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ability to learn and memorize will soar with simple
techniques that use organization, visualization, and
association. These are not traditional study methods or
exercises in willpower and determination, but far more
effective measures that are easily learned and that can
be applied immediately to your studies or work.
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About
the Author
Robert
Finkel is a theoretical physicist (Ph.D., New York
University) and celebrated lecturer. As Chairman and Professor
of Physics at St. John's University for nearly thirty years he
won numerous awards for teaching and research. Dr. Finkel is a
consultant to industry and government and often conducts workshops in learning techniques.
Questions and Answers about
Rapid Learning |
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Here
are some questions frequently asked about techniques for rapid
learning addressed by Dr. Finkel in the book:
I
demonstrate learning techniques to audiences by distributing copies of
a current news magazine such as Time or Newsweek (or an annual report,
for a business audience). People then call out random page numbers,
and I summarize the articles on these pages from memory, describing
even the photographs and layouts.
The
demonstration is followed by a question period, and the following
questions are based on these sessions.
Q:
Do you have a "trick" memory?
A:
I have a normal memory, probably much like yours. I often do not
remember where I parked my car, and I forget my own telephone
numberṢe this qualifies as a trick memory!
Q:
Is this primarily a memory improvement course?
A:
Memory techniques are an important part of this subject, but we are
most concerned with learning in general. This includes cognitive and
conceptual skills as well as memory: how to extract ideas from reading
and listening, how to solve problems, how to take notes, and how to
organize thoughts are all addressed.
The memory
aspects are certainly the most showy and impressive. After all, you
cannot demonstrate learning without also demonstrating memory.
Techniques that specifically assist memory are called mnemonics or
mnemonic devices. I used these to remember the
demonstration magazine.
Incidentally, I did not memorize the demonstration magazine word for
word as you might memorize a poem or a script. I prefer to say that I
learned it, insofar as I know the central points and recall the most
important details. Nevertheless, the demonstration is always seen as a
memory feat.
Q:
What is the quality of this kind of learning? How long will it be
remembered?
A:
No doubt you fear that learning with techniques is too easy and
somehow the quality of learning must be inferior. Perhaps it is
rapidly forgotten or easily confused.
The opposite is true. You will probably remember the demonstration map
for weeks, although I can hardly imagine a more useless bit of
information. The bold impressions made with techniques persist longer
and more clearly than memories achieved though rote.
Q:
Are the techniques based on willpower or positive thinking?
A:
No. The techniques are based on principles of organization,
visualization, and association. When you use techniques, you are
altering your view of information so that it is easier to understand
and easier to remember.
Q:
How long will it take before I can use the techniques?
A:
These techniques can be used immediately. The time you invest is the
time you spend reading the book or participating in the seminar.
Q:
I am a teacher. Can these techniques be used to improve
instruction?
A:
Yes. A number of rapid learners use techniques in the classroom with
exceptional success. A chapter on teaching with techniques is included
in the book.
