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If you spend time learning or memorizing one thing, does it lessen your ability to retain something else or distract you from learning something else? Take sports, for example. Lots of kids are now encouraged to specialize in one sport early on rather than planning multiple sports throughout their youth. That approach might produce champions, but it might also produce less well-rounded athletes and people.
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I do agree: …I even already tested it during college…learning faster through association or visualization will definitely improve your memory…nice post! I can see how you can improve your memory, but how do you improve on a musical instrument, or watercolor painting? Thinking and technique are two different things.
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Since we live in 21st century we can bypass the technique repetition — your example with the musical instrument: I personally know people who never played even a piano, but they engineer sound with software. Music instruments are really simple tools which are used in a complicated way — people can move their fingers like no other..
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But what happens if you rotate the approach — complicated tools software or maybe something that still does not exist? The technique is not as important as the happening in your head. Your technique is based on what you know and what you feel. When you practice your technique, you are actually experimenting — this goes here, lets see what will happen if I put this over here and so on. You are repeating variations of your technique, not to mastering it, but exploring it.
You make a choice and you get a result, the result could be anything. If you continue with more practice with the same concept in your mind, you are actually connecting the results of all your attempts, which will form something based on the connection of the previous..
And the process of connecting the pieces continues.. Of course he learned Dutch in 6 weeks. You can probably read most basic sentences already, as a native English speaker. The level required for this is terribly low.
Get your facts straight! For all I know, if you want to master a musical instrument, it takes thousands of hours of practice, and a lot of it repetitive. However, in order to be effective, just practice alone is not enough — it must be intensely focused training, and optimally immediate feedback from a teacher who helps you to improve your technique.
No shortcuts there, even Ericsson says that.
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Speaking from experience, these techniques work great. Also, these memory methods date back waaaaay before Scott Young and Harry Lorayne. Read the book…. I think that you should combine both connections and rote memorization. Take Japanese for example. Kanji to be specific.
I usually make up funny stories to remember kanji, as well as the readings for a particular vocabulary word: connections. But, I practice reading and writing these kanji and vocabulary words over and over and over again: rote memorization. My point is that, yes, connections and metaphors are great for learning new things.
Why do you think that people never truly forget how to ride a bike? Sure, you learned how to ride when you were maybe 5 or 6, but did you stop after that? No, you kept riding the bike, over and over and over again. In India, it is common to find children and adults speaking three or four languages fluently without formal training in some of them. This becomes an important life skill since families move from one linguistic State to another. It may be interesting to study how near-illiterate people and children pick up multiple languages!
From the importance of a sketchbook to the right way to use Twitter, creatives share the hard-earned career lessons that now guide their professional lives. Mia Pinjuh - November Leonardo daVinci forced a relationship between the sound of a bell and a stone hitting water. This enabled him to make the connection that sound travels in waves. In , F. Kekule' intuited the shape of the ring-like benzene molecule by forcing a relationship with a dream of a snake biting its tail.
Samuel Morse was stumped trying to figure out how to produce a telegraphic signal b enough to be received coast to coast. One day he saw tied horses being exchanged at a relay station and forced a connection between relay stations for horses and b signals.
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The solution was to give the traveling signal periodic boosts of power. Nickla Tesla forced a connection between the setting sun and a motor that made the AC motor possible by having the motor's magnetic field rotate inside the motor just as the sun from our perspective rotates. Physicist and philosopher David Bohm believed geniuses were able to think different thoughts because they could tolerate ambivalence between opposites or two incompatible subjects. Physicist Niels Bohr believed that if you held opposites together, then you suspend your thought and your mind moves to a new level.
The suspension of thought allows an intelligence beyond thought to act and create a new form. The swirling of opposites creates the conditions for a new point of view to bubble freely from your mind. Bohr's ability to imagine light as both a particle and a wave led to his conception of the principle of complementarity.
Thomas Edison's invention of a practical system of lighting involved combining wiring in parallel circuits with high resistance filaments in his bulbs, two things that were not considered possible by conventional thinkers, in fact were not considered at all because of an assumed incompatibility.
Because Edison could tolerate the ambivalence between two incompatible things, he could see the relationship that led to his breakthrough. Aristotle considered metaphor a sign of genius, believing that the individual who had the capacity to perceive resemblances between two separate areas of existence and link them together was a person of special gifts. If unlike things are really alike in some ways, perhaps, they are so in others.
Alexander Graham Bell observed the comparison between the inner workings of the ear and the movement of a stout piece of membrane to move steel and conceived the telephone. Thomas Edison invented the phonograph, in one day, after developing an analogy between a toy funnel and the motions of a paper man and sound vibrations. Underwater construction was made possible by observing how shipworms tunnel into timber by first constructing tubes. Einstein derived and explained many of his abstract principles by drawing analogies with everyday occurrences such as rowing a boat or standing on a platform while a train passed by.
Whenever we attempt to do something and fail, we end up doing something else. As simplistic as this statement may seem, it is the first principle of creative accident. We may ask ourselves why we have failed to do what we intended, and this is the reasonable, expected thing to do. But the creative accident provokes a different question: What have we done? Answering that question in a novel, unexpected way is the essential creative act.
It is not luck, but creative insight of the highest order. Alexander Fleming was not the first physician to notice the mold formed on an exposed culture while studying deadly bacteria. A less gifted physician would have trashed this seemingly irrelevant event but Fleming noted it as "interesting" and wondered if it had potential. This "interesting" observation led to penicillin which has saved millions of lives. Thomas Edison, while pondering how to make a carbon filament, was mindlessly toying with a piece of putty, turning and twisting it in his fingers, when he looked down at his hands, the answer hit him between the eyes: twist the carbon, like rope.
Skinner emphasized a first principle of scientific methodologists: when you find something interesting, drop everything else and study it. Too many fail to answer opportunity's knock at the door because they have to finish some preconceived plan. Creative geniuses do not wait for the gifts of chance; instead, they actively seek the accidental discovery. Recognizing the common thinking strategies of creative geniuses and applying them will make you more creative in your work and personal life. Creative geniuses are geniuses because they know "how" to think, instead of "what" to think.
Sociologist Harriet Zuckerman published an interesting study of the Nobel Prize winners who were living in the United States in She discovered that six of Enrico Fermi's students won the prize. Ernst Lawrence and Niels Bohr each had four. Thompson and Ernest Rutherford between them trained seventeen Nobel laureates. Going into the study, I keyed my hypotheses off the litany of famous people who I knew had personal or family histories of mental illness. James Joyce, for example, had a daughter who suffered from schizophrenia, and he himself had traits that placed him on the schizophrenia spectrum.
He was socially aloof and even cruel to those close to him, and his writing became progressively more detached from his audience and from reality, culminating in the near-psychotic neologisms and loose associations of Finnegans Wake. Bertrand Russell, a philosopher whose work I admired, had multiple family members who suffered from schizophrenia. Einstein had a son with schizophrenia, and he himself displayed some of the social and interpersonal ineptitudes that can characterize the illness.
Based on these clues, I hypothesized that my subjects would have an increased rate of schizophrenia in family members but that they themselves would be relatively well. I also hypothesized that creativity might run in families, based on prevailing views that the tendencies toward psychosis and toward having creative and original ideas were closely linked.
I began by designing a standard interview for my subjects, covering topics such as developmental, social, family, and psychiatric history, and work habits and approach to writing. My final challenge was selecting a control group. After entertaining the possibility of choosing a homogeneous group whose work is not usually considered creative, such as lawyers, I decided that it would be best to examine a more varied group of people from a mixture of professions, such as administrators, accountants, and social workers.
I matched this control group with the writers according to age and educational level. By matching based on education, I hoped to match for IQ, which worked out well; both the test and the control groups had an average IQ of about If having a very high IQ was not what made these writers creative, then what was? As I began interviewing my subjects, I soon realized that I would not be confirming my schizophrenia hypothesis.