text:
Talk:German/Level I/Freizeit

Audio Files
I really appreciate all the work people have given to this project and I am happy that I can use this Wikibook to learn Geman (I have printed it!) but I hate to say that some audio files are iritating. "Vocoded" and filtered files sound unnatural and simply do not fit the purpose. Editing is fine, as long as the listeners cannot "hear" that the voice was modulated -marvin

Gern vs Gerne
I had a bit of doubt on where to use gern and when to use gerne. Has it got anything to do with the cases? I hope it's not too abusive to post a question here, hope it can improve the course somehow.

Both words can be used in the same situations, but "gern" is used more often. --LaRzarus 15:49, 18 February 2007 (UTC)

Really? I think I'm using "gerne" more often. Maybe a north-south difference? 92.225.139.188 (talk) 20:44, 7 June 2010 (UTC)

"Gern" is an shortend version of "Gerne". You can use both, it doesn'T matter--93.232.218.115 (talk) 19:47, 23 August 2010 (UTC)

Saying when you do something
Does Time, Manner, Place not apply here?

Ich spiele Football um halb Vier is that not Um halb vier spiele ich Football In meiner Freizeit spiele ich Fussball etc

It's not clear to me at all how you're supposed to conjugate the verb "lesen". The section should actually say this instead of leaving the student guessing. Specifically, I have no idea how to conjugate it for 'ich'. The book talks about not adding an extra 's'. What extra 's'??? Where did that come from. Why would I hadd it and where would I put it?

I'm totally baffled by that comment. If the correct conjugation is ich lese then what's the point of talking about extra s's? Should the book also say not to add an extra w and two additional q's?

Ich lese is correct indeed, and I can't see any sense in the extra-s comment, either. I'm taking the liberty to take it out. Epsilon 20:29, 13 March 2006 (UTC)
 * Correcting myself:The extra-s comment refers to the du-form, where you'd normally use the ending -st. As the stem of lesen ends in s, ond of the s's is indeed dropped. Du liest rather than du liesst or - even worse - du lesst. Epsilon 20:36, 13 March 2006 (UTC)

--- How come all of the WikiBooks are messed up like this? Now you can't see the lesson.

Sorry, there are a couple of word-order mistakes in the German and the 'Likes and Dislikes' uses the wrong verb.

 * Mag and other words will be introduced later, so please don't try to include them in this lesson. "Gern" will be left out when you use "mag", of course, but for this lesson, please leave it in (used with haben and schwimmen, etc.) Thanks. - SamE 13:22, 7 Apr 2004 (UTC)
 * Even if we were to introduce "Mag", we would need to give them conjugations and an introduction to modals. - SamE 17:42, 7 Apr 2004 (UTC)

I intend to add example problems to this at German:Beginner Lesson 2P (P for problems), so I apologize if the explanations (especially for time) seem way too brief. - SamE 17:50, 23 Apr 2004 (UTC)

Thanks SamE for fixing the errors and making the lesson viewable again.

It is not explained what plural and what singular was.

Pl/sing ecc. can be illustrated by a picture/pictogram.

 * It is assumed the reader already knows what plural and singular are, as it is taught as early as kindergarten and first grade. In lesson 1, the reader was introduced to the pronouns and their English equivalents. This should be enough. Actually, I was thinking about doing something defining the cases, as 1st person plural can include all three persons, for example. But it doesn't go here, rather in the first review. - SamE 03:03, 1 Sep 2004 (UTC)

In Austria 15:15 (and all other xx:15) is often called "Viertel Vier" (same use as the "Dreiviertel" mentioned in the text).

Also "Viertel", "Halb" and "Dreiviertel" only apply to 1-12 hours (I think this is true for Germany too). So one should never say "Viertel Dreizehn" or "Halb Fuenfzehn".

If somebody feels like reworking some lines, please consider these comments.

Hi, I do not understand the "Das soll Spass sein" in the dialogue. Perhaps it means "That should be fun", but WHAT should be fun? To what does it aplly? In every case, I would translate "That should/could be fun" with "Das soll/kann Spass MACHEN", because "this is fun" is translated with "das macht spass" -- 84.130.185.235 20:39, 8 December 2005 (UTC)

Replaced: !Franz
 * Wirklich? Ich spiele Fußball um drei.

by: !Franz
 * Wirklich? Ich spiele um drei Fußball.

"Ich Spiele Fußbal um drei" is correct, but unusual.

Conflicting answers
The lesson says that "In English one plays a sport, while in German one does a sport." so you should use the verb machen, but in the section quiz answers it uses spielen as in spielen Football instead of machen Football. I'm no expert in German, but this seems to conflict with the lesson. 68.211.46.194 22:36, 19 May 2006 (UTC)

Yes, in German one does a sport, but one plays soccer. If you do not understand I'll explain it it greater detail. --Je suis 00:44, 20 May 2006 (UTC)

 * I think I get it. If you are naming a specific sport, one uses spielen but if you are referring to sports in general (Sport) one uses machen, correct?  208.61.4.77 03:48, 21 May 2006 (UTC)

Ja! -- Je suis 21:21, 22 May 2006 (UTC)

Volunteer for speaking the audiofiles
Hi ! My name is Stefan and i like to volunteer for making the audiofiles in native german. I am speaking the "high german" with no dialect. I have equipment to do high quality recording. Nice greetings --SvonHalenbach 11:10, 30 July 2006 (UTC)

Hi folks! I'd help too. but how can i convert wav files to ogg? Can anybody help me? Thanks! Christoph 84.174.102.18 14:12, 13 February 2007 (UTC)

One program for media conversion that I've used and liked is SUPER. For recording audio, I suggest Audacity, which exports .ogg easily. --TheSpinningBrain 04:37, 23 August 2007 (UTC)

Sentence Structure
Quotation: '
 * Ich spiele Basketball, und er spielt auch Basketball.
 * I play basketball, and he also plays basketball.

The new word, "auch", is very important and it means "also". The one grammar rule about "auch" is that is always comes after the verb.'

I think you are a bit strict concerning the sentence structure: e. g. (see also previous unit) 'auch' can have many positions: to stress that _he_ also plays basketball, I could write 'und auch er spielt Basketball.', as well. I could even say '... und Basketball spielt er auch.' Some positions are impossible, i. e. '... Basketball auch spielt er.' and '... er auch spielt Basketball.' and '... er spielt Basketball auch.', but every different structure (with verb in second position) is allowed!

"auch" doesn't neccessarily comes after a verb: "ich spiele Fußball, auch spiele ich Tennis". However, this sounds a bit exalted. 92.225.139.188 (talk) 20:42, 7 June 2010 (UTC)

Nicht
In the lesson, it says, "To say 'not', use 'nicht'. 'Nicht' goes after the verb but before the sport." It can, but it's more common for nicht to be at the end of the sentence in this case, unless the direct object is followed by "sondern," as in "Ich spiele nicht Fußball, sondern Schach." Otherwise, I would say either "Ich spiele Fußball nicht" or "Ich spiele keinen Fußball." --TheSpinningBrain 05:15, 23 August 2007 (UTC)
 * "Ich spiele Fußball nicht" sounds wrong to me (native German). 92.225.139.188 (talk) 20:40, 7 June 2010 (UTC)
 * The rules for the position of "nicht" in non-contrastive uses are quite difficult; see in canoo.net. They consider "Ich spiele Gitarre nicht." as incorrect and "Ich spiele nicht Gitarre." as correct. I think the same is true for the example with "Fußball". --Martin Kraus (talk) 23:58, 7 June 2010 (UTC)

Sport Machen Versus Sport Treiben
When I was taught German, I mostly was exposed to using Treiben with Sport, and not Machen. Could someone please clarify if there's a difference in meaning, if one is more proper or more frequently used, and any other details that should be known? Thanks. --Silvorte 04:16, 07 June 2010 (UTC)

 * to me "treiben" sounds more exalted and "old school". However, "treiben" can also have a sexual connotation. 92.225.139.188 (talk) 20:39, 7 June 2010 (UTC)

 * I think you can use "treiben" and "machen" with the word "Sport". "treiben" is less colloquial and might be more common in written German. "machen" is more colloquial and probably more common in spoken German. E.g.: "Treibst/Machst du Sport?", "Ich treibe/mache (jeden Tag) Sport.", "Welchen Sport treibst/machst du?". With a specific sport (e.g. "Fußball", "Handball", "Basketball") you should use "spielen". "treiben" sounds very strange in this case and "machen" very colloquial (and wrong if you speak with an accent). --Martin Kraus (talk) 00:11, 8 June 2010 (UTC)

Wrong sentences?
For me (German native speaker), the following sentences sound wrong or at least strange: "Wer hat Hausaufgaben?" (what does that mean? Maybe "Wer hat die Hausaufgaben gemacht?" or "Wer hat Hausaufgaben auf?"), "Wer spielt nicht Fußball?" (strange, correct: "Wer (von Euch) spielt kein Fußball?"), "Wir spielen nicht Tennis." (strange, correct: "Wir spielen kein Tennis."). 92.225.139.188 (talk) 20:37, 7 June 2010 (UTC)

 * True, the meaning of "Wer hat Hausaufgaben?" depends on the context. Without context it's unclear. "Wer spielt nicht Fußball?" and "Wir spielen nicht Tennis." sound correct to me (also native German speaker), although I would probably say "Wir spielen kein Tennis." --Martin Kraus (talk) 00:18, 8 June 2010 (UTC)

Page split
I suggest to split this very long lesson into two: Freizeit (currently lesson 2a) and Zeit (currently lesson 2b).--Martin Kraus (talk) 07:12, 4 July 2010 (UTC) Subscript text

No test
The link to the test leads to an empty page.
 * Okay, I will check it. Thanks. Vishal Bakhai - Works[[Image:Flag_of_India.svg|15px]] 19:28, 5 December 2016 (UTC)
 * It is there. See | Test Page. Thanks. Vishal Bakhai - Works[[Image:Flag_of_India.svg|15px]] 19:40, 5 December 2016 (UTC)

title: Talk:German/Level I/Freizeit


text:
Talk:German/Lesson 3

Untitled
This one is a freak! In the example for the indefinite article at the end 'Wir spielen eine Stunde lang', the 'eine' is not an indefinite article at all. It is rather the 'eine' of counting; a contrast would be 'Wir spielen zwei Stunden lang'. It looks the same but it is not. That's German for you. Now, I am sure no student will notice, but then again ... It could be corrected by giving Heinrich a different line in the dialogue 'Willst du spielen? Ich habe einen Ball.' Then 'Ich habe einen Ball' could be the example for the indefinite article at the end. [User:Floflei6|Floflei6]] 13:00, 7 Apr 2004 (UTC)

 * Oops! Missed that one! You are right "one hour" not "an hour" ! - Marsh 17:50, 7 Apr 2004 (UTC)

I changed "minute" to "Minute" wherever necessary. I propose to delete "Es ist drei durch.", because I suppose that a vast majority of Germans doesn´t understand it. Finally I don´t know why Karl should say "Dann ...". It would be more approbriate for Heinrich to say "... Dann können wir (ja) eine Stunde (lang) spielen." (In this case Karl would say: "Ich kann [leider nur] bis zwei [Uhr] spielen.") - fsd, 14 Dec 2006 (CET)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: Talk:German/Lesson 3


text:
User:Floflei6~enwikibooks

Florian, 26, Berlin, student: English and Catholic Theology

title: User:Floflei6~enwikibooks


text:
Intelligence Intensification

Contents

 * /Introduction/ : [[Image:50%.svg]] The need of a book on this subject
 * /Information Sifting/
 * /Speed Reading/

 * /Information Grasping/

 * Memory Techniques
 * [[Image:50%.svg]] Visual Techniques
 * [[Image:50%.svg]] Phonetic Techniques
 * [[Image:50%.svg]] Kinaesthetic Techniques
 * [[Image:50%.svg]] Exercises
 * [[Image:25%.svg]] Drugs and Vitamins
 * Repetition
 * Visualization

 * /Information Evaluation/
 * Proofs
 * [[Image:25%.svg]] Different levels of proof
 * [[Image:25%.svg]] Scientific proof

 * /Information Invention/
 * Idea Generation Techniques
 * [[Image:50%.svg]] The trivial cases
 * [[Image:50%.svg]] Brainstorming
 * [[Image:50%.svg]] Variations on a theme
 * [[Image:50%.svg]] The ludicrous cases
 * Idea Charting Techniques
 * [[Image:25%.svg]] Idea Mapping and Associative Grouping
 * [[Image:25%.svg]] Building Layered Abstraction Structures

 * /Information Utilization/
 * The Theoretician Versus the Practician
 * The Concept of Change
 * General Tips For Practicing

Authors

 * DanielJanzon
 * Mike Hebel

Intensificazione dell'intelligenza

title: Intelligence Intensification


text:
Talk:Intelligence Intensification

September 26, 2004:

In my opinion, this book does not often venture beyond the obvious; and it seems not to be following the stated objectives. I do not want to sound overly critical of this work, but what should the reader come away from this book knowing? Some concrete strategies for learning and recalling information have been provided; but, in my opinion, the authors of this book have essentially made this assumption that its readers learn and think not so differently from themselves. If this book is to have a wider audience, this should not be the case.

 * Please give an example! --DanielJanzon 00:24, 1 Oct 2004 (UTC)

Not having english as my native language, I find it difficult to decide if the following sentence is well formed: "Getting the Thinking Wagons Out of the Rut". The model of thoughts as wagons on the nerve circuits is nice in this context but should I write "wagons of thought" instead? Or something else? I'm afraid there will be a lot of Swinglish (Swedish-English) in everything I write :)

dataangel: The biggest problem I see with this book is that the introduction claims to not be another one of those read-it-to-feel-better books, that it will be actual science, but studies and footnotes are completely absent in at least the first two chapters of the text (the ones I read). The "flock of birds" analogy seems contrived, pulled right out of one of those books ;)

This might help:

http://www.hsdebate.com/archives/theory/old/Korcok--Speak_Fast.html

 * I don't remember that I claimed it would be science. My intention with this book was not that it should be scientific, since that would result in a very thin book. However, I wanted the book to be concise and not repeating or full of sentences like "this book will change your life" or silly testimonials. Methods that by someones, and hopefully many peoples, experience has resulted in better ability of the organism should be clearly stated in a concise not too enthusiastic way. When I have time left, I'll read the book and remove everything which isn't true to the initial claim. If someone hasn't done that already by then! --DanielJanzon 17:51, 14 Jul 2004 (UTC)

 * Usually "trains of thought". Trains go faster than wagons :) How about "get your trains of thought back on track"? r3m0t (cont) (talk) 20:11, 7 Apr 2004 (UTC)

 * The metaphor is this: Your thoughts are stuck in a certain rut (track). Creativity is now defined as the ability to make sudden changes of track. The difficulty is not getting the train back on track, but get it off track for a while, hoping it will continue somewhere else on another track. See what i mean? I'm really hoping for that picture to be drawn... :)

The top navigation can be included on any page with and is at Template:IITOC. r3m0t (cont) (talk) 20:11, 7 Apr 2004 (UTC)

It's spanning two lines now - maybe you should consider renaming or merging (putting together) some sections? r3m0t (cont) (talk) 20:33, 7 Apr 2004 (UTC)

 * I don't understand. What spans to lines and why does it matter?

 * The box at the top. It looks ugly now. r3m0t (cont) (talk) 21:05, 7 Apr 2004 (UTC)

 * But it feels strange to merge really different subjects only in order to make a box more aesthetic :/

 * You can link them together in that creative way of yours ;-) it's ok now as three lines. r3m0t (cont) (talk) 22:06, 7 Apr 2004 (UTC)

 * The described technique was applied and the result is implemented. What do you think? --DanielJanzon 14:29, 8 Apr 2004 (UTC)

At the moment it seems like I'm the main author of the book. Without reflection, I've sometimes written "I", as authors of books often do. Now, this wikibook is not intended to have one single author and maybe it becomes strange to read the book. Should I change all formulations using "I" referring to the author? Or should I keep the "I"'s and think of the wikibook as an entity in itself?

 * That's up to you for now. :) r3m0t (cont) (talk) 21:05, 7 Apr 2004 (UTC)

 * I think you should just leave it as is and not worry about the particulars at this stage. M.Welch

 * Good idea. The first step to a good book is something valuable to write about. The last step is to present the information in a nice fashion. --DanielJanzon 14:29, 8 Apr 2004 (UTC)

The current organization of the book is far from perfect. What is really the difference between information sifting and information evaluation? Why is "The Concept of Change" under the headline Information Utilization instead of Information Grasping? Etc. Still, I believe there is something good about this new organization... New ideas are more than welcome.

Howdy! I'd take out "I," and re-orient to talk more about "you" and the reader's experiences. In general, I like text that talks about "you" and "I", but in a wiki book, I don't think it's a good idea. For myself, at least, it puts a barrier between me and editing the text.

Also: Can you work in http://www.ludism.org/mentat/WikiNode somehow? It's more of a hypertext / community than it is a book. It already links to this wiki.

I don't know how Wikibooks tend to work; Can you have extraneous "pages" that are wiki, but not part of the book? Ideally, there would be a WikiNode on this wiki. See http://wikinodes.wiki.taoriver.net/ to understand what this is all about.

Hmmm, yes, the first reaction directly hits what I think should be in the book: scientific proof. Well, you're right on the fact that many self-help books mostly contain feel-better text rather than the real material. Yet I think we should devote a chapter in explaining and giving the reader more indept information. A lot of things concerning can nowadays be called primitive. We people just know to little about the brain. Yet you should not give up with just that last fact. In fact, if people feel-better, they'll accomplish more. So see it as a placebo effect. It would help, even if science cannot prove it. Anyways, is this book going about improving or just to talk about intelligence intensification. I would like to the the main author's first inspirations and goals. By the way, I was thinking. Should I add some student-skill? I mean like, how to discuss and give advise and how to solve exact issues. But I think that should belong to another wikibook. Anyways, I hope it helps giving this wikibook a more clear goal if it's not added.

Psychonautics, Metaphysics, Psychology, Ethics
Hi there. To be frank, the information and text as currently created is more off in the direction of Intelligence dampening. This all needs a whole lot of work, and by people who actually have expert knowledge on the subject. The Table of contents is even a headache. I think it is a worthy project, and I might be willing to contribute, but I'll need some honesty around here about how much people actually know VS how much they are just winging it.

I am not sure what happened to my previous posts to this area. Apparently, they were deleted, because My contributions and user watchlist show nada.

I am an expert in the fields of Psychology, Sociology, Psychonautics, World Religions, World Religious History, Ethics, and Metaphysics.

I am interested in writing an integrative eclectic text on all of those topics simultaneously. The main point of the whole process is to create the first useful users manual for the human Brain.

To those ends, I have generated some materials. Here are some of those.

PSYCHOLOGY;

A. Table of Contents B. Foreward C. Prologue D. Introduction

1. The Nueron 2. Brain Regions 3. Internal Dialogue(s) 4. Instinct 5. Social Influences 6. Brain Chemistry 7. Brain regions and Mind 8. Ego Psychology 9. Id Psychology 10. Mammalian Psychology 11. Reptilian Psychology 12. Social Psychology 13. Paradigm Psychology 14. Emotional Psychology 15. Child Psychology 16. Adult Psychology 17. Parental Psychology 18. Pack Psychology 19. Personal Space Management 20. Behavior output Psychology 21. Reflexive Psychology 22. Muggle Psychology 23. Mage Psychology 24. Totalitarian/Fascist/Corporate/Republican Psychology 25. Herd Psychology 26. Logic, Reason,...Geek Psychology

27.Index of Brain Areas 28. Topological Index 29. Glossary - A. Table of Contents B. Foreward C. Prologue D. Introduction

1. The Tao of Self 2. The Tao of Malkut/Tiferet 3. Inwer Cosm 4. Grounding and Centering 5. Cleansing and Purifying 6. Representational Schema 7. Ritual 8. Full Stop 9. Beta States 10. Alpha States 11. Delta States 12. Somnambulistic Trance (Hypnogogia) 13 Lucid Visualization 14. Dreams 15. Tarota Labrys 16. Theta States 17. Shamanic Music 18. The Aspects of Self 19. The Psychonauts Key 20. The Tree of Life 21 Behavior and State 22. Creating State Specific Social Contracts 23. Contact Improv 24. Totemism 25. Satyrian Psychonautica 26. Dragon Psychonautica 27. Faery Psychonautica 28. Imp Psychonautica 29. The ALLY and the FORCE 30. Entheogenic Protocols 31. Meditative Breathe 32. Meditative Movement 33. Meditative Thought 34. The Force of Atttention 35. Tribalism 36. Brain region, Function, and State 37. Psychonautic Atlas A. Psychonaut Reports B. Shaman Reports C. Mage Reports D. Schematization of Experiences

Index Glossary -- A. Table of Contents B. Foreward C. Prologue D.Introduction

1. The Chakras 2. The Nadis 3. The Flowpaths 4. The Aural Shells 5. The Attental Body 6. The Animative Body 7. The Circulative Body 8. Prana 9. Qi, Chi 10. Thought 11. Spirit 12. Geomancy 13. Biomagnetics 14. Nueromuscular electricity 15. Causal Forces 16. Ether 17. Consciousness 18. Will 19. Chotdals+ ThraoChotdals (Ether Tubes) 20. Karma 21. Quantum Mechanics 22 "Random Chance" 23. the Tree of Life 24. Levels of Reality 25. The TAO in and of ALL Things

26. Index of Subtle Anatomy Charts 27. Index of Hyperelative Morphogenics 28. Index 29. Glossary

--- SOCIOLOGY;

A. Table of Contents B. Foreward C. Prologue D. Introduction

1. Elementary School Education 2. Middle School Education 3. High School Education 4. 4 Year College 5. 12 year College 6. Student/Teacher Contract 7. Student/Society Contract 8. Employment/ Industry 9. Recreations 10. Home and Family 11. Tribe and Culture 12. Retirement 13. Medical Issues 14. A Citizens Rights 15. A Citizens Responsibilities 16. Governments Rights 17. Governments Responsibilities 18. Criminal Justice 19. Disability+ Dependency 20. Social Equality 21. Poverty (ending) 22. Media 23. Info-Workers 24. Elderly Issues 25. Reasonable Effort 26. Sexual Equality Issues 27. Racial Equality Issues 28. Class, Caste, and Economic Equality Issues 29. Agriculture, Diet, Issues 30. Reasonable Effort

31. Index 32. Glossary

- the wikipedia article, which i am one contributor of;

A Psychonaut (literally, a sailor of the psyche) is a person who uses trance technologies from any of the world's religions, modern psychology, and other assorted paradigms, to explore the psyche, their own consciousness, and potentially improve real performance of certain psychological tasks. The term is often associated with the use of hallucinogens or entheogens as guides, or means, to achieve inward spiritual experiences. This is quite distinct from religious use, or social and leisure use of drugs, although invariably these overlap.

According to Jonathan Ott, the word Psychonaut was originally coined by the German author Ernst Jünger.

Use of the term
Psychonaut is a modern term, used to describe one who uses trance technologies, and sometimes, more specifically, mind-altering substances more with a view to their ability to act as entheogens, than for their inebriating (or social) effect. In effect, they are used as a means to achieve states of mind in which different perceptions unhindered by everyday mental filters and processes can arise. As such, psychonauts beleive that when used with this intent, their effects, can be life altering, and are not considered by their proponents to be mere hallucinations. An alternate description is that while some aspects of the experience may be hallucinatory, the realizations caused by those hallucinations, and the mental, emotional and long term impact of the experience, is real, usually positive, and enduring.

The term is often associated with neoshamanic practices; however, many distinguish between the mental exploration of the psychonaut and authentic, healing-oriented shamanic practice. Some prominent, self-proclaimed psychonauts such as Zoe7 are somewhat controversial figures within the psychedelic scene, often accused of cultural appropriation and a disregard for the methods and purposes of traditional shamanic uses of psychedelics and other trance technologies.

Brain function
Psychonautics can be considered an attempt to generate a users manual for the human brain. Unlike its near cousin, psychology, which is concerned with understanding other people, psychonauts are more concerned with understanding themselves, and the process of self exploration; accordingly, they engage in direct exploration of themselves and their own thought processes.

As such, psychonauts seek to understand mental process and functioning and employ such knowledge in their activities. Key to this is auto-modification of brain wave frequenecies, which can lead to quite distinct perceptual states; a detailed examination and understanding of one's own thought processes, habits, and beliefs is also sought.

This is also ideally practically applied in bettering one's self through the knowledge of one's own thought processes; with this understanding and heightened perception of one's own internal dialogue, it is thought that one is more able to control their own ego, and detach themselves from what is seen as a herd mentality common to modern culture.

Mythical archetypes and concepts
Psychonauts commonly place much emphasis on various mythical archetypes and concepts, believing that these are useful to coming to understand one's own thought patterns and the nature of existence. As in shamanic practice, the Axis mundi is often employed, often overlayed with chakras and other relevant concepts of bodily function. The nature of karma is often explored in trying to understand one's own situation, actions, and relation to the outside world.

Metaphysics
Psychonauts are often interested in metaphysics, the branch of philosophy dealing with the ultimate nature of reality or existance; it is thought that in coming to some understanding of how the universe functions and the nature of existance, one would be better able to govern themselves accordingly and integrate their life experiences.

Hallucinogens/entheogens
The technology and practice most often associated with psychonauts is the use of psychedelic drugs for mental exploration. The method of use varies widely; such usage is often (but not always) entheogenic and informed by traditional shamanic uses of psychedelic drugs and rituals surrounding such usage.

Some hallucinogens commonly used by psychonauts include:
 * DMT
 * LSD
 * Marijuana
 * Psychedelic Mushrooms
 * Mescaline
 * Peyote
 * Salvia Divinorum
 * Ayahuasca

Dreams
As dreams are considered by psychonauts to be a window into thought processes, many keep dream journals in order to better remember dreams and further their understanding of their own symbolic internal dialogue. Many attempt to not only remember their dreams, but engage in lucid dreaming, in which one learns to directly control their dreams and hopefully gain more control over their own thought process and hallucinogenic experiences.

Ritual
Ritual is often employed for purposes of grounding and centering one's self, to set one's focus and intentions, and to instill a conception of the significance and depth of psychonautical practice. Repeated use of ritual may also train the brain to associate certain activities and states of consciousness with specific situations, creating deeper experiences and allowing one to more easily enter altered states of consciousness.

Other
Other technologies and practices employed include:
 * Sleep deprivation
 * Sensory deprivation
 * Dark-room retreats
 * Brain wave entrainment (used to induce different brain wave frequencies and altered modes of perception)
 * Glossolalia (used in an attempt to get beyond verbal/analytic thought]]

Notable psychonauts

 * Alan Watts
 * Albert Hofmann
 * Aldous Huxley
 * Carlos Castaneda
 * Jack Kerouac
 * John Lilly
 * Ken Kesey
 * Peter Carroll
 * Ram Dass
 * Timothy Leary
 * Terence McKenna
 * William White (psychonaut)
 * Zoe7
 * William James

Missing details
There are a variety of details which i think would be fair to include here in some form or another. Heah did an Awesome job of cleaning up this wreck, and I am totally thankful. However, Some of the "stubs" that got deleted in that task are still very worthy, and I think, worth discussing, and probably, could stand a paragraph or so on them. I personally still think that the POV issues are complicated enough, (and that I am operating from enough of a bias) That its wiser to talk about it first and let the group edit later, than to jump in and go editing, creating possibly more stress for the group actually over the long run. Prometheuspan 04:07, 8 February 2006 (UTC)

Use of the term
Psychonaut is a modern term, used to describe one who uses Trance Technologies, and sometimes, more specifically, mind-altering substances more with a view to their ability to act as entheogens, than for their inebriating (or social) effect. In effect, they are used as a means to achieve states of mind in which different perceptions unhindered by everyday mental filters and processes, can arise.

As such, their effects, used with this intent, can be life altering, and are not considered by their proponents to be mere hallucinations. An alternate description is that while some aspects of the experience may be hallucinatory, the realizations caused by those hallucinations, and the mental, emotional and long term impact of the experience, is real, usually positive, and enduring.

Shamanic Perspective of Hallucination
The Shamanic Perspective of Hallucination is that there is no such thing as something which is "not real." Shamans choose to see Visions, Hallucinations, and so forth as real communication from other parts of the psyche, which are normally veiled from the conscious mind by brain hemisphere filters. (Without these filters, the internal dialogue process would overwhelm the conscious mind, as is possibly the case with Autism )

Shamans generate assorted cosmologies which include the Psychic realms, and thus from their perspective, a Hallucination is a real event that happens on a different level of reality.

Brain Anatomy
The most important Paradigm to the Serious PsychoNaut is Brain Anatomy. PsychoNautics is the attempt to generate a Users manual for the human Brain. Unlike its near cousin, psychology which is concerned with understanding other people, PsychoNauts are more concerned with understanding themselves, and the process of self exploration.

http://www.google.com/search?hl=en&lr=&as_qdr=all&q=Brain+Anatomy&btnG=Search

Hemispheres of Brain
There are Several different areas of the Brain, Which are Known by Science to carry out specific functions. Science knows about this mostly due to ElectroencephalographyAnd experiments where Brain waves are monitored while a subject is given different kinds of problems to solve or subjected to different kinds of stimulus. ( or, under the effect of a psychoactive substance.)

The Main Areas of the Brain are;
 * 1. The Brain Stem
 * 2. The Reptilian Brain Cerebellum

 * 3. The limbic system
 * 4. The Mammalian Brain extrastriate cortex
 * 5. The Neo-Cortex Neopallium Frontal lobe

 * 6. The Occipital Lobes
 * 7. The Left Hemisphere Lobes
 * 8. The Right Hemisphere Lobes
 * 9. The Parietal lobe

Brodmann_area

Process Typing Functions
The Brain deals with different kinds of tasks by devoting small sections of itself to deal with those types of tasks.

There are thus different types of internal dialogue operating in different places in he mind. Verbal Linguistic Information is confined mostly to the Neo-Cortex and a smaller region called Wernickes area. Mathematical and Logical Types of operations seem to be carried out predominantly in the left or right hemisphere, depending on whether the person is left or right "handed". Movement is mostly handled by the Reptilian Brain and the Brain Stem. (etc)

http://www.google.com/search?hl=en&q=wernickes+area&btnG=Google+Search

http://www.google.com/search?hl=en&lr=&q=Brain+Hemispheres&btnG=Search

http://www.google.com/search?hl=en&lr=&q=Reptilian+Mammalian+Neo-Cortex&btnG=Search

Brainwaves
By using an Electroencephalograph, Scientists can measure the Electrical outputs of the Brain. There are four main different kinds of waves that they have found, and each corresponds roughly to a different state of consciousness.

 * a Beta wave Brain Waves Brain Waves

http://www.google.com/search?hl=en&q=Brain+waves+Beta&spell=1

 * b Alpha wave Alpha Brain waves

http://www.google.com/search?hl=en&lr=&q=Brain+waves+Alpha&btnG=Search

 * c Delta wave Delta Brain waves

http://www.google.com/search?hl=en&lr=&q=Brain+waves+Delta&btnG=Search

 * d Theta wave Theta Brain waves

http://www.google.com/search?hl=en&lr=&q=Brain+waves+Theta&btnG=Search

The Tree of Life
Is A Qaballah or Esoteric Judaism Reality model which describes essentially a bell curve, and potentials for phase alignment. The Tree can be used as a map to place over the entire body, as a map to place over the Torso, or as a map of states of consciousness assuming state definitions for the Neo-Cortex.

http://www.google.com/search?hl=en&lr=&q=Tree+of+Life+Qaballah&btnG=Search

Totemic Mythic ArchitectureT.M.A.
PsychoNauts attempt to understand Hallucinations as communication from the psyche. To do this requires an elevated understanding of subliminal symbolism, particularly the Imagerial/Dreamspeak code of the Mammalian Brain and Occipital Lobes.

http://www.google.com/search?hl=en&lr=&q=Totemism&btnG=Search

Dream Journals
A very important tool for the Psychonaut, A dream Journal acts as the starting point for the PsychoNaut to create a personal encyclopedia of their own symbolic internal dialogue.

http://www.google.com/search?hl=en&lr=&q=Dream+Journal&btnG=Search

Lucid Dreaming
Some might say that Entheogens are EASY, If you want something HARD Try Lucid Dreaming. The Results are the same, but one has a very different cost.

To a Psychonaut, Lucid Dreaming is a prequel to Psycho actives, setting a stage for them to learn self/ trip control. A person who is control of their dreams can similarly learn to control their Hallucinations.

Sleep Deprivation
Another very important tool of the PsychoNaut, Again, Entheogens are EASY, if you want something HARD with the same results, Try staying awake for 1 week. Sleep Deprivation teaches a Psychonaut control over their own State of consciousness. When we sleep, we go through the four brainwave patterns. Delta condition is deep rest, and Theta Condition is Physiological upkeep, and healing. Most people never experience a waking condition other than a Beta state. This is unfortunate, because Alpha, Delta, And Theta States are difficult to be in while still awake, but if you can manage it, you can use the mind in remarkable ways most people can't.

http://www.google.com/search?hl=en&lr=&q=Shamanism+Sleep+Deprivation&btnG=Search

http://www.google.com/search?hl=en&lr=&q=Psychonaut+Sleep+Deprivation&btnG=Search

Sensory Deprivation
A very important Tool, especially for use with low Power Entheogens. For some people, Total Darkness in a cave is more than enough to Alter their state of consciousness. Alpha condition is to some degree a physiological response to darkness.

http://www.google.com/search?hl=en&lr=&q=Psychonaut+Sensory+Deprivation+Chamber&btnG=Search

Trance Technologies

Come from any Religion, Any Culture, Many different Sciences, and Multiple perspectives. However, in the modern era, most people can't escape the waking Beta condition except by sleep. This tells us that Trance Technologies have not been transmitted to the general population. Herd Mentality Groupthink Propaganda Politics Religion

Instinct, Memory, Symbol
Three areas of the brain have an interesting relationship with each other. The Reptilian Brain stores instinct, which is very similar to Maslows' Hierarchy of Needs The instinct drives us to act, which creates Memories in different regions of the Brain, but mostly in the Mammalian Brain. Symbols then form a Top Bar over that up/down line, forming a figure T. The Neo-Cortex processes most verbal Linguistic information, but the occipital Lobes process images. These aspects of self end up relating within the Psyche, and PsychoNautics primary concern is to increase the efficiency of that internal dialogue.

http://www.google.com/search?hl=en&lr=&q=Psychonaut+sensory++Deprivation&btnG=Search

http://www.google.com/search?hl=en&lr=&q=Psychonaut+Instinct+Reptilian+brain&btnG=Search

http://www.google.com/search?hl=en&lr=&q=Psychonaut+Memory+long+term+short+term&btnG=Search

http://www.google.com/search?hl=en&lr=&q=Psychonaut+Symbol+occipital+lobes&btnG=Search

motion, communication, fore thinker, planner
Motion is primarily handled by the Brain Stem and the Reptilian Brain, Communication is handled by the Neo-Cortex and the Mammalian Brain, thinking ahead is handled in several places, but mostly in the neo-cortical region and in the Temporal Lobes this again creates a set of relationships between areas of the brain.

http://www.google.com/search?hl=en&lr=&q=Psychonaut+motion+motor+control+brain+area&btnG=Search

http://www.google.com/search?hl=en&lr=&q=Psychonaut+communication+social+brain+linguistics&btnG=Search

http://www.google.com/search?hl=en&q=Psychonaut+fore+thinker+planner+NeoCortex&spell=1

Egotism
From the PsychoNauts perspective, the greatest sin of Egotism is that over identification with the Ego mind eclipses other regions of the brain.

Ethnocentrism
is the field function of Egotism; The Egoic principle projected into ones group, culture, or society. Ethnocentrism is the logical fallacy, and rationale, behind Fascism and Totalitarianism PsychoNauts are particularly interested in this because the Schema we have from any one paradigm are too weak standing alone to make PsychoNautics possible. It is only by combining many different points of view, and integrating many different perspectives that one can become a successful PsychoNaut.

http://www.google.com/search?hl=en&lr=&q=Psychonaut+egotism+shadow+psychology&btnG=Search

http://www.google.com/search?hl=en&lr=&q=Psychonaut+Ethnocentrism+shadow+psychology&btnG=Search

Pack Psychology
Is important to PsychoNautics because Groupthink has a knee-jerk reaction against Eclectic thinking, And PsychoNauts are thus forced in many situations to defend themselves from attack.

http://www.google.com/search?hl=en&lr=&q=Psychonaut+pack+psychology+wolves+apes+sociology&btnG=Search

Cogency
Is important not only for defending what we do as PsychoNauts, but for creating a lucid handling of ones own personal paradigms. Think of it this way; You get what you put into the software you probably didn't realize you wrote for your brain.

Ethics
PsychoNautics is very concerned with a variety of Ethical issues, because the way that the Psyche ends up working, It is difficult or impossible to obtain waking Trance States until the issues of the Shadow are resolved. In this sense, PsychoNauts build the ultimate Ethical system for themselves, and it might even be said that the defining characteristic of a Psychonaut is instead that they are solving the Shadow of the Collective unconscious internally.

Lucid Visualization
AT high levels of Alpha State Performance, The mind is capable of generating better movies than Hollywood ever will, (At a fraction of the cost.) Simulation modeling and assorted Engineering feats become possible as a person learns to use the "Dreaming" Facility while awake, and with the Neo-Cortex in control, instead of the Reptilian Brain or Limbic System.

http://www.google.com/search?hl=en&lr=&as_qdr=all&q=+visualization+Lucid+psychonaut&btnG=Search

http://www.google.com/search?hl=en&lr=&as_qdr=all&q=+simulation+visualization&btnG=Search

Alpha Inductive Meta-process
Hypnosis Self Hypnosis Delta Inductive Meta-process
 * 1. Stilling the Internal Dialogue
 * 2. Grounding and Centering
 * 3. Resolving the Mammalian Shadow
 * 4. Resolving the Reptilian Shadow

Theta Inductive Meta-process
of transmission of dream content from the Alpha mind to the Neo-Cortex. Because in essence, the Science that supports Shamanism understands that there is no "Magic", There are simply other resources of the Human animal that are not normally accessed by the Neo-Cortex.
 * 1. Theta States are sustained by Musical Internal Dialogue
 * 2. Theta States are normally encountered in sleep at them moment
 * 3. Theta level mind is the "Shamanic" Or "Psychonautic" Goal,
 * 4. Including (most usefully) perception of magnetic fields within a Five foot radius.

The Sleep/Waking Control Vector
as a Sleeping or waking State. Normally we don't experience anything other than Waking Beta States and Sleeping other States, but this is Due to three primary factors.
 * Any one of the Four Main States of Consciousness can be experienced
 * 1. Hemispheric filtering to prevent cognitive meltdown
 * 2. Social Conditioning
 * 3. Fallacious Belief Systems

http://www.google.com/search?hl=en&lr=&as_qdr=all&q=somnambulism&btnG=Search

Psychology of PsychoNautics
What would make a person decide to explore their own mind?

What is the interest? What would drive a person to go to such lengths?

Shadow Psychology
PsychoNautics is concerned with Shadow Psychology because it is difficult if not impossible to obtain waking Trance States if the standard conflicts between areas of the mind have not been resolved.

http://en.wikipedia.org/wiki/Shadow_(psychology)

shadow_(psychology)

http://www.google.com/search?hl=en&lr=&as_qdr=all&q=Shadow+psychology&btnG=Search

Shadows mirror
Sometimes called a Scrying Mirror. Written and read reports of assorted Shamanic experiences were slightly misinterpreted. In order to induce an Alpha State as an accomplished Psychonaut, one looks backward with the force of attention at the Filter Cloaking mechanism itself.

Karma
From the Shamanic Perspective, One of several forces of Nature, which tends to work to apparently organize what would otherwise have been Chaos.

Neuromuscular Electricity
Neuro Muscular Electricity

and purposes and via an assortment of chemical processes.
 * 1. The Body generates its own Electricity for a variety of reasons
 * 2. Electricity is used as one part of the Electrochemical Communication system of nerves and Neurons.
 * 3. The Body also uses electricity as the driving force behind muscular flexing Muscles

http://www.google.com/search?hl=en&lr=&as_qdr=all&q=+NeuroMuscular+Electricity&btnG=Search

Electrolysis Photography
A form of imaging, not technically a real photograph, in which a target is placed on a magnetically active plate, and Magnetic field activity is transformed into an image. This is important to PsychoNauts because it proves the PsychoNauts Hypothesis that there is a "Subtle Energy".

http://www.google.com/search?hl=en&as_qdr=all&q=Electrolysis+Photography&spell=1

Bio-magnetics
The Field of Science which studies the magnetic Fields that are created by Organic Creatures.

http://www.google.com/search?hl=en&as_qdr=all&q=Biomagnetics&spell=1

The Sensory Apparatus of the Reptilian Brain...
The minds force of attention is split into two primary directions by the Brain; Neural net, as it senses and operates by sensing itself.
 * 1. Outward, into the physical senses of sight, sound, taste, and touch,
 * 2. Inward, into the sense perceptions of the much more complicated

Glossolia
A form of Theta Trance Induction, used by Y'shua Ben Yeoseph (AKA Jesus Christ) Involving the use of musical tones and rapidly evolving harmonics and melodies, and in most cases, nonsensical phonetics, to overpower the verbal linguistic mind, and communicate with and thus awaken the Musical Lobe and thus Theta Access.

http://www.google.com/search?hl=en&lr=&as_qdr=all&q=Glossolia&btnG=Search

Subtle Anatomy
Ayurveda Chinese Medicine Chakras Meridians Strange Flows Aura

http://www.google.com/search?hl=en&lr=&as_qdr=all&q=strange+flows+subtle+anatomy&btnG=Search

The Psyches Labyrinth
From the perspective of the PsychoNaut, Civilization is trapped in the Tarot Card of the Tower and lost inside of holding on to its paradigms as if they were substantial.

Psyche Labyrinth

Metaphysics
PsychoNauts are interested in Meta-Physics because it is another Paradigm that adds Schema relative to Obtaining Altered States of Consciousness.

Quantum Mechanics
PsychoNauts are interested in Quantum Mechanics because it is another Paradigm that adds Schema relative to Obtaining Altered States of Consciousness.

Ritual; Its useful functions
(Generating social feedback loops)
 * 1. Grounding and Centering
 * 2. Cleansing and Purifying
 * 3. Setting Focus, Will, and Intention
 * 4. Exclusion of Negative thought forms
 * 5. The creation or Representational MicroCosm/MacroCosm Reflectivity
 * 6. The Creation of External Stage for Psychic Actions
 * 7. Syntax and codification for Induction Meta-process
 * 8. Communicating appropriate behavior to others.

Pack Psychology
In wolves, there are three main observed pack roles. They are;
 * 1. Alpha; The Leader, The Attacker, The direct pursuer.
 * 2. The Follower, The Henchmen, the Side pursuer,
 * 3. The outcast, the Hidden Wolf, Cuts off Escape Route

This behavior manifests in Humans in a more evolved way, and is the primary issue of the Reptilian Shadow.

Pack (canine)

Herd behavior

Herd Psychology
The practice of keeping people from having PsychoNautics knowledge so that they can be easily manipulated, Controlled, and Persuaded or Coerced.

Geek Psychology
In humans, The closest Equivalent to the Omega in a Pack structure. Geek Also, the only sane role to play, if you are going to get anything done intellectually.

==Psychonaut? Enter the Matrix Enter the Matrix

PsychoNautics is a very Point of View charged field because it combines all of the most sensitive aspects of both Religion and Politics, and (in some people’s opinions) has better answers to life’s assorted questions than either or both. PsychoNautics is considered by some to be a Cult in competition with Religion. While this is true in some senses, the reverse is true in that any member of any Paradigm group can be A PsychoNaut; the term is actually inherently non-denominational. PsychoNautics is also considered by some to be Left Leftist Liberal And while this may be true of Some PsychoNauts, it is not True Of PsychoNauts or PsychoNautics, Because PsychoNautics is actually outside of the Left-Right False Dilemma / False Duality.

PsychoNautics actually delivers what most Paradigms only promise; Real self help, evolutionary process, and personal Therapy. For this reason, PsychoNautics is a field which many in the establishment would like to Silence.

Sociology
Sociology is the study of Human Behavior on the larger Social Scale. PsychoNauts are interested in Sociology mostly because in order to make sense of the Psyche, one has to first make sense of ones biases, and assorted social and cultural influences.

Metaphysics, Psuedo-Science, Alternative Sciences
==Ecological Ergonomics Entheogenic Chemistry

Entheogenic Metaphysics
The Shamanic View of Reality

Entheogenic Protocols
The Rituals and practices used by real World Shamans, or, those Rituals and Practices designed as Near Equivalents.

Opponents of the use of these substances tend to ignore their religious and spiritual use, and consider such claims as unsubstantiated fabrication, or mere justification of an inebriated and potentially dangerous state, and/or substance abuse.

PsychoNautica
The frequency of use and type of use is highly individual. Some PsychoNauts are also neoshamans. Eventually, the individual often gains a sense or feeling of control over the entheogen they are taking.

Because their motive is primarily for personal growth by means of wider scope of mental perception, rather than social and leisure use, psychonauts usually resist over-use and respect the substances they take. Many psychoactive substances used as entheogens are not physically addictive (but may be psychologically addictive if over-used), and unlike crack or other drugs, there is not normally any spiral of dependency and/or harm involved. Personal reports on websites suggest psychonauts might typically use such substances between once every few weeks, to once or twice a year.

Prometheuspan 22:45, 8 February 2006 (UTC)

Naming conventions
I notice that this WikiBook has been cited as being possibly in violation of the Wikibooks Naming policy. The standard conventional Term which covers this general batch of topics, and with the same basic stated intention, is PsychoNautics. My advice is that the book be renamed as such. Prometheuspan 23:04, 8 February 2006 (UTC)

Hiatus Maximus
this baby hasn't been touched in 12 (holy cow) years! Is anyone still working on it or paying attention to it?

2601:680:CB80:5E00:99A6:BCDC:CF5A:FBC5 (discuss) 15:50, 13 May 2020 (UTC)

title: Talk:Intelligence Intensification


text:
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 information—what 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 aristotelean 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 world—for 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 $$n$$ independent random steps will, on the average, end about $$\sqrt{n}$$ 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 $$n$$. In a lifetime of many, many independent choices, small and large, a career with a vision will get you a distance proportional to $$n$$, while no vision will get you only the distance $$\sqrt{n}$$."

Before or while reading this book and practicing its contents, try to grow a vision of your life.

Intensificazione dell'intelligenza/Introduzione


text:
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. 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.

Writing The List Down
Sometimes, writing down something you wish to remember may help to increase your retention. If you have the time and resources available, you may write down the entire list, maybe a few times, and be able to remember most, if not all of the items. You may also use this to remember paragraphs of text as needed.

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.

/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 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.

How to remember whatever you want
Combine the above and below 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 may have side-effects although current studies show some of them to be safe to use. 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.


text:
User talk:DanielJanzon

See Talk:Intelligence Intensification. r3m0t (cont) (talk) 16:02, 7 Apr 2004 (UTC)

Hi there, I saw you are into programming and even python, so I wondered if you would be interested in a learning project I have started. It is described and discussed at my site in wikipedia. Maybe you could let me know there what you think about it? Get-back-world-respect 11:05, 24 May 2004 (UTC)

 * I'm not sure this is the proper way to answer a message but what can I do. Well, I don't believe I can contribute to your learning project. First, it's written in qbasic, a language I don't know and don't want to know. And secondly, it seems to me to only be accessible in the Microsoft Windows environment which is not my area of specialization. If I were you I would rewrite the program using Java and release one stand-alone version and one as an Java applet for online use. Furthermore I don't see why you need me at all.

 * I do believe in the basic method of learning a language by studying sentences though.

Your site is listed on:

http://www.sense-think-act.org/

Please consider linking our site on STA

Stefan for Szczels 19:50, 9 Jan 2005 (UTC) Sense-Think-Act London

"Short finite projects, like learning to juggle, learning to walk on the hands, etc" I found that point interesting. --GTubio 16:44, 22 November 2006 (UTC)

title: User talk:DanielJanzon


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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. Then, suddenly, rapid change occurred.

Initially, people didn't expect change. As a self-fulfilling prophecy, nothing happened. On many levels change was not tolerated. Then, new inventions became common, change was commonplace and people began to expect change.

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-fulfilling prophecies. Love change and don't be afraid of changing. Every time 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.

Our nervous system receives 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 brain extracts 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.


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Electronics/Expanded Edition Fundamentals

../Expanded Edition/

Coulomb's law
Dielectric constant, definition of charge

Electricity

 * $$F = {kq_{1}q_{2} \over r_{2}}$$

The force resulting from two nearby charges is equal to k times charge one times charge two divided by the square of the distance between the charges.

 * $$E = {F \over q}$$

The electric field created by a charge is equal to the force generated divided by the charge.

 * $$E = {kq \over r_{2}}$$

Electric field is equal to a constant, “k”, times the charge divided by the square of the distance between the charge and the point in question.
 * $$U = {(kq_{1}q_{2}) \over r}$$

Electric potential energy is equal to a constant, “k” multiplied by the two charges and divided by the distance between the charges.

Variables

F: Force (N) k: a constant, 99 (N•m2/C2) q1: charge one (C) q2: charge two (C) r: distance between the two charges, (m)

A charge in an electrical field feels a force. The charge is not a vector, but force is a vector, and so is the electric field. If a charge is positive, then force and the electric field point in the same direction. If the charge is negative, then the electric field and force vectors point in opposite directions.

A point charge in space causes an electric field. The field is stronger closer to the point and weaker farther away.

Ampere's law
Definition of current, magnetic permittivity


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Electronics/Expanded Edition DC circuits

< ../Expanded Edition/

Resistance
Ohm's law, resistivity and conductivity

Capacitance
Some formulae for capacitance of different shapes, dependence on dielectric constant, units

Batteries
Behaviour in circuits

Solving circuits
Kirchoff's laws, Thévenin's theorem

Hall effect, Piezoelectricity, etc
Voltages induced by magnetic fields, stress, temperature difference, etc.


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Invertebrate Zoology/Insects

Subclass Apterygota Subclass Archaeognatha (jumping bristletails) Subclass Dicondylia Subclass Pterygota
 * Symphypleona - globular springtails
 * Monura - extinct
 * Thysanura (common bristletails)
 * Diaphanopteroidea - extinct
 * Palaeodictyoptera - extinct
 * Megasecoptera - extinct
 * Archodonata - extinct
 * Ephemeroptera (mayflies)
 * Odonata (dragonflies and damselflies)
 * Infraclass Neoptera
 * Blattodea (cockroaches)
 * Mantodea (mantids)
 * Isoptera (termites)
 * Zoraptera
 * Grylloblattodea
 * Dermaptera (earwigs)
 * Plecoptera (stoneflies)
 * Orthoptera (grasshoppers, crickets, katydids)
 * Phasmatodea (walking sticks, timemas)
 * Embioptera (webspinners)
 * Mantophasmatodea (gladiators)
 * Superorder Hemipterodea
 * Psocoptera (booklice, barklice)
 * Phthiraptera (lice)
 * Hemiptera (true bugs)
 * Thysanoptera (thrips)
 * Superorder Endopterygota
 * Miomoptera - extinct
 * Megaloptera (alderflies)
 * Raphidioptera (snakeflies)
 * Neuroptera (net-veined insects)
 * Coleoptera (beetles)
 * Strepsiptera (twisted-winged parasites)
 * Mecoptera (scorpionflies, etc.)
 * Siphonaptera (fleas)
 * Protodiptera - extinct
 * Diptera (true flies)
 * Trichoptera (caddisflies)
 * Lepidoptera (butterflies, moths)
 * Hymenoptera (ants, bees, wasps, etc.)

Introduction to the Insects
In terms of number of species described, the Subphylum Hexapoda is the largest in the Phylum Arthropoda. Hexapods (meaning "six legs or feet") include the insects (Class Insecta), which dominate terrestrial environments on earth. The subphylum also includes several groups of wingless arthropods of uncertain placement; namely the orders: Diplura, Collembola, and Protura.

 * Read Subphylum Hexapoda
 * Read Order Diplura
 * Read Order Collembola
 * Read Order Protura
 * Read Class Insecta ( Follow links as necessary to understand the terminology; Also included are: )

title: Invertebrate Zoology/Insects


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Electronics/Expanded Edition Impedance

Inductance
Mutual and self, definition, dependence on geometry

Impedance
Combining R,L, and C into one quantity.

Solving the circuit
How to set up and solve the ODE's, free and driven circuits.

title: Electronics/Expanded Edition Impedance


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Electronics/Expanded Edition Resonance

< ../Expanded Edition/

Resonance
Simple resonant circuit, description.

Ideal Filters
(Discussion of how ideal filters provide the signal until the break frequency/cies and then provide total attenuation. That is they look like a $$u(\omega )- uu(\omega - \omega _{c}) $$ for low pass filter, where u(w) is the unit step function or Heaviside function.  That is they have infinite drop off at the cutoff frequency.  How this is not possible.  Pretty diagrams of all the filters Low Pass, High Pass, Band Pass, Band Stop.)

This section introduces first order butterworth low pass and high pass filters. An understanding of Laplace Transforms or at least Laplace Transforms of capacitors, inductors and resistors.

Low Pass

Transforming the Resistor and Capacitor to the Laplace domain we get:
 * R and $$\frac {1}{Cs}$$.

Expressing $$V_{out}(s)$$ using terms of $$V_{in}(s)$$.
 * $$V_{out}(s)=\frac {V_{in}(s)\frac {1}{Cs}}{R+\frac {1}{Cs}}$$
 * $$V_{out}(s)=\frac {V_{in}(s)}{RCs+1}$$

The transfer function is
 * $$H(s)=\frac {V_{out}(s)}{V_{in}(s)}$$

So
 * $$H(s)=\frac {1}{RCs+1}$$

For the Frequency Domain we put $$s=j\omega $$
 * $$H( \omega )=\frac {1}{jRC \omega + 1}$$

The magnitude is
 * $$ | H( \omega ) |=\frac {1}{\sqrt {R^2C^2 \omega ^2 + 1}}$$

and the angle is
 * $$ <H( \omega )=-arctan(RC\omega)\,$$

As $$\omega$$ increases $$ |H(j \omega )|$$ decreases so this circuit must represent low pass filter.

Using the -3 dB definition of band width. $$ |H(j \omega )|= \frac {1}{\sqrt {2}}$$

 * $$ \frac {1}{\sqrt {2}}=\frac {1}{\sqrt {R^2C^2 \omega ^2 + 1}}$$

Therefore
 * $$2=R^2C^2 \omega ^2 + 1$$
 * $$\omega =\frac {1}{RC}$$

Which gives the general form of a low pass butterworth filter as:
 * $$ | H( \omega ) |=\frac {1}{\sqrt {1+ (\frac {\omega }{\omega _c})^{2k}}}$$

, where k is the order of the filter and $$\omega _c $$ is the cut-off frequency.

High Pass

 * (Image of a first order RL high pass filter)

If all the component of the circuit are transformed into the Laplace Domain. The resistor becomes $$R $$ and the inductor becomes $$Ls $$. Using voltage divider rule $$H(s)$$ below is reached.

 * $$H(s)=\frac {\frac {Rs}{L}}{1+\frac {Rs}{L}}$$

If $$H(s)$$ is transformed into the frequency domain by putting $$s=j \omega$$.
 * $$H(\omega)=\frac {\frac {j \omega R}{L}}{1+\frac {j \omega R}{L}}$$

Which has a magnitude of
 * $$| H(\omega) |=\frac {\sqrt {\frac { \omega ^2R^2}{L^2}}}{\sqrt {1+\frac { \omega R^2}{L^2}}}$$

and an angle of
 * $$< H(\omega)=90 - \arctan ({\frac {\omega R}{L}})$$

 * (cut-off frequency is w (R/L)^0.5)

title: Electronics/Expanded Edition Resonance


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Electronics/Expanded Edition Aerials

This is about what aerials and antennae look like to a circuit, effective impedance, coupling of current with radio waves.

Intro to design of radio receivers/transmitters, including much maths

I. Introduction to Electromagnetics / Transmission Line Theory

Previous sections have presented an overview of DC and AC circuit principles. The circuits we have looked at until now all have one thing in common: they are electrically small compared to the wavelength of the voltages and currents induced on them. In other words, the physical size of the circuit is much smaller than the length of the voltage or current wave. Many other circuits, however, have physical dimensions the same as or larger than the wavelengths of their voltages and currents. In order to understand their operation, it is necessary to introduce the principles of electromagnetic theory.

All alternating voltages and currents move through space the form of waves. This is a fundamental principle of physics discovered in the 19th century and elaborated by the Scottish physicist James Clerk Maxwell, among others. Like a wave in water, an electromagnetic wave contains "crests" and "troughs". Wavelength is the distance from one crest to the next. In the electrical case, a crest is a point in space where the alternating voltage or current value is at maximum, and a trough is a point where the value is at minimum.

In the case of a DC current or voltage, the value is the same everywhere, so the wavelength is infinite. Alternating voltages and currents have finite wavelengths. The pattern the values take in space is that of a sine wave. If voltages and currents are measured at locations along the path of an electromagnetic wave, they will fit the curve of a sine wave.

Frequency in electromagnetics is the number of crests passing a particular point in space per unit of time, as the wave moves. It is the inverse (one over) wavelength.

What has been discussed so far is a subset of electromagnetic theory.

title: Electronics/Expanded Edition Aerials


text: Template:Intelligence Intensification/TOC


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Electronics/Expanded Edition Afterword

Electrolysis
Description, Faraday's rule, battery in reverse, maybe fuel cells

Ultra high frequency AC
Show how things change at ultra high frequency, wires becoming waveguides. This points the way to unification of electricity and radio.

Maxwell
Math free description, ubiquity of EM

Quantum stuff
Math free

Computers
Path from small circuits to PCs

Final word
Math free piece on how electronics fits into the wider scheme

title: Electronics/Expanded Edition Afterword


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Intelligence Intensification/Creativity Techniques

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 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 differences, 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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Talk:Intelligence Intensification/Creativity Techniques

September 27, 2004: I added a short supplement explaining my theory of creativity with an example of how to use it. The authors of this module can rework this into the body of this section as they see fit.

Maybe the passage below should be reduced to the first sentence? Firstly, you should support your own team rather than booing the other team and secondly maybe this is the kind of babble this book shall not contain? I cannot make up my mind about this.

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?)


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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. ???$$6=7 $$


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Cookbook talk:Eggplant

This module was the Featured Ingredient on the main Cookbook page from March 30, 2004 - April 7, 2004. Gentgeen

title: Cookbook talk:Eggplant


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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.

SuperMemo(proprietary) uses a repetition algorithm, which is based on neural research. Free programs with a similar algorithm include such programs as Anki or Mnemosyne.

The best combination between using a structured approach and optimal repetition intervals  is realised with RecallPlus(proprietary). RecallPlus uses concept maps for structuring the learing material and then uses repetition cycles, associated with the links between topics.

title: Intelligence Intensification/Repetition


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Intelligence Intensification/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:

 * 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.

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, RocketReader and AceReader, though of course many others exist. Most of these programs will have grouping, flash, memory, speed reading, and shadow exercises.