Intelligence Intensification: Techniques To Grasp and Memorize Information

Intelligence Intensification
Techniques to grasp and memorize information
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Contents
Articles
Intelligence Intensification Intelligence Intensification/Introduction Intelligence Intensification/Information Sifting Intelligence Intensification/Information Grasping Intelligence Intensification/Memory Techniques II Speed Reading Intelligence Intensification/General Tips For Practicing Intelligence Intensification/Creativity Techniques Intelligence Intensification/Memory Techniques/Memorizing Numbers and Digits Intelligence Intensification/Proofs Intelligence Intensification/Repetition Intelligence Intensification/Speed Reading Intelligence Intensification/The Concept of Change Intelligence Intensification/The Theoretician Versus the Practician Intelligence Intensification/Visualization Intelligence Intensification/Memory Techniques/A Longer Peglist Intelligence Intensification/Memory Techniques/Memorizing Playing Cards 1 3 4 6 7 10 12 14 16 20 26 27 28 29 30 31 32
References
Article Sources and Contributors Image Sources, Licenses and Contributors 34 35
Article Licenses
License 36
Intelligence Intensification Introduction | Information Sifting | Information grasping Information Evaluation | Information Invention | Information Utilization
Contents
/Introduction/ The need of a book on this subject /Information Sifting/ /Speed Reading/ /Information Grasping/ Memory Techniques 1. 2. 3. 4. 5. Visual Techniques Phonetic Techniques Kinaesthetic Techniques Exercises Drugs and Vitamins
Repetition Visualization /Information Evaluation/ Proofs 1. 2. Different levels of proof Scientific proof
/Information Invention/ Idea Generation Techniques 1. 2. 3. 4. The trivial cases Brainstorming Variations on a theme The ludicrous cases
Idea Charting Techniques 1. 2. Idea Mapping and Associative Grouping Building Layered Abstraction Structures
/Information Utilization/ The Theoretician Versus the Practician The Concept of Change General Tips For Practicing
See Also
Contemporary Educational Psychology/Chapter 2: The Learning Process Wikibooks Various theories of learning, including constructivism, that are important to intelligence intensification.
External Links
Project: Abolish Stupidity [1] Buildfreedom.com An excellent resource on intellectualism. Programming and Metaprogramming in the Human Biocomputer [2] John C. Lilly, MD Isolation and LSD research Sense-Think-Act.org [3] A resource similar to this wikibook Cognitive Enhancement - Methods, ethics and regulatory challenges [4] Nickbostrom.com How to Memorize Verbatim Text [5] Productivity 501 The first-letter technique Memorizing Lines [6] Grace Fleming Using multiple senses Memorize This 7 Ways to Memorize Anything! [7] Gideon Addington For learning languages How to Memorize a Book [8] eWonk Visualization and remembering stories How to Memorize Anything [9] John Place Rote memorization by stacking Preventing stress How to Memorize a Poem [10] Sheila Hageman Learning poems and napping in between How to Memorize Lines [11] Howcast Video How to Memorize Using Mnemonic Devices [12] Book Rags How to Memorize Using Notecards [13] Book Rags 10 Sure Fire Techniques to Memorize Anything [14] Study Skills 10 different methods How We Remember [15] California Polytechnic State University Learning from multiple angles Memory Techniques [16] Strategies for Success Visual vs. Auditory Method of Loci [17] Ludism.org Based on places, used by the ancient Greeks for oration.
Authors
DanielJanzon Mike Hebel
References
[1] http:/ / www. buildfreedom. com/ stupidity/ abolish_stupidity. html [2] http:/ / www. futurehi. net/ docs/ Metaprogramming. html [3] http:/ / www. sense-think-act. org/ index. php/ Main_Page [4] http:/ / www. nickbostrom. com/ cognitive. pdf [5] http:/ / www. productivity501. com/ how-to-memorize-verbatim-text/ 294 [6] http:/ / homeworktips. about. com/ od/ speechclass/ a/ memorizing. htm [7] http:/ / web. archive. org/ web/ 20080206235919/ http:/ / www. mindfulink. com/ 2008/ 02/ 04/ memorize-this-7-ways-to-memorize-anything/ [8] http:/ / editfont. wordpress. com/ 2007/ 09/ 07/ how-to-memorize-a-book-part-1-every-word-or-certain-passages/ [9] http:/ / johnplaceonline. com/ study-smarter/ how-to-memorize-anything/ [10] http:/ / www. essortment. com/ all/ howtomemorize_rjzb. htm [11] http:/ / www. howcast. com/ videos/ 5335-How-To-Memorize-Lines [12] http:/ / www. bookrags. com/ articles/ 25. html [13] http:/ / www. bookrags. com/ articles/ 26. html [14] http:/ / www. study-habits. com/ blog/ 2007/ 06/ 05/ how-to-memorize-fast/ [15] http:/ / sas. calpoly. edu/ asc/ ssl/ memorization. html [16] http:/ / www. accd. edu/ sac/ history/ keller/ ACCDitg/ SSMT. htm [17] http:/ / www. ludism. org/ mentat/ MemoryPalace
Intelligence Intensification/Introduction
The need of yet another book on this subject

All books on this subject I have come across have either one or both of the following disadvantages. Firstly, many books are filled with advertisements for useless products, workshops and so on. They are designed for personal development junkies who only want to feel the joy of reading books, listen to tapes and buy devices which could have helped them if only they were willing to work hard. The second disadvantage is that most books are thin on informationwhat could be explained in a couple of pages of text is explained in hundreds of pages. This book will be different. The information in the book is dense and only intended to inspire the reader's own thinking and experimentation. I suppose the author's desire for yet 'another book on this subject' is more a result of the need to define his topic than a dearth of information. A serious attempt at this endeavor would be better served by one with a little more education on the subject. An introduction of this topic more than most others, would benefit from defining your goal and organizing an approach. As with any discussion of intelligence, definitions, frames of reference, processes, development (natural or guided), the relationships between original, developed, derived, summarized, or compiled knowledges, cultural variation, and scales of valuing would be some primary considerations for interactive descriptions. Many references exist for each of these subtopics, and one anticipated problem will be debates on defining intelligence first, then (and possibly unnecessarily) discussion on measuring. Post-graduate (as fair a starting point as another) studies of assessment deal with the evolution of the qualitative/quantitative measuring of intelligence (and primarily within educational or legal/social contexts). All of this would be logical to establish a platform from which one explores methods of intensification or development of intelligence.--Jeffyorns (talk) 17:24, 21 July 2008 (UTC) I envision two directions for an introduction, one evolutionary and the other categorical, with a strong allowances for aristotlean vs. oriental processes of perceptualization/development of understanding. --Jeffyorns (talk) 17:24, 21 July 2008 (UTC) Binet, Gardner,
Cut the Crap

In keeping with the aim described in the preceding paragraph, this book will not contain affirmations that these techniques will work even for you and so on. No unscientific testimonials will be included. In a world with a lot of information it is of utmost importance that the information is compact, concise and to the point. 1. Read table of contents of books FIRST to see if it mentions whatever topic you are looking for. If it doesn't, you don't need to read it. If it does, great! 2. Bibliographies, or sources cited at the end of white papers give you clues to other places you can direct your search.
Spread the Word

The title Intelligence Intensification establishes that the goal of this text is to intensify intelligent thought in the reader. Perhaps more importantly, the book aims at the greater goal of increasing intelligence all over the worldfor joy and for the benefit of all humanity. This book is inspired by Timothy Leary's 20th Century concept: "Every citizen a Scientist".
What's your vision?

The following is a quotation from the book The Art of Doing Science and Engineering: Learning to Learn by Richard Hamming. He models a life with or without a vision with random walks. "It is well known the drunken sailor who staggers to the left or right with independent random steps will, on the average, end about steps from the origin. But if there is a pretty girl in one direction, then his steps will tend to go in that direction and he will go a distance proportional to . In a lifetime of many, many independent choices, small and large, a career with a vision will get you a distance proportional to , while no vision will get you only the distance ." Before or while reading this book and practicing its contents, try to grow a vision of your life.
Intelligence Intensification/Information Sifting

Intelligence Intensification Introduction | Information Sifting | Information grasping Information Evaluation | Information Invention | Information Utilization Working in the IT field I come across an unimaginable amount of data on a regular basis in just dealing with day-to-day issues. Any task is like that these days - and especially to someone who knows nothing of the task until it's presented. The main thing to remember here is organization. The method you use to organize the data is not important - only that you stick to it for the most part. If something doesn't fit then you either change the item you're having a problem with...or you change your system of organization. Ever watch a flock of birds? One thing you'll notice is that if you try to focus on all the birds at once you'll most likely get confused. If you focus on, say, one bird out of the flock, then you've mentally organized that one bird out of the flock. Guess what...if you keep adding birds out of the flock until you've looked at them all then you've organized the flock in your mind. Information in the day-to-day world is no different. Breaking down information into chunks you can deal with is absolutely vital to understanding and remembering. After all, without training you couldn't recall a whole book from memory, right? But you could recall important parts of it. Eventually, if you keep adding to those parts then you would at some point recall the entire book. In another context, this techique has been known for roughly two millenia. Remember the Latin phrase divide et impera (divide and rule)? Now, how this relates to sifting is most of the time pretty simple. Organize the data, but focus on the stuff you want. For instance if you want to observe only the red birds in the flock then focus on the color red. Sounds pretty easy right? Well...yes and no. When dealing with large amounts of data you have to do a little estimation of chance up front. What's that mean? Let's say your family bakes a pie with a ring in it for the holiday. Whoever gets the ring wins a prize. You really want that prize so you focus on the ring. Thus you ask some questions of yourself:
Intelligence Intensification/Information Sifting Does the ring have any special properties I can use to identify it? Does the ring affect the piece of pie it's in in any way? Is there anywhere in the pie I know the ring is not located? Suppose the ring is copper and turns the pie green. Then you know that any piece of pie that is the normal color is less likely to have the ring in it. That narrows your focus by a certain amount. Suppose the ring is also pretty big, so the pie bulges where the ring is. Then you know that any flat piece of pie will not have the ring in it. That narrows your focus again. You keep going with this method until you've found the ring. Some things that help this process: Learning to speed-read. There are plenty of courses out there for this. Good language skills for the materials you're searching. Frequent breaks. Spending too much time sifting often blurs your focus. Focus on one thing at a time. You get more done that way. Remember, sunlight spread out only warms things up, but sunlight focused on one place with a magnifying glass can burn holes in things. Know what you want. Know what you are looking for. If you don't know, how will you know if you find it? Delegate. Get people to help you. Parallel searching is helpful, as long as you make sure they know what they are looking for. It's horribly cliche, but big mountains are just piles of pebbles stacked on top of each other. Information is the same...
Next
Speed Reading
Intelligence Intensification/Information Grasping
Intelligence Intensification/Information Grasping

Vocabulary
Learn to be cognizant of words that you do not yet understand. Cognizant means to be consciously informed. It is generally known that it is easier to learn something which you want to learn. When do we want to learn? One situation when we usually want to learn is when we have to in order to solve a concrete problem. This leads to the concept of information availability. If you have access to information when you need it, you will learn more. For instance, if you need to understand a word and have a handheld computer with a dictionary, you will probably look it up. If you haven't any dictionary available, and the need of knowing the word cease to exist, you never learn the word. We also learn when we are curious. If you can access the information you need, again maybe using a handheld computer, you can learn while you are curious. Later in the day you might feel that other things are more important.
Metaphor
According to some cognitive scientists, notably George Lakoff, most abstract concepts are founded on metaphor. The number line represents quantity as distance, for example, and the Cartesian coordinate system generalizes that same metaphor to function in two dimensions. Ren Descartes did not invent this metaphor: people from many cultures say "the price went up" (or the equivalent), regardless of their native language. The metaphor "more IS up" (in Lakoff's notation) is quite old, but Descartes did formalize and extend it, allowing it to be applied to a new array of intricate concepts. But a metaphor can only be extended by a certain amount, after which it loses its meaning. Much of the power of mathematics comes from systematic and well-documented limits to the application of its metaphors. As soon as a new metaphor is added to the field, mathematicians thoroghly test exactly where it does and does not apply, and record their results explicitly in theorems that guide future work. The convention in other fields is to give metaphors much less explicit limits, forcing the reader or listener to find them out by trial and error. Returning to the "more IS up" example, some quantities tend to go up only with difficulty but go down quite easily, or vice-versa. In these cases, your intuitive understanding of gravity can be added to the metaphor, if you imagine that some quantities sink, while others float. If this doesn't apply, then the metaphorical "weight" of a quantity won't help your understanding. Some teachers are cognizant of the role that metaphor plays in learning, but in many courses, the metaphors behind the concepts presented are only vaguely hinted at. Actively searching for them and thoroughly testing their limits as early as possible can be quite helpful.
Intelligence Intensification/Memory Techniques

Visualization
Have you ever seen or heard of a person with a super memory? Did he remember all the cards in a deck in perfect order? Maybe he claimed that he had a photographic memory. That, however, is probably not the case. Rather, he or she used simple techniques which you can master too, with little practice (say, 100 hours). After half an hour of practice, you will see fantastic results. The memorizing time is directly related to the number of things to memorize. If you need five minutes in order to remember ten foreign words, you'll need ten minutes in order to remember twenty. It should be stressed that you will not get a photographic memory. You will be able to remember faces, foreign words, telephone numbers and much more. But you will not be able to look at a picture and then immediately remember every detail in your inner vision. Search the web for books on memory improvement and you will find lots of books claiming that they will give you a photographic memory. This is generally a lie. The systems you will learn on this page, however, are extremely practical and simple to use. And best of all, they work! The basic theory is that your brain associates everything you learn with what it already knows. Using the memory techniques to follow, you consciously make those associations (in addition to the ones made unconsciously). The other cornerstone used in the techniques is that the brain remembers strange things better than mundane things. This is the absolute essence of memory techniques. Lets see what comes out of it!
Remembering a list of items

The two basic methods used for remembering a list are linking and pegwords
Linking
After visualizing the first item on your list, visualize it associated with the next item, then visualize that item associated with the third, and so on. For example, to remember a list like "apple, fish, lady, star, stop sign, pencil ..." imagine an apple. Now you shall link this apple with a fish by visualizing (for instance) an apple tree with fishes instead of apples-you could even imagine a fish falling on Newton's head or Eve handing Adam a fish. Remember that it should be weird. Next link the fish with lady by visualizing a mermaid. Next item: Visualize a night sky with shining ladies in the sky instead of stars. Link to stop sign by visualizing a falling star landing on the ground-only instead of a star, when you get up close it's a stop sign, link "stop sign" with "pencil" by imagining a stop sign which is held up not by a metal post, but by a giant pencil.
Pegwords
Pegwords are used if remembering the position of each item is helpful; for example, if you would like to be able to recall the fifth U.S. president. In this system, a list of pegwords is pre-memorized. The pegwords are designed to be easy to visualize, and to associate with a number. For example memorize this list of pegwords. Try to form a mental image of each one.
1 2 3 4 5 6 7 8 9 gun zoo tree door hive bricks heaven plate wine Associate with bees associate your first item with a gun form a mental image of a zoo Associate 3rd item with a tree
10 hen
And then to remember any list of 10 items you associate the items to be remembered with their pegs. To memorize the grocery list: apples, butter, razor blades, soap, bread, milk, cat food, bacon, batteries, and orange juice, 1. you visualize the first item (an apple) being fired from a cannon, 2. Link the second item (butter) with zoo by imagining a gorilla stomping up and down on a stick of butter, 3. Link third item (razor blades) with tree by imagining a tree with razor blades for leaves, 4. a door made of soap 5. a swarm of bees flying from a loaf of bread as if it is a hive 6. a building which uses milk jugs in place of bricks 7. an open can of cat food with angel wings and a halo (imagine its smell) 8. bacon on a plate 9. a wine glass filled with batteries 10. a hen being squeezed and orange juice coming out. Sound obscure? Close your eyes and try to remember the list.
Method of Loci
The Method of loci was used by the ancient Greeks for oration; that is, for memorizing speeches. It involves mentally transversing a familiar place, for them, a temple, stopping at certain points, and associating those points with sections of a speech.
/Memorizing Numbers and Digits/

A system known as the mnemonic major system used to convert numbers into words. See module for details.
Techniques Which Combine Pegwords With the Number System

/A Longer Peglist/
While rhyming peglists are simple to learn they are severely limited in the number of pegs that can be created. 7 rhymes with 11, 21 rhymes with 31 rhymes with 41, etc. Using the major system, rather than rhymes, you can create
Intelligence Intensification/Memory Techniques as many pegs as you want with no ambiguity. This module currently has 116 pegs- enough to accommodate the periodic table.
/Memorizing Playing Cards/

This module combines the major system with the pegword systems to do some pretty amazing things with cards. It does require a lot of practice, and requires you to be adept at both systems, but you will be surprised with what you can accomplish.
/The Periodic Table/

An example of just how powerful this system can be. Pegs for the atomic numbers linked to a pun on the element names or their symbols linked to a phrase describing the atomic mass. This module has yet to be written. You can help.
Remembering foreign words

In order to remember a foreign word, or a native word you don't know, all you need to do is to make it concrete in your native language, and then link it with its meaning (which maybe has to be made concrete too). To remember the French word for horse, cheval, make it concrete in english by thinking of the word chew (which is a concrete verb). Then link a horse with chew. Maybe you vividly visualize that you are watching a big, big horse chew some trees from the comfort of your hammock. Then he picks up the trees your hammock is swinging between. Your blood splashes in your face as your bones crunch and you are racked with pain. You curse the horse for chewing you up. So when you think of horse, you immediately think chew, which reminds you of cheval. In order to remember the Swedish word for luck, tur, you also need to make the native word luck concrete. One easy way is to think of winning a lottery. But emphasize the middle syllable of "lottery": lot-TUR-ry. Think about how much TUR you need to win the lot-TUR-ry.
Remembering faces, art works etc

This is easy if you know any of the other techniques. To connect a face with a name, pick out something in the face and link whatever you picked out with the name. If you meet a girl whose face is shaped like a heart, link a heart with her name. So if her name is Angela, you can imagine an angel descending from heaven, who violently rips out her heart. Imagine her screaming, the blood spraying everywhere, and her squishy heart still beating while falling down to the muddy earth. If you meet somebody with a funny nose, it's easy. If you don't find anything special (but isn't everyone special in some way?) just pick something. What do the lips look like? The ears? The total impression? The technique to remember the author of a painting is analogous. Only by trying to find something special you are forced to really look, which helps remembering.
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How to remember whatever you want

Combine the above techniques, use them as a basis to construct your own personal techniques and remember the essence: Use weird, vivid visualizations; use all your senses (taste, smell, etc); associate what you want to remember with as much as possible. See Wikipedia's list of mnemonics.
Drugs and Vitamins

Some diet supplements, vitamins, herbs and amino acids may also improve your memory and alertness, though very few if any have been scientifically studied for effects on memory. These include the B vitamins, caffeine, amino acids like phenylalanine, (though an overdose can be deadly) melatonin, ginseng, ginkgo biloba, and many others. There are also a number of prescription-strength drugs which might be legal, but will have many side-effects, so they should all generally be avoided. Some of these alleged "smart drugs" include Vasopressin, Hydergine, and Piracetam, and DHEA. You should consult your physician before taking any drug or supplement, especially if you are taking any other medications. Current research suggests the best ways to keep your memory healthy as you age are to use it frequently (read non-fiction, engage in political conversation, etc.), eat a well-balanced diet, take antioxidant supplements (though overdoses of selenium and vitamins A and E could be fatal), and possibly increase the proportion of omega-3 fatty acids in your diet.
II Speed Reading
Classical Speed Reading

If you have never thought about how you can increase your reading speed, you will find these tips very interesting. You can probably read at much higher rates without losing understanding. Your brain is faster than your eyes. If you're still skeptical about increasing your reading speed, consider the following. This technique does not have to be used to increase your reading speed. You could choose to continue reading at your old speed, but have more time to understand the text, with less time used interpreting symbols. It is also strange that many people say that they don't need to read faster, but nobody wants to read slower. Speed reading is not suitable for many types of written material. Text with complex mathematical concepts or equations, for example, needs to be read many times, slowly. Written material describing a complex historical scenario likewise may be too complicated to be understood quickly. However, when the reading speed is slow and the information is not interesting, the mind tends to wander. Speed reading poetry will not improve one's appreciation of it, partly because in reading it too quickly, one loses much of the nuance of poetical metre. This is also true if you try to recite poetry at 700wpm. Speed reading tends to be a useful technique for light material such as easy-reading novels or magazine columns. The best idea is to speed read slowly. That is, use a perfect reading technique, but do it at a rate appropriate for the appreciation of what you are reading. Using a bad technique doesn't increase the appreciation of poetry, or the understanding of mathematical formulae. Speed reading the small print of speed reading course contracts (or any contract, for that matter) is also not a good idea. In order to increase your reading speed, do this:
II Speed Reading 1. Never pronounce the words. Your mouth should be absolutely still. 2. Don't move your head. If you try to read at a breakneck speed, you will hurt your neck. Move your eyes instead. 3. Practice not looking back at words. This is extremely important. Read a text, and note how your eyes tend to look back and read the same words repeatedly. In the beginning it takes a lot of concentration to read with a steady flow. The eyes will read a chunk of words, then another, and so on. However, don't get hung up on this: recognize that some texts simply require reading, rereading, and rereading again before comprehension begins to settle in. If you didn't understand something that you have just read, read it again (and again and again if necessary) before moving on. Well-written text repays close attention; but (of course) trashy novels or suchlike may be read using speed reading techniques with no loss. Remember that the goal of speed reading (or indeed any type of reading) is comprehension, not speed. 4. At the end of the row, the eyes should move diagonally (the shortest path) to the next row. 5. You can't read while your eyes are moving. When you read, your eyes should grasp a couple of words, then your gaze should jump forward in order to read the next couple of words. When you actually read, your eyes are not moving. In order to read as quickly as possible, read as many words as possible in each glance. Reading research shows that it is possible to read as many as two words at one time. So keep practicing.
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Aiding Software
The key to success is concentration and therefore discipline. If you really want to practice the last point, reading as large chunks of words as possible, you can create a computer program which writes two words on the screen with a space between them. Both words should be read at once, not one after the other. As you practice, enlarge the space between the two words. Another idea is to write a program which shows a text and as you press the space bar it begins to make the text invisible one word at a time (or maybe x words at a time). In that way, you are forced to continue reading, you cannot look back. If you write any of these programs, which shouldn't take more than a couple of hours, please make them available for everyone here. (Shouldn't the code be posted to Wikisource, under Source Code?) Yet another option which may be more viable for some is using available speed reading software package. Among the best are The Reader's Edge [1], RocketReader [2] and AceReader [3], though of course many others exist. Most of these programs will have grouping, flash, memory, speed reading, and shadow exercises.
References
[1] http:/ / www. readfaster. com [2] http:/ / www. rocketreader. com [3] http:/ / www. acereader. com
Intelligence Intensification/General Tips For Practicing
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Intelligence Intensification/General Tips For Practicing

Information Ecology Practices

Principle 4: understanding is enhanced by intelligent practice The transition to a knowledge-based digital environment has been vital to the transformation of the nature of information ecosystems and a global dynamic of the intensification of intelligence. The emerging holistic life science of Information Ecology incorporates principles, disciplines and protocols that facilitate the emergence of a common collective intelligence: Be mindful that information has: Zero mass Zero physical size Virtually zero travel time Be mindful that these zero-based properties - combined with advances in technology - open up a new, infinite, digital universe Discover how information properties make possible - as never before - a new digital commons and Enable common access to properties of the whole Be mindful of the power of zero addition & subtraction - it does nothing multiplication - reducing any number to zero division - raising any number to an immeasurable, infinite number exponential power - bringing all numbers to one Be mindul of zero's synonyms: nothing, none, null, empty, void, the unknown Be mindful that information obeys the following principles: value is enhanced by intelligent organization management is enhanced by intelligent protocols flow is enhanced by intelligent networks understanding is enhanced by intelligent practice Observe the intelligence and value of each information ecosystems with which you interact Pay attention to the boundaries of information ecosystems Pay attention to the interactions between information ecosystems Discern and observe the architecture of information ecosystems Be mindful of endangered information species and patterns of dominance Observe your organization's information habitats and their dynamics. Are they in design and use?
Intelligence Intensification/General Tips For Practicing Engage in an ongoing collective process of observing, enhancing and fine tunic the internal flow of information Observe your personal information habitats. Are they for you? Integrate, enhance and fine tune your personal information habitats Seek virtually effortless interaction with your information habitats Focus on hand and 'eye movement alone Save keystrokes whenever possible Align in style with cascading styles Observe the Tao of information Choose Wikibooks as your default platform for writing
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Doing One Thing At a Time

In karate, practicing the basic strike demands that 1. The opponent should be vividly imagined 2. The look should be steady and directed to the chest of the imagined opponent 3. 4. 5. 6. 7. 8. The elbow of the arm not striking should strike backwards with equal force The hip should rotate in order to enhance the strike The exhale should take place in the moment of impact The wrist must be straight during the strike The arm should not be streched out entirely (in order not to wear out the elbow joint) The fist should rotate just before the moment of impact
Having all this in mind when practicing is very difficult. A better idea is to concentrate on one thing at a time. Iterate over the list of things to practice. Let the other things happen by themselves or go wrong, as the case may be. This method of practicing is of course applicable in all kinds of training.
Choosing to Focus on the Practice

Another useful technique to use when practicing, also inspired by martial arts, is to enter a meditation position before and after the training. Before the training, enter the position and 1. Consciously remind yourself that you choose to do this training 2. Affirm that you will be concentrated and use the time effectively 3. Visualize yourself doing what you are going to do, feel that you are relaxed and that it is fun to practice After the training, enter the position and 1. Visualize what you practiced and visualize yourself doing everything perfectly 2. Thank yourself for being concentrated and feel the joy of development
Intelligence Intensification/Creativity Techniques
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Intelligence Intensification/Creativity Techniques

Intelligence Intensification Introduction | Information Sifting | Information grasping Information Evaluation | Information Invention | Information Utilization The techniques described here are not very useful for a musician or a painter (or they are, but not directly). The goal is to get new ideas and break old thinking habits. The essence of the theory is as follows: Usually your mind is in a rut. In order to move your thinking wagons out of the rut, you provoke it. You will find it to be very simple and it will work immediately. With practice, it will work even better! (Here it would be nice with a picture with thinking wagons stuck in a rut. Can you draw one?) Sometimes the brains seems to be slow, lacking energy and wit. Maybe you have to finish an article before you go to bed. Ideas don't flow easily. To get the brains into full swing so thinking goes with a bang, you might try the following exercise: Point at an object in your surroundings and call it by another name. Point at a lamp, and say snake! Point at a floppy disk, say spoon! A book -- dance! Table -- Swimming! Etc. Try to increase the speed until you cries out weird words immediately when you point at something. I will not say how it feels afterwards. Do it and you will know! You might observe that it is easy to slip into patterns, like "Cow! Milk! Breakfast! ...". Practice a little bit more to get rid of these patterns. Now I will give you two good techniques to get new ideas. I think it's all you need. There are thick books about this, and you may read them if you think it is interesting. But if you are intelligent, understanding the essence is all you need (everywhere, always, in every theory. Am I overenthusiastic?) The first one is to simply have something to think of. Instead of looking at the whole problem at once (if you have a problem), look at a tiny detail. If you walk down the street, force yourself to only look at -- for instance -- a lamppost or maybe even only at the hold or the very lamp. Then think, how could this be done better? Compare this to looking at the whole street at once, thinking "Can anything be done better here?". Make this a habit if you wish to be the guy or girl who always have new and funny ideas. It is like a burning glass which produces a warmer spot if the spot is smaller. So have a small focus point! The second thing, which you can combine with the above idea to get good results is to have a thought in mind, a thought you want to develope. Then provoke your brain with a random word, like "pancake batter!" or "machete!". Then let this word bring new ideas. Often all you need is to be provoked. The very provocation, the weird word, is only needed to bring the thinking out of the rut. Here is an example: In my hands I've got a CD case. I want to make it better. As a focus point, I choose the hold. I need a provocation word. FROG! Frog? They are slimy... Gluing the disk is not a good idea... But one could hold the disk with suction cups! There is actually free space on the plastic of a CD where no data is written, so leaving suction marks doesn't matter. Maybe this is a very stupid example, but this is how it works even when you're thinking of not so stupid things. Remember the essence! You must provoke your brains. People who haven't provoked their brains in years get dull and robotic. People who provoke their brains often get creative and non-robotic. Additional Techniques for Provoking Creativity and Intelligence Random associations. The point of this exercise is to be able to state how a ___________ is like a ________________. Use whatever method you choose to fill in the blanks and state how the two are alike. For example, suppose you want to make a game of this with a child. Place assorted objects into a bag. Gather the objects from various places, so that they are not all related by location, toy figures count as well. Then have the
Intelligence Intensification/Creativity Techniques child, without looking and, doing so quickly as not to select by feel, pull out two objects. Then have the child describe how the two objects, say a bottle opener and a (toy) giraffe are alike. Additional ways of filling in the blank might be to randomly select words from a dictionary of telephone yellow pages, select images from advertisements or commercials (it takes some of the mindlessness out of television watching), with multiple people have each select a word individually secretly (nouns work best) then fill in the blank with the two word and see who can come up with the most connections. No-name naming. Describe a scene, or the room that you are in without using nouns, except for the names of geometric shapes. Use only adjectives and verbs. Try describing a specific picture from a group of pictures that are not too dissimilar with enough detail that another person can pick out the one you are describing. Smallest differences. From a group of 4-6 similar objects, such as lemons, oranges, eggs, unsharpened pencils, choose one specimen. Spend 5-10 minutes getting to know your specimen. Then return it to the group and mix them up. Test yourself to see if you can differentiate yours from the rest. (This is a useful skill when doing magic tricks with cards. If you can discern small differnces, every deck of cards becomes a marked deck with use.) Observation. This is the most basic skill of all, and the one others are based upon, the ability to observe. Where ever you are, take time to observe and verbalize (even if only internally) what it is you observe. Start with one sensory channel, such as visual, then proceed to auditory, then kinesthetic, and olfactory. Looking at things upside-down. Or sideways. Turn your head so that you look at things upside down. Think about what would happen if suddenly gravity changed directions. Or imagine the building you are in suddenly turned over on its side and imagine how you would climb out. Sudden difference. Look at something and imagine what it would be like if a particular detail about it changed to its opposite. For instance, what if CDs were suddenly square? Different use. Think of alternate ways to use things than for the original purpose for which they were intended. For example, children often consider their parent's bed a trampoline instead of a bed. Kitchen sink could be used as a mixing bowl. For that matter, mixing bowls could be made into sinks! CDs could be used as frizbees.. or light catchers... or christmas tree ornaments. I've heard of people using doors as desk surfaces. (This kind of exercise is particularly helpful for conserving money in times of unemployment.) Supplement: Creativity is simply making new intellectual connections. Everyone has some potential to be more creative than they are now; it just takes a willingness to allow their minds to wander in an unforeseen direction. When an unusual thought enters many people's heads, they dismiss it as silly or pointless. They may be right, but that's beside the point. By judging these spurs of creativity before the mind is given a chance to follow them to their conclusion, they are closing themselves from creative thoughts that may be relevant, useful, or entertaining at the very least. Next time you get an odd idea, run with it. If you see a man walking his dog in the park and you begin to wonder how things would be if the dog were instead walking the man, follow that thought and see where it takes you. It may sound silly, but sharpening your creative process for these simple observations will sharpen your ability to come up with original solutions to things more relevant to your life too. Be creative! You have nothing to lose and only a sense of humor, a newfound ability to express yourself, and an ability to solve problems better to gain.
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Intelligence Intensification/Memory Techniques/Memorizing Numbers and Digits
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Numbers are frequently encountered that a person would do well to memorize, and yet the fact that numbers involve abstract and usually random patterns can make this difficult. However, using the following system (known as the mnemonic major system) they can be converted into much easier-to-remember words and phrases:
0 1 2 3 4 5 6 7 z, s, soft c t, d n m r l j, sh, ch, soft g k, hard c, hard g, q, qu f, v b, p "z" is the first letter of zero. The others have a similar sound t has one downstroke d has a similar sound(some variants include th) n has two downstrokes three downstrokes, also "3" looks like "m" on its side last letter of four L is the Roman Numeral for 50 a script j has a lower loop / g is almost a 6 rolled around capital K contains two sevens
8 9
script f looks like a figure-8 P is a mirror-image 9, b sounds similar These can be used anywhere without changing a word's number value
Unassigned Vowel sounds, w,h,y
Similar sounds are grouped together. Since you do almost exactly the same thing with your mouth to produce the s sound as to produce the "z" sound they are treated the same. Likewise for the other groupings This system uses sounds, NOT spelling. So "Pitch" will be 96 not 916 because "thc" makes a "ch sound" like "peach","funny" is 82 not 822 because the double n is pronounced the same as a single n, and "mix" is 370 because "x" makes a "ks" sound.
Simple Examples
Words Into Numbers
hindquarters=2174140 major system=3640013 daffy duck=1817 (the double f is 8 not 88 because it is phonetic) Tax dodger=170164 (X has the KS sound dg has the j sound) "Motherhood will be no joy. All my life-puke!" =3.1415926535897- the first 14 digits of pi "Motrhead will be a no-show. Lemmy helluva puke!" =3.141592653589- another mnemonic for pi- imagine the band canceling because the singer is sick.
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Numbers Into Words

3141592 = "meatier tailbone" (first seven digits of pi) 6535897 = "Shalom live big" next seven digits of pi 9323846= "bemoan movie roach" (next 7 digits) -visualize PETA feeling sorry for the 6-legged animal actors who got stomped 90210 = bassinets notice I broke pi into 7 digit sections- that is to demonstrate what this can do for phone numbers.
Flexibility
For an example of this system's flexibility, consider the sequence 5121734395 (the numbers were taken from a lottery draw 5-12-17-34-39-mega5,but could just as easily represent any 10-digit number) Breaking it as 5121 734 395 yields: 5121 = latent,lightened,Aladdin would,Old Ned,etc 734 = camera, Gomorrah, Gomer, gamer, comer, come-here,came here etc 395 = ample, employ, employee, humble, humbly, immobile, impala, imply, etc simply combining the words listed above yields 4x7x8=224 possible phrases such as "latent camera employee", "Aladdin would come here humbly", or "Old Ned came here immobile". The fact that this list is far from complete and only shows one possible way to break the numbers demonstrates power and flexibility of this system.
Uses
The major system can make otherwise random numbers surprisingly easy to remember, and as such it is useful for memorizing phone numbers, PIN numbers, addresses, dates for world events, etc. Using just such an approach it becomes possible for some people to construct epic stories that catalog thousands of digits of pi, or hundreds of telephone numbers, or whatever else might be needed or desired out of the system. This system is particularly powerful when combined with the pegword system. It can be used to generate pegword lists longer than are possible with rhymes. It can also be combined with a pegword system to memorize more structured data such as charts.See parent module for an explanation of pegwords. See A Longer Peglist for a major-system derived peglist. See Memorizing Playing Cards for a technique that applies this system to cards. When combined with peg systems it can be used to memorize more organized and structured data such as charts seeThe Periodic Table for an example (currently under construction- you can help).
Practice
Take words from any source and convert them into numbers. Continue until you no longer have to keep looking at the chart. Take 20 phone numbers, come up with words for them, and visualize the words associated with the person. Images that are funny and/or insulting work best. With a little practice this system becomes automatic.
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Lottery Examples
As lotteries involve random number patterns, they can be used for practicing this system. They also allow more advanced practice by linking the numbers of the draw to the date. For example on February 5, 2003, right after the destruction of Space Shuttle Columbia the lottery numbers were 5-26-30-14-33 with mega number 5. This translates exactly into the phrase "a launch mystery, my oh my - oh well". Since lotteries involve sets of single and two digit numbers and the draw order does not matter, you could just as well imagine saying to a parent: "Well mom, I enjoy dreams." which yields the same set of numbers, but in a different order, i.e., 5-33-26-14-30 with the same mega number 5. On February 20, 2008, the day a total lunar eclipse was visible over much of the world, the numbers for the California Super Lotto were 2-6-17-41-45 with mega number one. The sequence 261741451 would be easy to remember, and associate with the eclipse as the phrase "I ENJOYED A GREATER LIGHT". With practice it becomes straightforward to link news events, to lists of numbers, to specific winning combinations. Consider for example the Laci Peterson missing persons case. The phrase "my love may be near the bay" yields the sequence 3-5-8-39-24 with mega number 19, which was actually drawn on March 5, 2003 - about the time that the Laci Peterson case was officially classified a homicide. Likewise the June 28, 2003 draw was 1-5-11-13-18 and 22 which yielded "die - he will die die die - he might have no one."
Another example of flexibility

For demonstration, another set of examples for the California Super Lotto will be presented, using the results from the draw on Valentines Day 2004. As can be seen, is is often possible to construct a rather large variety of grammatically correct English sentences or phrases which will cipher into an indicated set of numbers. This is especially true when memorizing numbers where there is some flexibility in which the numbers are ordered, i.e. for most Lottery type games. There are of course situations where the numbers must be remembered only in an exact particular order, and the system will not be as flexible in those cases. For the numbers 31-21-36-22-45 mega 10 ANYONE MAY WISH - HE MIGHT KNOW WHAT REALITY IS. I IMAGINED REALLY MAD INNUENDOS. A NEWTONIAN MESH? REAL METHODS. A NEWTONIAN MESH - MATH REALITIES. I MADE A NEWTONIAN MESH. REALITY IS. A REAL NEWTONIAN MESH MADE WHAT IS. WE ARE ALMIGHTY NEWTONIAN MIDGETS. HE WONT MATCH ANYONE. REALLY MAD AT US. YOU REALLY MIGHT NOT MATCH ANYONE: WHO DOES? I MIGHT NOT MATCH ANYONE - WHO REALLY DOES? YOU REALLY MIGHT NOT MATCH ANYONE WITH US. I WANT A MATE. MY WISH: A MATCH. NO ONE REAL? I WOULD SIGH. ANYONE REALLY WANT A MATE? A MATCH DOES. IN TIME SHE MIGHT KNOW WHEN REALITY IS. MY WISH? - I WANT A REAL MATE. ANYONE? NO ONE REALLY MADE MY WISH - I WANT WHAT IS! I REALLY MADE A MATCH IN ONE NIGHT. TWICE! IN ONE NIGHT I MADE A REAL MATCH. DO YOU SEE? EARLY ON, ONE NIGHT I MADE A MATCH. TO US!
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Making Exceptions to the rules

Sometimes situations will arise where it is better to deviate from the system. If a perfect phrase comes very close to fitting the numbers, or if certain number combinations just will not yield good words, you may choose to make exceptions to the rules. For the first example, the phrase KATRINA IS NOT OUR CONCERN would translate into the sequence 7142021472042, which would ALMOST match the winning numbers for the another winning combination that actually came up on the California Lottery some time not too long after hurricane Katrina, i.e. as the set 7,14,20,21,47 and 42, except for the fact that that the mega number on the California Super Lotto only goes as high as 27, and the actual mega number when that particular set came up was 24, not 42! However there is an extra leading zero inserted into the stream that contains the comment about hurricane Katrina, just before the 42. Thus, this phrase serves as an example of how it is sometimes useful to bend the system slightly. If a pass phrase is discovered that is too good to resist, but it otherwise involves a nonsensical transposition, then it is often best to use the nonsensical transposition anyway - because the mental image is so strong. Another case often arises with difficult telephone interchanges such as 838 or 552, or with repeated numbers such as "55" or "00" combinations. Sometimes it can be very difficult to make meaningful words out of these numbers. If you live in an area with one or two "problem" interchanges you may wish to make special rules for these particular numbers. For example, if the list of phone numbers you wish to remember has a lot of 552 numbers, then for those numbers you may choose to memorize only the last 4 digits. When recalling phone numbers, if the catchphrase only yields a 4-digit number, you will automatically know you are dealing with a 552 number. Some people may wish to reserve the letter "x" for double-zero combinations. While the sound produced is "ks" (70), if a person were to reserve words SPELLED with "x" for the double-zero sound, that person would have an exception which works for him or her. Some words (for example "ing" verbs) can be intentionally mispronounced turning words like "fishing", and "fighting" into "fishin'" and "fightin'". There are of course other examples where it is important to remember a lot of numbers quickly, but it is not critical to remember the exact order. Lottery numbers are one example where the exact order is not always important, and some of the examples on this page show that. Another example is in playing cards. When keeping track of which cards have been played and which cards remain, the order is not important. On the page Memorizing Playing Cards the section destroying shows a method to track dealt cards without regard to the order. As this system is a memory aid for your own mind, it is generally better to use whatever works best yourself than to insist on rigidly following the system's rules.
Intelligence Intensification/Proofs
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Different levels of proof

There are many different levels of proofs. Some people tend to regard everything as a proof, others nothing. Having a good ability to decide what consitutes a good proof is a clear sign of high intelligence. A person who doesn't know anything about scientific proofs is not able to see through pseudo-scientific proofs and might therefore walk around believing things which are not true. One measure of intelligence is the correspondence of a person's models of reality with reality itself.
Elements of a scientific method

The above is a hypothetico-deductive method, and includes observation in the first and fourth steps. Each step is subject to peer review for possible mistakes.
Characterization
A scientific method depends upon a careful characterization of the subject of the investigation. (The subject can also be called the problem or the unknown.) For example, Benjamin Franklin correctly characterized St. Elmo's fire as electrical in nature, but it has taken a long series of experiments and theory to establish this. While seeking the pertinent properties of the subject, this careful thought may also entail some definitions and observations; the observation often demands careful measurement and/or counting. The systematic, careful collection of measurements or counts of relevant quantities is often the critical difference between pseudo-sciences, such as alchemy, and a science, such as chemistry. Scientific measurements taken are usually tabulated, graphed, or mapped, and statistical manipulations, such as correlation and regression, performed on them. The measurements might be made in a controlled setting, such as a laboratory, or made on more or less inaccessible or unmanipulatable objects such as stars or human populations. The measurements often require specialized scientific instruments such as thermometers, spectroscopes, or voltmeters, and the progress of a scientific field is usually intimately tied to their invention and development. Measurements demand the use of operational definitions of relevant quantities. That is, a scientific quantity is described or defined by how it is measured, as opposed to some more vague, inexact or "idealized" definition. For example, electrical current, measured in amperes, may be operationally defined in terms of the mass of silver deposited in a certain time on an electrode in an electrochemical device that is described in some detail. The operational definition of a thing often relies on comparisons with standards: the operational definition of "mass" ultimately relies on the use of an artifact, such as a certain kilogram of platinum kept in a laboratory in France. The scientific definition of a term sometimes differs substantially from their natural language usage. For example, mass and weight are often used interchangeably in common discourse, but have distinct meanings in physics. Scientific quantities are often characterized by their units of measure which can later be described in terms of conventional physical units when communicating the work. Measurements in scientific work are also usually accompanied by estimates of their uncertainty. The uncertainty is often estimated by making repeated measurements of the desired quantity. Uncertainties may also be calculated by consideration of the uncertainties of the individual underlying quantities that are used. Counts of things, such as the
Intelligence Intensification/Proofs number of people in a nation at a particular time, may also have an uncertainty due to limitations of the method used. Counts may only represent a sample of desired quantities, with an uncertainty that depends upon the sampling method used and the number of samples taken.
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Hypothesis development
A hypothesis includes a suggested explanation of the subject. It will generally provide a causal explanation or propose some correlation. Observations have the general form of existential statements, stating that some particular instance of the phenomenon being studied has some characteristic. Causal explanations have the general form of universal statements, stating that every instance of the phenomenon has a particular characteristic. It is not deductively valid to infer a universal statement from any series of particular observations. This is the problem of induction. Many solutions to this problem have been suggested, including falsifiability and Bayesian inference. Scientists use whatever they can their own creativity, ideas from other fields, induction, systematic guessing, etc. to imagine possible explanations for a phenomenon under study. There are no definitive guidelines for the production of new hypotheses. The history of science is filled with stories of scientists claiming a "flash of inspiration", or a hunch, which then motivated them to look for evidence to support or refute their idea. Michael Polanyi made such creativity the centrepiece of his discussion of methodology.
Prediction from the hypothesis

A useful hypothesis will enable predictions, by deductive reasoning, that can be experimentally assessed. If results contradict the predictions, then the hypothesis under test is incorrect or incomplete and requires either revision or abandonment. If results confirm the predictions, then the hypothesis might be correct but is still subject to further testing. Einstein's theory of General Relativity makes several specific predictions about the observable structure of space-time, such as a prediction that light bends in a gravitational field and that the amount of bending depends in a precise way on the strength of that gravitational field. Arthur Eddington's observations made during a 1919 solar eclipse supported General Relativity rather than Newtonian gravitation. Predictions refer to experiment designs with a currently unknown outcome; the classic example was Edmund Halley's prediction of the year of return of Halley's comet which returned after his death. A prediction (of an unknown) differs from a consequence (which can already be known).
Einstein's prediction (1907): Light bends in a gravitational field
Once a prediction is made, an experiment is designed to test it. The experiment may seek either confirmation or falsification of the hypothesis. Yet an experiment is not an absolute requirement. In observation based fields of science actual experiments must be designed differently than for the classical laboratory based sciences; for example, the observations of the Chaldeans were utilized in the work of Al-Batani, when he determined a value for the precession of the Earth, in work that spanned thousands of years. Scientists assume an attitude of openness and accountability on the part of those conducting an experiment. Detailed recordkeeping is essential, to aid in recording and reporting on the experimental results, and providing evidence of the effectiveness and integrity of the procedure. They will also assist in reproducing the experimental results. This tradition can be seen in the work of Hipparchus (190 BCE - 120 BCE), when determining a value for the precession of the Earth over 2100 years ago, and 1000 years before Al-Batani.
Intelligence Intensification/Proofs The experiment's integrity should be ascertained by the introduction of a control. Two virtually identical experiments are run, in only one of which the factor being tested is varied. This serves to further isolate any causal phenomena. For example in testing a drug it is important to carefully test that the supposed effect of the drug is produced only by the drug. Doctors may do this with a double-blind study: two virtually identical groups of w:patients are compared, one of which receives the drug and one of which receives a placebo. Neither the patients nor the doctor know who is getting the real drug, isolating its effects. Once an experiment is complete, a researcher determines whether the results (or data) gathered are what was predicted. If the experimental conclusions fail to match the predictions/hypothesis, then one returns to the failed hypothesis and re-iterates the process. If the experiment(s) appears "successful" - i.e. fits the hypothesis - then its details become published so that others (in theory) may reproduce the same experimental results.
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Testing and improvement

The scientific process is iterative. At any stage it is possible that some consideration will lead the scientist to repeat an earlier part of the process. Failure to develop an interesting hypothesis may lead a scientist to re-define the subject they are considering. Failure of a hypothesis to produce interesting and testable predictions may lead to reconsideration of the hypothesis or of the definition of the subject. Failure of the experiment to produce interesting results may lead the scientist to reconsidering the experimental method, the hypothesis or the definition of the subject.
Verification
Science is a social enterprise, and scientific work will become accepted by the community only if they can be verified. Crucially, experimental and theoretical results must be reproduced by others within the science community. Researchers have given their lives for this vision; Georg Wilhelm Richmann was killed by ball lightning to his forehead (1753) when attempting to replicate the 1752 kite experiment of Benjamin Franklin. Reevaluation All scientific knowledge is in a state of flux, for at any time new evidence could be presented that contradicts a long-held hypothesis. A particularly luminous example is the theory of light. Light had long been supposed to be made of particles. Isaac Newton, and before him many of the Classical Greeks, was convinced it was so, but his light-is-particles account was overturned by evidence in favor of a wave theory of light suggested most notably in the early 1800s by Thomas Young, an English physician. Light as waves neatly explained the observed diffraction and interference of light when, to the contrary, the light-as-a-particle theory did not. The wave interpretation of light was widely held to be unassailably correct for most of the 19th century. Around the turn of the century, however, observations were made that a wave theory of light could not explain. This new set of observations could be accounted for by Max Planck's quantum theory (including the photoelectric effect and Brownian motionboth from w:Albert Einstein), but not by a wave theory of light. Nor, for that matter, by the particle theory. More ...
Peer review evaluation

Scientific journals use a process of peer review, in which scientists' manuscripts are submitted by editors of scientific journals to (usually one to three) fellow (usually anonymous) scientists familiar with the field for evaluation. The referees may or may not recommend publication, publication with suggested modifications, or, sometimes, publication in another journal. This serves to keep the scientific literature free of unscientific or crackpot work, helps to cut down on obvious errors, and generally otherwise improve the quality of the scientific literature. Work announced in the popular press before going through this process is generally frowned upon. Sometimes peer review inhibits the circulation of unorthodox work, and at other times may be too permissive. The peer review process is not always successful, but has been very widely adopted by the scientific community.
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Reproducibility
The reproducibility or replication of scientific observations, while usually described as being very important in a scientific method, is actually seldom actually reported, and is in reality often not done. Referees and editors rightfully and generally reject papers purporting only to reproduce some observations as being unoriginal and not containing anything new. Occasionally reports of a failure to reproduce results are published--mostly in cases where controversy exists or a suspicion of fraud develops. The threat of failure to replicate by others, however, serves as a very effective deterrent for most scientists, who will usually replicate their own data several times before attempting to publish.
Evidence and assumptions

Evidence comes in different forms and quality, mostly due to underlying assumptions. An underlying assumption that 'objects heavier than air fall to the ground when dropped' is not likely to incite much disagreement. An underlying assumption like 'aliens abduct humans' however is an extraordinary claim which requires solid proof. Many extraordinary claims also do not survive Occam's razor.
Elegance of hypothesis
In evaluating a hypothesis, scientists tend to look for theories that are "elegant" or "beautiful". In contrast to the usual English use of these terms, scientists have more specific meanings in mind. "Elegance" (or "beauty") refers to the ability of a theory to neatly explain as many of the known facts as possible, as simply as possible, or at least in a manner consistent with Occam's Razor while at the same time being aesthetically pleasing. Everyone has reason to learn what constitutes a scientific proof. Even if you never do scientific work, it will help you to evaluate other's work, and to protect yourself against quackery. Maybe even more importantly, it will enable you to think more clearly in general.
Statistics
Whenever you hear an advertisement saying a new soap or lotion is scientifically proven to have a positive effect in some sense, statisitics have been used (or they lied about the scientificness of the proof). The philosophical ideas behind statistical proofs are these: 1. Formulate a hypothesis which can be falsified by experiments (measurement) 2. Decide what level of certainty you want. 95% and 99% are common choices. 3. Perform experiments that might falsify the hypothesis. Suppose, for instance, that you want to see if there is any connection between drinking alcohol during pregnancy and the intelligence of the child. Then you might start with the following: Hypothesis: A mother drinking alcohol during pregnancy does lower the intelligence of her child. This gives rise to the following anti-hypothesis or null hypothesis: Null hypothesis: A mother drinking alcohol during pregnancy does not lower the intelligence of her child. Now we want to be 99% sure of our result. That means the risk of error is 1%. After doing a lot of measurements and putting the measurements through the machinery of statistics, we will be able to conclude either: 1. with 1% risk of error we cannot reject the null hypothesis, or 2. with 1% risk of error the null hypothesis is rejected in favour of the hypothesis. If 2 is the case, we have 'proven' statistically that drinking alcohol during pregnancy lowers the intelligence of the child. Of course this example is stylized. What do we mean by drinking alcohol? What amount, and how regularly? How do we measure intelligence? Those must also be specified.
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The Axiomatic Method

The axiomatic method is fundamental in every mathematical theory. A complete theory is built of axioms and implications.* Other names for "axiom" are "premise", "postulate", and "assumption". An axiom is always assumed to be true, without discussion, for the sake of argument. Each time we say 'suppose', we describe an axiom. When a statement undoubtedly (logically) follows from another statement, we have an implication. Suppose all human beings have pink eyes. Let that be an axiom. Now suppose that Melinda is a human being. (That's another axiom.) Then Melinda has pink eyes. Any other conclusion about Melinda's eye color would be wrong, because the axioms are defined as true (unless one could prove that the two axioms contradict one another, in which case one would have to be discarded, but that's another story). People have different axioms. Have a look at this belief: "If we don't throw a pancake in the dragons cave each morning, the sun will not rise". You might say that this isn't very logical. But it indeed is, with the right axioms. Axioms: 1. There is a dragon in the cave. 2. The dragon dies if it doesn't eat pancakes. 3. The dragon and only the dragon can make the sun rise. Now, if nobody gives pancakes to the dragon, then the dragon will die (suppose also that the dragon cannot make his own pancakes). But if the dragon is dead, then nobody makes the sun rise! This conclusion is logically derived from the axioms. The point is that even hard core mysticists may use logic in their thinking; only their assumptions are strange. Most people don't consciously think about what are axioms and what are implications when they argue with each other. Also, most people would rather die than change any of their axioms of life. People have the strangest axioms like "Different configurations of the stars have different easily detectable effects on human beings". Maybe they have good reasons to have these axioms. However, having these axioms, they think they are thinking rationally, and they are! As long as the implications follow logically from their axioms, they are thinking rationally! At least, according to one definition of "rational". Another definition might be "a theory is rational if it has a good correlation with physical reality". But then many mathematical theories are not rational; for instance, most non-Euclidian geometries (and ordinary Euclidian geometry too, according to Minkowski-Einstein theory!). And we want mathematical theories to be "rational", so the latter was not a good definition. An intelligent being should be aware of the fact that different people and different cultures have different axioms. It might be a good idea to practice believing in strange things. Be aware of your axioms! Don't believe in them, just regard them as axioms! Change axioms each time you change underwear, if you change your underwear reasonably often. If you have never heard of Occam's Razor, this is the perfect time to learn what it is. It's a principle which roughly says: If you have to choose between two equally good theories for explaining a phenomena, choose the one with the smallest number of axioms. A short repetition: 1. Try not to believe in the axioms you use in daily life, just regard them as axioms which could very well be changed. This will help you to understand other people. 2. Superstitious people can very well be rational, and they often are. They just have some strange axioms. 3. Try to assume as little as possible (that is, use Occam's razor). And be careful not to draw too-bold conclusions. If you pray to god, and immediately your prayers are answered, does this imply that the Koran or the Bible is true? Does this imply that what's preached in your local church is true? Or does it imply that the Hindus are right? * In mathematical theories, one introduces something called a formal system, which is a little bit more rigorous (for instance the logical rules are not taken for granted). In daily life, however, the axiomatic method is good enough.
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Inductive Reasoning
Induction or inductive reasoning, sometimes called inductive logic, is the process of reasoning in which the conclusion of an argument is very likely to be true, but not certain, given the premises. It is to ascribe properties or relations to types based on limited observations of particular w:tokens; or to formulate laws based on limited observations of recurring phenomenal patterns. Induction is used, for example, in using specific propositions such as: The ice is cold. A billiard ball moves when struck with a cue. to infer general propositions such as: All ice is cold. For every action, there is an equal and opposite re-action
Validity
Formal logic as most people learn it is deductive rather than inductive. Some philosophers claim to have created systems of inductive logic, but it is controversial whether a logic of induction is even possible. In contrast to deductive reasoning, conclusions arrived at by inductive reasoning do not necessarily have the same degree of certainty as the initial assumptions. For example, a conclusion that all swans are white is obviously wrong, but may have been thought correct in Europe until the settlement of Australia. Inductive arguments are never binding but they may be cogent. Inductive reasoning is deductively invalid. (An argument in formal logic is valid if and only if it is not possible for the premises of the argument to be true whilst the conclusion is false.) The classic philosophical treatment of the problem of induction, meaning the search for a justification for inductive reasoning, was by the Scotsman David Hume. Hume highlighted the fact that our everyday reasoning depends on patterns of repeated experience rather than deductively valid arguments. For example we believe that bread will nourish us because it has in the past, but it is at least conceivable that bread in the future will poison us. Someone who insisted on sound deductive justifications for everything would starve to death, said Hume. Instead of unproductive radical skepticism about everything, he advocated a practical skepticism based on common-sense, where the inevitability of induction is accepted. 20th Century developments have framed the problem of induction very differently. Rather than a choice about what predictions to make about the future, it can be seen as a choice of what concepts to fit to observation (see the entry for grue) or of what graphs to fit to a set of observed data points. Induction is sometimes framed as reasoning about the future from the past, but in its broadest sense it involves reaching conclusions about unobserved things on the basis of what is observed. Inferences about the past from present evidence (e.g. archaeology) count as induction. Induction could also be across space rather than time, e.g. conclusions about the whole universe from what we observe in our galaxy or national economic policy based on past economic preformance.
Intelligence Intensification/Repetition
26
Intelligence Intensification/Repetition
Why Boring Repetition?

If you want to minimize studying time, repetition is important. If you repeat, you tell your brain this is important, remember this.
Optimizing Repetition
Repetition should be made at certain intervals of time. Of course it's best if you experiment and find your own optimal intervals but a general guideline is as follows: After one hour of study wait ten minutes. During these ten minutes your brain will organize the new information. Then you should briefly repeat the information during about five minutes. The next repetition should be after about an hour, also about five minutes long. Then repeat again after one day, as much as you feel needed. Try again after a week and then after a month. Hopefully the information is in your long-term memory by then. Note that these are only general guidelines which may very well vary due to the nature of the material you study, your studying technique, etc. Experiment!
Aiding Software
There already exist several software programs that optimise the repetition cycle. Most of them use the Leitner system approach. SuperMemo [1] uses a repetition algorithm, which is based on neural research. Free alternatives include such programs as Anki [2] or Mnemosyne [3]. The best combination between using a structured approach and optimal repetition intervals is realised with RecallPlus [4]. RecallPlus uses concept maps for structuring the learing material and then uses repetition cycles, associated with the links between topics.
References
[1] [2] [3] [4] http:/ / www. supermemo. com http:/ / ichi2. net/ anki/ http:/ / www. mnemosyne-proj. org/ http:/ / www. recallplus. com
Intelligence Intensification/Speed Reading
27

Classical Speed Reading

If you have never thought about how you can increase your reading speed, you will find these tips very interesting. You can probably read at much higher rates without losing understanding. Your brain is faster than your eyes. If you're still skeptical about increasing your reading speed, consider the following. This technique does not have to be used to increase your reading speed. You could choose to continue reading at your old speed, but have more time to understand the text, with less time used interpreting symbols. It is also strange that many people say that they don't need to read faster, but nobody wants to read slower. Speed reading is not suitable for many types of written material. Text with complex mathematical concepts or equations, for example, needs to be read many times, slowly. Written material describing a complex historical scenario likewise may be too complicated to be understood quickly. However, when the reading speed is slow and the information is not interesting, the mind tends to wander. Speed reading poetry will not improve one's appreciation of it, partly because in reading it too quickly, one loses much of the nuance of poetical metre. This is also true if you try to recite poetry at 700wpm. Speed reading tends to be a useful technique for light material such as easy-reading novels or magazine columns. The best idea is to speed read slowly. That is, use a perfect reading technique, but do it at a rate appropriate for the appreciation of what you are reading. Using a bad technique doesn't increase the appreciation of poetry, or the understanding of mathematical formulae. Speed reading the small print of speed reading course contracts (or any contract, for that matter) is also not a good idea. In order to increase your reading speed, do this: 1. Never pronounce the words. Your mouth should be absolutely still. 2. Don't move your head. If you try to read at a breakneck speed, you will hurt your neck. Move your eyes instead. 3. Practice not looking back at words. This is extremely important. Read a text, and note how your eyes tend to look back and read the same words repeatedly. In the beginning it takes a lot of concentration to read with a steady flow. The eyes will read a chunk of words, then another, and so on. However, don't get hung up on this: recognize that some texts simply require reading, rereading, and rereading again before comprehension begins to settle in. If you didn't understand something that you have just read, read it again (and again and again if necessary) before moving on. Well-written text repays close attention; but (of course) trashy novels or suchlike may be read using speed reading techniques with no loss. Remember that the goal of speed reading (or indeed any type of reading) is comprehension, not speed. 4. At the end of the row, the eyes should move diagonally (the shortest path) to the next row. 5. You can't read while your eyes are moving. When you read, your eyes should grasp a couple of words, then your gaze should jump forward in order to read the next couple of words. When you actually read, your eyes are not moving. In order to read as quickly as possible, read as many words as possible in each glance. Reading research shows that it is possible to read as many as two words at one time. So keep practicing.
28
Aiding Software
The key to success is concentration and therefore discipline. If you really want to practice the last point, reading as large chunks of words as possible, you can create a computer program which writes two words on the screen with a space between them. Both words should be read at once, not one after the other. As you practice, enlarge the space between the two words. Another idea is to write a program which shows a text and as you press the space bar it begins to make the text invisible one word at a time (or maybe x words at a time). In that way, you are forced to continue reading, you cannot look back. If you write any of these programs, which shouldn't take more than a couple of hours, please make them available for everyone here. (Shouldn't the code be posted to Wikisource, under Source Code?) Yet another option which may be more viable for some is using available speed reading software package. Among the best are The Reader's Edge [1], RocketReader [2] and AceReader [3], though of course many others exist. Most of these programs will have grouping, flash, memory, speed reading, and shadow exercises.
Intelligence Intensification/The Concept of Change

Speculative History of the West

For thousands of years there was little change toward better conditions for human beings. The changes in the ability to treat diseases was minor. Technology improvement was slow. And then, suddenly, things started to change rapidly. Initially, people didn't expect change to happen. As a self-fullfilling prophecy, nothing happened. On many levels change was not tolerated. Then, new inventions became common, change happened everywhere and people started to expect change to happen. And what was expected, happened. And it happened even more dramatically than anyone expected. Today, new knowledge accumulates and the ability to apply it is acquired faster than ever. The Age of Networking is born. Also, during the centuries, old systems have been replaced by newer more efficient systems. A new government replace the old with each new revolution. After a while, the new system is old and it's time for a new replacement.
On a Smaller Scale
On a smaller scale, this can happen in an individual too. Use the power of self-fullfilling prophecies. Love change and don't be afraid of changing. Everytime we learn something, we change. If you are afraid of changing it will make learning harder. Moreover, each remodeling of the solution to a problem tends to make the solution better. Everyone who has done some computer programming knows that a program solution tends to be better if it is remade from scratch instead of applying ad hoc patches. Use this phenomena to your advantage. Throw all your habits out of the window every now and then. Start from scratch, use your new and increased knowledge to create better habits.
Intelligence Intensification/The Concept of Change Our nervous system recieves a large amount of impressions each second. From this chaos it selects a pattern which we perceive as reality. Thus our perception of reality is colored by how we recognize patterns. We see the patterns we know. Example: Think of red. Look around right where you are sitting now. Your brains extract everything that is red. But what smells were around? How many green items did you see? The brains works in the same fashion when it comes to ideas, views and opinions. Thus, if you try to build on your old knowledge new information will be filtered according to your old information. A better idea might be to try to start from scratch, as described above.
29
Intelligence Intensification/The Theoretician Versus the Practician

The Theoretician
In periods I'm a striking theoretician. I think about a lot of interesting things and new ideas pops up in my mind all the time. But nothing gets done. That's the problem of the theoretician. Knowing that one is a typical theoretician, one has better chances to counteract. The typical situation is that one buys a book or reads a text about something interesting. Instead of putting everything into practice one contents oneself with reading the exercises (if there are any) and thinking about the content. One may actually feel that one really learnt something and that the reading gave lots of insights. Imagine how many insights you would get if you tried everything you read about in physical reality (whatever that is). Another problem associated with books is that authors often wants to write hundreds of pages about a theory which very well could be explained in ten pages. In general, all an intelligent reader needs is the essence of a theory. Everything else is evident when the essence is understood. In fact, many books explains so many unnecessary details that the essence is never understood. That is the problem of the theoretician. He spends time reading about details which soon becomes obvious for anyone who put the ideas to use. Whenever you, the reader, feels a section in this book doesn't break down to the essence of the subject, please use the possiblity to discuss a page in order to make the active contributors of this book aware of the problem.
The Virtue of Discipline

The only way to solve the problem of putting things into practice that I can think of is discipline. Maintaining discipline is crucial when one must overcome the psychological barrier that so often appears when one wants to learn something or do something creative. Discipline can be practiced in various ways, the reader can probably invent his own methods. You are your best teacher. That is why you should only read this book to inspire your own thinking and practice. ???
Intelligence Intensification/Visualization
30
Intelligence Intensification/Visualization
Intelligence Intensification Introduction | Information Sifting | Information grasping Information Evaluation | Information Invention | Information Utilization What is visualization? Put simply it's the act of holding an image or several images in your mind with clarity. That's all it is. Doing it is just as simple. Try this. Take a common object - pencil, pen, etc. - something that is interesting to your eyes and you feel comfortable with. Hold it in your hands. Focus on it and nothing else. Rotate it slowly so you can see all sides of it. Now close your eyes. Try to picture yourself rotating the object in your mind. Do your best to recall as many details as possible. Open your eyes if you're unsure about something in particular. Try to build the object in front of your eyes while they're closed. It'll take time but not as long as you think. The important part is to do this every day in some small way. Like a muscle this ability will grow stronger the more you use it. Once you've done one object - try for a second one. Two at once, then three, then four, etc. Try re-building the room you're in in your mind. Re-organize the furniture in your mind so the room has all the same parts but is completely different. Don't be troubled if you can't visualize exactly right down to the scratches on the wooden coffee table. That will come with time and practice. Just keep working at it. After you're comfortable with visualizing objects, rooms, whatnot, then you can move on to visualizing goals for yourself. Start with a little bit of motion in your mental scenes. Put yourself into those scenes. Again, little by little change the scene you're visualizing to what you want. Visualize yourself learning something you always wanted to. Or getting a new job that pays more or has more perks. Visualize yourself on vacation - a good anti-stress method by the way. Focusing on these goals using visualization will make them far more real to you and much easier to work towards. Another exercise for increasing your visualization skills is through art. Drawing, painting, sculpting and other forms of art are all ways of creating links between your initial perceptions of things, and how well you can recreate those perceptions. For example: Try to sketch an object without looking at it. When you have gotten as far as you can, try to reconcile the drawing with the original image. How much of what you drew was merely what you expected to see instead of what you actually saw? A good drawing exercise for training your perceptions is to try to copy another drawing upside-down. Take a dollar bill and turn it upside down. Then try to copy it (not tracing, just copying it line for line). This exercise helps you to become an accurate scribe of what you see, instead of merely what you think you see. The goal is to develop your ability to record specific visual information. In many cases it is better to amalgamate information instead of remembering every detail. These exercises will help you develop the ability to choose how your brain will store information.
Intelligence Intensification/Memory Techniques/A Longer Peglist
31
Intelligence Intensification/Memory Techniques/A Longer Peglist

While rhyming peglists are simple to learn, they become ambiguous rather quickly as 11 rhymes with 7, 21 rhymes with 31 rhymes with 41, etc. The major system gives you a non-ambiguous way to generate as many pegs as you need.
0 0 10 20 30 40 50 60 Toes Nose Mice Rose Lasso Cheese 0 1 Tie Toad Net Mat Rod Loot Cheetah 2 Noah Teen Nun Moon Rain Lion Chain 3 Ma Time Enemy 4 Rye Tire Nair 5 Law Towel Nail Mule Roll Hell hole Jail 6 Shoe 7 Cow 8 Ivy TV Knife Movie Roof Leaf 9 Bee Tub Knob Mop Rap Lip Jeep
Teach(er) Taco Notch Match Roach Leech Cheech Nuke Mic Rock Lake
Mummy Mower Ram Lamb Jam Error Liar Chair
Shock Jiffy (peanut butter) Cake Fig Bike Tusk Cough Fife Beef Adhesive
70 80 90
Case (of beer) Coat Vice Bus Vat Bite Toast Dead head
Gun Van Bone Design
Game Foam Bum Dismay
Car
Koala
Coach
Cap VP Pipe Toss-up
"Fore!" (golf) Fool (jester) Fish Bear Desire Tater Ball Diesel Total Peach Dosage Detach
100 Disease 110 Tights
Tighten Totem
If you have not done so already study the number section these pegwords will not make sense without doing so. If you find any of these pegs difficult to remember, make up one of your own. Do not expect to learn the entire list at once. Start with 10 or so. When you can memorize a list of 10 objects with them, learn 10 more and memorize a list of 20 items. Then learn 10 more and so on. Once you have mastered 52 pegwords see the section on cards.
Intelligence Intensification/Memory Techniques/Memorizing Playing Cards
32
Intelligence Intensification/Memory Techniques/Memorizing Playing Cards

This module assumes you are familiar with pegwords (see parent module) and the major system. If you are not, study them before continuing. Using the major system a set of pegs was constructed for the playing cards:
A C Cat H Hat S Suit 2 Can 3 4 5 6 7 8 9 10 Case J Club Heart Q K
Comb Core Coal Cash Cookie Cough Capo Hare Hell Hash Hog Sore Sail Sash Sock Hoof Safe Dive
Cream King Queen Hinge Steam Sing
Hone Ham Sun Sum
Hippie Hose Soap Deb
Sauce Spade Dose
D Date Dune Dam
Door Doll Dash Dog
Diamond Dream Drink
For these pegs, the first letter is the same as the suit The last letter (A-10, Ace treated as 1, 10 treated as 0)is derived from the major system, Jack is the name of the suit King and Queen (sort of) rhyme with the words "king "and "queen".
If any of these give you trouble, make up one of your own. Memorizing this list will require practice.
Linking
To quickly memorize a run of cards visualize the first card, visualize it associated with the second, visualize the second associated with the third,and so on. For example to memorize the sequence 8H,QC,2H,KD,4S,3D, Visualize a giant hoof for 8 of hearts, link it to the next card by imagining it stomping in a puddle of cream (QC=cream)Now associate cream with Hone (2H) by imagining a pencil sharpener floating (or swimming) in that lake of cream. Associate Hone with drink by imagining yourself drinking from a pencil sharpener. Associate drink with sore by visualizing an anthropomorphic bottle or shotglass (with a cartoon mouth) yelling "Ouch!", now associate the sore with a dam by imagining a dam with an oozing sore (not a water leak but a bloody sore) on it.
Destroying
This is a quick method for keeping track of which cards have been played and which have not. When a card is dealt out, visualize its peg and imagine that item destroyed. When you want to know whether a particular card has been dealt, visualize the pegword, and you will immediately notice whether or not it's been destroyed.
Example
1. 2. 3. 4. 5. 6. 7. 8. 9. the 6C is dealt out imagine cash being destroyed (a $100 bill on fire) next the 10H is dealt imagine a hose chopped in half 4H- a rabbit (hare) is run through a meat grinder 2D- a sand dune is washed away in a hurricane 8C- cough - someone coughs so hard they are turned inside out AH- a hat is stomped flat 6S- a sash is ripped from the window and torn to shreds 4D- a door is kicked in so hard it bursts into a million pieces AC- cat-picture the most gruesome cruelty-to-animals you can imagine
Intelligence Intensification/Memory Techniques/Memorizing Playing Cards 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 3H-Ham- throw it down the garbage disposal QD- dream- you are awakened suddenly, destroying your dream. Picture a dream cloud vanishing KH- break a hinge in half 8H- hoof- a blacksmith pounds a horseshoe on so hard that the hoof shatters into pieces 5D- Doll- tear its head off 2H-Hone- Smash a pencil sharpener with a hammer 9C- Capo- Tony Soprano is gunned down 10S- the sauce is burning on the stove. Imagine the smell. QS- steam- a meteor crashes into the Old Faithful geyser, destroying it 3D- Dam - the dam breaks open with a massive flood 6D- Dash- a runner does the 100 yard dash-right off of a cliff 8S-Safe-a safe is blown up with dynamite JH-a heart (bloody organ-not the valentine) is chopped up on a cutting board 3S- sum- smash a calculator with a hammer 9D- Destroy a debutante somehow- dump a bucket of blood on her like in the movie Carrie JC-A (golf)club is mangled by an irate golfer. Imagine it twisted like a pretzel. AD- Date- You are so mad at your date that you hit her/him with a baseball bat
33
Without looking above see if you can answer the following questions: Which Jacks are still unplayed? Has the King of diamonds been played? How about the 2 of hearts? How many Aces remain? Can you make a list of the remaining cards?
Double Pegword System

You can memorize the entire deck (or any sequence of cards) by associating the card pegs with these number pegs:
0 0 10 Toes 20 Nose 30 Mice 40 Rose 0 1 Tie 2 3 4 Rye Tire Nair 5 Law 6 Shoe 7 Cow 8 Ivy 9 Bee Tub Knob
Noah Ma Time Enemy
Toad Teen Net Mat Rod Nun
Towel Teach(er) Taco TV Nail Notch Match Roach Nuke Knife Mic
Moon Mummy Mower Mule Rain Ram Error Roll
Movie Mop Rap
Rock Roof
50 Lasso Loot Lion
This will take a lot of practice! Even if you can't memorize an entire deck error-free with one run, you can still learn it fairly quickly and can amaze anyone by handing them a deck, asking them to name a card, then instantly telling them where it is with an answer like "that's 24th in the deck".
Article Sources and Contributors
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Article Sources and Contributors

Intelligence Intensification Source: http://en.wikibooks.org/w/index.php?oldid=1856155 Contributors: Adrignola, Azertus, Cronian, DanielJanzon, Darklama, Hagindaz, Heyzeuss, Hyperlink, JeffStickney, Jguk, JustGenia, Klseifert, Mike.lifeguard, MikeMike, Mkn, R3m0t, Recent Runes, Robert Horning, Whiteknight, Wknight8111, 23 anonymous edits Intelligence Intensification/Introduction Source: http://en.wikibooks.org/w/index.php?oldid=1235461 Contributors: DanielJanzon, Hagindaz, Jeffyorns, Jguk, Marshman, Mkn, R3m0t, Think Fast, Wereon, 9 anonymous edits Intelligence Intensification/Information Sifting Source: http://en.wikibooks.org/w/index.php?oldid=1164511 Contributors: DanielJanzon, Hagindaz, Jguk, MikeMike, Mkn, Webaware, 5 anonymous edits Intelligence Intensification/Information Grasping Source: http://en.wikibooks.org/w/index.php?oldid=1760756 Contributors: DanielJanzon, Hagindaz, Heyzeuss, Jguk, Polyparadigm, 1 anonymous edits Intelligence Intensification/Memory Techniques Source: http://en.wikibooks.org/w/index.php?oldid=1760792 Contributors: DanielJanzon, Exigentsky, Hagindaz, Heyzeuss, JeffStickney, Jguk, JustGenia, Kernigh, Kwhitefoot, Mike.lifeguard, Mxn, R3m0t, 14 anonymous edits II Speed Reading Source: http://en.wikibooks.org/w/index.php?oldid=472473 Contributors: DanielJanzon, Hagindaz, Jguk, Mkn, Mxn, Paranoid, 20 anonymous edits Intelligence Intensification/General Tips For Practicing Source: http://en.wikibooks.org/w/index.php?oldid=513726 Contributors: DanielJanzon, Hagindaz, Information Ecologist, Jguk Intelligence Intensification/Creativity Techniques Source: http://en.wikibooks.org/w/index.php?oldid=513725 Contributors: DanielJanzon, Hagindaz, Jguk, R3m0t, Sethoeph, 4 anonymous edits Intelligence Intensification/Memory Techniques/Memorizing Numbers and Digits Source: http://en.wikibooks.org/w/index.php?oldid=1859202 Contributors: JeffStickney, Recent Runes, Webaware, 31 anonymous edits Intelligence Intensification/Proofs Source: http://en.wikibooks.org/w/index.php?oldid=513731 Contributors: DanielJanzon, GatesPlusPlus, Gingekerr, Hagindaz, Jguk, Metric1000, 12 anonymous edits Intelligence Intensification/Repetition Source: http://en.wikibooks.org/w/index.php?oldid=1383771 Contributors: DanielJanzon, Hagindaz, Jguk, 5 anonymous edits Intelligence Intensification/Speed Reading Source: http://en.wikibooks.org/w/index.php?oldid=1296669 Contributors: DanielJanzon, Hagindaz, Jguk, Mkn, Mxn, Paranoid, 20 anonymous edits Intelligence Intensification/The Concept of Change Source: http://en.wikibooks.org/w/index.php?oldid=513718 Contributors: DanielJanzon, Hagindaz, Jguk, R3m0t, 3 anonymous edits Intelligence Intensification/The Theoretician Versus the Practician Source: http://en.wikibooks.org/w/index.php?oldid=513719 Contributors: DanielJanzon, Hagindaz, Jguk, JustGenia, 3 anonymous edits Intelligence Intensification/Visualization Source: http://en.wikibooks.org/w/index.php?oldid=513720 Contributors: Gingekerr, Hagindaz, Jguk, MikeMike, Tristanreid, 1 anonymous edits Intelligence Intensification/Memory Techniques/A Longer Peglist Source: http://en.wikibooks.org/w/index.php?oldid=1759164 Contributors: Adrignola, Heyzeuss, JeffStickney Intelligence Intensification/Memory Techniques/Memorizing Playing Cards Source: http://en.wikibooks.org/w/index.php?oldid=1565834 Contributors: Adrignola, JeffStickney
Image Sources, Licenses and Contributors
35
Image Sources, Licenses and Contributors

Image:50%.png Source: http://en.wikibooks.org/w/index.php?title=File:50%.png License: GNU Free Documentation License Contributors: Chris 73, Cwbm (commons), Kilom691, Ksd5, Marcelo Reis, Siebrand, 2 anonymous edits Image:25%.png Source: http://en.wikibooks.org/w/index.php?title=File:25%.png License: unknown Contributors: Bayo, Chris 73, Cwbm (commons), Eusebius, Ksd5, Marcelo Reis, WikipediaMaster, Yonatanh, 3 anonymous edits Image:Gravitational lens-full.jpg Source: http://en.wikibooks.org/w/index.php?title=File:Gravitational_lens-full.jpg License: Public Domain Contributors: Lukius, Serguei S. Dukachev, 3 anonymous edits
License
36
License
Creative Commons Attribution-Share Alike 3.0 Unported http:/ / creativecommons. org/ licenses/ by-sa/ 3. 0/

Intelligence Intensification: Techniques To Grasp and Memorize Information

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Intelligence Intensification

Techniques to grasp and memorize information

The need of yet another book on this subject

Cut the Crap

Spread the Word

What's your vision?

Intelligence Intensification/Information Sifting

Intelligence Intensification/Information Grasping

Intelligence Intensification/Information Grasping

Intelligence Intensification/Memory Techniques

Intelligence Intensification/Memory Techniques

Remembering a list of items

Intelligence Intensification/Memory Techniques

/Memorizing Numbers and Digits/

Techniques Which Combine Pegwords With the Number System

/Memorizing Playing Cards/

/The Periodic Table/

Remembering foreign words

Remembering faces, art works etc

Intelligence Intensification/Memory Techniques

How to remember whatever you want

Drugs and Vitamins

Classical Speed Reading

Intelligence Intensification/General Tips For Practicing

Intelligence Intensification/General Tips For Practicing

Information Ecology Practices

Doing One Thing At a Time

Choosing to Focus on the Practice

Intelligence Intensification/Creativity Techniques

Intelligence Intensification/Creativity Techniques

Intelligence Intensification/Memory Techniques/Memorizing Numbers and Digits

Intelligence Intensification/Memory Techniques/Memorizing Numbers and Digits

Unassigned Vowel sounds, w,h,y

Intelligence Intensification/Memory Techniques/Memorizing Numbers and Digits

Numbers Into Words

Intelligence Intensification/Memory Techniques/Memorizing Numbers and Digits

Another example of flexibility

Intelligence Intensification/Memory Techniques/Memorizing Numbers and Digits

Making Exceptions to the rules

Different levels of proof

Elements of a scientific method

Prediction from the hypothesis

Einstein's prediction (1907): Light bends in a gravitational field

Testing and improvement

Peer review evaluation

Evidence and assumptions

The Axiomatic Method

Why Boring Repetition?

Intelligence Intensification/Speed Reading

Intelligence Intensification/Speed Reading

Classical Speed Reading

Intelligence Intensification/Speed Reading

Intelligence Intensification/The Concept of Change

Speculative History of the West

Intelligence Intensification/The Theoretician Versus the Practician

The Virtue of Discipline

Intelligence Intensification/Memory Techniques/A Longer Peglist

Intelligence Intensification/Memory Techniques/A Longer Peglist

Mummy Mower Ram Lamb Jam Error Liar Chair

Gun Van Bone Design

Game Foam Bum Dismay

Cap VP Pipe Toss-up