.------------------------== = =================== = ==------------------------.
| |
+------------------------>> > COMPRISED PRESENTS! < <<------------------------+
|%%%%%%%%%%%%%%%%%%%%%%%_______________________________%%%%%%%%%%%%%%%%%%%%%%%|
|%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%|
|%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%|
|%%%%%%%%%%%%%%%%%%%%%%%%~~~~%%%%%%%%%%%%%%%%%%%%%%%%%%%~~_~%%%%%%%%%%%%%%%%%%|
!__~%%%%%%%%%%%%%%~_~%%%% _\__________ ~%%%%%%%%%~_______/_ ~~~~_~%%%%%%%%%%%%|
|\|_______~%~____ \_____ \_ __ _)___~%%%~__ | /_ _____\_ ~_____~~__~!
|%\ | _( )_ \ | _/ ~/ / \~%_( _)| _ / | \| | \ \>>|
|%:\ | | | |\ | __|_ ___/ ___ \~|_~~-. /__/_ | | | \ \>|
|%./ /__|_| __ |/ \.| / | |~__\ ~~~__|_ | |_____ \| ___| | \_%|
|%/ /_\ \ ~~ | \\//. | | \ ____ /|_ _---.~\ \ __\~~/ __ /%|
!/ ~~~ \_ _| |\// \ |/ |~/ / _| / /___\ \ |___/__ ~~ /⌐z|
/____________/---'_____' / \-'_____|/ / \___\ ~~~~~ | |\ | /_Nr|
~~~~~~~~~~~~~ ___ ~~~~~ /______\_~~~~~/ /_\ \/~~ | |_\ |______|dS!
|%%%%%%%%%%%%%%%%%%%%%_ ~~~~~~~~\ /__________\-----------' |~~~~~~ %%|
|%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%_____ ~~~~~~~~~~~~ ________ /________\ _____%%%|
|%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%_~~~~~~~~~~ %%%%%%%%|
!%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%~~~~~~~~~~~~~~~~~~~~~~~~~~~%%%%%%%%%%%%%%%%%%%%!
|%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%_ EDUCATION / TUTORIALS _%%%%%%%%%%%%%%%%%%%%|
|\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\________________________\\\\\\\\\\\\\\\\\\\\\|
|\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\|
|/////////////////////////////////////////////////////////////////////////////|
|/////////////////////////////////////////////////////////////////////////////|
|%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%|
|%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%|
|=============================================================================|
|=============================================================================|
|=============================================================================|
| |
| Memory The Hard Way |
| (c) Timothy Kenny |
| |
|=============================================================================|
|=============================================================================|
|=============================================================================|
| |
| Publisher ....: Udemy |
| Level ........: all level |
| Runtime ......: 4.5 hours |
| Language .....: English |
| Release Type .: Retail |
| Release Format: ISO |
| Store Date ...: 2015.04.12 |
| Release Date .: 2015.05.16 |
| ISO Size .....: 494,624,768 |
| ISO Checksum .: 958FA79A |
| Disk Count ...: 10 * 50MB |
| Disk Name ....: comprised_umhway |
| |
| Link/URL .....: http://is.gd/M1GADH |
| |
|=============================================================================|
|===================>> D e s c r i p t i o n <<====================|
|-------------------==========================================================|
| |
| Memory is where the rubber meets the road in accelerated learning. |
| |
| You buy books and courses. |
| |
| You spend time reading and taking notes. |
| |
| You synthesize ideas until you really understanding them. |
| |
| But none of that means anything if you don't have access to those ideas in |
| your memory when you need them. |
| |
| The accelerated learning industry is still in it's early years. |
| |
| It's still obsessed with "vanity metrics." |
| |
| What is a vanity metric? |
| |
| It's something that looks good or sounds good, but isn't connected to real |
| world results. |
| |
| What does that look like? |
| |
| Take two doctors. Both 45 years old. Both graduated from the same medical |
| school. One is a top surgeon who has clients flying to her from around the |
| globe. The other just lost settled his 10th malpractice lawsuit. Who do |
| you wanted to be treated by? Does it have anything to do with their "years |
| of experience?" |
| |
| Ok, but what about vanity metrics in accelerated learning? |
| |
| I've talked about a couple of these before in the first two courses in this |
| series on speed reading and note taking. |
| |
| One is reading speed...WPM, or words per minute. As I said before, what is |
| really important is not speed of reading, but speed of |
| thinking/processing...specifically: |
| |
| How fast can you take the raw materials, the words/sentences/ideas from the |
| book and ASSEMBLE them in to a framework of knowledge that actually makes |
| sense to you? |
| |
| A framework that you understand and can use in the real world. |
| |
| A second vanity metric is number of books read. |
| |
| Why is this a vanity metric? |
| |
| Because you will forget over 90% of what you read after a month. If you |
| read a book over the course of the week, you will have already forgotten |
| over half of the first few chapters by the time you are reading the |
| conclusion. |
| |
| And what about that last 10%? That stuff you do remember? |
| |
| Is it structured information that you can use that makes sense to you? A |
| new fully formed skillset? |
| |
| Or is it just a random collection of unorganized factoids? |
| |
| Before I go any further, a warning. Don't buy this course and think that it |
| is going to solve the problems above. |
| |
| You need to come to the stage of memorization having already done the right |
| research, read and annotated the right books, and taken the right kind of |
| notes that are structured properly. |
| |
| Memorization is expensive. |
| |
| A lot of people come to memory courses, books and trainings thinking that |
| they are going to learn a system that makes it easy to just memorize books |
| as they blaze through them at 1,000 wpm. |
| |
| It's a pipe dream. It's never going to happen. |
| |
| As I talk about in part 2 of this 3 course series on note taking, most of |
| the information you consume, whether reading, listening, watching, live |
| interaction, whatever, doesn't need to be memorized. |
| |
| So we're really only talking about 5-10%...at most 20%...of what you are |
| "learning" actually needs to be memorized for long term, immediate |
| retrieval. |
| |
| Why do I qualify the statement like that? |
| |
| First, because sometimes you only need short term retrieval. |
| |
| You are studying for a test on a subject you don't care about. You are |
| happy to forget the information once you pass the test. |
| |
| Or you're working on a one off project or setting something up once and |
| never need to do it again. |
| |
| Second. Immediate retrieval. This one is a bit more complicated. |
| |
| To paint broad strokes, there are two types of information. Think of it |
| like a tree. |
| |
| There is the trunk and branches and roots, and then there is the leaves and |
| fruit. |
| |
| Stuff like systems, frameworks, deep underlying strategies or principles, |
| need to be remembered forever. They are the foundation of your knowledge. |
| They are what you will connect new ideas and skills to in the future. |
| |
| The other kind of knowledge is the leaves and fruit. This kind of stuff is |
| more at the surface. Some of it you will need immediate access to at a |
| moment's notice, but none of it is really structuring your overall way of |
| thinking. It's just a fact, or stat, or name or place or other piece of |
| useful info. |
| |
| This second type of knowledge often doesn't need to be memorized. Maybe you |
| can Google it. But for more specialized information, you will need to look |
| it up in your own personal computer or paper files. |
| |
| This goes beyond memory, this goes to where you store information. Your |
| memory is just one of the different options you have for storing things. |
| It's just a little faster to access than to look it up in your paper or |
| digital notes. |
| |
| If you have a well organized notes system, you can spend more time on |
| memorizing the really important information, like the systems, principles, |
| frameworks and strategies, and have quick access to the rest. |
| |
| So here's the deal. There are hundreds, if not thousands of books and |
| courses out there on memory. What makes this course different is that it |
| goes beyond the mechanics of mnemonics and spaced repetition, neither of |
| which differs that much from book to book or course to course. |
| |
| It goes to thinking strategically about what to memorize, how to memorize, |
| and how to organize your memorization activities into a larger learning |
| system that, when implemented as a whole, gives you huge speed |
| improvements and a massive competitive advantage in your business or |
| career. |
| |
| Some of the big points to consider: |
| |
| -Knowing how to structure your information before you even start the |
| memorization process will save you tons of time and energy |
| |
| -How to set up a spaced repetition system that will work the same way |
| whether it's in paper format (and I don't mean 3x5 index cards) or |
| OneNote, Evernote, or any other software |
| |
| -How to re-conceptualize visual mnemonics as learning a foreign language |
| and how to achieve fluency faster (this is the weakness of traditional |
| visual mnemonics nobody talks about) |
| |
| -How to fix another major weakness of traditional mnemonics, which is |
| isolating information in elaborate memory palaces. This information, while |
| technically accessible in your memory, is not actually integrated into |
| your thinking. Learning is about building skillsets, and you need to do |
| more after or instead of building a memory palace to get the new knowledge |
| integrated in how you think. You may be able to fill in the blanks on a |
| test, but you won't have actually gained the new skill or knowledge base |
| you are looking for. |
| |
| If you are serious about improving your memory and have been frustrated by |
| the incompleteness and ineffectiveness of other memory systems, this |
| course is for you. |
| |
| This is not a course about memorizing names. |
| |
| It's not about memorizing decks of cards. |
| |
| It's not about memorizing digits of pi. |
| |
| Sure, you can use the mnemonics I teach for those if you want, but frankly, |
| those are not interesting ways of using memory. They are mostly party |
| tricks and ways to impress people who don't understand how easy it is once |
| you know mnemonics. |
| |
| No, this course is strictly for entrepreneurs, professionals and students |
| who want to a memory system that is fully integrated with the whole |
| learning process and is designed for building real world skills that can |
| help you in your business, career and life. |
| |
| If that's what you're looking for, this is the course for you. |
| |
| Timothy |
| |
| |
|=============================================================================|
|===================>> G r o u p N e w s <<====================|
|-------------------==========================================================|
| |
| No news is good news! |
| |
|=============================================================================|
|===================>> G r e e t i n g s <<====================|
|-------------------==========================================================|
| |
| Some hardworking groups, and maybe you? |
| |
+-----------------------------------------------------------------------------+
| - --=- C O M P R I S E D -=-- - |
| ⌐ 2 0 1 5 |
`------------------------== = =================== = ==------------------------'