelerated Learning Manual 5 Adapt with the Memletic Styles Each of us learns using preferred learning styles. Everyone has a mix of learning Social styles. It also uses a limited range of learning and teaching techniques. It also provides you with strategies for improving your learning by using your dominant styles and developing your secondary styles. Others may find that they use Aural Verbal different styles in different circumstances.memletics. with far less use of Memletic Styles the other styles. 54 © Advanogy. Learning styles group common ways that Visual Logical people learn. Nor are your styles fixed. This approach is one that educators have only recently started to recognize. and pressured exams for reinforcement and review.com 2003 . Solitary There is no right mix. Many schools still rely on classroom and book-based teaching. A result is that we often label those who use these learning styles and techniques as “bright. while challenging you to increase the range of styles you can use. Chapter 5: Chapter Adapt with the Memletic Styles This is a summary of the Memletic Styles chapter from the Memletics Accelerated Learning Manual. Traditional schooling used (and continues to use) mainly linguistic and logical teaching methods. You can find more information on the manual by visiting http://www. Physical as well as further develop styles that you already use well. Some people may find that they have a dominant style of learning.” By recognizing and understanding your own learning styles.com/manual Memletics recognizes that each person prefers different learning styles and techniques. and the range of styles available to you. much repetition. You can develop ability in less dominate styles. you can use techniques better suited to you. This can create positive and negative spirals that reinforce the belief that one is “smart” or “dumb. Using multiple learning styles and “multiple intelligences” for learning is a relatively new approach. This improves the speed and quality of your learning. This chapter helps you discover your stronger and secondary learning styles.
The right temporal lobe is especially important for music. Researchers using brain-imaging technologies have been able to find out the key areas of the brain responsible for each learning style. are also active with this style. • Logical. The parietal lobes. Lastly. we look at how you can improve your learning by using learning styles. An interesting feature of learning styles is that you can also improve your learning performance by using styles you do not often use. both in speech and writing. then you can make a lesson more memorable by using some aural content in your visualizations. Following that. and spatial understanding. • Logical. Both the occipital and parietal lobes manage spatial orientation. We explore more of these features in this chapter. They also change the way you internally represent experiences. • Social. Why Styles? Understand the basis of learning styles Your learning styles have more influence than you may realize. You prefer using your body. we remember more of what we learn. The temporal and frontal lobes. If you like to use logic. If you are a mainly visual person. I’ve broadened his model © Advanogy. Research shows us that each learning style uses different parts of the brain. these are: • Visual. • Social. The limbic system has a lot to do with emotions. the way you recall information. we first look at the basis of learning styles and their influence on learning. By involving more of the brain during learning. • Verbal. Refer to the “Brain Regions” diagram and read the following overview: • Visual. moods and aggression. reasoning and systems. One obvious way is to use more of your dominant learning styles. I’ve based the Memletic Styles on two brain models you may have heard about. The occipital lobes at the back of the brain manage the visual sense. • Physical. hands and sense of touch. • Solitary. drive our logical thinking. The first is “Multiple Intelligences” by Howard Gardner. You prefer using sound and music.com 2003 55 . You prefer using pictures. • Aural. We then look at each of the Memletic Styles in turn. • Solitary.Adapt with the Memletic Styles In this chapter. The limbic system (not shown apart from the hippocampus) also influences both the social and solitary styles. The temporal lobes handle aural content. especially two specialized areas called Broca’s and Wernicke’s areas (in the left hemisphere of these two lobes). The frontal and temporal lobes handle much of our social activities. then use some physical learning techniques occasionally. and the limbic system. The cerebellum and the motor cortex (at the back of the frontal lobe) handle much of our physical movement. especially the left side. You prefer to work alone and use self-study. • Aural. You prefer using words. • Physical. and even the words you choose. You prefer to learn in groups or with other people. The frontal and parietal lobes. In summary. I have an exercise for you. images. Your preferred styles guide the way you learn. • Verbal. The exercise is a questionnaire to help you discover your preferred Memletic styles. You prefer using logic.
” or the Visual-Auditory-Kinesthetic model.Memletics™ Accelerated Learning Manual and made it more applicable to learning. Neuro-Linguistic Programming (NLP) books also describe this model as “modality preferences. You may know the other model as “VAK.com 2003 .” 56 © Advanogy.
including interpreting words (usually left hemisphere) • Classifying. and determining priorities • Judgements. • Handling posture and balance (muscle control) • Sensing limb and body locations • Partial memory for certain reflex actions • Co-ordination of rapid or repetitive muscle movements Adapt with the Memletic Styles 57 . memory and other inputs • Naming objects and concepts. what to discard) • Assisting in transition from short to long term memory (declarative memories) • Linking components of a memory together Occipital Lobe • Primarily vision. middle) • Temporary storage of memories • Filtering (what to keep. both short and long term • Language and speech. overall intelligence • Creating plans. or organising objects or concepts into categories • Sense of taste Cerebellum • Final co-ordination and finetuning of movement and motor activity. setting goals. including light/dark and colours (left controls right.© Advanogy. decision making and problem solving • Personality. motor areas. such as vision. and locating the words for writing • Manipulating objects and touch perception • Hand-eye co-ordination • Maintaining visual attention • Some aspects of mathematics/calculations Hippocampus (under.com 2003 Frontal Lobe • Consciousness. and vice versa) • Interpreting movement of objects • Recognising words or drawings (inaccurate representation of objects) • Managing the visual field Temporal Lobe • Hearing – hearing sounds and giving them meaning • Interpreting music – typically in the right hemisphere • Memory acquisition. hearing. concentration. emotional responses • Language (production) and word association (usually left hemisphere) • Initiating and monitoring activities in response to our environment • Management of movements of our body • Memory of motor movements and habits • Sense of smell Parietal Lobe • Interpreting and giving meaning to sensory inputs received from other parts of the brain or senses.
Profile yourself—use the Memletic Styles questionnaire Before we look at the various learning styles. estimate on a rating of zero to twenty how often you use that particular learning style. most of our brain’s functions are a rich interplay between both the hemispheres. calculating and knowing. Doing this questionnaire Visual helps you better understand your 20 own learning styles. You could also write zero. In this model. Draw in the score on each style axis (the lines starting from the centre). Some activities are more commonly on the left or right sides. Solitary Physical fill out the blank graph on the right. Score zero if hardly ever. Answer the questions Answer each question by circling one of the numbers on the right. the “left brain” is more logical. Lastly.Memletics™ Accelerated Learning Manual You may have also heard about the “left brain / right brain” model. then join the dots like in the example Memletic Styles graph above. feelings. You then answer seventy questions about how you interact with the world. or print out a sheet from the spreadsheet on the website . The outcome from the questionnaire Visual is a personalized Memletic Styles 20 graph similar to the one on the right. You will find this questionnaire Verbal Aural valuable. you complete a scoring sheet that then gives you a score for each learning style. such as language on the left and music on the right. twenty if you use that style often. However. Do the pre-test graph 5 0 Before you start the questionnaire. you graph your results and compare against your estimate. whereas the right brain focuses on emotions. In the following questionnaire. one or two directly into the scoring sheet further below. Verbal Aural For each axis. Following that. Review the basic descriptions at the start of the chapter if you like. If you enter your scores into the 58 © Advanogy. The spreadsheet Solitary Physical has the benefit that it calculates your scores and graphs them for you. It also makes 15 the following descriptions more Logical Social 10 relevant to you. let’s discover what learning styles you prefer. 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 .com 2003 . and the visual sense. you first estimate your learning styles. Recent research shows the brain is more complex than that simple model allows.
You love sport and exercise. You like to classify or group things to help you understand the relationships between them. Take as long as you like. You prefer team games and sports such as football/soccer. You read everything. 1. You have a good sense of direction. you often use references to other topics or events you have heard about or read. such as to-do lists. Jingles. and baseball. and you number the items and set priorities. You like to do some activities alone and away from others. Afterwards we rate your answers. You enjoy finding associations.com 2003 59 . scenarios etc. themes or parts of songs pop into your head at random. You are happy in your own company. The description sounds exactly like you. magazines. You are goal oriented and know the direction you are going in life or work. You enjoy the contact and it helps your learning. menus. You use detailed lists. Questions 1 2 You have a personal or private interest or hobby that you like to do alone. You rarely get lost. newspapers. basketball. Remember there are no right or wrong answers. volleyball. The description sounds partly like you. for example between numbers or objects. Books. 2. hide the bottom of the score sheet so you don’t see the styles for each column. In regular conversation. netball. You navigate well and use maps with ease. You enjoy learning in classroom style surroundings with other people. You put together itineraries and agendas for travel. buildings. The description sounds nothing like you. 0 1 2 0 1 2 3 4 5 6 7 8 9 10 11 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 12 13 14 15 16 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 © Advanogy. from descriptions or plans. You spend time alone to reflect and think about your life. You prefer to study or work alone. etc.Adapt with the Memletic Styles score sheet while you answer the questions. You preferred math and science subjects at school. The scale is as follows: 0. You usually know which way North is. signs. You can easily visualize objects. hockey. Usually the first response that comes into your mind when you read the question is a good answer.
English. you preferred art. PIN numbers. You prefer to talk over problems. or pictures. and geometry. issues. You like identifying logic flaws in other people's words and actions. you liked sports. In school. You have a great vocabulary.com 2003 . wood or metalworking. You like to listen. furniture and other objects. whether it’s verbally or in writing. You love live music. sculpture. You like to set budgets and other numerical goals. You communicate well with others and often act as a mediator between them. languages and literature were favorite subjects at school. pottery and other similar subjects. You have some very close friends. for example phone numbers. You like books with many diagrams. or anywhere. illustrations. You like using a camera or video camera to capture the world around you. or using metaphors or anecdotes. rather than working on them by yourself. In school. You can balance a checkbook. at work (if possible!).Memletics™ Accelerated Learning Manual 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 You keep a journal or personal diary to record your thoughts. or working out jigsaws. 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 60 © Advanogy. and like using the right word at the right time. People like to talk to you because they feel you understand them. You would prefer to holiday on a deserted island rather than a resort or cruise ship with many other people around. You easily express yourself. and other items. You love telling stories. You use rhythm or rhyme to remember items. You use many hand gestures or other physical body language when communicating with others. or ideas with others. technical drawing. You like making models. You like being a mentor or guide for others. You like the texture and feel of clothes. studying. Music was your favorite subject at school. craft. You like listening to music—in the car. You can clearly explain ideas and information to others.
You have a good sense of color. You like logic games and brainteasers. based on their sound. or you have thought a lot about it. You like crosswords. You find yourself drawing or doodling on a notepad when thinking. and can do decent calculations in your head. You pay attention to the sounds around you. You like getting out of the house and being with others at parties and other social events. You love theme park rides that involve much physical action. You enjoy dancing. 0 1 2 0 1 2 0 1 2 43 44 45 46 47 48 49 50 51 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 52 53 54 55 56 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 57 58 59 60 0 1 2 0 1 2 0 1 2 0 1 2 © Advanogy. or you naturally start to hum or whistle a tune. You can play a musical instrument or you can sing on (or close to) key. You like to think out ideas.com 2003 61 .Adapt with the Memletic Styles 40 41 42 You like playing games with others. You use specific examples and references to support your points of view. You love whiteboards (and color pens). saying tongue twisters. You would prefer to have some background music or other noise to silence. You like making puns. You prefer to work for yourself. You easily work with numbers." You talk through issues. You don't like silence. making rhymes. or aircraft. scrabble and other word games. or you’ve done similar work to learn more about yourself. You solve problems by "thinking aloud. You draw well. You use diagrams and scribbles to communicate ideas and information. such as card games and board games. you can remember it. You can tell the difference between instruments. You hear small things that others don't. questions and possible solutions. You like chess and other strategy games. Even after only hearing a tune a few times. You occasionally realize you are tapping in time to music. problems. or cars. or issues while doing something physical. You read self-help books. or you dislike them because you are sensitive to the physical forces on your body. you’ve been to self-help workshops.
You like pulling things apart. Music is prominent in your recall of memories. You don’t mind taking the lead and showing others the way ahead. You like jigsaws and mazes. use the score sheet further below to assign your answers to the correct styles. You understand your own strengths and weaknesses. one or two. write in your score from the questions above—zero. You are a tinkerer. audiocassettes or lectures. The actual words and phrases come back to you. You know how you think and you make up your own mind. and they usually go back together! You can easily follow instructions represented in diagrams. and sculpture. You use a specific step-by-step process to work out problems. You easily absorb information through reading.Memletics™ Accelerated Learning Manual 61 62 63 64 65 You would prefer to touch or handle something to understand how it works. Music evokes strong emotions and images as you listen to it. You keep up to date with science and technology. You think independently. 62 © Advanogy. You like to understand how and why things work. 1 2 3 4 5 6 1 2 1 2 1 0 Once you have filled out all the boxes.com 2003 . add the totals of each style from the two columns and write your overall totals in the bottom box. add up each column and write the totals at the bottom of each column. painting. You like visual arts. In the shaded box for each question. 0 1 2 0 1 2 0 1 2 0 1 2 0 1 2 66 67 0 1 2 0 1 2 68 69 70 0 1 2 0 1 2 0 1 2 Score your responses Now that you have completed the questions. You like gardening or working with your hands in the shed. 33 34 35 Total 2 1 0 8 3 2 2 7 3 7 Finally.
© Advanogy. Note: The full scoring sheet is included in the full version. graph your scores on the Visual blank Memletic Styles graph on 20 the right. Look at the differences and try to understand them. 0 The graph shows which styles Solitary Physical you use more often. against those you use less often. You might also like to compare your Verbal Aural graph back to your estimate of your learning styles. then join the dots. where I give you some more information on each of the learning styles. draw in the score 5 on each axis.com 2003 63 .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. As you may have 15 Logical Social done above before answering 10 the questions. Keep your results in mind and continue to the next section.
pictures. Content in the book includes: • • • • Further description of the verbal style traits. You love reading. play a musical instrument. and typically also write. both written and verbally. Detailed discussion of which exploration and memorization techniques work well with those using a visual style. You have a good sense of pitch and rhythm.Memletics™ Accelerated Learning Manual The Visual Style—images. Content in the book includes: • • • • Further description of the aural style traits. Typical pursuits that make use of the aural style. you like to work with sound and music. you instinctively know which way to turn. You can easily find your way around using maps. You can easily visualize objects. If you use this style. and maps to structure information and communicate with others. colors and spatial relationships If you use the visual style. Common phrases that verbal style people use. When you walk out of an elevator. plans and outcomes in your mind’s eye. • • • • The Aural Style—sound and music If you use the aural style. and you typically can sing. you typically excel at using images. • Comments on the use of visualization by those who don’t use a visual style all that much. you find it easy to express yourself. Common phrases that aural style people use.com 2003 . The Verbal Style—spoken and written words The verbal style involves both the written and spoken word. Detailed discussion of which exploration and memorization techniques work well with those using an aural style. You also have a good spatial sense. and you rarely get lost. Typical pursuits that make use of the verbal style. Content in the book includes: Further description of the visual style traits. or identify the sounds of different instruments. 64 © Advanogy. Detailed discussion of which exploration and memorization techniques work well with those using a verbal style. Typical pursuits that make use of the visual style. which gives you a good sense of direction. colors. Common phrases that visual style people use.
Typical pursuits that make use of the logical style. Common phrases that physical style people use. You can recognize patterns easily. reasoning and logic If you use the logical style. The Logical Style—mathematics. Common phrases that social style people use. introspective and independent. Content in the book includes: • • • • Further description of the physical style traits. and you are typically sensitive to their motivations. you are typically more private. Typical pursuits that make use of the social style. synergy If you have a strong social style. both verbally and non-verbally. feelings or moods. Detailed discussion of which exploration and memorization techniques work well with those using a physical style. Detailed discussion of which exploration and memorization techniques work well with those using a social style. People listen to you or come to you for advice. and other physical activities such as gardening. introspective and independent If you have a solitary style. It’s pretty likely that you like sports and exercise.Adapt with the Memletic Styles The Physical Style—touch and sensations If the physical style is more like you. You are able to concentrate well – focusing your thoughts and © Advanogy. Typical pursuits that make use of the physical style. you typical excel at using your brain for logical and mathematical reasoning.com 2003 65 . Common phrases that logical style people use. Detailed discussion of which exploration and memorization techniques work well with those using a logical style. The Social Style—communication and groups. Content in the book includes: • • • • Further description of the social style traits. The Solitary Style—private. as well as connections and relationships between seemingly meaningless content. This also leads you to categories and group information in order to help you learn or understand it. Content in the book includes: • • • • Further description of the logical style traits. it’s likely that you use your body and sense of touch to learn and understand the world around you. you generally communicate well with people.
Focus some time on further developing those styles which you otherwise don’t use that often. we considered how you can expand your learning styles. You then read about each of the styles—the visual. you saw common traits. Both of these increase how well you can use your learning styles to improve your learning performance. Chapter summary In this chapter you first discovered your learning style preferences using the style questionnaire. and may actually analyze the different ways in which you do think and feel. How to strengthen your use of your dominant styles How to improve your use of your secondary styles. Expand your use of styles There are two reasons why the learning styles are a key part of the Memletics. Detailed discussion of which exploration and memorization techniques work well with those using a solitary style. and why. Content in the book includes: • • • • Further description of the solitary style traits. occupations and phrases. Typical pursuits that make use of the solitary style. In the next chapter we examine the last part of Memletics. Content in the book includes: • • • • A discussion on how styles improve your learning performance. This helped you identify you dominant and secondary styles.Memletics™ Accelerated Learning Manual feelings on the topic at hand. verbal. They provide a basis for you to start expanding your use of other styles. physical. social and solitary styles. Common phrases that solitary style people use. 66 © Advanogy. the Memletic Approach. Lastly. aural. How to avoid falling into the “learning styles trap” that others have. This then allows you to adapt the learning process and the learning techniques to suit your particular strengths. For each style. You then discovered how you can adapt Memletics to suit your personal learning styles. • Expand your range of styles. You can improve how you use your dominant styles. You are aware of your own thinking. as well as develop your secondary styles. You will learn how to target your goal. plan your path. manage the journey and remember to enjoy the goal. logical.com 2003 . They help you: • Identify and use your current preferences: They help you identify your own learning preferences and strengths.
When you use this strategy. such as gaining a university diploma or a commercial flight license. Track your progress along the way. The Memletic Approach helps you plan and manage your learning activities. Chapter 6: Chapter Manage using the Memletic Approach This is a summary of the Memletic Approach chapter from the Memletics Accelerated Learning Manual. • Plan. • Track progress. The following diagram shows the steps of the Memletic Approach: Memletic Approach Target Plan Track Do it for life As you can see. The Memletic Approach also helps remind you to enjoy the journey as much as reaching the goal. track progress. The Memletic Approach is no different. you may go back and clarify your goals further once you have done some planning. In this chapter. Choose and clarify your goal.com/manual Over the previous four chapters I’ve covered much detail about the various ways you can accelerate your learning. • Do it for life. we step back from specific learning methods to cover an overall strategy for running your learning program. How much planning and managing you do for any activity varies according to the size and importance of the goal. You may also alter your plan once you start learning. the four steps of the Memletic Approach are as follows: • Target. however you may also work across two or more at the same time.memletics. I suggest you spend more time planning © Advanogy. and keep you going in the right direction.com 2003 67 . Enjoy both the journey and the goal. You can find more information on the manual by visiting http://www.Manage using the Memletic Approach 6 Manage using the Memletic Approach The Memletic Approach provides you with an overall strategy for achieving your learning goals. you can be confident you have a much stronger likelihood of success. You usually work through these activities in the order listed. Decide your approach to achieve the goal. For example. The activities I suggest in here are mainly relevant if you are targeting an effortful learning goal. If you are planning a longer-term goal. This strategy helps you plan and start your goal.
not just flying. Before we begin though. transport.com 2003 . Target—choose and clarify your goal The first step in any Memletic Approach worthwhile activity is to Target clarify the goal and objectives. find and understand your reasons. This means learning more about your goal. planning. personal discipline. • Techniques you can use to explore goals. Setting a goal provides you with motivation. • Examples of activity-specific (such as specific to flying – career. Lastly. • Tips on learning Memletics as a goal. with less time towards the end. learning how to learn etc) • How to find motivation for a goal that may not be in line with your personal objectives. Desirable and Achievable goals” is one part of Memletic State. Why have you set the goal? Secondly. you may recall that “Clear. • How to set a direction when you are not sure of which direction you want to go in. set your objectives. it’s because this goal-setting activity is critical to both getting your journey started as well as upholding state along the way. The targeting step has three key tasks. You will likely need to spend more time on these activities at the beginning of your journey. While there is some duplication here. If you are simply doing a course in public speaking. overcoming challenges.Memletics™ Accelerated Learning Manual and managing your activities. Content in the book includes: Find and understand your reasons • How to turn vague ideas into explicit reasons. Free guide: For examples of the targeting and planning steps of the Memletic Approach. you may not need to spend as long in this part of Memletics. A good guideline to start with is to spend about ten percent of your overall effort on these planning and managing activities. Firstly. Make sure you have a realistic understanding of what life will be like after you reach the goal. You can apply much of the content in the guide to other training activities. get a copy of the free “Learn to fly guide” . 68 © Advanogy. and it serves several purposes. I call this targeting. You begin to decide the direction for how to get there. in particular mental state. decision-making. judgment. Explore your goal • How to explore your goal to make sure its right to you. and you know your finishing point. explore your goal. 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. recreation etc) and personal skill reasons (such as achieving a dream.
Comments on updating goals – including the idea of “creative tension. international and/or overseas providers. you next turn your objectives into a plan you can use to guide your actions and track your progress. and the location. Suggestions for questions to ask a training provider – such as other student’s questions. and how you obtain your learning material. Determine your Course Map • How to create your course map. If your learning objectives are short term and easy to achieve. maintaining motivation. Includes advantages and disadvantages. © Advanogy. including the importance of your goal and any restrictions on time or cost. The importance of writing down your objectives. • A discussion of commitment – full time or part time. regional areas. Content in the book includes: Do the research • Fundamental questions to consider and answer: your time commitment. Comments on using your gut or instinct versus finding other assistance or guides. • Factors to consider before answering these questions. The size or importance of the objective should guide you on how much planning and management you need. suburbs. Includes comments on whether you are a self-directed learner. plan your time and plan your costs. costs. how to break it down into streams and modules. you may not need to do much planning at all. • A discussion on location – local study or remote study. country areas. You gather information you need to develop your plan. reasons and Plan objectives.com 2003 69 .” Plan—decide your approach Now that you have your Memletic Approach guiding goal. How to use them to assist motivation. talking to those already studying. individual instruction or group-based instruction. How to use your “personal hourly rate” to help work out which location may be best for you. the method of instruction. and their thoughts on Memletics. Thoughts on studying in the city. the next steps are to create a course map. whether you prefer studying at your own pace.Manage using the Memletic Approach Set your objectives • • • • How to set major objectives for your learning program. interstate. • A discussion of method – self study. Once you have this information. • How to make the decisions once you have finished research. Keep in mind that you may not need to do these activities to the depth outlined here. what to include. You now extend the research you started in the previous Targeting step. These are three key tools you can use to track your progress.
enjoying the journey. cost schedule. such as whether you are learning Memletics for the first time. Plan your Time requirements • How to work out your time requirements. Do it for life—enjoy the journey and the goal When you reach your goal. • Additional considerations. including key points such as time schedule. Review your Plan • Basic comments on what to do once you have completed your plan. and available hours. • Comments on the level of detail you may need in your course map. This often provides a high sense of satisfaction. issues. and keeping it up for life. 70 © Advanogy. I suggest you pause occasionally and consider how well you are tracking to your plan. overcome obstacles and reach goals you set for yourself. When you use your knowledge. Memletic Approach be sure to take time to enjoy what you have Do it for life achieved. you reinforce your self-image as someone who can learn fast. find ways to use what you’ve learned. Track—manage your progress After you start your training Memletic Approach Track or study. and the impact of exams and tests.com 2003 . time requirements. the Memletic Approach switches from planning to progress tracking. Just like navigating an aircraft. Content in the book includes: • The importance of tracking your progress. • Avoiding the habit of reviewing progress too often. • Laying out a basic time schedule. Whether it’s for work or recreation. replanning etc. progress.Memletics™ Accelerated Learning Manual • Includes an example of a course map for aviation or flight training. including considerations such as a completion goal. Content in the book includes: • Comments on enjoying the goal. Plan your Costs • Basic points on planning your costs.
I suggested you take time to enjoy your goal once you reach it. You first find and understand your reasons for wanting the goal. In the Track step I gave you some advice on how much tracking to do.com 2003 71 . These are a course map. Lastly. such as your time and cost schedule. You learned the basic questions you need to answer. and whether you need to re-plan some parts of your journey. you need to track your progress. you set some solid objectives to achieve on the way to your goal. Once you begin your journey. You then explore how the goal could change your life. In the next chapter. When you do start on any worthwhile learning journey though. a time plan and a cost plan. I discuss many common learning challenges and how to overcome them. © Advanogy. You read how the Target step helps you choose and clarify your goal. you will run into challenges. I then discussed three plans you should create. The Planning step showed you how to decide the path to your goal. I also suggested you enjoy the journey on the way to the goal. By using these steps. what’s coming up. you greatly increase your chances of success. We then discussed some key points to track. You’ve now read about all of the five main parts of Memletics. Lastly.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 goals.
lack of motivation can also come from other sources as well. such as misaligned goals or internal or external conflicts. degrade learning performance in several ways. you continually face challenges.memletics. Chapter 7: Deal with Challenges This is a summary of the Challenges chapter from the Memletics Accelerated Learning Manual. • Pressure. You can find more information on the manual by visiting http://www. Rather than seeing mistakes negatively. Developing a better understanding of these challenges. due to making a wrong assumption under pressure. helps you move forward faster when these challenges arise. you will find ways to overcome many of the common challenges you may face during your learning journey. would have on that success. Sometimes though. I describe fear’s dual nature. I outline some tips on how to deal with the impact of pressure on various techniques. stop for a moment! Are you suffering the Medical Student Syndrome? I cover this in more detail at the end of this chapter.com 2003 . • Fear. However. 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. The challenges we tackle in this chapter include: • Motivation. It also shows you how to use various techniques to help overcome those challenges. and how to combat fear with knowledge. This chapter deals with some of the common challenges you may face. both during learning and at other times. learn to see them as steps towards your goals. in many guises. Fear and nervousness. as well as techniques to address them. 72 © Advanogy. A tip before we begin. challenges can seem overwhelming. • Mistakes. Overcoming challenges is one reason achieving a goal is so rewarding. as well as the mistakes of others. • Wrong assumptions.com/manual In this chapter. Medical students often develop the symptoms of a disease they are studying. You can learn from your own mistakes. Lack of motivation is often the largest issue that arises when times get tough.Memletics™ Accelerated Learning Manual 7 Chapter Deal with Challenges During your pursuit of a worthwhile learning goal. understanding and other techniques. You can use the ACT model to overcome wrong assumptions.
and internal conflicts. and issues. and inconsistencies. Issues with goals and objectives. not being able to handle an event. In this section. enjoying the journey. too many distractions or too many outstanding issues. goal relevance. They can also act as motivators. other responsibilities. I describe a “balanced model” of fear. Lastly. Fear of accidents. In this chapter we explore some activities that can help you find the right balance between too little and too much fear. goal difficulty. Other people can also be of great help. Reviewing your own past performance can help. Accept you have the fear and then find more information. Sometimes you may have some management issues to deal with. Fear of failure is a common issue. as well as learn how to use knowledge to manage fears and stay safe. Firstly. As well. whether they know it or not. In any learning activity involving significant challenges. and risk perception. not being able to recall information. review further references. Understand the particular issue causing the fear.com 2003 73 . and getting further help. and reviews of how far you’ve come • Enrolling others to assist: Talking to other people. or even sometimes fear of success.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. affirming learning ability. What underlies this nervousness? It’s usually fear. and using the importance of the goal as motivation (eg gung-ho “Important work” motivation). You can use positive experiences to help you work through fearful events. I explore some topics that you may find helpful in identifying and resolving motivation issues. are a major cause of motivation issues. • Management aspects: too much tracking. showing that both too much and too little fear can harm your livelihood. Knowledge—your weapon against fear and nervousness Fear has a dual nature. such as too much tracking. • Internal conflicts: Change anxiety. An effective way for controlling fear is to make it known. there © Advanogy. 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). Let’s explore these topics. You can use this understanding to help defeat fears that hold you back. • Learning performance: Getting feedback. using consistency. • Further points: Changing focus for a while. you may sometimes feel nervous. less known though is fear of success. I cover some other points that may help. This is just one more challenge that you need to overcome to continue towards your goal. learning versus performance orientation. They can give you feedback and guidance. distractions. helping others.
foolhardy) and too much far (static. These are how to uncover hidden fears. • Further assertions to help remove fear of the unknown. hypertension. Learn how to apply positive thinking in the right place. such as escape mechanisms (fight or flight. sleep). out of control feelings. • Different fear positions for different activities. neck and back aches. anxiety (stress. Remove the fear of the unknown – make it known • How to remove much fear by making it known. • Symptoms of fear of failure. I cover three more techniques and tips that help you control fear. Content in the book includes: Use the balanced model • Finding the right balance between too little fear (reckless. sleeplessness. and assertions that can help move you towards or away from risk and fear. • Steps for how to manage and overcome the fear of failure. and tips on how to do so. including life changes. journeys into new areas. Lastly. and possible decline. and finishing training. • What to do if persistence doesn’t help. and irrational self talk. • Questions to help explore whether you may have some underlying fears of success. • What to do with “worst case scenarios. 74 © Advanogy. • How fear is usually (but not always) a warning from your body or brain that you may be putting yourself in a dangerous situation. including sabotage.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. Understand fear of failure • Understand more about the fear of failure • See how “positive thinking” can actually be harmful or dangerous. Let’s explore all these topics. complications. and tips for exams and tests. • Suggestions for dealing with fear of success. how to control breathing to control nervousness. paralyzed). procrastination. additional pressures.com 2003 . nervousness. moving from structured to unstructured learning.” • Tips for finding out more about exams and tests. and more). • What influences your approach to risk and fear. • Symptoms. 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.
reframing the purpose. including visualization. shunt. learning to laugh (the benefits of laughter and seeing the funny or humorous side of things). • How you can also use this technique for phobias Strategies for common issues • Three strategies for common fear-related issues.com 2003 75 . You progress faster by accepting and making the most of your own mistakes. I give some tips on handling exams and tests. Sometimes your fear signals real danger. How you can discover. 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. If you are putting yourself into unknown or dangerous circumstances. The “seventy by seven” technique is useful for uncovering hidden fears. • Describes a disassociation technique called the disassociation movie. including accepting mistakes (but not accepting danger). Another shortcut is through using the lessons from mistakes that others make. and using other Memletic Techniques. understand and reduce the risks? Mistakes—shortcuts to faster learning Many people avoid mistakes at all costs. Content in the book includes: Your own mistakes • Further points on the importance of making mistakes while you learn. © Advanogy. Breathing normally is a key element of handling nervousness. role reversal (for demonstration or oral style tests). or a colleague helping you out). using other people to help you (eg the naked audience. Includes understanding the source. reaction and learning from them. however mistakes are a key part of learning. • Points on attitude. including attitude. realigning views. • Key factors that determine how well you handle mistakes. • Four ways to minimize or overcome nervousness associated with an exam or test. Ask yourself how you can make it more known. and relaxation (the 90% rule). pause and take a step back. Lastly. Negative experiences – disassociate yourself • How to separate emotions from negative experiences or imaginations. overcoming hyperventilation.Deal with Challenges Positive past experiences – use as anchors • Suggestions for using positive past experiences as anchors to overcome fears. relaxation. • How to use the “seventy by seven” technique • Tips for breathing normally to unlock nervousness. using mental imagery or visualization.
• Unconscious assumptions. making assumptions allows us to be as effective as we are. In our time pressured society. Other peoples mistakes – your shortcut "It is necessary for us to learn from others' mistakes. • Tips for learning from mistakes. • Tips for recognizing and changing techniques when they don’t work well under pressure. When you get out and try it in the real environment though. You can improve the assumptions you make by becoming more aware of when you make them. • Where to find information on the mistakes of others. You unconsciously accept a piece of information as a fact. verbalizing it. These are the dangerous assumptions. Under pressure—impact on techniques A technique may work well when you practice it in the comfort of your home or classroom. including acknowledging it. both during training and afterwards. Content in the book includes: • Examples from my own experiences in flight training." (Hyman George Rickover) • How to use the mistakes of others to accelerate your learning. I’ve found that pressure causes issues with techniques both during learning as well as after you’ve learned something well. There are two main kinds of assumptions: • Conscious assumptions. getting assistance. ACT! Recognize and act on assumptions Wrong assumptions are a problem in many fields. and documenting feelings. Recognizing assumptions can be challenging in any environment.Memletics™ Accelerated Learning Manual • Steps for dealing with mistakes immediately. rectifying it. and tips on learning from them (even if you are not in an aviation field). You will not live long enough to make them all yourself. you may find it doesn’t work as well as you expect. and not hiding it. such as capturing them. however they are also difficult to detect because they are unconscious! We all make many assumptions about the world we live in. Imagine if every day we had to check that each part of the car worked before starting it. while understanding that it may not be. without questioning whether it is. Let’s look at both these situations. • Examples of two aviation accidents / disasters caused by human error and mistakes. This section helps you recognize assumptions and deal with them. making a note. replaying them to understand lessons. You consciously accept a piece of information as a fact. planning a response (if required).com 2003 . This is often due to pressure. Imagine if we had to call the local transport office to make sure the train is 76 © Advanogy.
where medical (and psychiatry) students pick up the symptoms of the disease or disorder they are studying. fuel. not just aviation. Assumption triggers are visualizations and assertions you can review that help pull your assumptions from the unconscious to the conscious mind. Our money stays where it is (well. The more we experience the expected outcome. Also includes examples possible triggers in an aviation context. In this section. Think about having to ring the bank every day just to check our money is still there. This technique is a good way to deal with unconscious assumptions. There are two steps. Unfortunately. if we don’t touch it). Contingency. Once they are conscious assumptions. You can train yourself to recognize and act on assumptions before they become issues or problems. • Using the ACT technique to move from a conscious assumption to action.Deal with Challenges coming that day. Our assumptions become stronger with experience. the more we treat the assumption as fact. I provide you with a technique I call the assumption buster technique. location. The car starts most of the time. The first is to set up triggers for common assumptions. The train usually arrives. “I’m OK. • Includes an example of making assumptions about the weather in aviation – and how to deal with it using the ACT technique. Some of the most common are “I can get through the weather” and “I have enough fuel. Content in the book includes: • What are assumption triggers. The Medical Student Syndrome Another variation on wrong assumptions is one I briefly discussed in the introduction to this chapter. This is the Medical Student Syndrome. There are two parts of assumptions to consider: • Strength. this is difficult if you don’t realize you have made an assumption. wrong assumptions cost our society much time and money. where medical (and sometimes psychiatry) students start to believe they suffer the disease or disorder they are studying. and how to activate them using visualization and other techniques. However. such as weather. how to obtain them. and Test.com 2003 77 . The need to question assumptions usually arises when the impact of our assumption being wrong has an effect we would rather avoid. © Advanogy. Wrong assumptions by pilots (and others) cause accidents and loss of life. These students then make a second mistake. you can then use a simple process to decide whether the assumption is safe.” The key to staying safe is to turn unconscious assumptions into conscious assumptions. • Impact. • A discussion on the medical student syndrome. The second step is to ACT on them when they arise. Many aircraft accident investigations show the pilot made an assumption that led to the accident or incident.” and other people’s actions. Discusses why this is relevant to this chapter on challenges. ACT stands for Assumption. You can apply this assumption buster technique to check assumptions you make in any field.
dealing with fears. Talking to someone else or putting pen to paper often highlights mistaken assumptions. If so. controlling breathing. you may find yourself rationalizing why it’s so difficult to move on while you suffer from several of these challenges. You may be suffering a similar syndrome to those medical students. The next challenges were nervousness and fear. that behavior may show you are defending thoughts that you want to believe are true. you can bring unconscious assumptions out so you can deal with them properly. Chapter summary In this chapter. Fear is often an issue when there is some danger or risk in a training course. You now have some ideas for balancing your fear. for example by discussing it with a doctor or specialist. However. however you now know that both your mistakes and the mistakes of others are often valuable lessons that help you along the way. That’s fine. if not dangerous. only to have tests prove them wrong. The first challenge we dealt with was motivation.Memletics™ Accelerated Learning Manual They do not try to test their thinking. Using the assumption buster technique. There have been many cases where students have convinced themselves they suffer the disease. Now you have some tools and techniques you can use to resolve those challenges faster. or when there is significant personal change. and handling positive and negative experiences. If you have a history of procrastination. Reread the information on those issues. you’ve seen some of the challenges that may arise on the journey to your goals. 78 © Advanogy. Motivation issues are often the key cause of people giving up on their learning goals. Wrong assumptions can sometimes be inconvenient. We’ve also covered some further techniques for uncovering hidden fears. you may feel there are one or two issues relevant to you. and keep moving forward. Be open to them! If you get defensive. You have now seen some of the common motivation issues so you can deal with them more effectively if they arise. I’ve included this anecdote because you might do something similar as you read about the challenges in this chapter. After reading this chapter. Mistakes often concern people.com 2003 . The last part of the chapter dealt with some other common challenges that arise while learning. be aware you may also talk yourself into believing something to justify inaction. so be prepared to try others if this arises. try the techniques to resolve them. review the section on motivation to help you keep moving. Pressure also has an impact on some techniques. and excelling in exams. These can happen to anyone. Lastly. try talking to someone or at least write down your thoughts.
including neurons. These activities are Locate. Next were the Memletic Techniques. eNquire reviews your learning performance as well as how you use the overall system. and the mnemonic for these is LEARN. Verbalize. Book summary The first chapter of the book.memletics. you saw there are many contributors that support good learning state. In Memletic State.com 2003 79 . Visualization involves replaying scenarios in your mind using all the senses (not just vision). Let’s finish with an overall summary. Perform. and eNquire. physical and mental layers. We also saw many activities in which you could apply Memletics. Styles and Approach. Good cell state supports the basic needs of cells. Arrange is to prepare content for long-term memorization.” introduced you to the five parts of Memletics. and some final words. content and © Advanogy. I hope though your Memletics journey is just beginning. The categories are Associate.com/manual In this last section of the book I summarize what you’ve read.Closing Comments 8 Chapter Closing Comments You’ve come a long way through much detail. Reinforce. and Repeat. You now have a far greater understanding of how to learn faster and remember more. You then read about the Memletic Process. Simulate. These are the cell. Explore is to understand the material. “Overview of Memletics. Having this high-level understanding made it easier to see links between the five parts. and your journey though the Memletics Manual is nearly at an end. the Memletic State. look at some ideas for further exploration. Reinforce applies the various techniques to lock in content. The Verbalize techniques use words to help you affirm your goals. Chapter 8: Closing Comments This is the full Closing Comments chapter from the Memletics Accelerated Learning Manual. This process consists of five activities. There are three layers. Visualize. The physical layer supports our body-mind systems. Association links new knowledge with knowledge you already have. Techniques. and then finish with some final words. Explore. There are six categories of techniques. Lastly. The mental layer provides ways to support and improve mental functions. Process. Arrange. Locate means finding the information to learn. You can find more information on the manual by visiting http://www. some thoughts on further work.
Lastly.com website.” is the one you are reading now.com website The Memletics website is a great place to continue with your learning about learning. gave you a series of activities you can use to plan and manage your overall learning journey. Verbal. Even though you have now read about all the parts of Memletics.com 80 © Advanogy. Your improved learning performance contributes to better mental state. The Memletic Styles followed Techniques. The power of Memletics grows from these mutually helpful links. Getting your goals right in the approach influences your mental state. Visit the memletics. The final part of Memletics we discussed. In the “Challenges” chapter. we reviewed some of the common challenges you may face on the journey to your goal. The Style questionnaire gave you a picture of your current stronger and secondary learning styles. the impact of pressure on techniques. You start with targeting your goal and planning your effort. Your learning state underpins your ability to concentrate on your learning activities. the Repeat techniques provide you with more techniques to reinforce content over time. Logical. and assumptions. Physical. or try some of the more advanced learning topics. Social and Solitary styles. you probably don’t remember much of the detail. references and links to more web and book based information. You can find the site on the Internet at http://www. We discussed how ensuring your goals and objectives match your direction in life helps support your motivation. Aural. The last chapter of the book. The Perform techniques give you ways to learn skills and behaviors.Memletics™ Accelerated Learning Manual abilities. Firstly. It contains a wide range of further material. We also discussed fear and nervousness and how to combat these issues when they arise. the Memletic Approach. and there are some tips on how to start learning Memletics in the appendix. The list could go on. while remembering to enjoy both the journey and the destination. I encourage you to share your experiences. You may now see some of the links between the parts of Memletics. Lastly.com 2003 . Further work from here If you want further develop your Memletic fitness. Simulation uses external tools and people to reproduce parts of the real environment. You then track your progress. influence how you explore new material as well as the techniques you choose. for example. You saw that you can improve your learning by better understanding and using both your stronger and secondary styles. in this section I discuss a few suggestions on how to start. Lastly we covered some further challenges. We discussed mistakes. You could spend some time researching more detailed references on the topics in this book. “Closing Comments. That’s normal. In this section I discuss some of the ways you can use the site. Motivation is important.memletics. visit the memletics. These seven styles are the Visual. Your learning styles.
Here I provide a few general suggestions on further references such as books. If there are topics that interest you.Closing Comments Registering on the site I strongly suggest you register on the site. On the reference pages there are links to other sites so you can download full or trial versions. get more guidance or post your feedback on specific or general topics. Reread it. I suggest you spend a month (at least) on each one. There are notes. there is much information out there. 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. Try the references You may notice that I haven’t included any references in the back of this book. We can then keep you up to date with any changes or updates to the book through our newsletter. This is because I’ve chosen to keep them all on the website. The Internet There is much content out there on the Internet. You can access these at http://www. Take care though.com/manual/references Try some learning software In various sections of this book I’ve discussed specific software relevant to learning. but also be aware of the content source. Do not put it down until you have at least tried some of its suggestions. the Internet and courses. Use it. and what doesn’t. where applicable . See what works for you. you may want to get your hands on some of those. Keep an open mind. Sometimes the library or bookstore is still the best place to go for information. Read it. web articles and links to websites. You can also access more references and resources that are not available to general users of the site. Be sure to visit occasionally. 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. Further features Over time we’ll add more features to the website to make it even more useful to you.memletics. This allows easier additions and updates. © Advanogy.com 2003 81 . Feel free to use these to ask questions. references to books. I’ve suggested some starting points on the book’s reference pages.
Memletics is not a one-off book. the system is uses “Peg People. feedback. however it does provide advantages to some people. All are welcome. Try advanced memory techniques Memletics includes a wide range of memory techniques from various sources. Be wary when anyone claims to have found a “completely new technique” or claims to have made a breakthrough. It’s from a book called “Master Your Memory” by Tony Buzan. I’ll let you follow it up. I am keen to hear from you. This allows others to join in and potentially add to your comments or answer your questions. Also keep an eye out in the future for training providers offering courses either teaching Memletics. As you can see. everyone assumes we must already know how to learn well. If you want to use courses. some of which are more advanced or more specialized than the ones discussed in here. I haven’t seen too many though that focus on the wide range of skills involved in being a good learner. criticisms. It appears that since we made it past school. There are other techniques out there as well.” You associate numbers with well-known people. Use the Memletic Forums on the website to tell others about courses related to Memletic topics. Instead of using Peg Words.Memletics™ Accelerated Learning Manual Courses There are some courses out there that focus on particular topics included in this book. One of the more advanced memory techniques is “SEM3” or the Self-Enhancing Matrix. Often they are just extensions of those we have already discussed. be sure to let us know! Share your experiences If you haven’t already realized. rather than writing directly to me. You may find it easier to associate using people rather than the objects that make up the peg word system. or using Memletics to teach other topics. I’d like to hear about your experiences. these systems simply extend existing memory techniques. I’m sure there are others who would like to know if you’ve found relevant training. Please post your comments into the Memletics Forums. 82 © Advanogy. It’s an ongoing project to discover more about learning faster. you may need to put together your own curriculum that involves several courses covering different topics.com 2003 . If you find new and innovative techniques. Feel free to post a note in the forums if you find something unique though. and suggestions. You’re comments can influence the project’s direction. however in summary it takes association and the peg word technique to a whole new level. This again needs a significant investment of time. It provides “pegs” for potentially over ten thousand items! Another variation is the Dominic System created by Dominic O'Brien.
Start small. The world now changes faster than ever before. Lastly. Don’t take on too much to begin. think “that would be great to do.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. The Memletic processes. and sometimes challenging times. and pass your experience on to others. with your Memletic training. © Advanogy. and hopefully these will lead to further improvements. technology has helped me find information. and share it with a wide audience. self-directed learner. commit to beginning. Don’t be one of those people who read material such as this. If you do have difficulty getting started. rather than staying in the same spot. The direction I’ve set for Memletics is to use technology to help us learn faster. Technology allows me to publish this book without a publisher. Try developing your work skills. you gain new perspectives. In this first version of the book. I now encourage you to start. without doing any work. If you don’t have a topic to learn. Don’t wait for enlightenment on the direction you should take. If you like what you have read. any direction. tools and techniques come from a combination of experience and research. I’ll tell you more about these in future versions of the book. ask yourself: Are you just exercising your eyes. I suggest you develop your Memletic fitness. Aim to be a lifelong. Sharing our experiences helps everyone develop their skills and helps guide the future direction of Memletics. reach out to others. Don’t fall into the self-help trap of having to read every book on the topic before you start.com 2003 83 . be careful. This means more of the revenue from sales can go back into research and development. or are you developing your skills? If you are having difficulty deciding on specific activities. You gather speed and experience. If you find you are reading one book after another. relationship skills or recreation skills. however there are so many other choices out there. or continue. keep in mind that it’s sometimes better to set a direction. Technology allows us to share our experiences across the globe. for example through the Memletics Forums. Try the website or just talk to those around you. you pass others still waiting in the middle for that enlightenment to come. Once you get moving. technology is driving new discoveries about the brain and how we learn. prepare the book.” but never do! If you find you are reading more and more books (or attending more and more courses). We live in exciting. Keep an eye on developments. Good luck on your journey. All these parts together help you start and achieve many different learning goals. If you focus on developing your learning skills. find one! Flying is a great self-development course. Even if you eventually find you want to go in the opposite direction. you can see and take advantage of more opportunities than those who avoid change. Try the system. instead of to shareholders of some multinational publishing company. Review the Overview chapter for more ideas on getting started.
....... 84 © Advanogy....memletics......... start an exercise regime... The key point is that Memletics is far easier to learn if you are applying it to a personal learning goal... you may want to select only the key areas to work on in the beginning.. You can apply some parts of Memletic state immediately before or during a learning activity.. Communication... If you find there are many......86 Tips for learning Memletics Memletics is a system for learning more effectively..... Other parts may take weeks or months to develop.. • Memletic State.............. 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....... Another suggestion I have is to get a hold of the Memletic Learning Checklist... however it also takes time to learn how use all the parts of Memletics together... You can find more information on the manual by visiting http://www. This checklist covers many of the points below.............. stop smoking..... In this section I’ll give you some pointers to help get your Memletic training program underway... In this chapter I outline many activities in which you could learn and apply Memletics.... I suggest you review each part of Memletic State and decide the priority areas you need to work on. If you want some ideas on learning programs to kick off your Memletic training... Let’s look at some more specific details on learning the various parts of Memletics....... The additional content includes: Tips for learning Memletics .... change your sleeping habits.... Don’t go out and change your diet..... My first suggestion is to learn Memletics with another learning goal......Memletics™ Accelerated Learning Manual Appendices Additional information referred to from the chapters in the book..84 Association exercise .... This checklist is available from the website ...... presentation or negotiation skills are often helpful in a wide variety of areas....... As you know I developed Memletics out of my flight training. You may want to try applying Memletics to some topics that help your work or career....... You can apply many of the topics to sports. such as sailing........com 2003 . You may want to apply Memletics to a recreational activity..... It contains a few pages of notes that you can review as you start each learning objective... photography or orienteering...com/manual This section contains some further content and examples...... however flying is just one way to learn Memletics.... review the Overview chapter....
• Memletic Techniques. Remember to start small. effort and perseverance. Instead. © Advanogy. While you may feel you are training alone. • Memletic Process. Use the checklist to guide you through each of the steps. Use the technique selection matrix in the Process chapter to select the techniques that may be relevant for each lesson you undertake. Review the descriptions of your strongest and weakest styles. keep in mind that you also have the Memletics website where you can discuss your challenges and successes with others.com 2003 85 . If not. You can’t go from a long period of unfitness to running a marathon without time. Spend more time in this part as you begin the course. It gives you an idea of some of the items to consider during this phase. Enjoy them and use them as motivation to keep going on your journey. You have plenty of time to try the other areas! • Memletic Approach. Don’t worry about trying to follow every step to the letter. Instead. • Challenges. spend some time exploring those goals using visualization and scripting. even if you are not learning to fly. address a few areas at a time and build on successes. and then decide on a few ways to expand both of those areas. understand the basic principles and use them a lot! Over time you can integrate more of the ideas to further improve your learning. keep in mind some of the symptoms of common challenges.Appendices start mediation. Get a hold of the “Learn To Fly guide” . Don’t try to learn or memorize the entire challenges chapter. • Memletic Styles. keep in mind that improving your Memletic fitness takes time. If you feel you are having some difficulties in those areas. you notice the positive benefits early in your training. start Neurobics and do a stress reduction course all in the first week. The good news is that while your fitness improves. It’s like physical fitness. As your goals have a big impact on your motivation. while also starting a challenging learning goal! Start small. Keep in mind your preferred styles when choosing the techniques too. go back into that chapter and see if you can find material that is relevant. get on the website and talk to others. Don’t try to use them all. Use the “quantity not quantity” approach. Above all. Try a few at the start and see which ones work for you. Do the style questionnaire to understand your current learning styles.
Let’s start. maybe even taste like. before progressing to the next. Close your eyes. but think of what it would sound like. Spend twenty seconds on each. Visualize a pencil that is three feet long. 86 © Advanogy. Let’s take a list of fifteen household items. You can feel the heat of the light saber getting closer and closer. Not a normal microwave oven. then cover the list and write down as many as you can remember. You feel a tap on the shoulder. It doesn’t get off and instead sulks and looks insulted. but instead of a light bulb there is a tiny microwave oven. and smell the ozone. and then the TV pulls out from behind it a light saber and starts swinging it around.Memletics™ Accelerated Learning Manual Association exercise I reference this exercise from the Memletic Techniques chapter. This lamp you were looking at just grew arms and legs. pushing the buttons (hear the “beep” as you push them). Do this for two minutes. 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 proves the power of association.com 2003 . Be creative! Not only see. It’s four feet tall. and imagine what the scenario would look like. It doesn’t work well. Turn the light on and off a few times. then take out your “cooked” pencil. wait a moment. You realize its time to fight. It should take less than 15 minutes. standing in a microwave oven. It’s getting shorter and shorter. No peeking! Pencil Chair Toothpaste Doormat Dog Microwave Oven Television Clock Apple Grandma Lamp Fork Pizza Tap Desk What score did you get? If you scored fifteen right. it beeps at you. The light comes from the light inside the microwave oven. See a normal lamp stand. It’s fallen right on the TV! You prod the toothpaste tube with the end of your fork and yes. and pull from behind you a… fork that’s about the same size as a light saber. let’s try a simple way to make sure you remember all fifteen items. 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. Take a bite. telling it to get off the chair. and every time you do. You are yelling at the lamp. yelling at you to leave the lamp alone! There is a picture of Darth Vader on the screen. but an oven that’s obviously made for microwaving pencils. and sat down in your favorite chair. and turn around and there is the TV. If not. well done. toothpaste comes out (is it regular or minty gel?). and has buttons for “light pencil. Look at the list and try to memorize all the items in the order I present them (across then down). smell like. I’m going to present fifteen scenarios for you to visualize. walked across the living room.” See yourself putting this pencil in. Hear the sound like in the Star Wars movie. “Furniture is not allowed on the furniture!” you yell. very narrow.” “medium pencil” and “dark pencil. also with arms and legs.
The tap is squeaking and rattling. As grandma wakes up.com 2003 87 . This is a huge apple. But there is a buzz at your front door. sees all the dogs. As you turn the tap on something weird happens. and the tap expands like a snake eating a rat. This is a crazy list. What’s that sound coming from the tap? It sounds like… like barking? Suddenly hundreds of miniature dogs come streaming out of the tap. Every time the pizza goes underneath. The tap draws the apple all the way to it and then sucks it in. and then “plop. He dumps the pizza at the front door. It’s floating! You jump up on top. the tap seems to draw the apple (sitting on the floor) towards it. The dogs make such a noise they wake grandma up.” 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 pizza man is also a bomb-disposal expert. and it rolls around for a while. but you still have one hundred or so tiny dogs running around the sink. You try jumping up to pull her down. You decide to go and clean up at the kitchen sink. but you can’t reach. she faints on the ceiling. feeling the pizza under your feet. It’s wired up to the toothpaste tube and it looks like a… toothpaste bomb! The clock is ticking (hear it). The pizza doesn’t smell so good any more. Instead of water coming out. But instead of fainting on the floor. and it floats up close to the ceiling. barking and yapping. You are about to close the door when a big apple rolls in the front door and squashes the pizza. You walk in and out of your. so let’s call it our “Crazy List. rushes in and disarms the bomb. But wait. it squishes.” the apple is gone. she falls a small way onto the desk. The pizza looks so good at the front door you decide to use it as a doormat. and it barely fits through the door. Mmmm it still smells good. The apple shrinks as it goes in.Appendices You walk around the toothpaste tube and see a clock hanging there. It then floats back down to the ground. It’s the pizza man (smell that pizza). This pencil is really loony! Turn to the next page to start the review… © Advanogy. But this is no ordinary clock. and then faints. At that point your study desk comes into the kitchen. The pizza sticks to the apple. and it’s almost twelve o’clock! You start to run for your life. She comes over to the sink. You manage to turn the tap off and they stop.
Memletics™ Accelerated Learning Manual
Review 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…
© Advanogy.com 2003
Check 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!
© Advanogy.com 2003
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 http://www.memletics.com/manual
• Bold page numbers indicate the term is part of a heading. • Book references are maintained at http://www.memletics.com/manual/references
athletics, comparison to learning, 10 attention, 50 and depression, 46 attitude and visualization, 112 towards mistakes, 197 augmented feedback, 85 Aural style, 157 exploration techniques, 66 autogenics, 36 automatic knowledge, 72 autonomous stage, in skill learning, 129 axon, part of neuron, 18 complexity, 18 learning and structure, 71 neurons, overview, 18 regions diagram, 147 rhythms, 38 state. See Memletic State breakfast, don't skip, 27 breathing and nervousness, 194 for cell state, 29 for relaxation, 36 Broca’s area, 147 bus, in association example, 142
abdominal breathing, 36 abstraction, 64 accident reports, aviation, 199 Acetyl-L-Carnitine, 44 acrostic mnemonics, 97 ACT, Assumption Contingency Test, 201 activities complex, and caffeine, 44 dating, 24 driving, 23 examples for Memletics, 21 for mental fitness, 47 recreational, examples, 23 sports, 23 adrenaline, and water consumption, 32 advanced memory techniques, 209 afternoon, and physical state, 39 air, and physical state, 37 alcohol, 34 Alpha-linolenic Acid, 30 amino acids, 30 anchoring, 134 and managing fear, 192 and mental attitude, 53 and mental relaxation, 49 anti-oxidants, 31 anxiety, 184 and fear of failure, 190 applying techniques, 76 arrange step, 70 artificial lighting, 38 assertions, 116 assertions list, in review log, 83 for managing fear, 188 for mental attitude, 52 in SuperMemo, 140 association, 91 and the brain, 93 features, 92 not complete (issue), 142 practice, 95 principles, 92 associative stage, in skill learning, 128 assumption buster technique, 201 assumptions, 200
Bacopa Monnieri, 43 balanced model of fear, 188 basic mnemonics, 96 basic simulators, 124 Be here now, concentration technique, 50 behaviors and assertions, 116 and visualization, 112 changing, 132 learning, 127 B-group vitamins, as supplements, 42 binge drinking, 34 biofeedback, 36 bladder, 32 blood and physical fitness, 34 efficiency, 28 body rhythms, 38 bottom up approach, 64 Brahmi, 43 brain and alcohol, 34 and cortisol, 46 and depression, 46 and glucose, 26 and Memletic Styles, 147 and nutrients, 29 and oxygen, 28 and physical fitness, 34 and stress, 46 and water, 31 brain drain, 40
caffeine, 43 camera, in association example, 142 carbohydrates, for cell energy, 26 carbon dioxide, and physical state, 37 carbon monoxide poisoning, 114 cardiovascular fitness effect on cell state, 29 getting physically fit, 34 categorization, in associations, 93 CBT, Computer-Based Training, as content source, 57 cell state, 26 basic nutrients, 29 glucose, 26 oxygen, 28 water, 31 Centella asiatica, 43 cerebellum, 147 challenges, 182 assumptions, 200 fear and nervousness, 187 mistakes, 196 motivation, 182 pressure, 199 change, and anxiety, 184 changing behaviors, 132 chemotherapy related distress, 112 chipped fingernails, example, 133 chunking, and association, 95 cinema, disassociation movie, 192 circadian rhythm, 38 circulation, and physical fitness, 34 classes, for learning, 175 classroom, carbon dioxide example, 37 © Advanogy.com 2003
100 mental journey technique. 113 assertions list. 189 fatty acids. 121 performance state comparison. 46 destroying peg words. 176 creative dissonance. 31 frequency. and caffeine. 18 depression.com 2003 G games and mental fitness. note taking. 31 fatty acid imbalance. 202 example course map. 44 Food and Drug Administration. 203 full spectrum lighting. 30 supplements (physical state). 137 personal hourly rate. for arrange step. 94 performance state comparison. and physical state. fear of. 195 excessive stress and health. 21 ecstasy. 34 memory improvement. 184 Five Whys example. 60 sources of. See visualization emotions. 200 consistency. 50 training to ignore. and goals. 177 creative script. 184 balanced model. 65 diet and health. 178 course map. 126 full-time. 171 role reversal technique. 38 and water consumption. and health. 37 escape mechanisms. 33 enemies. and mental fitness. 72 conflicts. 199 making mistakes. 57 concentration. 46 cost planning. 127 float tanks. 87 Five Ws technique. 88 fractionating. 116 example assumption triggers. 189 visualization (lemon tree). 50 and depression. 41 explore step. 49 and positive choices. 38 game. 32 anti-oxidants. 120 creative tension. 34 mental fitness. 179 enlightenment. 184 immediate. 130 free radicals. 42 forgetting. 121 learning how to change gears. 95 content sources. 79 formal education. 41 disassociation. 173 creative visualization technique. 186 log. 47 mental relaxation. 51 and facilities. 49 and planning. 124 chipped fingernails. and retention. 174 furniture. 26 enjoying goals. 46 and stress. others making them. 190 exactness of reference. 189 of success. and mental state. 97 in association. 128 memorizing a password. 30 fitness and physical state. in associations. 46 excuses. 109 firewall. 48 Neurobics. 191 of the unknown. 195 role-playing. for concentration. 51 and physical state. 24 decisions. 37 coenzyme Q10. 124 example assertions. 69 Solitary style. 36 dehydration. using Memletics for. 128 cola soft drink. part of neurons. 184 exercise. 71 failure. 77 fresh air. 31 dendrites. 37 frontal lobes. 82 environment and concentration. 185 content analyzing. using for motivation. internal. 192 disassociation movie technique. 188 contraindications. 96 fish. 147 fuel. 31 coffee. 93 compass. in skill learning. 32 excelling in. mental. 107 exams. 83 assumptions and weather example. in part task training. and physical relaxation. 47 91 . 176 positive thinking gone wrong. 46 and environment. 85 basic simulator. 172 eNquire step. 183 conscious assumptions. using Memletics during. 57 collection tips. 179 dominant styles. 37 fresh air. in associations. 88 and mental relaxation. 22 and visualization. 44 dark road example. and simulation. 82 diagrams exploration technique. 34 getting physically fit. 30 FDA. 202 augmented feedback example. 33 exercises for mental fitness. 188 feedback for motivation. as content source. 177 excuses. 59 organizing tips. 202 assumptions and weather. 100 memorizing a telephone number. cooling engine. 23 drugs illicit. 113 cognitive stage. 62 Logical style. assumption triggers. 33 and mental state. and health. 61 exploring goals. 102 detailed review log. 137 reasons. 185 energy. 34 EESSOCCiation. 189 dating. 33 deep breathing. 93 eidetic thinking. learning. 197 oil. using Memletics for. 114 Cornell. 41 controllability. 197 PC-based simulators. 85 Computer-Based Training. 44 © Advanogy. 202 basic flight simulator. 42 fear. in performance techniques. 44 combinations and mnemonics. 50 DL-carnitine. 67 Social style. 59 cortisol and mental relaxation. 21 endocrine system. 118 first letter mnemonics. 142 assumption triggers. 187 and motivation issues. 65 D dangerous supplements. 87 impact of pressure. 112 creative scripting. 168 dopamine. 123 do it for life. 68 Physical style. 114 exaggeration. 64 flashcards. in mental practice. 51 concepts. for supplements. 47 longer term improvement. waiting for. 93 examples association not complete. using Memletics during. 84 fidelity. 188 of failure. 123 field of vision. knowledge type. Food and Drug Administration (US). 92 employment. using Memletics for. 133 chunking. 178 and sleep. 21 formal reviews. for motivation. US. 111 cueing.Index clean air. 47 Five Whys technique. 56 context. graph over time. 44 cognitive learning theory. 138 flight training. for cells. 36 flying. 125 perfect flight script. 104 mistakes in flight training. 38 E early years. 65 systems. 66 general. and health. in simulation. 38 full-scale simulators. 67 Visual style. 132 contingencies. 70 book examples. 69 Verbal style. 57 course map. and physical state. in mental practice. 46 driving. 172 F facts. 47 exploration techniques aural style. knowledge type. 192 distractions and motivation.
166 overview. 31 mind state. 194 hypnotism. 40 laughter. 120 changing.com 2003 M magical number seven. 104 mental practice technique. 68 long-distance runner. 182 pressure. 116 hypoxia. 207 history. 34 high altitude view. See Memletic Styles lectures. 173 targeting. 71 types table. 170 overview. 183 internal motivators. 36 maximum heart rate. 33 Inner Golf and Tennis. 67 lemon tree example. See visualization images. 147 movie. 198 learning styles. See visualization mistakes. 10. 34 Medical Student Syndrome. 33 and physical fitness. 195 Neurobics. 146 expanding. 112 mental relaxation. 114 due to nervousness. 186 with techniques. 26 brain drain. using Memletics for. 45 Method of Loci techniques. and physical relaxation. 146 music and mental fitness. 29 iron. 21 light and circadian rhythm. 90 overview. 114 L lark-owl myth. 112 mental. 18 © Advanogy. 30 lipids. 207 memletics. 54 immediate feedback. 112 hyperventilation. 40 sources of. 65 guided imagery.Memletics™ Accelerated Learning Manual for concentration. 49 J journal. 194 law. 136 motivation issues. 28 irrational self-talk. 33 imagery. 56 location assumption triggers. 72 using against fear. 46 heart attack. 27 personal. 112 enjoying. 16 Memletic Styles. 123 nervousness. 192 Mozart Effect. 22 Learn to Fly guide. and deficiency. 32 and visualization. 118 and mental attitude. 47 mental health. 71 tips for learning. 147 linked list technique. 33 Ginkgo Biloba. 51 gastrointestinal system. 34 I illnesses. 200 distractions. 33 mental firewall. 187 H health and physical state. 172 motor cortex. 25 overview. and health. 28 and physical fitness. using Memletics during. 98 example issue. on website. 46 mental imagery. 86 managing issues. 53 and motivation. 187 and exams. step. 186 mistakes. 68 individual instruction. of others. 27 internal conflicts. 46 mental illness. 183 internal perspective. 147 history of memory. 85 graphs. 186 fear and nervousness. 112 index cards. 172 in SuperMemo. 55 overview.com website. 198 mnemonics basic. 7 origin of name. 103 micronutrients. 73 usage types. 28 and water. for cell state. 29 and oxygen. 203 for learning. 141 meditation.knowledge type. 41 Memletic Approach. 196 learning from. 68 logic. 108 interval training. 175 logic tree. 179 exploring. exploration technique. 30 lipoic acid. 112 insomnia. 174 setting objectives. 172 Forums. 47 Neuro-Linguistic Programming. for exploring content. 34 lymphatic system. 95 Maidenhair Tree. 52 mental fitness. 48 mental state. for motivation. 59 hippocampus and cortisol. for exploring content. 70 K knowledge definitions. See mental state Mind-Maps. 112 insulin. 185 Gotu Kola. and health. 48 MEDLINE. and health. 96 modality preferences.and health. 20 questionnaire. 34 and visualization. 187 in review logs. and visualization. 31 needs. 35 multiple intelligences. 212 website. 26 glutathione. 71 and low glucose. 26 number in brain. 29 rate. 171. 43 GPS. 26 and learning. 84 immune system and health. 208 further work. disassociation. 17 Memletics as a goal. 85 life phases. calculating exercise rate. 190 N negative transfer. 183 and scripting. 47 and mental relaxation. and tracking. 96 clarified. 22 92 . 175 injuries. 33 fitness. avoiding doctor. 31 locate. 46 and learning. 42 glucose. 72 highlighting. 171 researching. and physical fitness. 187 motives. 34 massage. 160 exploration techniques. 31 goals. 42 managing progress. See visualization mental journey technique. 178 marijuana. 204 medicine. for mental state. 207 men. 62 higher order skills. 147 neurons and glucose. 71 and nutrients. 70 storage types. 171 telling others. 176 learning from mistakes. 173 reasons. using Memletics for. 142 Linoleic acid. 20 Memletic Process. 199 too much tracking. 48 issues assumptions. 68 Logical style. 147 modeling technique. 173 confirming. controlling nervousness. 179 lung efficiency. 16 Memletic State. 149 Memletic Techniques. for exploring content. with visualization. 182 references. 38 and physical state. 196 motivation. 141 planning. the. 37 limbic system. for analyzing content. 26 in learning styles. 107 lesson reviews. 65 mind's eye.
174 password. 30 brain drain. 28 and cell damage. Progressive Muscle Relaxation. 100 PC-based simulators. 41 pulse rate. 77 spreading. 134 peripheral vision. 121 performance techniques. 33 Post-it notes. See mental practice reinforce step. 28 pure part recombination. 183 setting. 40 serotonin. for Memletic Styles. 35 Progressive Muscular Relaxation. 197 time. 37 physical fitness. 39 simplicity. 109 reaction to mistakes. 143 refreshing. in part task training. 177 scheduled review technique. 64 P pain control. 74 retire early. 188 role-playing. 35 physical state. 115 self-help trap. 98 words for 21 to 100. 178 response to mistakes. 138 rules. knowledge type.com 2003 R rally car drivers. 35 repetition examples. 114 balanced model. 131 responding to mistakes. 195 rollerblading cat. 47 pyramid. 51 and health. 119 O objectives and mental state. 98 destroying. 85 not done (issue). 121 system. 127 performance. 126 reasons. 79 own mistakes. 68 other people. 173 © Advanogy. 32 supplements (physical state). examples. and mental fitness. 130 Q questionnaire. 193 shunt technique. 35 example exercise. 77 approach. 138 93 . 88 rewards. 136 presentations chunking example. improving state. 146 scripting technique. 203 mistakes. helping with motivation. for content. 102 for assertions list. 67 planning. 21 physical environment. amino acids (cell state). 195 review log. tracking. 147 noise. as a goal. 72 professional training. 195 NLP. 23 references. 95 seventy by seven technique. 177 PMA. 88 lesson. 196 oxygen. 82 progress. 51 PMR. 35 physical example. 95 self-esteem and mental state. 198 overlearning. 51 note taking. 112 Paired Associate Learning. 57 simulating an audience. 190 senior years. 115 irrational. association example. 93 occipital lobes. 185 self-sabotage. 102 peg words. 62 Pyridoxine. 59 nutrients. 125 peg events. 72 procedures. 77 in reinforce step. 61. 184 and simulation. 112 reversing roles. 129 part-time. and physical state. fatty acids. 173 too difficult. and chunking. 79 scheduled (technique). 139 PAL. 171 recombining. and caffeine. 77 lessening over time. 132 during repetition. 183 objects. 102 words from 10 to 20. 139 scripts. Positive Mental Attitude. 183 too easy. 197 responsibilities. 139 paragraph marking. 34 physical relaxation. 82 reviews formal. 175 personal skills. exams. 38 brain. in associations. See also physical relaxation and fast learning. and motivation. examples. 31 in a classroom. 52 and verbalization. 91. and concentration. 109 sensory deprivation. for mental firewall. 34 psychoneuroimmunology. 69 roles. memorizing example. 92 in visualization. and health. and cell state. for content pyramid. knowledge type. assumption triggers. 95 simplifying. finding. Paired Associate Learning. 18 principles. in part task training. in associations. 42 recreational activities. 11 Self-Enhancing Matrix. 37 S schedule. 81 repetition techniques. 52 and verbalization. 53 rhythms body and brain. 141 Roman Rooms technique. Neuro-Linguistic Programming. in associations. 30 OSAID model. 131 purity. 21 senses in associations. I'm OK—assumption trigger. 159 exploration techniques. 184 self-study.Index overview. and motivation. 68 pre-performance patterns. using Memletics during. 115 self-inflicted consistency. 178 Progressive Muscle Relaxation example exercise. 84 words for 1 to 10. for goals. 79 spaced. for exploring content. 199 pre-synaptic terminal. 147 oil. 131 protein. 197 real equipment. 37 and physical health. 95 example content. 41 costs. knowledge type. where to find. 32 Physical style. 44 risk and motivation issues. 186 responsibility. 72 serotonin. 42 repetitive part recombination. 92. 125 pressure. 130 self-directed learning. 33 and physical state. 120 secondary styles. 22 programmed repetition. 203 omega. and concentration. 53 and motivation. 147 part task training technique. 185 other people’s actions. 36 Polar bear. 30 psychedelic drugs. 52 and verbalization. 68. reversing. 46 setting objectives. and limited methods. 13 reframing. 173 seven. 36 sensory-motor skills. for simulation. and motivation. 131 recommended daily allowances (RDAs). 37 siesta. 51 personal hourly rate. 42 ninety percent technique. 195 refresh reviews. 149 questions. 35 and light. 126 for exploring content. 46 Niacin. 132 sick buildings. in part task training. and mental state. 36 progressive part recombination. 18. 29 nutrition and physical state. examples. time planning. 79 rehearsal. See also mental relaxation. 113 Pubmed. 95 puzzles. 18 neurotransmitters. 168 segmenting. 33 psychoneuromuscular theory. 94 Positive Mental Attitude. 101 perfect performance script. 210 self-image and mental state. 94 OK. 76 relaxation. 139 schools. 50 parietal lobes. 33 retention. 78 tips. 175 self-talk and mental state. 105 rote learning.
with visualization. 96 Five Why's. 129 PC-based simulators. effect on brain. 67 reframing (exams). 195 role-playing. effect on blood glucose. 65 visualization. for physical state. for anti-oxidants. and water consumption. 59 OSAID. 65 during repetition. 124 Be here now. 134 strengthening techniques. 38 and caffeine. for exploring content. 132 simulation. 126 with real equipment. 202 for assumptions.memletics. 31 vividness. 193 shunt. 88 systems diagrams. for logic. 67 verbalization. 138 scheduled review. 44 anti-oxidants. 105 rote learning. 69 systems diagrams.Memletics™ Accelerated Learning Manual simulation.com 2003 . 100 in Process. 100 temperature. 158 exploration techniques. See exams Thiamine. 66 spaced repetition. 188 urine. 43 Ginkgo Biloba. 128 sleep and body rhythms. 113 synapses. 68 Logical style exploration. 177 timing and retention. 23 state. 100 tracking progress. 202 website. examples. 156 exploration techniques. 65 Social style exploration. See Memletic Styles subliminal messages. 44 and relaxation. example. 65 high altitude view. 39 Social style. 78 tea. 115 study-buddy. 50 bottom up. 126 sketching. 69 sound. 132 paragraph marking. 68 mental firewall. 33 and physical relaxation. 104 mental practice. 131 94 © Advanogy. 127 three stage learning. 42 ineffective. 116 success. improving performance. 98 logic tree. 64 acrostic mnemonics. and motivation. 68 overlearning. 82 tips. 32 study buddy. 46 and physical health. 18 and learning. 141 telephone number. 35 and water consumption. and mental fitness. 66 not just visual. fear of. 136 ninety percent. 65 modeling. 128 time planning. in associations. 124 full-scale. 59 issue management. 76 assertions. 186 travel. 134 anchoring. 157 principles. 126 PC-based. 97 advanced. learning. 178 tracking. 127 Physical style exploration. 82 Sunday lunch. 72 symbol. 125 role-playing. 65 skills learning. 114 Total Recall. 118 mental journey. 115 Visual style exploration. 50 first letter mnemonics. 138 full-scale simulators. 47 triggers examples. 50 creative visualization. 69 Solitary style exploration. 67 verbalization. 131 three-stage skill learning. 65 Visual-Auditory-Kinesthetic model. 71 system reviews. 42 thirst. 86 symbolic learning theory. 45 potentially dangerous. wider. 140 supplements. 201 U ultradian rhythm. 37 temporal lobes. 122 simulation with real equipment. 72 working memory. 50 aural style exploration. memorizing example. 50 sports. 31 weather assumptions. 38 SuperLearning. 47 SuperMemo. 27 summary review log. 77 in mental practice. and mental fitness.com website. 35 SuperMemo. exploration technique. 65 task interference. 126 general exploration. 36 day graph. 47 situations. 40 unconscious assumptions. 147 vegetables. 64 choosing. 44 supporting knowledge. 141 linked list. 186 issues with. 64 flashcards. 171 task interference technique. 69 software for mental fitness. 27 sunlight. 31 Verbal style. 69 spider approach. 125 peg events. 116 assertions. 112 Method of Loci. 192 distraction log. software. 63 diagramming. 195 repetition. 115 stress and mental state. 62 highlighting. 93 sketching. 91 assumption buster. 164 exploration techniques. and water consumption. and learning. 207 T targeting goals. fear of. 162 exploration techniques. 122 and fidelity. 107 Vitamin C. 71 WOW factor. 77 spider approach. for marking issues. 207 Wernicke’s area. in mental practice. 50 part task training. 201 attention. 87 Five Ws. 128 Verbal style exploration. 96 basic simulators. 191 sugar. 139 for assertions list. 65 disassociation movie. 111 deeper. 31 US Food and Drug Administration. 147 working knowledge. 84 for peg words. 106 when they don’t work. 69 styles. 62 graphing. 200 unknown. 139 scripting. 147 tests. 42 Brahmi. 139 Solitary style. 143 www. 43 caffeine. 66 basic mnemonics. 114 W water. 57 Visual style. 42 V VAK model. 103 Mind-Mapping. 102 peg words. memletics. as an anti-oxidant. 131 task variation. 123 basic. 120 selection matrix. 31 Vitamin E. 131 during repetition. as content source. 126 Roman Rooms. 44 techniques abstraction. 52 association. 53 applying. 138 role reversal. 115 video. 41 Acetyl-L-Carnitine. 74 concentration. 98 performance.com. 31 three-stage skill learning. 50 strengthening with visualization. 74 seventy by seven. 195 note taking. 106 for exploring content. 147 visualization. 209 anchoring. 31 B-group vitamins. 78 task variation technique. 126 singing.
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